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Internship at public school: institución Educativa Antonia Santos, fostering self-cultural awareness in the english language with kindergarten students

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dc.contributor.advisorPugliese de González, Gabriellaspa
dc.contributor.authorGarcía Rivero, Elkin Davidspa
dc.date.accessioned2023-02-05T17:39:01Z
dc.date.available2023-02-05T17:39:01Z
dc.date.issued2023-02-03
dc.description.abstractIn Colombia, the Ministry of Education recommends the teaching of English as a foreign language at the preschool level, with the intentionality of educating bilingual and competent people from an early age. This implementation, which evidently has a positive effect on the children in acquiring the language, has a disadvantage and that is the distortion of the cultural identity since, being in early childhood education, the children are not aware of their own yet, and the fact of teaching them a foreign language that brings with it a cultural background represents a reason for the preschoolers to get confused, and not know how to identify what is proper to the place where they were born and what is not. Although the problem seems to be the teaching of the English language at such an early age, it is not. On the contrary, as it is such a versatile language, it can be used to teach many other things, for instance, self-cultural awareness. Its teaching not only benefits cognitive development but also the progress of cultural identity and a sense of belonging, as well as helping children to achieve a lexicon with a completely broad and fluid panorama in English while respecting the identities in all areas that make it characteristic of their roots. Therefore, this paper reports my experience during my internship teaching preschool at the Antonia Santos public school, in which I developed a mega project called "where I belong" focused on teaching self-cultural awareness in English. To achieve this, I applied the Project approach supported by Total Physical Response to connect with students effectively and make a meaningful impact in an age-appropriate way. Finally, this document presents the achievements of the mega project regarding my students’ growth and my personal and professional advancements.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. Introduction…………………………………………………………………….….…. 6spa
dc.description.tableofcontents2. Pedagogies……………………………………………...………………………...…... 8spa
dc.description.tableofcontents2.1 Early childhood education……………………………………………….…….…. 8spa
dc.description.tableofcontents2.2 Self-cultural awareness……………………………………………………...…… 10spa
dc.description.tableofcontents2.3 Project approach…………………………………………………………….…... 11spa
dc.description.tableofcontents2.4 Total physical response………………………………………………….………. 13spa
dc.description.tableofcontents3. Methodology……………………………………………………………………….... 15spa
dc.description.tableofcontents3.1 My Costeño puppet………………………………………………………….…... 16spa
dc.description.tableofcontents3.2 Monteria my city………………………………………………...………….…… 17spa
dc.description.tableofcontents3.3 My gallery art……………………………………………………………….…… 17spa
dc.description.tableofcontents3.4 My traditional theater…………………………………………………………… 18spa
dc.description.tableofcontents4. Findings and gains…………………………………………………………………... 19spa
dc.description.tableofcontents4.1 Students’ growth…………………………………………………………...…… 19spa
dc.description.tableofcontents4.2 Professional growth………………………………………………...…………… 24spa
dc.description.tableofcontents4.3 Personal growth……………………………………………………….……….... 30spa
dc.description.tableofcontents5. Conclusions…………………………………………………….…….………...…… 31spa
dc.description.tableofcontents6. Limitations & recommendations…………………………………….……………… 33spa
dc.description.tableofcontents7. References…………………………………………………………………………... 35spa
dc.description.tableofcontents8. Appendix……………………………………………………………………………. 38spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7015
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.subject.keywordsSelf-cultural awarenesseng
dc.subject.keywordsProject approacheng
dc.subject.keywordsEarly childhood educationeng
dc.subject.keywordsTotal Physical Response method (TPR)eng
