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Internship at Institution Villa Margarita

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dc.contributor.advisorPastrana Muñoz, Juan Carlosspa
dc.contributor.authorJaramillo Robles, Maria José
dc.date.accessioned2022-03-03T19:55:14Z
dc.date.available2022-03-03T19:55:14Z
dc.date.issued2022-03-03
dc.description.abstractThis report aims to inform about the internship carried out at the Villa Margarita Institution in Montería through online classes and in-person classes which had as purpose to help students from 10th and 11th grades to improve their speaking skills due to the inconveniences they presented to express and communicate ideas or opinions, and thus achieve a better performance in the English classes. In addition, explains in detail the pedagogical perspectives on which this educational proposal is based, that is Learner-Centered Teaching (LCT), Task-Based Language Learning TBLL) and Flipped Learning (FL) and the methodologies and strategies used. Finally, it presents results and findings regarding the experiences and recommendations done by the intern, at the same time exposes the limitations faced during the internship and the professional growth as an English teacher.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontentsAcknowledgmentsspa
dc.description.tableofcontentsAbstractspa
dc.description.tableofcontents1. Introductionspa
dc.description.tableofcontents2. Pedagogies and strategies used for teachingspa
dc.description.tableofcontents3. Methodologyspa
dc.description.tableofcontents4. Findingsspa
dc.description.tableofcontents5. Conclusions and recommendationsspa
dc.description.tableofcontents6. Limitationsspa
dc.description.tableofcontents7. Referencesspa
dc.description.tableofcontentsAppendixspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4882
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, 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.keywordsSpeaking skillsspa
dc.subject.keywordsStudent-Centered Learningspa
dc.subject.keywordsTask-Based Language Learningspa
dc.subject.proposalHabilidades oralesspa
dc.subject.proposalAprendizaje centrado en el estudiantespa
dc.subject.proposalAprendizaje de idiomas basado en tareasspa
dc.titleInternship at Institution Villa Margaritaspa
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.referencesAdams, R. (2009). Recent publications on task-based language teaching: a review. International Journal of Applied Linguistics, 19(3), 339–355. https://doi.org/10.1111/j.1473-4192.2009.00239.xspa
dcterms.referencesAlbaladejo, C. B. (2016). Acerca de la utilidad del aula invertida o flipped classroom. Dialnet. https://dialnet.unirioja.es/servlet/articulo?codigo=5601467spa
dcterms.referencesAlexander, R. (2009). Towards a Comparative Pedagogy. In R. Cowen and A.M. Kazamias (Eds.), International Handbook of Comparative Education (pp. 923-942). New York: Springer.spa
dcterms.referencesBishop, C. F., Caston, M. I., & King, C. A. (2014b). Learner-centered environments: Creating effective strategies based on student attitudes and faculty reflection. Journal of the Scholarship of Teaching and Learning, 46–63. https://doi.org/10.14434/josotl.v14i3.5065spa
dcterms.referencesChen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https://doi.org/10.1080/09588221.2015.1111910spa
dcterms.referencesDarsih, E. (2018). LEARNER-CENTERED TEACHING: WHAT MAKES IT EFFECTIVE. Indonesian EFL Journal, 4(1), 33. https://doi.org/10.25134/ieflj.v4i1.796spa
dcterms.referencesFlipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™spa
dcterms.referencesFrazier, S., & Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. TESOL Quarterly, 35(2), 341. https://doi.org/10.2307/3587655spa
dcterms.referencesJeon, I. & Hahn, J. (2006). Exploring EFL Teachers’ Perceptions of Task-Based Language Teaching: A Case Study of Korean Secondary School Classroom Practice. Asian EFL Journal. https://www.asian-efl-journal.com/main-editions-new/exploring-eflteachers-perceptions-of-task-based-language-teaching-a-case-study-of-koreansecondary-school-classroom-practice/index.htmspa
dcterms.referencesKerr, B. (2004). INTERPRETING COMMUNICATIVE LANGUAGE TEACHING: CONTEXTS AND CONCERNS IN TEACHER EDUCATION. Sandra J. Savignon (Ed.). New Haven, CT: Yale University Press, 2002. Pp. x + 243. $35.00. Studies in Second Language Acquisition, 26(01). https://doi.org/10.1017/s0272263104251051spa
dcterms.referencesNunan, D. (1991). Communicative Tasks and the Language Curriculum. TESOL Quarterly, 25(2), 279. https://doi.org/10.2307/3587464spa
dcterms.referencesNunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667336spa
dcterms.referencesRoehl, A. (2013). Bridging the Field Trip Gap: Integrating Web-based Video as a Teaching and Learning Partner in Interior Design Education. (2013). Journal of Family & Consumer Sciences, 105(1), 42–46. https://doi.org/10.14307/jfcs105.1.9spa
dcterms.referencesSantos Luis Miguel, D. (2019). Science Lessons for Non-Science University Undergraduate Students: An Application of Visual-Only Video Teaching Strategy. Journal of Engineering and Applied Sciences, 14(1), 308–311. https://doi.org/10.36478/jeasci.2019.308.311spa
dcterms.referencesSavignon, S. J. (1987). Communicative language teaching. Theory Into Practice, 26(4), 235–242. https://doi.org/10.1080/00405848709543281spa
dcterms.referencesTavil, Z. (2009). Parental Attitudes towards English Education for Kindergarten Students in Turkey. Kastamonu Education Journal. 17(1), 331-340. [Online] Available: www.kefdergi.com/pdf/cilt17_no1/331.pdf (August 9, 2011)spa
dcterms.referencesWillis, J. (1996). A Framework for Task-Based Learning. Harlow: Longman.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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