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Fostering oral production and global citizenship education through a multimodal teaching approach in elementary learners

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dc.contributor.advisorRomero, Yanilisspa
dc.contributor.authorVega Salgado, Danelia María
dc.date.accessioned2023-07-18T23:28:26Z
dc.date.available2023-07-18T23:28:26Z
dc.date.issued2023-07-14
dc.description.abstractThis degree work reports my internship experience with elementary level students of the Bilingualism for Peace program, carried out at the educational institution Aguas Negras. I highlight the importance of the Multimodal Teaching Approach I used in the design of lesson plans, activities, materials and strategies, taking into account the VARK modalities. This approach allowed me to foster Oral Production in students as well as the practice of the components of this skill. In addition, I promoted a Global Citizenship Education in order to form critical students, capable of putting into action positive values and making decisions for the benefit of society. During this internship, I was able to demonstrate my pedagogical style and effort by using my skills and prior knowledge to promote meaningful and recreational learning environments. In this paper, I address a variety of aspects, including the professional, students, and personal gains I achieved during the internship. I also share the conclusions I came to, the challenging situations I faced, and the recommendations I have for students of the foreign language program with emphasis on English who are considering an internship as a degree option.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontentsACKNOWLEDGMENTS……………………………………………………………………..4spa
dc.description.tableofcontentsABSTRACT…………………………………………………………………………………...6spa
dc.description.tableofcontents1. INTRODUCTION……………………………………………………………………..8spa
dc.description.tableofcontents2. PEDAGOGIES……………………………………………………………………….11spa
dc.description.tableofcontents2. 1. Oral Production (OP)............................................................................................11spa
dc.description.tableofcontents2. 1. 1. Components of Oral Production……………………………………...12spa
dc.description.tableofcontents2. 2. Global Citizenship Education (GCED)................................................................14spa
dc.description.tableofcontents2. 2. 1. Domains of Global Citizenship Education…………………………...15spa
dc.description.tableofcontents2. 3. Teaching Methods………………………………………………………………17spa
dc.description.tableofcontents2. 4. Multimodal Teaching Approach (MTA)..............................................................18spa
dc.description.tableofcontents2. 4. 1. VARK Modalities…………………………………………………….18spa
dc.description.tableofcontents3. METHODOLOGY…………………………………………………………………...21spa
dc.description.tableofcontents3. 1. Duties Chart……………………………………………………………………..28spa
dc.description.tableofcontents4. RESULTS…………………………………………………………………………….30spa
dc.description.tableofcontents4. 1. Professional growth……………………………………………………………..30spa
dc.description.tableofcontents4. 2. Students’ gains………………………………………………………………....38spa
dc.description.tableofcontents4. 3. Impact on the Bilingualism program and the Aguas Negras school……………47spa
dc.description.tableofcontents4. 4. Personal gains…………………………………………………………………...48spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS…………………………………...50spa
dc.description.tableofcontents6. LIMITATIONS……………………………………………………………………….52spa
dc.description.tableofcontents7. REFERENCES……………………………………………………………………….54spa
dc.description.tableofcontents8. APPENDICES………………………………………………………………………..57spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7481
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.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.keywordsOral production (OP)eng
dc.subject.keywordsMultimodal teaching approach (MTA)eng
dc.subject.keywordsVARK modalitieseng
dc.subject.keywordsGlobal citizenship education (GCED)eng
dc.subject.keywordsElementary learnerseng
dc.subject.keywordsBilingualism for peaceeng
dc.subject.proposalEnfoque de enseñanza multimodalspa
dc.subject.proposalModalidades VARKspa
dc.subject.proposalProducción oralspa
dc.subject.proposalEducación para la ciudadanía globalspa
dc.subject.proposalAprendices elementalesspa
dc.subject.proposalBilingüismo por la pazspa
dc.titleFostering oral production and global citizenship education through a multimodal teaching approach in elementary learnersspa
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.referencesBenalcázar Bermeo, J., & Ortega Auquilla, D. (2019). Effects of the CLIL approach in oral production of english students in the second year of the united general baccalaureate at a high school in Cuenca, Ecuador. Revista Boletín Redipe, 8(12), 117-128. From https://www.academypublication.com/issues/past/tpls/vol03/01/18.pdfspa
