Paz Wechek, MarthaPestana, Karen2023-08-142023-08-142023-07-27https://repositorio.unicordoba.edu.co/handle/ucordoba/7630This 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.1. INTRODUCTION ..............................................................................................................92. PEDAGOGIES................................................................................................................ 122.1 Total physical response (TPR)........................................................................... 122.2 TPR incorporates kinesthetic learning .................................................... 152.3 Collaborative learning (CL)............................................................................... 162.4 Bilingualism for Peace Program................................................................. 183. METHODOLOGIES................................................................................................... 203.1. Duties chart ...................................................................................................................224. RESULTS...................................................................................................................... 244.1 Professional growth................................................................................................. 244.1.2 Making lesson plans.......................................................................................... 254.2. Students' growth......................................................................................................... 284.2.1. Language comprehension and acquisition....................................... 294.2.2. Active participation......................................................................................... 304.2.3 Teamwork................................................................................................................ 324.2.4 Use of the language.......................................................................................... 324.3 Personal growth....................................................................................................... 355. CONCLUSIONS AND RECOMMENDATIONS......................................... 376. LIMITATIONS................................................................................................................... 387. REFERENCES................................................................................................................ 408. APPENDICES.......................................................................................................................42application/pdfengCopyright Universidad de Córdoba, 2023Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Respuesta física totalAprendizaje kinestésicoAprendizaje colaborativoBilingüismo para la pazTotal physical responseKinesthetic learningCollaborative learningBilingualism for Peace