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Positive social relationships in the language learning process in grade zero in a public institution in Montería

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dc.contributor.advisorRomero, Yanilisspa
dc.contributor.authorRuiz, Luisa Fernandaspa
dc.contributor.educationalvalidatorRomero, Yanilisspa
dc.date.accessioned2023-02-09T03:05:57Z
dc.date.available2023-02-09T03:05:57Z
dc.date.issued2023-02-08
dc.description.abstractThe document reports the internship experience carried out under the program Córdoba transformada with students from zero grade in a public institution. The focus of this paper is to explain how positive social emotional relationships were developed by early-age learners during the English classes. The approach to achieve the desired outcomes were based on observations, group work and dynamics. The findings demonstrate the importance of a positive social environment when learning a foreign language.spa
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. PEDAGOGIESspa
dc.description.tableofcontents2.1 SOCIAL EMOTIONAL LEARNING _ _ _ _ _ _ _ _ _ _ _ 11spa
dc.description.tableofcontents2.2 MULTI - INTELLIGENCE THEORY _ _ _ _ _ _ _ _ _ _ _ _ 12spa
dc.description.tableofcontents2.3 ECOLOGICAL MODEL THEORY _ _ _ _ _ _ _ _ _ _ _ _ _ 14spa
dc.description.tableofcontents3. METHODOLOGY _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 16spa
dc.description.tableofcontents4. RESULTS _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _24spa
dc.description.tableofcontents5. PROFESSIONAL GROWTH _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 29spa
dc.description.tableofcontents5.1 LIMITATIONS _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _30spa
dc.description.tableofcontents6. CONCLUSIONS _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _32spa
dc.description.tableofcontents7. REFERENCES _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 34spa
dc.description.tableofcontents8. APPENDIXES _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _36spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7055
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.keywordsSocio-emotional learningeng
dc.subject.keywordsPositive relationshipseng
dc.subject.keywordsEnglish learningeng
dc.subject.keywordsChildren language learningeng
dc.subject.keywordsGrade zeroeng
dc.subject.proposalAprendizaje socio-emocionalspa
dc.subject.proposalRelaciones positivasspa
dc.subject.proposalAprendizaje del inglesspa
dc.subject.proposalAprendizaje del lenguaje en niñosspa
dc.subject.proposalGrado cerospa
dc.titlePositive social relationships in the language learning process in grade zero in a public institution in Monteríaspa
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.referencesAngenent, H., & Man, A. (1996). Background factors of juvenile delinquency Nueva York: Peter Lang Publishing. https://scholar.google.es/scholar?lookup=0&q=Angenent,+H.,+%26+Man,+A.+(19 96).+Background+factors+of+juvenile+delinquency+Nueva+York:+Peter+Lang+Publishin g.+&hl=es&as_sdt=0,5spa
dcterms.referencesBachman, L., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.spa
dcterms.referencesBuzan T. 2003. El Poder de la inteligencia social. Traducido por Alicia Sánchez. Ediciones Urano S.A. Barcelona. España.spa
dcterms.referencesBronfenbrenner, U. (1987). La ecología del desarrollo humano Barcelona, España: Paidósspa
dcterms.referencesDenham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. New York: Kluwer-Plenumspa
dcterms.referencesGuy-Evans, O. (2020). Bronfenbrenner's ecological systems theory. Simply Psychology.spa
dcterms.referencesPatarroyo, L. M. M. (2011). La enseñanza del inglés en tiempos del plan nacional de bilingüismo en algunas instituciones públicas: Factores lingüísticos y pedagógicos. Colombian applied linguistics journal, 13(2), 74-87.spa
dcterms.referencesLeal, A., & TUTORIAL, O. Y. A. (2011). La inteligencia emocional. Digital Innovacion y experiencias educativas, 39, 1-12.spa
dcterms.referencesVazsonyi, A., & Flannery, D. (1997). Early adolescents delinquent behavior: associations with family and school domains. Journal of Early Adolescence, 17(3), 271-293.spa
dcterms.referencesVygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. In: M. Cole, V. JohnSteiner, S. Scribner and E. Souberman, Eds. and trans. Cambridge, MA: Harvard University Pressspa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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