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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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.
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.
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.
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.
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
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.
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.
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.
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.
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
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.
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.
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.
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.
Alternative discourses and B-learning during pandemic season
(Universidad Católica Luis Amigó, 2021) Verbel Montes, Danna Sofia; Bran Tamayo, Victor Manuel; Ruiz Ramos, Juan Pablo; Pelaéz Henao, Oscar Alberto
This research intents to analyze what alternatives discourses are being used by teachers in B-learning during covid-19 pandemic. To develop this research two teachers from Departamento de Idiomas de la Universidad Católica Luis Amigó were selected. To collect data the semi-structure interview was used. The intention was to recognize new strategies, methods or approaches related to alternative discourses, that they are considering to use in their virtual classrooms, and probably will be used in physical classrooms, to improve the learning of English as a communicative tool rather than an instrumentalized tool to become competitive in the world. The data analysis led to the conclusion that teachers are aware of what alternative discourses are and what they can be applied in their classrooms. As researchers in formation we learned a lot and many questions arose for future studies.
Influence of English Memes regarding Critical Digital Literacy
(Universidad Cátolica Luis Amigó, 2021) Arroyave Madrigal, Yuliana; Vargas Martínez, Santiago Alberto; Castrillón Ángel, Edison Ferney
While literacy practices have changed around the world, this paper mentions how students from Universidad Catolica Luis Amigo have improved their literacy skills through interacting with english memes and how english memes have started to promote Critical Digital Literacy. Therefore during this research was made some analysis in order to identify how actually this practice influence the Critical Digital Literacy Development using case studies as method for this research in order to have a better analysis of the information, the data análisis found led to the conclusion that English memes are useful for developing and improve critical Digital Literacy on students being this a new communicative and literary practice.
Pedagogical english practices through the pandemic
(Universidad Católica Luis Amigó, 2021) Parra Mejía, David Alejandro; Castillejo Marín, Simón; Zapata Ospina, Kevin; Zapata Franco, Simón; Peláez, Oscar
The COVID-19 pandemic had a great impact on a global scale and one of the fields that caused great change was university education, leading us to education mediated by virtuality, thus changing pedagogical practices and the vision of these practices. In this article we analyze the positions and strategies that 3 of the teachers of the Luis Amigó University adapted to this contingency and the results and analysis obtained through their answers by means of their experiences and discussions.
Informing Decisions on Language Ability Development Through Assessment e-portfolio in the English Class
(Universidad Católica Luis amigó, 2021) Muñoz Palacio, Deicy Carolina; Yepes Lucas, Mayra Alejandra; Bedoya Alvarez , Natalia; Guerrero González , Yully Sofía; Gutiérrez Arango, Karen Valentina; Restrepo Bolívar, Erika Marcela
Este estudio pretende identificar cómo la implementación del E-portafolio informa decisiones sobre el desarrollo de la habilidad lingüística de los estudiantes. El estudio fue desarrollado con 12 estudiantes de séptimo grado en un colegio privado de la ciudad de Medellín, Colombia. Este estudio fue guiado por el enfoque acción-investigación y las técnicas de recolección de datos fueron un cuestionario, una entrevista y análisis de artefactos. Los hallazgos demuestran el valor agregado que el E-portafolio tiene, ya que provee información no solo para el maestro, sino también para el estudiante sobre su progreso en el aprendizaje de la lengua extranjera. Los hallazgos también evidencian la necesidad de generar un cambio en la cultura escolar para hacer conscientes a los estudiantes de la importancia de usar herramientas de evaluación alternativa. Los resultados permiten concluir que a través del e-portafolio, el maestro puede emitir juicios justos, transparentes y válidos sobre el desarrollo de la habilidad lingüística del estudiante en la clase de inglés.

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