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Integrating peace education in English lessons for low-elementary students at bilingualism for peace program

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dc.contributor.advisorSagre Barboza, Ana Maria
dc.contributor.authorLara Calao, Jhon Mario
dc.contributor.juryGalván Garcés, Olga Lucía
dc.date.accessioned2024-07-10T14:23:34Z
dc.date.available2024-07-10T14:23:34Z
dc.date.issued2024-07-08
dc.description.abstractThe following report shows the internship process and experience carried out in the Bilingualism for Peace Program at a public school in Monteria, Cordoba, teaching English lessons to 23 Low-elementary students aged 10 to 13 years-old. The purpose of this internship was to teach a second language by integrating peace in the lessons in order to promote a healthy coexistence in the classroom, applying several approaches like Content-Based Instruction (CBI) and Task-Based Language Teaching (TBLT) as well as tasks based on peacebuilding education that promote the knowledge and acceptance of peace in students’ lives. The results show significant engagement from students in these peacebuilding tasks, adopting more appropriate stances on peace and its importance in their lives, ensuring a more inclusive and respectful classroom environment.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsIntroduction ..……………………………………………………......................................………… 7eng
dc.description.tableofcontentsPedagogies ..………...…………………………………………………..................................……. 10eng
dc.description.tableofcontentsContent-Based-Instruction (CBI) .….…………….……….....................................……… 10eng
dc.description.tableofcontentsTask-Based Language Teaching (TBLT) .………………………...................................… 12eng
dc.description.tableofcontentsPeace Education and Democracy ………………...………................................……....… 15eng
dc.description.tableofcontentsMethodology ………………………………………………………………...............................…….. 17eng
dc.description.tableofcontentsLesson Plan ………………………….……………………………………………............................. 22eng
dc.description.tableofcontentsExperiences ……………….…….................………………………………………………………..…. 26eng
dc.description.tableofcontentsConclusions ……………………………………………………………………..................…………… 30eng
dc.description.tableofcontentsLimitations ………………………………………………….……………………...................………… 32eng
dc.description.tableofcontentsAppendix …………………………………………………………………………….….....................… 33eng
dc.description.tableofcontentsReferences ……………………………………………………………………………..................……. 36eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8367
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglés
dc.relation.referencesBreen, M. (1987). Learner contributions to task design. In C. Candlin and D. Murphy (eds.), Language Learning Tasks. Englewood Cliffs, N.J.: Prentice Hall. 23–46.
dc.relation.referencesColombian Ministry of Education. (2003). Basic Standards of Citizenship Competences. Retrieved from https://www.mineducacion.gov.co/1621/articles-75768_archivo_pdf.pdf
dc.relation.referencesHayes, S. W. (2013). Building peace across the educational curriculum: A review of Peace education: How we come to love and hate war. Peace and Conflict, 19(4), 421–422. https://doi.org/10.1037/a0034613
dc.relation.referencesJiménez, F. (2014). Paz neutra: Una ilustración del concepto. Revista de paz y conflictos, 7, 19–52.
dc.relation.referencesKarim, A., & Rahman, M. M. (2016). Revisiting the Content-Based Instruction in Language Teaching in relation with CLIL: Implementation and Outcome. International Journal of Applied Linguistics and English Literature, 5(7). https://doi.org/10.7575/aiac.ijalel.v.5n.7p.254
dc.relation.referencesLong, M., & G. Crookes. (1991). Three approaches to task-based syllabus design. TESOL Quarterly. 26: 27–55.
dc.relation.referencesRepublic of Colombia. (1991). Political Constitution of Colombia. Retrieved from http://www.secretariasenado.gov.co/senado/basedoc/constitucion_politica_1991.html
dc.relation.referencesSnow, M. A. (2001). Content-based and immersion models for second and foreign language teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (3rd ed., pp. 303-318). Heinle & Heinle.
dc.relation.referencesStryker, S., & B. Leaver. (1993). Content-Based Instruction in Foreign Language Education. Washington, D.C.: Georgetown University Press.
dc.relation.referencesVan den Branden, K. (2006). Task-Based Language Education: From Theory to Practice. Cambridge University Press.
dc.relation.referencesWarrington, S. D. (2010). Concerns with Content-Based Instruction (CBI) in Asian EFL contexts. The Buckingham Journal of Language and Linguistics, 1, 129–141. https://doi.org/10.5750/bjll.v1i0.9
dc.relation.referencesWillis, J. (1996). A flexible framework for task-based learning. In J. Willis and D. Willis (eds.), 235–256. Challenge and Change in Language Teaching. Oxford: Heinemann. 52–62.
dc.relation.referencesXie, G. M. (2013). A review on the integration of Content-Based English instruction and Multimedia Technology. Applied Mechanics and Materials, 475–476, 347–350. https://doi.org/10.4028/www.scientific.net/amm.475-476.347
dc.relation.referencesZembylas, M. (2018). Con-/divergences between postcolonial and critical peace education: Towards pedagogies of decolonization in peace education. Journal of Peace Education, 15(1), 1–23. https://doi.org/10.1080/17400201.2017.1412299
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.sourcehttps://repositorio.unicordoba.edu.co
dc.subject.keywordsBilingualism for peaceeng
dc.subject.keywordsPeacebuildingeng
dc.subject.keywordsContent-Based Instruction (CBI)eng
dc.subject.keywordsTask-Based Language Teaching (TBLT)eng
dc.subject.keywordsHealthy coexistenceeng
dc.subject.proposalBilingüismo para la pazspa
dc.subject.proposalConstruccion para la pazspa
dc.subject.proposalAprendizaje basado en contenidosspa
dc.subject.proposalEnseñanza de idiomas basada en tareas (TBLT)spa
dc.subject.proposalSana convivenciaspa
dc.titleIntegrating peace education in English lessons for low-elementary students at bilingualism for peace programeng
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
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