Publicación:
The english language teaching through a project-based approach to increase the intercultural sense in 8th graders from a bilingual school

Vista sencilla de ítem
dc.contributor.advisorPugliese, Gabriella
dc.contributor.authorSoto Narváez, Jose Enrique
dc.contributor.juryBarboza Diaz, Alex Gabriel
dc.date.accessioned2024-12-12T11:42:45Z
dc.date.available2024-12-12T11:42:45Z
dc.date.issued2024-12-11
dc.description.abstractEnglish teaching has evolved throughout the years and nowadays covers a variety of aspects of our daily life, regarding that, bilingual schools have understood the importance of creating a globalized education by applying well-known approaches in their curricula and understanding that English makes the teaching/learning process more reliable. This internship report focuses on how project-based approaches and culture are intertwined to create globalized and student-centered classrooms. Interculturality fosters making students more human, and respectful while they discover their abilities and learn to appreciate the cultural elements that define their personalities and identities. The application of interactive and modern lesson plans derived in more engaging classes, where resources were used appropriately and students gave enough value to the teaching practices. Summarizing, applying English from different perspectives allows students to navigate on what they know, and figures as a door to get what they want to know since the cultural appropriation.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.notesLa enseñanza del inglés ha evolucionado a lo largo de los años y, en la actualidad, abarca una variedad de aspectos de nuestra vida diaria. En este sentido, las escuelas bilingües han entendido la importancia de crear una educación globalizada mediante la aplicación de enfoques bien conocidos en sus planes de estudio, comprendiendo que el inglés hace que el proceso de enseñanza/aprendizaje sea más confiable. Este informe de prácticas se centra en cómo los enfoques basados en proyectos y la cultura se entrelazan para crear aulas globalizadas y centradas en el estudiante. La interculturalidad fomenta que los estudiantes sean más humanos y respetuosos, mientras descubren sus habilidades y aprenden a apreciar los elementos culturales que definen sus personalidades e identidades. La aplicación de planes de lección interactivos y modernos resultó en clases más atractivas, donde los recursos se utilizaron de manera adecuada y los estudiantes valoraron las prácticas docentes. En resumen, aplicar el inglés desde diferentes perspectivas permite a los estudiantes navegar por lo que ya conocen y sirve como una puerta para acceder a lo que desean saber, desde la apropiación cultural.spa
dc.description.tableofcontentsAcknowledgments..................4
dc.description.tableofcontentsABSTRACT.......................5
dc.description.tableofcontentsTable of figures..................... 7
dc.description.tableofcontents7 1. Introduction............................ 8
dc.description.tableofcontents2. Pedagogies.................10
dc.description.tableofcontents2.1 Bilingualism........................10
dc.description.tableofcontents2.1.1 Bilingualism in Colombia.................... 11
dc.description.tableofcontents2.2 Clil.................11
dc.description.tableofcontents2.2.1 Soft - CLIL....................12
dc.description.tableofcontents2.3 Culture....................13
dc.description.tableofcontents2.3.1 Interculturality.......................14
dc.description.tableofcontents2.4 Project-based learning - PBL.......................15
dc.description.tableofcontents3. Methodologies......................17
dc.description.tableofcontents3.1 Duties chart............................. 19
dc.description.tableofcontents4. Findings and gains................................... 22
dc.description.tableofcontents4.1 The lesson planning and professional growth...........................22
dc.description.tableofcontents4.2 The project development and students’ growth......................... 26
dc.description.tableofcontents4.3 Experiences and personal growth............................... 28
dc.description.tableofcontents5. Conclusions and suggestions.......................... 30
dc.description.tableofcontents6. Found limitations......................... 32