dcterms.referencesBroadbent, K. (2021). 4 Different Learning Styles: The VARK Theory. Melio. From https://www.melioeducation.com/blog/vark-different-learning-styles/spa
dcterms.referencesCleminson, M. (2021). What is Global Citizenship Education? Global Citizen Education Solutions. From https://gcedsolutions.com/2021/03/23/what-is-global-citizenship-education/spa
dcterms.referencesForero Rey, S. Y. & García Díaz, D. C. (2019). Desarrollo de la producción oral en inglés en los estudiantes del ciclo 3B de la jornada nocturna de la I.E.D República de Colombia. Universidad Libre. From https://repository.unilibre.edu.co/bitstream/handle/10901/17761/Desarrollo%20de%20la%20producci%c3%b3n%20oral%20en%20ingl%c3%a9s%20en%20los%20estudiantes%20del%20ciclo%203B%20de%20la%20jornada%20nocturna%20de%20la%20I.E.D%20Rep%c3%bablica%20de%20Colombia..pdf?sequence=1&isAllowed=yspa
dcterms.referencesGarside, T. (2019). The importance of context for English teaching: experience, situation and surrounding language. Hong Kong TESOL. From https://hongkongtesol.com/blog/importance-context-english-teaching-experience-situation-and-surrounding-languagespa
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dcterms.referencesGonzalez & Co-Lab. (2021). Bilingüismo para la Paz: un modelo de extensión exclusivo para niños en vulnerabilidad. Laboratorio Educación Superior. From https://colab.colombiaaprende.edu.co/experiencias/bilinguismo-para-la-paz-un-modelo-de-extension-exclusivo-para-ninos-en-vulnerabilidad-2/#:~:text=Biling%C3%BCismo%20para%20la%20Paz%20es,ingl%C3%A9s%2C%20dirigido%20a%20ni%C3%B1os%20despa
dcterms.referencesHernández, A. (2018). Oral Production through Interaction with Role-plays in EFL classes. A research study presented as requirement to obtain the degree of Bachelor in English. Corporación Universitaria Minuto de Dios. From https://repository.uniminuto.edu/bitstream/10656/7924/1/Theses%20Angie%20Dianit%20%20final%20yet.pdfspa
dcterms.referencesHerrmann, E. (2017). Using gestures to enhance language instruction. MultiBriefs Exclusive. From https://exclusive.multibriefs.com/content/using-gestures-to-enhance-language-instruction/educationspa
dcterms.referencesKrstinić, M. (2020). Students' views on the importance of fluency and accuracy in foreign language acquisition. Zbornik Radova Veleučilišta u Šibeniku, 14 (1-2), 191-196. Preuzeto. From https://hrcak.srce.hr/241623spa
dcterms.referencesLy, T. C. (2015). The VARK Modalities – Everyone Learns in Their Own Way. Chun Ly @ TCSJ. From https://chunlytcsj.wordpress.com/2015/08/14/the-vark-modalities-everyone-learns-in-their-own-way/spa
dcterms.referencesMart, C. (2013). Teaching Grammar in Context: Why and How?. Theory and Practice in Language Studies. 3. 10.4304/tpls.3.1.124-129. From https://www.researchgate.net/publication/276020676_Teaching_Grammar_in_Context_Why_and_Howspa
dcterms.referencesMinistry of Education (2006). Basic Standards of Competence in Foreign Languages: English. Foreign language training: English. The challenge!. From https://redes.colombiaaprende.edu.co/ntg/men/archivos/Referentes_Calidad/Estandares_basicos_de_competencias/Estandares_Basicos_Competencia_en_Lenguas_Extranjeras_%20Ingles.pdfspa
dcterms.referencesNavarro, D. & Samón, M. (2017). Redefinición de los conceptos método de enseñanza y método de aprendizaje. EduSol, Vol 17, No 60, 2017, 26-33. From https://www.redalyc.org/journal/4757/475753184013/html/spa
dcterms.referencesNneka, D. (2021). Multimodal approaches in teaching and learning of German grammar: The implications. Mgbakoigba: Journal of African Studies. Vol 9, No 1, 87-114, 2021. From https://www.ajol.info/index.php/mjas/article/view/220532spa
dcterms.referencesRamírez Ortiz, S. M., & Artunduaga Cuéllar, M. T. (2018). Authentic Tasks to Foster Oral Production Among English as a Foreign Language Learners. HOW Journal, Vol 25, No 1, 51–68. From https://doi.org/10.19183/how.25.1.362spa
dcterms.referencesRytzler, J. (2017). Teaching as attention formation: A relational approach to teaching and attention. Doctoral dissertation, E-Print AB. From https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1066806&dswid=7442spa
dcterms.referencesSrakaew, P. N. . (2021). The Importance of Pronunciation in English Communication. Journal of Teaching English, 2(2), 11–18. From https://so10.tci-thaijo.org/index.php/jote/article/view/491spa
dcterms.referencesYang, A. (2022). Multimodal Teaching. Building Learning Agility. From https://alisonyang.com/multimodal-teaching/spa
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