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English course final internship report

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dc.contributor.advisorLorduy Arellano, Danilsaspa
dc.contributor.authorFernandez Pérez, Ana Patricia
dc.date.accessioned2022-03-04T02:46:10Z
dc.date.available2022-03-04T02:46:10Z
dc.date.issued2022-03-03
dc.description.abstractThis report points to inform about the internship that took place at the public school Villa Margarita in Monteria. This internship was developed in 10th and 11th grade and its main purpose was to improve the students’ speaking skills. In addition, this report explains the different pedagogies (Project based Learning, Communicative Language Teaching and the Student-centered approach) that were used to support the methodology and activities developed in the process during the internship. The report also contains the results and findings of the process, as well as conclusions and recommendations for future teachers. Finally, it presents the limitations found at the school and how the intern teacher overcame those difficult situationsspa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. Introduction............................................................................................................ 6eng
dc.description.tableofcontents2. Pedagogies and strategies used for teaching............................................8eng
dc.description.tableofcontents2.1. Communicative language teaching................................. 8eng
dc.description.tableofcontents2.2 Student-centered Approach...................................................................... 10eng
dc.description.tableofcontents2.3 Project Based Learning Approach.................................................................. 11eng
dc.description.tableofcontents3. Methodology.................................................................................................................. 13eng
dc.description.tableofcontents4. Results and Findings........................................................................... 17eng
dc.description.tableofcontents4.1 Student’s role........................................................................................................... 19eng
dc.description.tableofcontents4.2 Teacher’s role............................................................................................................. 20eng
dc.description.tableofcontents4.3 Speaking development................................................................................................. 20eng
dc.description.tableofcontents4.4 Motivation Improvement........................................................................................ 21eng
dc.description.tableofcontents4.5 My Expectations..................................................................................................... 22eng
dc.description.tableofcontents5. Conclusions and recommendations............................................................................. 23spa
dc.description.tableofcontents6. Limitations.......................................................................................................................... 24spa
dc.description.tableofcontentsBibliography.......................................................................................................................... 26spa
dc.description.tableofcontentsAppendix..................................................................................................................... 28spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4889
dc.language.isoengeng
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, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsReportspa
dc.subject.keywordsLimitationsspa
dc.subject.keywordsFindingsspa
dc.subject.keywordsMethodologyspa
dc.subject.proposalReportspa
dc.subject.proposalLimitationsspa
dc.subject.proposalFindingsspa
dc.subject.proposalMethodologyspa
dc.titleEnglish course final internship reportspa
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.referencesArmbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active Learning and Student centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology. CBE—Life Sciences Education, 8(3), 203–213. https://doi.org/10.1187/cbe.09-03-0025spa
dcterms.referencesAmeliana, I. (2017). TEACHER-CENTERED OR STUDENT-CENTERED LEARNING APPROACH TO PROMOTE LEARNING? Jurnal Sosial Humaniora, 10(2), 59. https://doi.org/10.12962/j24433527.v10i2.216spa
dcterms.referencesGelisli, Y. (2009). The effect of student-centered instructional approaches on student success. Procedia - Social and Behavioral Sciences, 1(1), 469–473. https://doi.org/10.1016/j.sbspro.2009.01.085spa
dcterms.referencesMafruudloh, N., & Fitriati, R. (2020). THE EFFECT OF PROJECT BASED LEARNING TO THE STUDENTS’ SPEAKING ABILITY. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 7(1), 57. https://doi.org/10.22219/celtic.v7i1.12203spa
dcterms.referencesOverby, Kimberly (2011) "Student-Centered Learning," ESSAI: Vol. 9, Article 32. Available at: http://dc.cod.edu/essai/vol9/iss1/32spa
dcterms.referencesRichards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd Revised ed.). Cambridge University Press.spa
dcterms.referencesSolomon, G. (2003). Project-based learning: A primer. Technology and learning-dayton- , 23(6), 20-20spa
dcterms.referencesSparrow, L., Sparrow, H., & Swan, P. (2000, February). Student centred learning: Is it possible. In Flexible futures in tertiary teaching. Proceedings of the 9th Annual Teaching Learning Forum (pp. 2-4). Curtin University of Technology Perth.spa
dcterms.referencesQureshi, I. A. (2007). The importance of speaking skills for EFL learners. Department of English, Alama Iqbal Open University, Pakistan. Psycholinguistics.spa
dcterms.referencesUsmanovna, N. G., & Oybekovna, D. G. (2018). The importance of motivation in education. Достижения науки и образования, (16 (38)), 33-35.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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