Licenciatura en Lenguas Extranjeras con énfasis en Inglés

Permanent URI for this collectionhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2604

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Implementing Peer Assessment for Oral Tasks in the English Class
(Universidad Cátolica Luis Amigó, 2020) Hernández Orozco, Mario Alejandro; Gallo Saldarriaga, Lesly Johana; López Palacios, Leidy Alexandra; Restrepo Bolivar, Erika Marcela
This action research reports how 6th graders could benefit from the implementation of peer assessment for oral tasks in the English class. Different data collection techniques were used: a questionnaire, 2 surveys and individual interviews. It tried to establish participants’ abilities when applying peer assessment, also their perceptions when applied and received peer assessment, and finally, participants’ uses of peer assessment results. Findings suggest that learners developed abilities attached merely to application of peer assessment per se; furthermore, it was found that most of students actually used peer assessment results and applied it to the development of their process. Finally, data analysis allowed to identify four different perspectives that learners had towards the implementation of peer assessment for oral tasks in the English class.
Influence of Cooperating Teacher’s Beliefs in the Overcoming of the Student Teachers’ Practicum Identity Crisis regarding Classroom Management
(Universidad Católica Luis Amigó, 2020) Marulanda Sánchez, Diana Marcela; Bernal Orozco, Faber Johan; Rendón Hurtado, Andrés Felipe; Grisales Ortiz, Andres Camilo; García Gómez, Mateo; Abad Olaya, José Vicente
This paper aims to report on how student teachers can be permeated by a practicum identity crisis in their teacher training process regarding classroom management. Furthermore, this research project sheds light on how cooperating teacher’s classroom management beliefs can help to overcome those crises experienced by student teachers from a private university of Medellín, Colombia. The methodology used to carry out this study had an interpretative approach. To collect the data researchers applied two different instruments: self-study narratives, which were developed by 5 student teachers of the English teaching program, and a semi-structured interview, which was carried out by a cooperating teacher. The findings showed that during the practicum process student teachers experienced some crises due to the clashes that emerge from the theory learned at the university and the practice developed in the school’s reality. Moreover, the participants claimed that the cooperating teacher’s classroom management beliefs transformed their own beliefs, allowing them to reconstruct their teacher’s identity and overcome some identity crises by reflecting upon their teaching practices and perspectives regarding classroom management and, therefore, increasing their teacher efficacy.
Approaching a Peaceful English Teahcing Teachin in Colombi. A Critical Analysis of the Current Colombian Language Learning Policy: A View in the Framework of Peace Education.
(Universidad Cátolica Luis Amigó, 2020) Valencia Vásquez, Eddy Harley; Maturana Patarroyo, Liliana María
This research intends to explore different academic sources that provide information about the implications of the Colombia Bilingüe program (CB) in Colombian education. This documentary research puts forward the issue of having a Bilingual policy that defines certain standards and limits opportunities in a plurilingual context as Colombia. There is a description of the characteristics of such policy and the social context in which it is imposed. Through this research, it will be shown how Colombia Bilingüe follows a straight route to structural violence, what results in contradiction to Peace Education aims.
The connections between the use of virtual learning objects and the development of social skills
(Universidad Católica Luis Amigó, 2020) Álvarez Bedoya, Laura Isabel; Arbeláez Portillo, Luisa Fernanda; Loaiza López, Sergio Andrés; Velez Ceballos, Sara; Arboleda González, Gloria Lucia
This paper intends to analyze the existing literature regarding the use of virtual learning objects to foster social skills in learning scenarios. To reaching this main objective, three steps are followed: a) Review the existing literature regarding the use of VLOs in learning scenarios aiming at social interactions and skills, b) Connect the use of virtual learning objects in learning scenarios, as is mentioned in the literature, to the possible development of social skills, c) and evaluate the existing information about the relation between virtual learning objects and social skills. The research will be conducted using the literature review method.
