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Rural learners: culturally based materials to develop efl receptive skills

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dc.contributor.advisorLorduy Arellano, Danilsaspa
dc.contributor.authorSoto Falón, Delis Mariana
dc.date.accessioned2022-09-01T03:03:53Z
dc.date.available2023-08-31
dc.date.available2022-09-01T03:03:53Z
dc.date.issued2022-08-31
dc.description.abstractThrough the National Bilingualism Program, the National Ministry of Education have sought the achievement of B2 level at the end of school throughout the country. To this end, bilingual projects and materials have been created for improving and fostering English learning everywhere. However, given the multiculturalism, diversity, geographical and socio-economic conditions of each region of Colombia, disparities have perpetuated (Cardenas, 2006). Those differences maintain the latent need to develop or adapt new EFL materials and resources that elicit initial communication in learners, reach peculiarities of these regions, and adapt to the students’ learning needs. This project aims at describing the characteristics that EFL material for rural fifth learners from Lorica, Córdoba should adopt, considering the pupils’ cultural and learning needs, to develop listening and reading skills in English as the beginning of communication understanding. This qualitative study relies on a case study design, implementing a needs analysis method; a questionnaire, focus group interviews and documentary data are the instruments used to collect information. The participants involved are fifth graders and elementary teachers from five rural schools in Lorica. A sample of EFL material design emerges from the findings. The researcher implements a conventional content analysis method for interviews and documentary data and a statistical method for the questionnaire. The results suggest a content graded to their language level, an active role of learners creating their own material for classes, a culturally well-known vocabulary with enough audiovisual support to enhance receptive skills and special attention to English pronunciation and its connection to listening skills to enhance speaking skills.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontents1 Introduction..................................................................................12spa
dc.description.tableofcontents1.1 Rationale...........................................................................................21spa
dc.description.tableofcontents2 Theoretical Framework......................................................................25spa
dc.description.tableofcontents2.1 Conceptual Framework............................................................................. 25spa
dc.description.tableofcontents2.1.1 Rural education...........................................................25spa
dc.description.tableofcontents2.1.1.1 English Language Teaching (ELT) in Rural Areas in Colombia: The role of ELT policies........................29spa
dc.description.tableofcontents2.1.2 Material Development..............................31spa
dc.description.tableofcontents2.1.2.1 Existing Material designed by MEN...................................34spa
dc.description.tableofcontents2.1.3 Receptive Skills.....................................36spa
dc.description.tableofcontents2.1.4 Culturally Responsive Pedagogy (CRP)..................................................39spa
dc.description.tableofcontents2.1.4.1 Culturally Responsive Pedagogy and EFL settings..................................... 42spa
dc.description.tableofcontents2.2 Literature Review...........................................44spa
dc.description.tableofcontents2.2.1 Culturally Material to enhance EFL receptive skills......................................45spa
dc.description.tableofcontents2.2.2 EFL in rural Settings.........................................50spa
dc.description.tableofcontents2.2.2.1 Culture in EFL Rural Settings.................................................. 54spa
dc.description.tableofcontents3 Methodology..............................................57spa
dc.description.tableofcontents3.1 Research design..........................................................57spa
dc.description.tableofcontents3.1.1 Needs analysis..............................................................59spa
dc.description.tableofcontents3.1.1.1 Needs Analysis methods....................................................60spa
dc.description.tableofcontents3.2 Context and Participants...........................................62spa
dc.description.tableofcontents3.2.1 Setting.....................................................62spa
dc.description.tableofcontents3.2.1.1 Rural areas in Lorica..........................................64spa
dc.description.tableofcontents3.2.2 Participants.........................................65spa
dc.description.tableofcontents3.2.2.1 Purposeful Sampling...........................................65spa
dc.description.tableofcontents3.3 Data collection procedure...................................66spa
dc.description.tableofcontents3.3.1 Data collection instruments..................................66spa
dc.description.tableofcontents3.3.1.1 Questionnaire..............................................66spa
dc.description.tableofcontents3.3.1.1.1 Piloting the Questionnaire....................................68spa
dc.description.tableofcontents3.3.1.2 Focus group Interview...................................................68spa
dc.description.tableofcontents3.3.1.3 Documentary data........................................70spa
dc.description.tableofcontents3.3.2 Positionality .....................................72spa
dc.description.tableofcontents3.3.3 Ethical considerations...............................................73spa
dc.description.tableofcontents4 Data Analysis.....................................................75spa
dc.description.tableofcontents4.1 Approaches for Data Analysis...................................... 75spa
dc.description.tableofcontents4.1.1 Approach for Qualitative Analysis.........................................76spa
dc.description.tableofcontents4.1.2 Approach for Quantitative Analysis............................................76spa
dc.description.tableofcontents4.1.3 Treatment of the information.......................................................77spa
dc.description.tableofcontents5 Findings........................................80spa
dc.description.tableofcontents5.1 The results of Students’ questionnaire...................................... 80spa
dc.description.tableofcontents5.2 Description of Interview responses.....................................87spa
dc.description.tableofcontents5.2.1 EFL material promoting learners’ active role and engagement................................................88spa
dc.description.tableofcontents5.2.2 EFL materials that develop abilities through contextualized vocabulary and audio-visual tools.......................... 92spa
dc.description.tableofcontents5.2.3 EFL material enhancing culturally vocabulary use in a meaningful way............................... 96spa
dc.description.tableofcontents5.3 Document Analysis report................................... 99spa
dc.description.tableofcontentsDiscussion..............................101spa
dc.description.tableofcontentsConclusions......................................104spa
dc.description.tableofcontentsReferences.................................107spa
dc.description.tableofcontentsAppendix..................................114spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6498
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba Colombiaspa
dc.publisher.programMaestría en Enseñanza del Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccessspa
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.keywordsEFL materialeng
dc.subject.keywordsCultural needseng
dc.subject.keywordsLearning needseng
dc.subject.keywordsRural elementary learnerseng
dc.subject.keywordsReceptive skillseng
dc.subject.proposalMaterial de inglésspa
dc.subject.proposalNecesidades culturalesspa
dc.subject.proposalNecesidades en el aprendizajespa
dc.subject.proposalAlumnos de primaria ruralspa
dc.titleRural learners: culturally based materials to develop efl receptive skillsspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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