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Internship at public institution Santa Rosa de Lima sede seis de marzo

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dc.contributor.advisorRacero Diz, José Maríaspa
dc.contributor.authorNarváez Argumedo, Andrea Paola
dc.date.accessioned2022-03-08T15:08:14Z
dc.date.available2022-03-08T15:08:14Z
dc.date.issued2022-03-07
dc.description.abstractThis document reports the development of the internship at Santa Rosa de Lima - Sede Seis de Marzo, which was carried out in person with learners from transition grade to fifth grade. The pedagogical intervention was based on supporting this population in educational processes of learning English as a second language. My main aim in this internship was to create spaces where children had closer relationships with the English language. I attempted to implement activities with the methodological strategies that were based on the HLTP Target Language Comprehensibility and Establishing a Meaningful and Purposeful Context.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION..........................................................6spa
dc.description.tableofcontents2. HIGH LEVERAGE TEACHING PRACTICES.......................................................8spa
dc.description.tableofcontents2.1 Facilitating Target Language Comprehensibility..................................... 9spa
dc.description.tableofcontents2.2 Establishing a Meaningful and Purposeful Context for Language Instruction......................... 10spa
dc.description.tableofcontents3. METHODOLOGY................................. 11spa
dc.description.tableofcontents3.1 Duties chart............................................ 13spa
dc.description.tableofcontents4. RESULTS ........................................14spa
dc.description.tableofcontents4.1 Analysis of the implementation of the practice ‘Target Language Comprehensibility.............................17spa
dc.description.tableofcontents4.2 Analysis of the implementation of the practice “Establishing a Meaningful and Purposeful Context for Language Instruction”.......................... 24spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS............................. 29spa
dc.description.tableofcontents6. LIMITATIONS....................................................................31spa
dc.description.tableofcontents7. REFERENCES.................................33spa
dc.description.tableofcontents8 APPENDICES.....................................................................34spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4916
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-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.keywordsHigh leverage teaching practicesspa
dc.subject.keywordsIn-person educationspa
dc.subject.keywordsLanguage comprehensibilityspa
dc.subject.keywordsPurposeful contextspa
dc.subject.proposalComprensibilidad del lenguajespa
dc.subject.proposalEducación presencialspa
dc.subject.proposalPrácticas de enseñanzaspa
dc.subject.proposalContexto útilspa
dc.titleInternship at public institution Santa Rosa de Lima sede seis de marzospa
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/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesClementi, D., & Terrill, L. (2017). The keys to planning for learning: Effective curriculum, unit, and lesson design. American Council on the Teaching of Foreign Languages.spa
dcterms.referencesDavin, K. J., & Troyan, F. J. (2015). The implementation of high‐leverage teaching practices: From the university classroom to the field site. Foreign Language Annals, 48(1), 124-142.spa
dcterms.referencesFlores, J. F. F. (2015). Using gamification to enhance second language learning. Digital Education Review, (27), 32-54.spa
dcterms.referencesGlisan, E. W., & Donato, R. (2017). Enacting the work of language instruction: High-leverage teaching practices. ACTFL.spa
dcterms.referencesGlisan, E. W., & Donato, R. (2021). Enacting the work of language instruction: High-leverage teaching practices. Volume 2. ACTFL.spa
dcterms.referencesHealey, D. (2019). Gamification. Macmillan education.spa
dcterms.referencesJanssen, F., Grossman, P., & Westbroek, H. (2015). Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity. Teaching and Teacher Education, 51, 137-146.spa
dcterms.referencesLoewenberg Ball, D., & Forzani, F. M. (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 60(5), 497–511.spa
dcterms.referencesNicolai, J., Sato, K. J. M., & Cotter, M. J. (2015). The Interactive Approach. (97), 157-163.spa
dcterms.referencesOxford University Press (OUP). (n.d.). context. Lexico.Com. https://www.lexico.com/definition/contextspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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