Reading in Elementary School and Its Connection to Motivation and Social Issues
(Universidad Católica Luis Amigó, 2020) Gaviria Sánchez, David; Orrego Ríos, Diana Marcela; Alcalá Ibáñez, Manuel Mateo; Acevedo Acero, Lizney; Suescún Giraldo, Claudia Marcela
Reading in Elementary School and Its Connection to Motivation and Social Issues Abstract: Learning motivation has always been a matter of concern among scholars and researches, as it determines and influences students’ success or failure regarding their academic performance. The purpose of this study was to increase the levels of motivation through reading as a foreign language in fifth grade students from a Colombian public school located in the municipality of Bello, Antioquia by means of certain social features, however, it was firstly necessary to diagnose key factors that influence students level of motivation such attitudes towards reading in English as foreign language, as well as their current level. Key words: Literacy, Reading Motivation, Social Context
Colombian: History, politics and Language
(Universidad Católica Luis Amigó, 2020) Sanchez Alarcòn, Sergio; Buyucuè Tobòn, Juan Esteban; Suescun Giraldo, Claudia Marcela
This article analyzes how Colombian political history can help develop strategies for reading and writing skills for English classes in young students from public High Schools in the country. Analyzes how these events can be decisive and relevant at the moment of giving personal opinions and making a critical reflection of the History of a country. This paper highlights the importance of recognizing history as a fundamental part of learning, through specific events that have been relevant in Colombian history and highlights the importance of using EFL as a medium to communicate through this analysis, evidencing the role that plays students and their reflection through the Academy.
Pre-service Language Teacher Identity: An Interpretation Based on Gender Stereotypes
(Universidad Católica Luis Amigó, 2020) Londoño, María Camila; Duque Monsalve, Josué; Abad, José Vicente
This narrative research project presents an interpretation of gender stereotypes and how they influence language teacher identity construction. Two pre-service teachers who were completing the last semester of their English Teaching program at the University Luis Amigó in Medellin were both researchers and participants. This self-study project was done through narratives framed within an interpretive constructivist paradigm. Qualitative data were collected about the participant’s experiences and their stereotypical positions in different educational contexts. Besides, it was divided in four main categories that emerged from the narrative. The findings indicated that gender stereotypes have deeply influenced language teachers’ identity. Finally, gender is a paramount factor that influences both men and women. Men are often treated as though they were not adequate to teach young children. However, men are favored when it comes to classroom management, especially in high school, unlike women, who seem to struggle with adolescents because of their presumed lack of authority.
Language policy: a literature review from language appropriation
(Universidad Católica Luis Amigó, 2020) Araque Jaramillo, Yesenia; Gallego Isaza, Jeisson Fernando; Peláez Henao, Oscar Alberto
This literature review aims to identify different scenarios in which language policy has taken place as the representation of power at different levels, which push teachers to understand these dynamics and how throughout language policy appropriation may be narrated that missing voice that acknowledges contextual characteristics when it comes to language teaching, language learning around the national territory from a bottom up perspective. This paper took as a literature basis undergraduate studies of English teaching degree from Catholic University Luis Amigó, besides the most recent national published studies that have given important contribution on the field, then a contrast with recent newspapers, press articles about language policy to build up a narrative of: Language policy, language policy appropriation, power, various discourses, language teaching, language learning. The data analysis gave as a conclusion how teachers as the representative of the local community are in need to understand the different levels of power, so to have a critical ability to interpret, deconstruct and shape language policy discourses that favors or have wider impact on communities within their needs.