dc.subject.proposalConciencia autoculturalspa
dc.subject.proposalEnfoque por proyectosspa
dc.subject.proposalEducación a la primera infanciaspa
dc.subject.proposalMétodo de la Respuesta Física Totalspa
dc.titleInternship at public school: institución Educativa Antonia Santos, fostering self-cultural awareness in the english language with kindergarten studentsspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAsher, J. J., & Price, B. S. (1972). “The learning strategy of the Total Physical Response: Some age differences”. Child Development, 38: 1219-1227.spa
dcterms.referencesCNME. (2016). Mallas de Aprendizaje de Inglés: Para Transición a 5° de Primaria. https://eco.colombiaaprende.edu.co/2021/10/29/mallas-de-aprendizaje-de-ingles-para-transicion-a-5-de-primaria/spa
dcterms.referencesDewey, J. (1916/1966). Democracy and education. New York: Free Press.spa
dcterms.referencesEr, S. (2013). Using Total Physical Response Method in Early Childhood Foreign Language Teaching Environments. Procedia - Social and Behavioral Sciences, 93, 1766 – 1768. https://doi.org/10.1016/j.sbspro.2013.10.113spa
dcterms.referencesGrøver, V., Lawrence, J., & Rydland, V. (2018). Bilingual preschool children’s second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input. International Journal of Bilingualism, 22(2), 234–250. https://doi.org/10.1177/1367006916666389spa
dcterms.referencesKatz G. L., & Chard, S. C. (2000). Engaging children's minds: The project approach (Second Edition) Connecticut: Ablex Publishing Corporation Stamford.spa
dcterms.referencesKatz, L. G. (1994). The project approach. Scholastic Early Childhood Today, 12(6), 43-44.spa
dcterms.referencesKatz, L. G., & Chard, S. (1992). The project approach. In Jaipaul L. Roopnarine & James E. Johnson, Approaches to early childhood education (2nd ed., pp. 209¬). New York: Merrill.spa
dcterms.referencesKilpatrick, W. (1922). The project method: The use of the purposeful act in the educative process. New York: Teachers College Press.spa
dcterms.referencesKnutson, E. (2006). Cross-cultural awareness for second/foreign language learners. Canadian modern language review, 62(4), 591-610.spa
dcterms.referencesLey 115 de 1994. (1994). https://www.funcionpublica.gov.co/eva/gestornormativo/norma_pdf.php?i=292spa
dcterms.referencesLu, C., & Wan, C. (2018). Cultural self-awareness as awareness of culture’s influence on the self: Implications for cultural identification and well-being. Personality and Social Psychology Bulletin, 44(6), 823-837. https://doi.org/10.1177/0146167217752117spa
dcterms.referencesMcLaughlin, B. (1978). Second-Language Acquisition in Childhood. ERIC. https://eric.ed.gov/?id=ED154604spa
dcterms.referencesO’Shaughnessy, D. F., & Tilki, M. (2007). Cultural competency in physiotherapy: a model for training. Physiotherapy, 93(1), 69–77. https://doi.org/10.1016/j.physio.2006.07.001spa
dcterms.referencesOjala, M. (1978). Varhaiskasvatus tieteenä. KASVATUS (9), 5/1978, 308-313.spa
dcterms.referencesPhillips, S. (1993). Young Learners. Oxford: Oxford University Press.spa
dcterms.referencesPianta, R. C. (2006). Standardized Observation and Professional Development: A Focus on Individualized Implementation and Practices. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 231–254). Baltimore, MD: Brookes.spa
dcterms.referencesPurnell, L. (2005). The Purnell Model for Cultural Competence. Journal of Multicultural Nursing & Health, 11(2), 7–15. https://doi.org/10.1177/10459602013003006spa
dcterms.referencesReilly, V. & Ward, S.M (1997). Very Young Learners. Oxford University Press.spa
dcterms.referencesSaniei, A. (2012, March). Developing cultural awareness in language instructional materials. In International Conference on Language, Medias, and Culture, Singapore.spa
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dcterms.referencesTomlinson, B. (2001). Seeing more between the lines. The Guardian Weekly, 5(2), 21-27.spa
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dcterms.referencesTough, J. (1991). “Young children learning languages”. Teaching English to Children. From Practice to Principle. Eds. C. Brumfit, J. Moon and R. Tongue.spa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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