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Internship in the program Bilingualism for Peace at El Sabanal School

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dc.contributor.advisorPenagos Arrieta, Johanna Lilyspa
dc.contributor.authorMorales León, Juliana
dc.date.accessioned2022-08-04T21:45:12Z
dc.date.available2022-08-04T21:45:12Z
dc.date.issued2022-07-31
dc.description.abstractThis report describes the internship process conducted in the program Bilingualism for Peace at El Sabanal school. It consisted of teaching face-to-face and online lessons to the students from the program. The principal purpose of this internship was to provide students the possibility of being immersed in their first contact with the English language dynamically and provide them with the necessary accompaniment throughout the process. In addition, it explains the essential pedagogical perspectives on which this report is based, which are Task-Based language teaching (TBLT), Communicative Teaching Language (CTL), and the role of play and games in learning. Finally, this paper discusses the methodologies, results, conclusions, recommendations, and limitations of this meaningful process in which the intern had significant personal and professional growth.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontentsIntroduction …………………………………………………………………………… 7spa
dc.description.tableofcontentsPedagogies ……………………………………………………………………………... 10spa
dc.description.tableofcontents2.1. Communicative language teaching (CLT) …………………………………….. 10spa
dc.description.tableofcontents2.2 Task-based language teaching (TBLT) …………………………………………. 12spa
dc.description.tableofcontents2.3 The role of play and games in learning ………………………………………… 13spa
dc.description.tableofcontentsMethodologies …………………………………………………………………………. 16spa
dc.description.tableofcontents3.1 Duties chart …………………………………………………………………….. 18spa
dc.description.tableofcontentsResults of my internship experience …………………………………………………. 20spa
dc.description.tableofcontents4.1 Professional growth ……………………………………………………………. 20spa
dc.description.tableofcontents4.2 Students development ………………………………………………………….. 24spa
dc.description.tableofcontents4.3 Personal skills improvement …………………………………………………… 26spa
dc.description.tableofcontentsConclusions, limitations & recommendations ……………………………………… 29spa
dc.description.tableofcontentsReferences ……………………………………………………………………………... 31spa
dc.description.tableofcontentsAppendix ………………………………………………………………………………. 33spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6241
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, 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.keywordsDynamic learningspa
dc.subject.keywordsTask-Based learningspa
dc.subject.keywordsFirst language contactspa
dc.subject.proposalAprendizaje dinámicospa
dc.subject.proposalAprendizaje basado en tareasspa
dc.subject.proposalPrimer contacto con el idiomaspa
dc.titleInternship in the program Bilingualism for Peace at El Sabanal Schoolspa
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/TP
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAlexander, R. (2009). Towards a comparative pedagogy. In International handbook of comparative education (pp. 923-939). Springer, Dordrecht.spa
dcterms.referencesAndrea, B. (2011). The Role of Play and Games in Learning. Earl V. Pullias Lecture. California: University of South Californiaspa
dcterms.referencesEllis, R. (2006). The methodology of task-based teaching. Asian EFL journal, 8(3).spa
dcterms.referencesEllis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-based language teaching: Theory and practice. Cambridge University Press.spa
dcterms.referencesFlores, J. F. F. (2015). Using gamification to enhance second language learning. Digital Education Review, (27), 32-54.spa
dcterms.referencesFoster, P. (1999). Key concepts in ELT. Task-based learning and pedagogy. ELT Journal, 53(1), 69-70.spa
dcterms.referencesHadfield, J. (1985). Elementary communication games: A collection of games and activities for elementary students of English. Nelson.spa
dcterms.referencesKamra, R. (2010). The importance of using games in the English classroom. Available online at: http://englishtips. org.spa
dcterms.referencesLiu, F., Vadivel, B., Mazaheri, F., Rezvani, E., & Namaziandost, E. (2021). Using games to promote EFL learners’ willingness to communicate (WTC): potential effects and teachers’ attitude in focus. Frontiers in psychology, 4526.spa
dcterms.referencesRichards, J. C. (2005). Communicative language teaching today. Singapore: SEAMEO Regional Language Center.spa
dcterms.referencesRichards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.spa
dcterms.referencesSheeba, Sheeba. (2018). CLT - A Communicative Approach. 10.13140/RG.2.2.29846.80964.spa
dcterms.referencesWang, Y. J., Shang, H. F., & Briody, P. (2011). Investigating the impact of using games in teaching children English. International journal of learning and development, 1(1), 127-141.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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