Teachers’ language policies appropriation in the process of building peace in the classroom
(Universidad Católica Luis Amigó, 2020) Chica Franco, Camila; Gutiérrez Carmona, Isabel; Taborda Espinal, Juan David; Londoño Cossio, Luis Fernando; Peláez Henao, Oscar
This study aimed at identifying the in-service teachers’ perspectives and actions towards the language policy appropriation for its implementation inside the classroom to respond to the necessity of peace construction through their pedagogical practices. The study was carried out by following the literature review structure. For the process of data collection, documents, articles, and magazines were selected as most suitable for this research. The findings showed three topics: 1: The relation of globalization processes with the disconnection among policy makers, the context and the school actors, hence the increment of inequality and decrement of access to education is reflected. 2: Teachers play an important role in transforming policies into the context to meet the students and context priorities. 3: Teaching practices should emphasize in the creation of peaceful environments. This research allowed us to have a better understanding of the aspects that influence or affect the peace building process through the teaching and learning of English. In this case, the globalization processes focusing the learning of the language on economic purposes; the important performance teachers have to play to give meaningful purposes to education; finally, how education becomes an important aspect when talking about processes of peace.
Peer-Assessment for the Development of Fourth Graders’ Revising and Editing skills in the English Class
(Universidad Cátolica Luis Amigó, 2020) González Quiroz, Marcela; Urrego López, Laura Sofía; Aristizábal Cuesta, Juan Esteban; Zapata Franco, Juan Pablo; Restrepo Bolívar, Erika Marcela
The current study describes the effects of the implementation of peer-assessment on writing skills, specifically editing and revising, of fourth graders at private institution in Medellín. It was conducted under the action research methodology. The data collection instruments used were student artifacts (pieces of writing), class observations, a questionnaire, and a research journal. Results evidence a positive impact on participants’ revising and editing skills development, as well as the benefits of peer feedback for formative purposes in the English class.
How does the presentation of texts influence our motivation for reading in EFL?
(Universidad Católica Luis Amigó, 2020) Mesa Pacheco, Carlos Mario; Arango Salazar, Juan Sebastian; Rendon Jaramillo, Milena Marcela; Toro Mejia, Daniel Esteban; Suescun Giraldo, Claudia Marcela
Throughout the career, there were texts and papers suggested by teachers that were really hard to read, either for the difficulty of it or the way they were presented. For some of them, the letter size was too small and they were too long, which made reading those papers a really exhausting task. Another factor affecting motivation towards reading the materials was the fact that many of the readings were in a foreign language and the vocabulary and style of the texts were really hard to understand. On the other hand, there were those texts that took advantage of visual elements in order to make the reading process a lot easier. This situation caught our attention, and, as a matter of fact, we found out that visual elements such as drawings and photos included in a textbook facilitate learning(Tomlinson, 2003). An example of visual elements in reading is picture books that tell stories in both words and pictures. Interacting with the printed word, the technical elements of illustration – color, line, shape, and composition – work to establish and enhance the story. (Tiemensma, L. (2009). By doing further research we also found out that reading motivation is important for learners and it increases learners' reading comprehension(Grabe and Stoller, 2002). This is essential to our research since this affects students' performance, reading texts that are friendlier by having visual elements can improve comprehension, leading to better performance and to a more effective learning process. Images help the comprehension of what is being read, and therefore
Reflective teaching from Language Policies Appropriation.
(Universidad Católica Luis Amigó, 2020) Herrera Serna, Verónica; Galindo Falco, Juan Esteban; Ruiz López, Santiago; Pelaez Henao, Oscar Alberto
This research focuses on the reflection on the influence of linguistic policies on teaching pedagogical practices. This, thanks to the recent events related to world health that did not allow the conduct of research in the field, was carried out through a literary discussion, where an exhaustive search of the texts was first made and authors who talk about language policies, and language skills and the different conclusions found from some articles that were coded to answer the research question and related categories: language policies in Colombia, teacher reflection on their practices, teachers As language policy makers, the success of language policies and the role of the curriculum. Throughout the research, these categories are discussed in order to find an answer to our research question: How is the Reflection of Language Policy related to pedagogical practices? in order to identify the importance of language policies and how they are used by teachers.
