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Internship bilingualism for peace at Institución Educativa Cristóbal Colón

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dc.contributor.advisorLordouy Arellano, Danilsa del Carmenspa
dc.contributor.authorSánchez Oviedo, Jenifer Andreaspa
dc.date.accessioned2023-02-05T23:35:33Z
dc.date.available2023-02-05T23:35:33Z
dc.date.issued2023-02-03
dc.description.abstractThis report describes the Internship conducted at Cristobal Colon school in the Bilingualism for Peace program. It consisted of teaching lessons in person to the students from Pre-intermediate level to Intermediate level. The main purpose was to promote the development of students' identity awareness and respect among themselves so that each student would feel free to explore and express their identity in the classroom and immerse themselves in learning English as a foreign language without their learning possibilities being affected by their peers judging them for having different personalities, hobbies or interests. The pedagogical models of Task-based Learning (TBL) and Communicative Language Teaching (CLT) were used when designing lesson plans with the purpose of making the teaching-learning process more enriching for both students and teacher.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.resumenspa
dc.description.tableofcontents1. Introduction...................................................................................................................7spa
dc.description.tableofcontents2. Pedagogical strategies.................................................................................................10spa
dc.description.tableofcontents2.1 Identity Awareness ..............................................................................................10spa
dc.description.tableofcontents2.2 Communicative Language Teaching.......................................................................12spa
dc.description.tableofcontents2.3 Task-based Learning ................................................................................................15spa
dc.description.tableofcontents3. Methodologies..............................................................................................................18spa
dc.description.tableofcontents3.1 Duties chart ..........................................................................................................22spa
dc.description.tableofcontents4. Results ..........................................................................................................................24spa
dc.description.tableofcontents4.1 Implementation of Task-based Learning and Communicative Language Teaching...........................................................................................................................25spa
dc.description.tableofcontents4.2 Implementation of gamification .........................................................................30spa
dc.description.tableofcontents4.3 Personal and professional growth ......................................................................32spa
dc.description.tableofcontents5. Conclusions and recommendations...........................................................................34spa
dc.description.tableofcontents6. Limitations...................................................................................................................37spa
dc.description.tableofcontents7. Bibliography ................................................................................................................39spa
dc.description.tableofcontents8. Appendix ......................................................................................................................41spa
dc.description.tableofcontents8.1 Appendix #1 – Lesson Plan .................................................................................41spa
dc.description.tableofcontents8.2 Appendix #2 - Lesson Plan #2............................................................................44spa
dc.description.tableofcontents8.3 Appendix #3 - Video about family issue.............................................................46spa
dc.description.tableofcontents8.4 Appendix 4# – Role - play about discrimination...............................................46spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7020
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.keywordsPedagogical strategieseng
dc.subject.keywordsTask-based Learningeng
dc.subject.keywordsCommunicative Language Teachingeng
dc.subject.keywordsIdentityeng
dc.subject.keywordsGamificationeng
dc.titleInternship bilingualism for peace at Institución Educativa Cristóbal Colóneng
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.redcolhttps://purl.org/redcol/resource_type/TPeng
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAdams, G. R., & Fitch, S. A. (1983). Psychological environments of university departments: Effects on college students’ identity status and ego stage development. Journal of Personality and Social Psychology, 44, 1266-1275.spa
dcterms.referencesAljadani, A. S. (2020). L2 Arabic teachers’ attitude toward the Communicative language teaching at King Abdulaziz University. International Journal of Contemporary Education, 3(2), 24-29.spa
dcterms.referencesCaza, B. B., Vough, H., & Puranik, H. (2018). Identity work in organizations and occupations: Definitions, theories, and pathways forward. Journal of Organizational Behavior, 39(7), 889-910.spa
dcterms.referencesCoyle, D. (1999). Theory and planning for effective classrooms: supporting students in content and language integrated learning contexts in Masih, Learning Through a Foreign Language, 46-62spa
dcterms.referencesDavis, J. L., Love, T. P., & Fares, P. (2019). Collective social identity: Synthesizing identity theory and social identity theory using digital data. Social Psychology Quarterly, 82(3), 254-273.spa
dcterms.referencesDos Santos, L. M. (2020). The Discussion of Communicative Language Teaching Approach in Language Classrooms. Journal of Education and e-Learning Research, 7(2), 104-109.spa
dcterms.referencesEhman, L. (1980). Change in high school students’ political attitudes as a function of social studies climate. American Educational Research Journal, 17, 253-265spa
dcterms.referencesEllis, R. (2003). Task-based research and language pedagogy. Language teaching research. Oxford: Oxford University Press.spa
dcterms.referencesFlores, J. F. F. (2015). Using gamification to enhance second language learning. Digital Education Review, (27), 32-54.spa
dcterms.referencesLightbown, P. 1991. “What have we here? Some observations on the role of instruction in second language acquisition”. Foreign/second language pedagogy research: A commemorative volume for Claus Færch. Eds. R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain. Clevendon, Sommerset: Multilingual Matters. 197-212.spa
dcterms.referencesRichards, J. C. (2006). Communicative Language Teaching Paradigm. In Cambridge University Press (Vol. 1, Issue 1). https://www.professorjackrichards.com/wp content/uploads/Richards-Communicative-Language.pdspa
dcterms.referencesRichards, Jack C., & Rogers, Theodore S. (1997). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Pressspa
dcterms.referencesSavignon, S. J. (1991). Communicative language teaching: State of the art. TESOL quarterly, 25(2), 261-278.spa
dcterms.referencesSholeh, M. B., Nur, S., & Salija, K. (2020). Task Based Learning (TBL) in EFL Classroom: from theory to practice. International Journal of Humanities and Innovation (IJHI), 3(4), 139–144.spa
dcterms.referencesSyarief, K. (2016). Communicative language teaching: Exploring theoretical foundations and practical challenges. Jurnal Ilmu Pendidikan, 12(3)spa
dcterms.referencesTajfel, H. (1978). Social categorization, social identity and social comparisons. In H. Tajfel (Ed.), Differentiation between social groups (pp. 61-76). London: Academic Press.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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