Licenciatura en Inglés CU (Colección Custodia)
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Item Balancing the linguistic consequences of immersive english environments with elementary learners(Universidad Católica Luis Amigó, 2023) Giraldo Gómez, Jorge Andrés; Pabón Garcia, Marinessa; Escobar Puerta, Paola Andrea; Castrillón Ángel, Edison FerneyThis study analyzed the effects of constant exposure to English as a foreign language on developing Spanish as the first language in elementary school students. This research was oriented from a historical hermeneutical paradigm, using a qualitative approach and a narrative inquiry. The study involved English language, Spanish language, and pedagogical support teachers who examined students’ bilingual learning experiences. The researchers applied four data collection techniques: an observation guide, an open-ended survey, a semi-structured interview, and a questionnaire to highlight the importance of a balanced approach to language education that values and supports the development of first and foreign languages. This integrated perspective was vital for ensuring students can effectively get along the complex landscape of learning languages while preserving their personal, linguistic, and cultural identities.Item Games in EFL classrooms: developing oral skills in English and promoting multiple intelligences.(Universidad Católica Luis Amigó, 2022) Medina Atencia , María Isabel; Tobón Díaz , Vanessa; Muñoz Ciro , Angie Juliana; Sescun Giraldo, Claudia MarcelaThe purpose of this research paper is to mention some thoughts that teachers have about the use of the game as a didactic teaching tool for English. That said, the document seeks to provide a solution to teachers where they are shown that the game is effective in oral production in teaching English. Considering these elements, this paper is a qualitative research based on narrative analysis methods that have taken place in El Bagre, Antioquia. First, mention the data gathered obtained from an interview about the different conceptions that teachers have about games from their own experiences. Second, a focus group was developed to apply games as a didactic-pedagogical strategy in teaching practice. The result showed that games have different educational purposes in teaching-learning a second language. However, the finding suggests the inadequate use that teachers give to games as a strategy.In light of these aspects, for future research it is recommended to continue promoting the implementation of games in classrooms and the curriculum, in order to keep transforming the educational reality.Item Impact of english conversational clubs on students' speech anxiety in english clases(Universidad Católica Luis Amigó, 2023) Garcés Mesa, Jasbleidy; Hernandez Vargas, Astrid Carolina; Castrillón Ángel, Edison FerneyThis case study research aims to analyze how the implementation of English conversational clubs impacts the speech anxiety of English students, which is a barrier that prevents students from developing correct speaking skills in the process of English learning. The group of participants selected was made of 3 English students from a language center located in the municipality of Bello, Antioquia. The data collection techniques involved a conversation club inside a focus group, a semi-structured interview, and a journal. The results showed the important characteristics of the conversational clubs as a way to combat the students’ speech anxiety, how the English conversational club raised their awareness regarding the learning English process, besides, the multiple feelings and obstacles that interfered with when the students spoke in English. Therefore, we invite teachers to look deeper into conversational clubs and take them into consideration for future class planning or institutional curriculum as a strategy to improve oral production in English.Item The Influence of Former Experiences regarding Language Learning on a Pre-service Teacher Practices(Universidad Católica Luis Amigó, 2023) Castañeda Acevedo, Michell Alejandra; Lopera Bedoya, Leslie JulianaThe purpose of this autoethnography study is to describe the influence that my former academic experiences as a language learner have on my current practices as a pre-service teacher. Two pre-service teachers, including myself, served as participants to collect the information needed. In order to collect the necessary data to reach the objective of the study, three different techniques were applied. We first narrated our former experiences as language learners; then, each of us conducted a three-cycle observation of the English classes we teach, and as a third procedure, we compared our teaching actions through collaborative witnessing. The data analysis led to the discovery of how, as pre-service teachers, our approaches and practices are mostly reflecting insights from the teaching training; however, unexpected situations in the class that are not considered in the lesson plan lead us to in-situ decision-making. Such moments generate insecurity and a lack of control, causing us to appeal to former language learning experiences. In this sense, the results of each class-negative or positive–serve as an opportunity for pre-service teachers to reflect upon their practices and enrich professional development.Item The Influence of Pre-Service Teachers' Beliefs About the Use of Literature on the Development of Communication Skills in English Learners.(Universidad Católica Luis Amigó, 2023) Noreña Arias , Susana; Ortíz Restrepo, Julián Stiven; Cárdenas Gil , Juan Esteban; Lopera Bedoya, Leslie JulianaThis co-constructed autoethnography study aimed at analyzing how pre-service teachers’ beliefs about the use of literature in the language classroom influence the development of communication skills among learners in different practicum scenarios. We, as three pre-service English teachers, developed a document analysis through a narrative to identify our beliefs towards the use of literature inside the classroom, a collaborative witness developing an interview protocol to characterize those beliefs built by our learning experiences, and an observation using a sampled journal to describe our practices using literature and developing communicative skills on EFL learners. The data analysis led to the conclusion that teachers’ beliefs had an impact on our pre-service teaching practices, leading to the use of literature in the classroom and focusing on learners’ communicative skill´s development. It became evident that literature not only enhanced reading comprehension but also played a crucial role in promoting language proficiency across multiple skill areas, including writing, listening, and speaking. By incorporating literature into our instructional strategies, we witnessed students' increased engagement, motivation, and language acquisition.Item Language as ideology for the reflection on gender identity in a public school in Medellin.