Favoring 7th Graders’ Performance in Oral Assessment Tasks in the English Class
(Universidad Cátolica Luis Amigó, 2020) Gallego Barrera, Edier Alejandro; Castrillón Quintero, Jairo Alonso; Giraldo Montoya, Marisol; Gómez Henao, Lina Marcela; Restrepo Bolivar, Erika Marcela
This was a qualitative exploratory study aimed at describing how a 7th-grade class faced oral assessments in the English class. Data collection instruments included a diagnostic oral assessment task, three questionnaires, class observations and a research journal. They allowed to generate information about participants’ emotions and practices before and during oral assessments in the English, as well as their perceptions of the phenomena. Results revealed that students’ negative emotions can interfere in their performance when facing oral assessment tasks. Therefore, the teacher implemented different strategies in order to cope with these negative emotions to favor students’ performance.
English Teaching for Peace Building
(Universidad Católica Luis Amigó, 2020-05-23) Jaramillo Jaramillo, Valentina; Zuleta Puerta, Carlos Eduardo; Builes, Lix Karoline; Puerta Manco, Sara Michelle; Peláez H., Oscar A.
This manuscript is the report of an investigation that explores the importance of English teaching taking as a reference one of the established language policy, and based on that, implement an specific pedagogical practice guided by an UBD as a contributing factor to create a peaceful environment inside the English classrooms, that is mean, how to use the language as an excuse to improve some contexts. Taking into account the qualitative research that explains how socio-critical factors influence the academic performance inside the classroom, and how the Colombian teacher's beliefs about teaching can help to assume the responsibility of teaching through the conflict, knowing the context, local politics, social problems, and other important aspects. And last but not least, it talks about how English can be used as a facilitator for connecting people with the culture, and build an adequate learning environment full of peace in which teachers make use of different strategies to implement new policies that enable the relationship between the teaching and learning process in the best possible way.
Teachers’ perceptions, beliefs and opinions about their competence for the integration of Technology
(Universidad Católica Luis Amigó, 2020-06-01) Ramirez Arenas, Ana Maria; Cataño Henao, Diego Alejandro; Arroyo Palacios, Rossy Johana; Arboleda González, Gloria Lucía
This research project aims to look into the perceptions, beliefs, opinions and attitudes of in-service and pre-service teachers about their experience integrating technology into educational settings. Qualitative research was implemented for this objective. This review takes a look into different studies that have been carried out in recent years that are centered in the same topic discussed. The findings consist in the perceptions, beliefs, opinions and attitudes pre-service and in-service teachers have built around technology use in the classroom as reported in previous research studies and personal narratives. That way, it is easier to define the contrast intended in the general objective and to draw conclusions based on the type of information that was collected, analyzed, and contrasted. Teachers should have opportunities in their training process to be prepared in order to face technology not only as a tool but going beyond as a pedagogical way. At the end, the findings and conclusions led to a discussion about the relation between pre-service and in-service teachers’ stances on technology integration.
Enhancing EFL vocabulary through Arts
(Universidad Católica Luis Amigó, 2020-06-01) Hernández Quintero, Cindy Tatiana; Acevedo Muñoz, Helen Milena; Rojas Noreña, Ana María; Suescún, Claudia Marcela
There are numerous connections between art and literacy; the combining of art and literacy uses of multiple intelligences. Children who have difficulty with linguistic intelligence may have strong artistic abilities that can compensate for language weaknesses. The ability to read a work of art can help develop the ability to read and comprehend text (Rowell, 1983). Art has the potential to be an integral part of the writing process at many stages, for all developmental levels, enabling students to organize thoughts graphically, visualize characters and settings for more detailed descriptions, sequence ideas and check for overall layout. Regarding the methodology part, this research project is a qualitative approach that has a more holistic sight, rather than an analytical and technical one, and which was focused on action-research. We also developed some categories (EFL teaching, impact of arts, teaching through arts, and vocabulary context) during our investigation thanks to the three data collection tools (observation, journal, and interview) used along the research. In the results, we made the connections between the four categories we found and we also highlighted the fact that the principal one is EFL teaching, because this is the base category of the other three. Finally, in the discussion part, we came to conclude that arts are a good idea in terms of developing skills such as reading, listening, and speaking; instead of writing (as we thought at the beginning), because our population was not able to produce a lot in the writing part yet.