dc.description.tableofcontentsREFERENCES...........................34
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8822
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.relation.referencesBaranova, T., Khalyapina, L., Vdovina, E., & Yakhyaeva, C. (2020). Soft CLIL v.2.0: Integrating a mobile app and professional content into the language training. IOP Conference Series Materials Science and Engineering, 940, 012140. https://doi.org/10.1088/1757-899x/940/1/012140
dc.relation.referencesCamara de Representantes. (2023, April 19). Cámara de Representantes de Colombia. Congreso De La República De Colombia. Retrieved October 2, 2024, from https://www.camara.gov.co/sites/default/files/2023-07/TAPDC%20PL%20062%2022C.p df
dc.relation.referencesCummins, J. C. (2000). Negotiating Intercultural Identities in the Multilingual Classroom. The CATESOL Journal, 12(1), 163–178. http://www.catesoljournal.org/wp-content/uploads/2014/07/CJ12_cummins.pdf
dc.relation.referencesCoyle, D. (2015). Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning. Latin American Journal of Content & Language Integrated Learning, 8(2), 84–103. https://doi.org/10.5294/5915
dc.relation.referencesGoodman, B., & Stivers, J. (2010). Project-based learning, a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing 21st Century skills while working in small collaborative groups. Educational Psychology, 1–8. https://www.fsmilitary.org/pdf/Project_Based_Learning.pdf
dc.relation.referencesKalaja, P., & Mäntylä, K. (2024). The Role of Multilingualism and Multiculturalism in English Classes as Envisioned by Student Teachers in Finland. In P. Kalaja & S. Melo-Pfeifer (Eds.), Visualising Language Students and Teachers as Multilinguals: Advancing Social Justice in Education (pp. 241–261). Multilingual Matters & Channel View Publications. https://doi.org/10.2307/jj.20558241.16
dc.relation.referencesKlimova, B. F. (2012). CLIL and the teaching of foreign languages. Procedia - Social and Behavioral Sciences, 47, 572–576. https://doi.org/10.1016/j.sbspro.2012.06.698
dc.relation.referencesKumar Shukla, P., Kumar, R., & Shukla, A. (2024). Project-Based Learning (PBL). In Teaching and Learning Techniques: A New Paradigm (19th ed., pp. 17–25). https://www.researchgate.net/publication/378334128_Project-Based_Learning_PBL
dc.relation.referencesLiddicoat, L., A. J. (2004). Intercultural Language Teaching: Principles for Practice. New Zealand Language Teacher, 30(1), 17-24 https://www.researchgate.net/publication/281571069_Intercultural_language_teaching_pr inciples_for_practice
dc.relation.referencesNofianto, N., Puspitasari, D., & Maulida, C. (2020). Teenagers, Digital Media, and Language Development: An Exploration of potential and challenges in promoting English skills. Journal of English Teaching and Learning Issues, 3(2), 131. https://doi.org/10.21043/jetli.v3i2.8644
dc.relation.referencesPeláez, O., Flórez, S., & Zapata, J. (2024). Bridging cultures in the classroom: English teachers’ perceptions of interculturality in Colombia. Revista Interamericana De Investigación Educación Y Pedagogía RIIEP, 17(1), 269–296. https://doi.org/10.15332/25005421.9488
dc.relation.referencesVerplaetse, L., & Schmitt, E. (2010). Bilingualism and learning. In Elsevier eBooks (pp. 355–360). https://doi.org/10.1016/b978-0-08-044894-7.00508-x
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsBilingualismeng
dc.subject.keywordsProject-based approacheng
dc.subject.keywordsTeenagerseng
dc.subject.keywordsInterculturalityeng
dc.subject.keywordsStudent-centeredeng
dc.subject.proposalBilingüismospa
dc.subject.proposalEnfoque basado en proyectosspa
dc.subject.proposalAdolescentesspa
dc.subject.proposalInterculturalidadspa
dc.subject.proposalCentrado en el estudiantespa
dc.titleThe english language teaching through a project-based approach to increase the intercultural sense in 8th graders from a bilingual schooleng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
Archivos
Bloque original
Mostrando 1 - 2 de 2
Miniatura
Nombre:
SotoNarvaezJoseEnrique.docx.pdf
Tamaño:
2.7 MB
Formato:
Adobe Portable Document Format
Descargar
No hay miniatura disponible
Nombre:
AutorizaciónPublicación..pdf
Tamaño:
279.52 KB
Formato:
Adobe Portable Document Format
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
15.18 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
E.D.C. Pasantías