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Internship at Camilo Torres School under the program bilingualism for peace from University of Córdoba.

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dc.contributor.authorMartínez Martínez, María Bernardaspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-06-11T21:35:32Zspa
dc.date.available2020-06-11T21:35:32Zspa
dc.date.issued2020-06-10spa
dc.description.abstractThe University of Córdoba offers undergraduate students the internship program as an opportunity for students strengthen their English Teaching abilities. Bilingualism for Peace is a program headed by The University of Cordoba which main purpose is to offer students from vulnerable areas of the city the opportunity to learn English, generating a big impact on the Department of Córdoba. It was Bilingualism for Peace, the program where I decided to conduct my internship; unfortunately, the process was abruptly changed with the Covid 19 pandemic and it was necessary to take measures for prevention. The interns of the program could not continue with the process and the internship was considerably affected.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.tableofcontents1. INTRODUCTION.....................................................8spa
dc.description.tableofcontents2. PEDAGOGICAL STRATEGIES.........................10spa
dc.description.tableofcontents2.1 Multicultural Education ......................................10spa
dc.description.tableofcontents2.2 Project Based Learning………………………………12spa
dc.description.tableofcontents2.3 Communicative Language Teaching…………………………………………….........................13spa
dc.description.tableofcontents2.4 Cooperative Learning………………………………...14spa
dc.description.tableofcontents3. TEACHING METHODOLOGIE.....................16spa
dc.description.tableofcontents4. EXPERIENCE AND CONTIBUTIONS………………………………………................19spa
dc.description.tableofcontents4.1 Courses…………………………………………………............19spa
dc.description.tableofcontents4.2 Unit design……………………………………………………24spa
dc.description.tableofcontents4.3 Lesson design………………………………………………27spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS……………………………............32spa
dc.description.tableofcontents6. LIMITATIONS………………………………………………33spa
dc.description.tableofcontentsREFERENCES………………………………………………………34spa
dc.description.tableofcontentsAPPENDICES………………………………………………………36spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2894spa
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.relation.referencesAaron, B. (12-Agu-2016) The Effectiveness of Participation in a Project-based Learning Project on At-risk Student Self-Efficacy.spa
dc.relation.referencesBanks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge.spa
dc.relation.referencesEfrizal, D. (2012). Improving students’ speaking through communicative language teaching method at Mts Ja-alhaq, Sentot Ali Basa Islamic boarding school of Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2(20), 127-134.spa
dc.relation.referencesGay, G. (1994). At the Essence of Learning: Multicultural Edmcation. Kappa Delta Pi Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving: A collaborative approach to interdisciplinary learning. American Psychological Association.spa
dc.relation.referencesKloppenborg, T. J., & Baucus, M. S. (2004). Project management in local nonprofit organizations: Engaging students in problem-based learning. Journal of Management Education, 28, 610-630.https://pdxscholar.library.pdx.edu/open_access_etdsspa
dc.relation.referencesLittlewood, W., & William, L. (1981). Communicative language teaching: An introduction. Cambridge university press.spa
dc.relation.referencesRichards, J. C. (2005). Communicative language teaching today. Cambridge university press.spa
dc.relation.referencesRivet, A., & Krajcik, J. (2002). Contextualizing instruction: Leveraging students’ prior knowledge and experiences to foster understanding of middle school science. In P. Bell, R.spa
dc.relation.referencesSlavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child development, 58(5), 1161-1167. http://dx.doi.org/ 10.2307/1130612spa
dc.relation.referencesSlavin, R.E. (2014, Oct 3). Cooperative learning and academic achievement: why does groupwork work? Scielo Analyties, 30(3), 785-791. http://dx.doi.org/10.6018/analesps.30.3.201201spa
dc.relation.referencesVygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.spa
dc.rightsCopyright Universidad de Córdoba, 2019spa
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.subject.keywordsMulticultural educationeng
dc.subject.keywordsProject Based Learningeng
dc.subject.keywordsCommunicative Language Teachingeng
dc.subject.keywordsCooperative Learning.eng
dc.subject.proposalEducación multiculturalspa
dc.subject.proposalAprendizaje basado en proyectosspa
dc.subject.proposalMétodo comunicativospa
dc.subject.proposalAprendizaje cooperativospa
dc.titleInternship at Camilo Torres School under the program bilingualism for peace from University of Córdoba.eng
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/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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