Influence of intrapersonal and interpersonal intelligences on In-service English teachers’ identity construction
(Universidad Católica Luis Amigó, 2020-06-18) Romero Montoya, Tatiana; Rodríguez Arango, Erika María; Abad, José Vicente
This research study was carried out in order to explain the influence that intrapersonal and interpersonal intelligence have on teachers’ identity construction, in Antioquia. Four teachers from private schools participated in an interview via Google Forms. Participants completed the interview, which was divided into three categories: Intrapersonal Intelligence, Interpersonal Intelligence and Teaching Identity. The data analysis was carried out through a categorization and coding of the interviews. The findings, the discussion and the conclusions were the result of a matrix where everything was structured in such a way that the problematic question was answered, giving account of several subcategories such as emotional recognition, expectations regarding oneself, handling of internal and external conflicts, interaction with students and the educational community in general, self-concept, ideals against teaching and the identity crisis. The authors suggest that these factors be explicitly addressed in English teacher's professional development.
Teacher Identity in the Resolution of Teacher-Student Conflicts: A Literature Review
(Universidad Católica Luis Amigó, 2020-06-18) Salgado Zapata, Oscar Mauricio; Abad, José Vicente
This literature review covers a time range from 2002 to 2013 and the main countries participating were USA, Colombia, Mexico and some from Europe. This project aimed at exploring how teacher identity can influence the resolution of teacher-student conflicts in the classroom. This paper also intends to settle ideas around conflict, as it is necessary to explore it from different perspectives to better understand how it plays out in the field of teaching. Conflict involves multiple shades of manifestation and treatment; the transformation it awards may result in a coexistence that will determine the quality of the relation between teachers and students, thus impacting the quality of education itself. The document analysis led to the conclusion that teacher identity plays the most important role in addressing conflict when it gets into the classroom. Evidently, the way teachers deal with it will help to construct or destruct, to humanize or dehumanize students.
Emotional self-awareness
(Universidad Católica Luis Amigó, 2021) Arango Amaya , Santiago; Gómez Ramírez , Valentina; Quintana Múnera , Angie Melissa; Abad Olaya , Jose Vicente
Teachers throughout their training and practice process have been faced with the construction of their teacher identity, which has been influenced by different factors such as social, educational, personal, and professional factors. In this process of constructing the teacher identity, emotional intelligence has played an important role in terms of making decisions when facing constraints in daily professional practice. In the process of building the identity of the teacher, emotional self-awareness plays an important role because that is when the need or having this kind of awareness is seen to create awareness that it is important to know, as teachers, their own emotions which allow an ongoing process for a construction of teacher identity. In this research, a categorical matrix was developed that made it possible to propose categories related to the recognition of emotions, their management and the teaching identity, which allowed the design of specific questions for the collection of data referring to the awareness of emotions by the teachers interviewed. The analysis of these data yielded important information regarding the conception that teachers have of emotions and their management in the formation of their identity, which represents an important field to be known in education.
Teacher's role and challenges in pandemic times through a virtual learning environment (classroom)
(Universidad Católica Luis Amigó, 2021) Cifuentes Palomino, Maira Alejandra; Zapata Galeano, Milena Andrea; Castillón, Edison Ferney
The investigation was carried out with a qualitative approach and under the case study method, which aimed to know the changes that have occurred in the role of teachers, as well as the main challenges that, in times of pandemic, it brings to them the use of VLE (Virtual Learning Environments) in the development of their work. The results of this work show that the challenges that teachers have faced when implementing remote education, have to do mainly with the evaluation processes, the affective relationships that involve students and teachers, and the adoption of new teaching methodologies. Key words: Remote education, pandemic, COVID-19, Critical Digital Literacy, Virtual Learning Environments, teacher’s role, teaching challenges.

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