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Exploring how a pre-service teacher builds a classroom discourse community

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dc.contributor.advisorGarcía Montes, Paula Andreaspa
dc.contributor.authorSánchez López, Camilo Andrés
dc.date.accessioned2023-07-12T17:43:22Z
dc.date.available2023-07-12T17:43:22Z
dc.date.issued2023-07-06
dc.description.abstractThis study explored how an eighth-grade pre-service teacher in a public school in Monteria, Cordoba, built a classroom discourse community to promote student interaction and analyzed its implications on 8th graders' oral participation development. This study used an action research model by collecting data from ten observations before and during the implementation of the project. The findings of this study showed students ability to engage in more authentic interactions by being taught with the strategies proposed in the core practice called building a classroom discourse community. The study showed how the pre-service teacher engaged in this core practice provoking opportunities for students to interact among them and with the teacher using topics such as obesity. This research contributed to the literature on high-leverage teaching practices and their implementation in non-English speaking contexts, providing valuable insights for pre-service and experienced teachers, teacher educators, and students. The study underscored the importance of promoting oral participation in EFL classrooms and offers recommendations for incorporating high-leverage teaching strategies such as building a classroom discourse community to enhance students’ English language proficiency. The study also highlighted the possible benefits of the action research model, allowing pre-service teachers to reflect on their practice and transform their teaching realities.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontents1. INTRODUCTION.............................................................................................................................................1spa
dc.description.tableofcontents2. THEORETICAL FRAMEWORK.............................................................................................................................................6spa
dc.description.tableofcontents2.1. Conceptual Framework.............................................................................................................................................6spa
dc.description.tableofcontents2.1.1. Core Practices.............................................................................................................................................6spa
dc.description.tableofcontents2.1.2. Building a Classroom Discourse Community.............................................................................................................................................18spa
dc.description.tableofcontents2.1.2.1. Considerations about Developing a Classroom Discourse Community.............................................................................................................................................21spa
dc.description.tableofcontents2.1.2.2. Engaging Learners in Oral Classroom Communication (Between Teacher Student).............................................................................................................................................25spa
dc.description.tableofcontents2.1.2.3. Designing and Conducting Oral Interpersonal Pair and Group Tasks (Between Student-Student).............................................................................................................................................28spa
dc.description.tableofcontents2.1.3. Authentic Interaction.............................................................................................................................................31spa
dc.description.tableofcontents2.2. Literature Review.............................................................................................................................................33spa
dc.description.tableofcontents3. METHODOLOGY.............................................................................................................................................36spa
dc.description.tableofcontents3.1. Type of Study.............................................................................................................................................36spa
dc.description.tableofcontents3.2. Context and Participants.............................................................................................................................................39spa
dc.description.tableofcontents3.3. Data Collection Techniques.............................................................................................................................................41spa
dc.description.tableofcontents3.4. Data Analysis.............................................................................................................................................42spa
dc.description.tableofcontents4. FINDINGS.............................................................................................................................................45spa
dc.description.tableofcontents4.1. Initial Discourse Practices.............................................................................................................................................46spa
dc.description.tableofcontents4.2. Final Findings.............................................................................................................................................66spa
dc.description.tableofcontents4.2.1. By engaging students in more authentic interactions.............................................................................................................................................66spa
dc.description.tableofcontents4.2.2. By trying to eliminate the IRE pattern.............................................................................................................................................78spa
dc.description.tableofcontents4.2.3. By using scaffolding strategies.............................................................................................................................................93spa
dc.description.tableofcontents4.2.4. By offering other interaction patterns during classes.............................................................................................................................................110spa
dc.description.tableofcontents4.3. Non-Expected Results in this Research.............................................................................................................................................115spa
dc.description.tableofcontents4.3.1. Transformation in the in-service teacher interaction with students.............................................................................................................................................115spa
dc.description.tableofcontents4.3.2. Students’ feedback on the interactions hold in class.............................................................................................................................................123spa
dc.description.tableofcontents5. DISCUSSION.............................................................................................................................................125spa
dc.description.tableofcontents6. CONCLUSIONS.............................................................................................................................................132spa
dc.description.tableofcontents7. REFERENCES.............................................................................................................................................134spa
dc.description.tableofcontents8. APPENDIXES.............................................................................................................................................140spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7417
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.keywordsCore practiceeng
dc.subject.keywordsAuthentic interactionengspa
dc.subject.keywordsBuilding a classroom discourse communityeng
dc.subject.proposalPráctica básicaspa
dc.subject.proposalInteracción auténticaspa
dc.subject.proposalComo construir una comunidadspa
dc.titleExploring how a pre-service teacher builds a classroom discourse communityspa
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
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