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Promoting intercultural communicative competence for english language learning through padlet using telecollaboration at the Garzones School

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dc.contributor.advisorPaz Wechek, Martha Elviraspa
dc.contributor.authorPolo Vega, Jorge Mariospa
dc.date.accessioned2023-02-04T18:59:22Z
dc.date.available2023-02-04T18:59:22Z
dc.date.issued2023-02-03
dc.description.abstractThis report describes the internship carried out at the educational institution Los Garzones. This process consisted of a series of classes given in person to ninth grade students of this institution. The main objective of this internship was to promote intercultural communicative competence, to be immersed in a context of collaborative cultural exchange with students from South Korea, so that in this way the learning of the English language could take place. The lessons were fully designed with intercultural communicative competence, telecollaboration and the establishment of a cultural context for English language learning in mind. This paper employed the teaching practices of the approaches, their methodologies, results, conclusions and recommendations in carrying it out, it also takes into account the limitations of this meaningful process that made me better in my future work as a teacher.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION…................................................................................................. 6spa
dc.description.tableofcontents2. INTERCULTURAL COMMUNICATIVE COMPETENCE… ............................... 9spa
dc.description.tableofcontents2.1. TELECOLLABORATION… ...........................................................................11spa
dc.description.tableofcontents2.2. ESTABLISHING A CULTURAL ENVIROMENT FOR LANGUAGE TEACHING........................................................................................................14spa
dc.description.tableofcontents3. METHODOLOGIES................................................................................................. 16spa
dc.description.tableofcontents3.1. DUTIES CHART… ...........................................................................................17spa
dc.description.tableofcontents4. RESULTS.................................................................................................................. 19spa
dc.description.tableofcontents4.1. Implementation of the practice “Establishing a cultural environment for language teaching”............................................................................................................. 25spa
dc.description.tableofcontents4.2. Implementation of the practice “Telecollaboration” ………...……………………………………………….……………………….27spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS.................................................... 29spa
dc.description.tableofcontents6. LIMITATIONS… ......................................................................................................32spa
dc.description.tableofcontents7. REFERENCES.......................................................................................................... 34spa
dc.description.tableofcontents8. APPENDICES........................................................................................................... 36spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7012
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.keywordsIntercultural communicative competencespa
dc.subject.keywordsEstablishing a cultural context for English language learningspa
dc.subject.keywordsTelecollaborationspa
dc.subject.proposalIntercultural communicative competencespa
dc.subject.proposalEstablishing a cultural context for English language learningspa
dc.subject.proposalTelecollaborationspa
dc.titlePromoting intercultural communicative competence for english language learning through padlet using telecollaboration at the Garzones Schoolspa
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.referencesBilingüe, C. (2014). Colombia Aprende. Esquema curricular sugerido.spa
dcterms.referencesSantana, A. M., & Betancourt, B. L. C. (2021). The importance of intercultural communicative competences in English classes on the context of current migration waves. Paradigmas Socio-Humanísticos, 3(1), 61-72.spa
dcterms.referencesLópez-Rocha, S. (2016). Intercultural communicative competence: creating awareness and promoting skills in the language classroom. Innovative language teaching and learning at university: enhancing participation and collaboration, 105.spa
dcterms.referencesCetinavci, U. R. (2012). Intercultural communicative competence in ELT. Procedia-Social and Behavioral Sciences, 46, 3445-3449.spa
dcterms.referencesÜzüm, B., Akayoglu, S., & Yazan, B. (2020). Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA. ReCALL, 32(2), 162-177.spa
dcterms.referencesGodwin-Jones, R. (2019). Telecollaboration as an approach to developing intercultural communication competence. Language Learning & Technology.spa
dcterms.referencesJin-feng, K. (2007). Developing students’ cultural awareness through foreign language teaching. Sino-US English Teaching, 4(12), 74-81.spa
dcterms.referencesZhang, Y. (2017). A Study on ESL Teachers' Intercultural Communication Competence. English Language Teaching, 10(11), 229-235.spa
dcterms.referencesMorshed, A. H. DEFINING CULTURE IN THE LANGUAGE CLASSROOM: A THEOLOGICAL APPROACH.spa
dcterms.referencesAhmed, S. T. S., Qasem, B. T., & Pawar, S. V. (2019). Integrating culture into EFL teaching: A study of Yemeni EFL teachers' perceptions and actual Practices. Language in India, 19(4), 1-16.spa
dcterms.referencesVan, L. K., Dang, T. A., Pham, D. B. T., Vo, T. T. N., & Pham, V. P. H. (2021). The effectiveness of using technology in learning English. AsiaCALL Online Journal, 12(2), 24-40.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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