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dc.contributor.advisorLorduy, Danilsa
dc.contributor.authorArdila Martinez, Dana Paola
dc.contributor.authorPerea Valenzuela, Sohari Alejandra
dc.date.accessioned2020-12-02T01:08:38Z
dc.date.available2020-12-02T01:08:38Z
dc.date.issued2020-11-20
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/3729
dc.description.abstractWith the intention of determining the characteristics of a syllabus that will develop the skills of the 21st century in the children of the municipality of Cienaga de Oro, a need analysis has been carried out from the responses given by parents, teachers and prospective students to the surveys and focus groups carried out, as well as the documentary review of documents created by the Ministry of Education. On the one hand, it was found that children have a fervent desire to learn English to improve their future professional possibilities and that they want what they will learn to be related to these aspirations. On the other hand, teaching methods involve communication technologies, since with it, they find access to a number of tools that are not found within a conventional class area and that, despite having English classes in their educational institutions, have deficiencies in Basic English skills such as speaking, listening and writing. With this situational and skill based syllabus, it is expected that the Stephen Hawking Institute can contribute to the improvement of the teaching of English in the municipality of Cienaga de Oro.spa
dc.description.tableofcontentsAcknowledgements_____________________ vispa
dc.description.tableofcontentsAbstract_____________________ viispa
dc.description.tableofcontentsSection 1: Introduction______________________ 1spa
dc.description.tableofcontents2.1. Conceptual Framework_________________ 3spa
dc.description.tableofcontents2.2. Literature review____________________12spa
dc.description.tableofcontentsSection 3:Methodology____________________ 15spa
dc.description.tableofcontents3.1. Type of study_______________________15spa
dc.description.tableofcontents3.2. Context and participants____________________16spa
dc.description.tableofcontents3.3. Data Collection Technique___________________ 17spa
dc.description.tableofcontents3.4. Data analysis____________________ 21spa
dc.description.tableofcontentsSection 4: Findings_______________________32spa
dc.description.tableofcontents4.1. Stephen Hawking Institute: syllabus__________________ 32spa
dc.description.tableofcontents4.2 How the syllabus works?_____________________ 37spa
dc.description.tableofcontentsSection 5: Discussion____________________39spa
dc.description.tableofcontentsSection 6: Conclusions_________________41spa
dc.description.tableofcontentsReferences________________________ 43spa
dc.description.tableofcontentsList of Appendices_______________________ 47spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.rightsCopyright Universidad de Córdoba, 2020spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.titleEducational Institution Stephen Hawking: designing a syllabus that fulfills 21st-century skills in young learnersspa
dc.typeTrabajo de grado - Pregradospa
dcterms.referencesAnaniadou, K. and M. Claro (2009), 21st century skills and competences for new millennium learners in OECD countries, OECD Education Working Papers, 41, 6-7.spa
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dcterms.referencesCandlin, C. (1984). Syllabus design as a critical process. C. J. Brumfit (ed.) 3-4spa
dcterms.referencesFeez, S. (1999). Text-based syllabus design. TESOL in Context, 9(1), 11.spa
dcterms.referencesFerguson, G. (2001). Developments in language syllabus design. Present and future trends in TEFL, 12, 85-100.spa
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dcterms.referencesHradilová, A. (2018). Soft-skill based syllabus in legal English courses. Journal of Teaching English for Specific and Academic Purposes, Vol. 6, p. 235-243.spa
dcterms.referencesKusumoto, Y. (2008). Needs analysis: Developing a teacher-training program for elementary school homeroom teachers in Japan. University of Hawai'I Second Language Studies Paper 26 (2).spa
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dcterms.referencesMatejka, K., & Kurke, L. B. (1994). Designing a great syllabus. College Teaching, 42(3), 115-117.spa
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dcterms.referencesOtilia, S. (2015). Need analysis in English for specific purposes. Constantin Brancusi University, Târgu Jiu, Rumania.spa
dcterms.referencesPowell, R. A., & Single, H. M. (1996). Focus groups. International Journal for Quality in Health Care, 8 (5), 499-504.spa
dcterms.referencesRabiee, F., (2004). Focus-group interview and data analysis. Proceedings of the Nutrition Society, 63, 657.spa
dcterms.referencesRahimpour, M. (2010). Current trends on syllabus design in foreign language instruction. Procedia-Social and Behavioral Sciences, 2 (2), 1660-1664.spa
dcterms.referencesReilly, T. (1988). Approaches to foreign language syllabus design. Washington DC: ERIC Clearinghouse on Languages and linguistics.spa
dcterms.referencesSaragih, E. (2014). Designing ESP materials for nursing students based on needs analysis. International journal of Linguistics, 6(4), 59-61spa
dcterms.referencesSarmiento, L., Gonzales, A. (2016). Skill based syllabus design: Learning a foreign language in adult learners. (Unpublished master's thesis). Corporación Universitaria Minuto de Dios, Bogotá, Colombia.spa
dcterms.referencesSonghori, M. (2008). English for specific purposes world. Introduction to need analysis, 4, 11-15.spa
dcterms.referencesSørensen, H. T., Sabroe, S., & Olsen, J. (1996). A framework for evaluation of secondary data sources for epidemiological research. International journal of epidemiology, 25(2), 435-442.spa
dcterms.referencesStoller, F. L. (2002). Content-based instruction: A shell for language teaching or a framework for strategic language and content learning. Retrieved June, 16, 2006.spa
dcterms.referencesWilkins, D. A. (1972). Grammatical, Situational and Notional Syllabuses.spa
dcterms.referencesWilkins, D. (1976). Notional syllabuses. Bulletin CILA (Commission interuniversitaire suisse de linguistique appliquée)(«Bulletin VALS-ASLA» depuis 1994), 24, 5-17.spa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.subject.proposalDiseño del plan de estudiosspa
dc.subject.proposalAnálisis de necesidadesspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dc.subject.keywordsSyllabus Designeng
dc.subject.keywordsNeed Analysiseng
dc.subject.keywords21st Century Skillseng
dc.contributor.educationalvalidatorDanilsa Lorduy
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.type.contentTextspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.description.modalityMonografía


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