(Universidad Católica Luis Amigó, 2023) Anillo Quintero, Cristian Andres; Murillo García , María Camila; Medrano Mejía , Sebastián; Gil Sepúlveda, Laura Valentina; Castrillón Ángel, Edison FerneyThis research analyzes the perceptions of eleventh-grade students at a public school in the city of Medellín regarding elements such as gender identity and its influence on classroom interactions. Using qualitative techniques such as semi-structured interviews and open-ended surveys, the study reveals the impact of social and family beliefs on students' understanding of gender identity. The findings emphasize the importance of introducing inclusive conversations about gender identity in educational contexts, as students often encounter these concepts outside the school environment. The research highlights the crucial role of teachers in fostering understanding, acceptance, and respect among students. By encouraging informed discussions about gender identity, educators can establish a safe and welcoming environment in classrooms. These insights offer valuable guidance for designing more inclusive educational strategies and policies.Item Music as a tool for reading and writing processes in efl students(Universidad Católica Luis Amigó, 2020-06) Riaño Rojas, Maria P.; Boyd Moreno, Jesse D.; Cupajita Ospina, Jesús E.; Suescún Giraldo, Claudia M.Nowadays teaching in EFL classrooms, has become a true challenge. Multiple of choices and strategies have been presented inside the EFL teaching, using music is very useful and works as a tool to change classroom methodology and environment. Music can be used in different ways inside the classroom, even for reading and writing practices. The objective of this project was to analyze the implications of using music as a strategy towards the English Reading and Writing processes. Not only identifying the different materials and resources related to music for reading and writing processes but also organizing and developing these strategies. Due to the research process we were able to propose eight different tasks that involve music for reading and writing skills development. Teachers must be in constant change in their teaching practices, if so, why not integrating music in the classroom as a learning tool? After all, music is part of our life. There is music everywhere, even a small bird singing up on a tree is making music. All of these elements serve as valid arguments to implement music in the classroom. It will be able to bring not only a learning strategy but also new ways to motivate students regarding English including reading and writing processes. Music does work as a tool for reading writing process, since using music and musical language can motivate and improve this processes, providing an alternative for teachers and promote the change and the opening to new approaches inside the classroom.Item Project-based Learning and Task-based Learning in EFL classrooms: Addressing their impact on learner's intrinsic motivation.(Universidad Católica Luis Amigó, 2022) Flórez Vargas , Sara María; Rodríguez Pérez, Valentina; Quintero Montoya , Emmanuel; Suescun Giraldo, Claudia MarcelaThis article reports the results of a case study research focused on the influence of Project- Based Learning and Task-Based Learning on tenth grade students at a public school in Envigado, Antioquia. After analyzing the data gathered through a questionnaire, a naturalistic observation, and a focus group, the findings revealed that such approaches could impact students’ perceived value of English learning, promote active engagement, contextualized reach, and collaborative learning, and transform students’ negative feelings into positive ones. In conclusion, Project-Based Learning altogether with Task-Based Learning are approaches that enhance learners’ intrinsic motivation in the English classroom.Item Reading aloud as a strategy for vocabulary development and motivation in L2 primary students(Universidad Católica Luis Amigó, 2020-06-01) Gil Ardila, Juan P.; Hernández Cáceres, Jhermenson J.; Suescún Giraldo, Claudia M.Leer historias o cuentos en voz alta es una tradición que la mayoría de las culturas tienen, y hoy en día, hay evidencia que muestra que, al aplicar este tipo de estrategia dentro del aula para enseñar un segundo idioma, puede ayudar a los estudiantes más jóvenes a desarrollar habilidades lingüísticas de una manera no tradicional. Este proyecto de investigación aborda la lectura en voz alta y su impacto en el desarrollo del vocabulario y la motivación para aprender un segundo idioma en jóvenes estudiantes. Hay algunos artículos e investigaciones que han estudiado estos aspectos durante muchos años, cuyos propósitos han sido demostrar la relación y el resultado que hay cuando se pone en práctica esta estrategia. Este proyecto de investigación muestra los conceptos y los beneficios de la lectura en voz alta, sus implicaciones y cómo los jóvenes estudiantes perciben esta estrategia en una escuela pública ubicada en Medellín. Además, las razones por las cuales es importante involucrar a los estudiantes en el proceso de aprender un segundo idioma.Item Reading the world: Intercultural literacy in the EFL teaching(Universidad Católica Luis Amigó, 2023) Rojas Álvarez, Jawer Sneider; Pineda Álvarez, Harieth Tatiana; García Vargas, Alejandra; Castrillón Ángel, Edinson FerneyIntercultural literacy (IL) enriches EFL teaching processes fostering awareness about diversity, cultural care, the reading of situations, the word, and the world. Besides that, IL turns English teaching into a dynamic procedure. This case of study framed in a qualitative paradigm examined the relation between intercultural literacy and EFL teaching. It was carried out through a literature review and a semi-structured interview with 3 pre-service teachers of a private university. The results show that IL enlightens several benefits of cultivating IL such as promoting insights into others' stuff as well the own one, avoiding colonization ideologies. This research suggests foreign language teaching gives importance to incorporating IL in the curriculums in Colombia.Item The use of games to engage elementary students with ADHD during English learning process(Universidad Católica Luis Amigó, 2022) López Maya , Tatiana; Estrada Ríos, Laura Carolina; Quiceno Sosa, Evelin Cristina; Suescún Giraldo, Claudia MarcelaThe purpose of the research is to investigate how the teachers of the Marco Fidel Suárez Educational Institution implement the use of games and didactic materials in their teaching practices to help students feel included, and achieve significant learning, evidencing said achievements from their orientation to through different strategies. implemented in classes. This study provides background on the use of games and teaching materials in the classroom and explores student outcome responses to teaching practices. The research was carried out under a qualitative approach. This research is based on socialist construction. The analysis of the data allowed us to observe the lack of didactic material to be used during the development of the classes and the lack of training of the teachers in the population with special educational needs, specifically in children with ADHD.