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Internship at Institución Educativa Escuela Normal Superior de Montería

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dc.contributor.advisorHerrera Naranjo, Sol Jashmed
dc.contributor.authorFlórez Medrano, Nur Isabel
dc.date.accessioned2022-03-07T14:44:08Z
dc.date.available2022
dc.date.available2022-03-07T14:44:08Z
dc.date.issued2022-03-03
dc.description.abstractThis report describes the internship carried out at Institución Educativa Normal Superior de Montería. The purpose of this report is to highlight my experience during the internship in a public school and discuss how it enhanced my personal and professional development, as well as the knowledge about the internship after completing it. Therefore, this internship aims to provide students with knowledge and skills related to vocabulary acquisition. The goal was achieved through the implementation of the communicative language teaching approach to combine technology resources in the virtual classroom with a focus on understanding reading concerning the events of Covid-19 to facilitate synchronous asynchronous and face-to-face teaching methods. The results, conclusions, evidence, and recommendations are presented at the end of this report.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTIONspa
dc.description.tableofcontents2. PEDAGOGIESspa
dc.description.tableofcontents2.1. VOCABULARY ACQUISITIONspa
dc.description.tableofcontents2.2. COMMUNICATIVE LANGUAGE TEACHING METHODspa
dc.description.tableofcontents2.2. COMMUNICATIVE LANGUAGE TEACHING METHODspa
dc.description.tableofcontents2.3. TASK-BASED LEARNINGspa
dc.description.tableofcontents3. METHODOLOGIESspa
dc.description.tableofcontents3.1. CHART OF DUTIESspa
dc.description.tableofcontents4. RESULTSspa
dc.description.tableofcontents4.1. STUDENTS’ IMPROVEMENTSspa
dc.description.tableofcontents4.2. DEVELOPMENT OF ACTIVITIESspa
dc.description.tableofcontents4.3. PROFESSIONAL DEVELOPMENTspa
dc.description.tableofcontents4.4. LESSON PLANspa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONSspa
dc.description.tableofcontents5.1. CONCLUSIONSspa
dc.description.tableofcontents5.2. RECOMMENDATIONSspa
dc.description.tableofcontents6. LIMITATIONSspa
dc.description.tableofcontents7. APPENDICESspa
dc.description.tableofcontents8. REFERENCESspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/4895
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.keywordsIntershipeng
dc.subject.keywordsProfessional developmenteng
dc.subject.keywordsVocabulary acquisitioneng
dc.subject.keywordsCommunicative language teachingeng
dc.subject.proposalInternshipspa
dc.subject.proposalProfessional developmentspa
dc.subject.proposalVocabulary acquisitionspa
dc.subject.proposalCommunicative language teachingspa
dc.titleInternship at Institución Educativa Escuela Normal Superior de Monteríaspa
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.referencesAhmad, S., & Rao, C. (2013). Applying communicative approach in teaching english as a foreign language: a case study of Pakistan.spa
dcterms.referencesCelik, B. (2019). Method Selection, Basic Methods and Different Orientations in Foreign Language Teaching. International Journal of Social Sciences & Educational Studies, 5(3), 237-245.spa
dcterms.referencesDiamond, L., & Gutlohn, L. (2006). Teaching vocabulary. Retrieved from the Reading Rockets website: http://www. readingrockets. org/article/teaching-vocabulary.spa
dcterms.referencesDörnyei, Z. (2009). The 2010s Communicative language teaching in the 21st century: The ‘principled communicative approach’. Perspectives, 36(2), 33-43.spa
dcterms.referencesEllis, G. (1996). How culturally appropriate is the communicative approach? ELT journal, 50(3), 213-218.spa
dcterms.referencesHoekje, B., & Williams, J. (1992). Communicative competence and the dilemma of international teaching assistant education. Tesol Quarterly, 26(2), 243-269.spa
dcterms.referencesNahavandi, N. (2011). The effect of task-based activities on EFL learners' reading comprehension. Advances in Language and Literary Studies, 2(1), 56-69.spa
dcterms.referencesRobinson, P. (2011). Task-Based Language Learning: A Review of Issues. Language Learning, 61, 1–36. doi:10.1111/j.1467-9922.2011. 00641.xspa
dcterms.referencesSambath, S., & Sethuraman, M. (2017). Constraints in spoken proficiency: Causes and remedial measures. Eurasian Journal of Applied Linguistics, 3(2), 23-42.spa
dcterms.referencesSwan, M. (1985). A critical look at the Communicative Approach (2). ELT Journal, 39(2), 76–87.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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