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Final internship report at Villa Margarita School

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dc.contributor.advisorDiaz, Luis Martínezspa
dc.contributor.authorCausil Morelo, Feder Luis
dc.date.accessioned2022-03-04T02:56:51Z
dc.date.available2022-03-04T02:56:51Z
dc.date.issued2022-03-03
dc.description.abstractThe ability to communicate in a second language is important for the social and intellectual development of students as it allows them to communicate effectively and assertively within today’s global society; thus, teaching and learning English as the world's universal language represents access to knowledge and opportunities for pupils. The present paper intends to present the internship process in the area of English that was carried out at the Villa Margarita Educational Institution. In this way, the goal of this internship was to help students improve their speaking skills in English. The methodology used was Project Based learning which was carried out in different stages to improve speaking as an important skill in students’ communication process in the English language. Two modalities were implemented to carry out classes, online asynchronous due to the pandemic and its restrictions and face-to-face classes when the pandemic indicators improved and it was possible to return to schools. The results of the project implementation show improvement in the students’ speaking skills, increase in motivation, and their willingness to continue learning the language.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontentsAbstract .......................................................................... 4spa
dc.description.tableofcontents1. Introduction .......................................................................... 5spa
dc.description.tableofcontents2. Theoretical Framework, theories used to teach .......................................................................... 8spa
dc.description.tableofcontents2.1 Teaching and Learning English as a Second and Foreign Language .......................................................................... 8spa
dc.description.tableofcontents2.2 Student-Centered Learning .......................................................................... 9spa
dc.description.tableofcontents2.3 Project-Based Learning .......................................................................... 11spa
dc.description.tableofcontents2.4 Speaking .......................................................................... 12spa
dc.description.tableofcontents3. Methodology .......................................................................... 15spa
dc.description.tableofcontents4. Findings .......................................................................... 24spa
dc.description.tableofcontents4.1 My Experience .......................................................................... 29spa
dc.description.tableofcontents5. Conclusion and Recommendations .......................................................................... 31spa
dc.description.tableofcontents6. limitations .......................................................................... 33spa
dc.description.tableofcontentsReferences .......................................................................... 34spa
dc.description.tableofcontentsAppendixes .......................................................................... 37spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4890
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.keywordsSpeakingeng
dc.subject.keywordsStudent-Centered Learningeng
dc.subject.keywordsProject-Based Learningeng
dc.subject.proposalDiscursospa
dc.subject.proposalAprendizaje centrado en el estudiantespa
dc.subject.proposalAprendizaje en base a proyectosspa
dc.titleFinal internship report at Villa Margarita 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.referencesBuck Institute for Education. (n.d.). What is PBL? Retrieved from https://www.pblworks.org/what-is-pblspa
dcterms.referencesBurns, A. & Joyce, H. (1997). Focus on Speaking. Sydney: National Center for English Language Teaching and Research.spa
dcterms.referencesDollard, N., Christensen, L., Colucci, K., & Epanchin, B. (1996). Constructive classroom management. Focus on Exceptional children, 29(2), 1-12.spa
dcterms.referencesEF (n.d.). 17 Frases para motivar tu aprendizaje de idiomas. [Home], https://www.ef.com.mx/blog/language/17-citas-sobre-idiomas-para-propulsar-tu aprendizaje/spa
dcterms.referencesGobierno de Colombia. (2013). Ley 1651, ley de bilingüismo. MEN. http://www.suin juriscol.gov.co/viewDocument.asp?ruta=Leyes/1685875https://books.google.co m.co/books?hl=es&lr=&id=10XwCQAAQBAJ&oi=fnd&pg=PP1&dq=project+ based+learning+speaking+google+academic&ots=ME5bl4o5CE&sig=bxqoyM WoiChm72Jl2Tj9I81pvTk#v=onepage&q&f=falsespa
dcterms.referencesLarmer, J., Mergendoller, J. (2010). 7 Essentials for Project-Based Learning. Educational Leadership. http://ww.dr-hatfield.com/pbl/7EssentialsPBL.pdfspa
dcterms.referencesLarmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project-based learning. ASCD.spa
dcterms.referencesMafruudloh, N., & Fitriati, R. (2020). The effect of project-based learning to the students’ speaking ability. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 7(1), 57-64.spa
dcterms.referencesMEN. (2016). Orientaciones y principios pedagógicos. Currículo sugerido de inglés (MEN, Ed.; Primera). MEN.spa
dcterms.referencesMoser, S., & Smith, P. (2015). Benefits of Synchronous Online Courses. Association Supporting Computer Users in Education. https://files.eric.ed.gov/fulltext/ED571270.pdfspa
dcterms.referencesOverby, K. (2011) "Student-Centered Learning," ESSAI: Vol. 9, Article 32.spa
dcterms.referencesRao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18. https://www.researchgate.net/profile/Parupalli Rao/publication/334283040_the_importance_of_speaking_skills_in_english_clas srooms/links/5d21b2db458515c11c18dbf3/the-importance-of-speaking-skills-in english-classrspa
dcterms.referencesSolomon (2013). Project-Based Learning: a Primer. [Home], https://free.openeclass.org/modules/document/file.php/ENG155/Projects%20onli ne/PBL-Primer-www_techlearning_com.pdfspa
dcterms.referencesScott, J., Buchanan, J., & Haigh, N. (1997). Reflections on student‐centred learning in a large class setting. British Journal of Educational Technology, 28(1), 19-30.spa
dcterms.referencesWilly A. Renandya, & Handoyo Puji Widodo (2016) English Language Teaching Today. Springer International Publishing AG Switzerlandspa
dcterms.referencesYang, Y. (2014). The development of speaking fluency: The 4/3/2 technique for the EFL learners in China. International journal of research studies in language learning, 3(4), 55-70.spa
dcterms.referencesZiguras, C. (2000). New frontiers, new technologies, new pedagogies. Educational technology and the internationalisation of higher education in South East Asia. Monash Centre for Research in International Education: Melbourne. http://cunningham.acer.edu.au/inted/onlinedocs/ndrie132050.pdfspa
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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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