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Building a sense of community to develop communication and participation in students from the Bilingualism for Peace program

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dc.contributor.advisorDíaz Arroyo, Eliécer
dc.contributor.authorEspitia Salgado, María Alejandra
dc.contributor.juryVergara, Elkin
dc.date.accessioned2025-06-25T20:45:45Z
dc.date.available2025-06-25T20:45:45Z
dc.date.issued2025-06-25
dc.description.abstractThis report reflects the experiences, growth, and knowledge I gained during my internship in the Bilingualism for Peace program. As a future English teacher, this opportunity was a crucial step in my academic and professional development. My main goal was to gain real teaching experience and learn how to apply strategies that support students’ communication and participation in real classroom settings. I was responsible for teaching two of the highest-level groups at Aguas Negras School, where I adapted my lessons to students' needs using methodologies such as Community Language Learning, Task-Based Language Teaching, and Sociocultural Theory. I did face some challenges, including differences in group dynamics, and students’ initial lack of confidence, these situations, however, motivated me to find effective solutions and reflect on how to improve each class. And finally, I also offer some suggestions for future teachers.eng
dc.description.abstractEste informe refleja las experiencias, el crecimiento y los conocimientos que adquirí durante mi pasantía en el programa Bilingüismo para la Paz. Como futura docente de inglés, esta oportunidad fue un paso crucial en mi desarrollo académico y profesional. Mi principal objetivo fue adquirir experiencia real en la enseñanza y aprender a aplicar estrategias que apoyen la comunicación y la participación de los estudiantes en contextos reales de aula. Estuve a cargo de enseñar a dos de los grupos de nivel más avanzado en la institución educativa Aguas Negras, donde adapté mis clases a las necesidades de los estudiantes utilizando metodologías como Community Language Learning, Task-Based Language Teaching y Sociocultural Theory. Enfrenté algunos desafíos, como diferencias en la dinámica de los grupos y la falta de confianza inicial de los estudiantes; sin embargo, estas situaciones me motivaron a encontrar soluciones efectivas y a reflexionar sobre cómo mejorar cada clase. Y finalmente, también ofrezco algunas sugerencias para futuros docentes.spa
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsAcknowledgementseng
dc.description.tableofcontentsAbstracteng
dc.description.tableofcontentsContentseng
dc.description.tableofcontentsTable of Figureseng
dc.description.tableofcontentsIntroductioneng
dc.description.tableofcontentsUnderlying Theorieseng
dc.description.tableofcontentsCommunity Language Learningeng
dc.description.tableofcontentsTask-Based Language Learningeng
dc.description.tableofcontentsSociocultural Theoryeng
dc.description.tableofcontentsScaffoldingeng
dc.description.tableofcontentsDifferentiated Instructioneng
dc.description.tableofcontentsMethodologies and Strategieseng
dc.description.tableofcontentsDutieseng
dc.description.tableofcontentsGainseng
dc.description.tableofcontentsStudents Growth and Learningeng
dc.description.tableofcontentsProfessional Growtheng
dc.description.tableofcontentsSchool Learning and Institutional Impacteng
dc.description.tableofcontentsMost Important Lessoneng
dc.description.tableofcontentsConclusions, Limitations and Suggestionseng
dc.description.tableofcontentsConclusionseng
dc.description.tableofcontentsLimitationseng
dc.description.tableofcontentsSuggestionseng
dc.description.tableofcontentsReferenceseng
dc.description.tableofcontentsAppendixeseng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/9203
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.relation.referencesBasco, L., Nickle, T., & Kim, O. (2019). Improving ESL students’ speaking ability through instructional scaffolding. International Journal of Language and Linguistics, 6(3), 11–18. https://ijllnet.com/journals/Vol_6_No_3_September_2019/2.pdf
dc.relation.referencesBui, Gavin. (2024). There is more to the task: A response to Ellis (2024). International Journal of TESOL Studies. 6. 14-19. 10.58304/ijts.20240402. https://www.researchgate.net/publication/385700474_There_is_More_to_the_Task_A_Response_to_Ellis_2024
dc.relation.referencesEllis, R. (2003). Task-based language learning and teaching. Oxford University Press.
dc.relation.referencesEllis, R., Skehan, P., Li, S., Shintani, N., and Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge: Cambridge University Press.
dc.relation.referencesGagnon, D. (2024) 10 Qualities of a good teacher. SNHU. https://www.snhu.edu/about-us/newsroom/education/qualities-of-a-good-teacher
dc.relation.referencesKoba, N., Ogawa, N., & Wilkinson, D. (2000). Using the community language learning approach to cope with language anxiety. The Internet TESL Journal, 6(11), 1-5. https://www.aijcr.org/_files/ugd/c51627_bd738f10144146449ab4e8c0a2e2f803.pdf#page=339
dc.relation.referencesLathan, J. (2025). What is differentiated instruction? University of San Diego online degrees. https://onlinedegrees.sandiego.edu/differentiated-instruction/#:~:text=Differentiated%20instruction%20is%20the%20practice,to%20meet%20students'%20individual%20needs.
dc.relation.referencesLi, J. (2023). A Review of Studies on Task-based Language Teaching. Lecture Notes in Education Psychology and Public Media, 28,190-195. https://doi.org/10.54254/2753-7048/28/20231328
dc.relation.referencesNaibaho, L. (2019). The effectiveness of scaffolding method on students’ speaking achievement. International Journal of Research - Granthaalayah, 7(5), 193–201. https://doi.org/10.29121/granthaalayah.v7.i5.2019.839
dc.relation.referencesSarmiento, N. V., Lázaro-Guillermo, J. C., Silvera-Alarcón, E. N., Cuellar-Quispe, S., Huamán-Romaní, Y. L., Apaza, O. A., & Sorkheh, A. (2022). A look at Vygotsky’s sociocultural theory (SCT): The effectiveness of scaffolding method on EFL learners’ speaking achievement. Education Research International, 2022(1), 3514892. https://onlinelibrary.wiley.com/doi/epdf/10.1155/2022/3514892
dc.relation.referencesTabak, I., & Reiser, B. J. (2022). Scaffolding. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. Cambridge: Cambridge University Press.
dc.relation.referencesTomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Ascd. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/HowtoDifferentiateInstructioninAcademicallyDiverseClassrooms-3rdEd.pdf
dc.relation.referencesTu, H. (2024). Analysis on community language learning. Scientific Journal of Technology, 6(7), 119-124. https://doi.org/10.54691/xmemmq95
dc.relation.referencesWu, M. (2023). The use of situational teaching in English teaching from the perspective of socio-cultural theory. Advances in Industrial Engineering and Management, 12(2), 104-109. https://aiem.com.my/wp-content/uploads/2023/07/Vol.-12-No.-2-2023-104-109.pdf
dc.rightsCopyright Universidad de Córdoba, 2025
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsInternshipeng
dc.subject.keywordsBilingualism for peaceeng
dc.subject.keywordsCommunity language learningeng
dc.subject.keywordsTask-based languagelearningeng
dc.subject.keywordsSociocultural theoryeng
dc.subject.keywordsParticipationeng
dc.subject.keywordsCcommunicationeng
dc.subject.keywordsClassroom communityeng
dc.subject.keywordsProfessional growtheng
dc.titleBuilding a sense of community to develop communication and participation in students from the Bilingualism for Peace program
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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