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Implementation of the total physical response (TPR) teaching method as a way to maintain the attention of beginners students in the bilingualism for peace program.

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dc.contributor.advisorPaz Wechek, Marthaspa
dc.contributor.authorPestana, Karen
dc.date.accessioned2023-08-14T15:00:41Z
dc.date.available2023-08-14T15:00:41Z
dc.date.issued2023-07-27
dc.description.abstractThis paper is designed to inform and describe the internship process that took place at the Camilo Torres Educational Institution in Mocari. This process was carried out through the Bilingualism for Peace program with two groups of beginners which is the first level of the program. The main purpose of this internship was to implement strategies to motivate students to learn English in a fun and different way. Following the above, the objective was that the children could develop skills such as communication, teamwork and creativity while learning this second language. For this reason, teaching methods such as total physical response, kinesthetic learning and collaborative learning were implemented. Likewise, this internship report describes in a specific way the context in which the educational process was developed, the methodologies and strategies used, the results, conclusions, recommendations, limitations and appendices of the whole internship process.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. INTRODUCTION ..............................................................................................................9spa
dc.description.tableofcontents2. PEDAGOGIES................................................................................................................ 12spa
dc.description.tableofcontents2.1 Total physical response (TPR)........................................................................... 12spa
dc.description.tableofcontents2.2 TPR incorporates kinesthetic learning .................................................... 15spa
dc.description.tableofcontents2.3 Collaborative learning (CL)............................................................................... 16spa
dc.description.tableofcontents2.4 Bilingualism for Peace Program................................................................. 18spa
dc.description.tableofcontents3. METHODOLOGIES................................................................................................... 20spa
dc.description.tableofcontents3.1. Duties chart ...................................................................................................................22spa
dc.description.tableofcontents4. RESULTS...................................................................................................................... 24spa
dc.description.tableofcontents4.1 Professional growth................................................................................................. 24spa
dc.description.tableofcontents4.1.2 Making lesson plans.......................................................................................... 25spa
dc.description.tableofcontents4.2. Students' growth......................................................................................................... 28spa
dc.description.tableofcontents4.2.1. Language comprehension and acquisition....................................... 29spa
dc.description.tableofcontents4.2.2. Active participation......................................................................................... 30spa
dc.description.tableofcontents4.2.3 Teamwork................................................................................................................ 32spa
dc.description.tableofcontents4.2.4 Use of the language.......................................................................................... 32spa
dc.description.tableofcontents4.3 Personal growth....................................................................................................... 35spa
dc.description.tableofcontents5. CONCLUSIONS AND RECOMMENDATIONS......................................... 37spa
dc.description.tableofcontents6. LIMITATIONS................................................................................................................... 38spa
dc.description.tableofcontents7. REFERENCES................................................................................................................ 40spa
dc.description.tableofcontents8. APPENDICES.......................................................................................................................42spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7630
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
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.keywordsTotal physical responseeng
dc.subject.keywordsKinesthetic learningeng
dc.subject.keywordsCollaborative learningeng
dc.subject.keywordsBilingualism for Peaceeng
dc.subject.proposalRespuesta física totalspa
dc.subject.proposalAprendizaje kinestésicospa
dc.subject.proposalAprendizaje colaborativospa
dc.subject.proposalBilingüismo para la pazspa
dc.titleImplementation of the total physical response (TPR) teaching method as a way to maintain the attention of beginners students in the bilingualism for peace program.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.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAripovna, R. S. (2023). TEACHING ENGLISH TO PRESCHOOLERS THROUGH KINESTHETIC LEARNING. Journal of new century innovations, 25(3), 15-17.spa
dcterms.referencesAsher, James J. Future Directions for Fast Stress-Free Learning on the Right Side of the Brain. Sky Oaks Production, Inc: Los Gatos., 2001.spa
dcterms.referencesDobber, M., Tanis, M., Zwart, R. C., & Van Oers, H. J. M. (2014). Beter leren door onderzoek: Hoe begeleid je onderzoekend leren van leerlingen? NWO project number 411-12-209.spa
dcterms.referencesFortea Bagán, M. Á. (2019). Metodologías didácticas para la enseñanza/aprendizaje de competencias.spa
dcterms.referencesHiltz, S. R. (1998). Collaborative Learning in Asynchronous Learning Networks: Building Learning Communities. https://files.eric.ed.gov/fulltext/ED427705.pdfspa
dcterms.referencesKhorasgani, M. K. (2017). Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method. International Journal of Languages’ Education and Teaching, 5(1), 90–100.spa
dcterms.referencesLara, D. G., Oviedo, J. M. T., & Zapata, L. V. (2020). BILINGÜISMO POR LA PAZ: EL IMPACTO DE UN PROGRAMA DE EXTENSIÓN SOCIAL EN MONTERÍA, COLOMBIA. Modelos Educativos Innovadores en Educación Superior/Fundación Organización Universitaria Interamericana, 140.spa
dcterms.referencesNafisa, A., Mekhrishod, E., Dilrabo, T., & Ali, U. (2020). Attention span and maintaining the attention of students in classes. JournalNX, 173-176.spa
dcterms.referencesNuraeni, C. (2019). Using total physical response (TPR) method on young learners English language teaching. Metathesis: Journal of English Language, Literature, and Teaching, 3(1), 26-34.spa
dcterms.referencesPutri, A. R. (2016). Teaching English for young learners using a total physical response (TPR) method. Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris, 3(2).spa
dcterms.referencesRambe, S. (2019). Total Physical Response. English Education: English Journal for Teaching and Learning, 7(01), 45-58.spa
dcterms.referencesSuaib, R. W. (2017). The use of visual auditory kinesthetic (VAK) learning styles to increase students’ vocabulary. Didaktika Jurnal Kependidikan, 11(2), 239-253.spa
dcterms.referencesVan Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71-89. https://www.sciencedirect.com/science/article/pii/S1747938X18303403#bib57spa
dcterms.referencesWidodo, H. P. (2005). Teaching children using a total physical response (TPR) method: Rethinking. Bahasa dan seni, 33(2), 235-248spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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