Licenciatura en Lenguas Extranjeras con énfasis en Inglés RE (Colección Restringida)

Permanent URI for this collectionhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2603

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Decolonial narratives as a critical pedagogy practice in EFL students
(Universidad Católica Luis Amigó, 2024) Zapata Velásquez, Sara Sofía; Pulgarín Gómez, Yuliana Katerine; Rodríguez Cortés, Jose Luis; Arias Guisao, Juan Felipe; Castrillón Ángel, Edison Ferney
This paper reflects upon the construction of narratives presented by students of 10th grade from a public institution in the EFL classroom in Colombia. This study was developed using an Action Research method and a sociocritical paradigm to encourage continuous constructions of decolonial narratives among the students. Furthermore, the exploration of narratives shows various significance from economic, social, and cultural perspectives about the role of the language in their context and the influence on their future that stems from their socio-cultural contexts that see English as the only way to success. Finally, the importance of a critical pedagogy approach to critique the reproduction of colonial narratives to develop a broader understanding of English learning.
Digital Literacy Acquisition and Its Application in Face-To-Face Classes in a Private University of Medellin
(Universidad Católica Luis Amigó, 2023) Ospina Parra, Juan David; Cordoba Santos, Jennifer Paola; Montes Botero, Oscar David; Nieves Treco, Isabel Cristina; Villegas Alvarez , Natalia; Castrillón Ángel, Edison Ferney
This research presents the different stages of digital literacy acquisition (digital tools and skills) that teachers belonging to the English program of a private university in Medellín experienced during the confinement due to the Covid-19 pandemic in the year 2020. It also presents the different challenges that they faced in hybrid education (remote and face-to-face) in 2021, and most importantly, it shows how those teachers are using or not the acquired digital literacy in their face-to-face lessons in the current year 2022. In addition, this research was carried out to help teachers reflect on the importance of the use of digital literacy since their students and society are immersed in technology.
Empathy-based teaching strategies and effects within the English classroom
(Universidad Católica Luis Amigó, 2023) Buriticá Rincón, Miguel Ángel; Maturana Patarroyo, Liliana Maria
This paper reports a qualitative research that explored empathy-based teaching strategies in an English class at a private university in Medellín, Colombia with three students who work as coordinators and a pre-service teacher. The research asks: What effects do empathy-based teaching strategies have on students and the teacher? With a focus on a socio-critic paradigm to change both students and teachers practices inside and outside the classroom. The results of data analysis and reflection on these practices through observation and semi-structured interviews indicate an improvement in student engagement and motivation, as well as teachers' planning based on student needs. This suggests a positive development of students and teachers identities by making them more receptive to English learning and teaching.
Familial coexistence issues in pre-service teachers identity construction
(Universidad Católica Luis Amigó, 2020) Arango Patiño, Maria Isabel; Marín Herrón, Maria Alejandra; Saavedra Castaño, Paula Alejandra; Alvarez Castaño, Eliana Lizeth; Sánchez Pabón, Laura Fernanda; Abad Olaya, Jose Vicente
This research project is aimed to know the influence of familial coexistence issues in pre-service teachers' identity construction. The participants were four students of the Bachelor's Degree in English Teaching at Universidad Católica Luis Amigó. The methodology implemented for this research study was a narrative inquiry. The data were collected in a virtual way through narratives, which were divided into three main categories: problems, impact, and strategies. As a result of this process, we found out that (1) familial coexistence issues that student teachers face daily have an impact in their teaching identity and professional life; (2) family problems influence both positively and negatively student teachers' identity construction; and (3) the strategies that pre-service teachers apply in order to face their family problems can positively influence their teaching identity and professional life. Finally, we draw some conclusions about the influence of this research project in the teaching identity field and also make make recommendations about how to approach future research on this topic.
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.
Génesis del maestro investigador en los semilleros de investigación
(Universidad Católica Luis Amigó, 2020) Acevedo Tangarife, Isabel Cristina; Martínez Cano, Tomás; Regalado Chicaiza, Jennifer Daniela; Abad Olaya, José Vicente
En un momento en que la formación en investigación ya no es una opción, sino un requisito legal para los programas de educación en Colombia, es preponderante evaluar la contribución de los semilleros de investigación a la formación de nuevos maestros investigadores. Para aportar a tal objetivo, se realizó el proyecto Génesis del Maestro Investigador en los Semilleros de Investigación. Este manuscrito corresponde a la sistematización de la experiencia de los estudiantes como auxiliares de investigación bajo la guía del investigador principal. El proyecto se centra en analizar la relación pedagógica entre los coordinadores de semillero de investigación y los estudiantes. La recopilación de datos incluyó entrevistas semiestructuradas con cuatro coordinadores y dos grupos focales con ocho estudiantes, todos ellos pertenecientes a semilleros de investigación del programa de licenciatura de inglés de la Universidad Católica Luis Amigó. Para finalizar, los investigadores llegan a una serie de conclusiones relacionadas con la naturaleza de los semilleros de investigación, la relación de mentoría que estos promueven y el papel que desempeñan en la preparación de nuevos maestros investigadores.
“The Greater the Disposition, The Closer to Collaboration”: English Teaching Strategies Mediated by Music Enhance a Positive and Collaborative Learning Environment
(Universidad Católica Luis Amigó, 2023) Pacheco Pedrozo , Deborah; David Manco, Dawin Argenis; Maturana Patarroyo, Liliana María
A notable tendency is perceived in English teachers attached to formal education in Colombia in terms of planning their classes based on grammar, avoiding or dodging innovative solutions that respond to the student's context (Echeverri Sucerquia & Sierra Piedrahíta, 2019). Due to this, the Ministry of National Education [MEN] has proposed English teaching strategies to motivate and support their action, despite the reluctance to change (Díaz Laínes & Santana Sanabria, 2020), these awareness processes. The present study aimed to examine the implementation of English teaching strategies mediated by music to create a positive and collaborative learning environment to improve teachers' didactics. To accomplish this purpose, qualitative research standards were adopted, and a niche population that belongs to a private educational institution in Medellín, Colombia, was chosen. The data were analyzed through an inductive and deductive process, dividing the information into codes and categories. Results indicated that the introduction of music helped to manage time activities and positively stimulate students’ behavior, turning it into a powerful teaching strategy that contributed to boosting students' class disposition, favoring the creation of a positive learning environment, and concordant to this, it was evidenced that the greater the disposition, the closer to collaboration. The conclusion is that the music-mediated teaching strategies, based on needs, helped to create positive learning environments that were pleasant and stimulating for the students. The teaching strategies mediated by music also led to the development of collaborative learning, indicating that students assume roles and responsibilities when they work in groups, resulting in meaningful interactions that generate new knowledge.
Hands-on projects as a kinesthetic strategy to foster English acquisition.
(Universidad Católica Luis Amigó, 2024) Vélez Ortiz, Evelyn Saray; Gutiérrez Bello, Luz Gineth; Lagos Londoño, Juan Sebastián; Monsalve Peña, Ana Sofía; Castrillón Ángel , Edison Ferney
In many countries of the world, the concept of Neurodiverse has gained more significance over the years. Therefore, this research was applied in a private institution in Medellín, Colombia, for sixth/seventh graders with neurodiversity because it is a context that is involved with the process of students with educational needs. However, the institution still tries to train teachers to apply the appropriate strategies to address this issue. The purpose was to describe the results of a hands-on project as a kinesthetic strategy in vocabulary acquisition in neurodiverse English learners. This research follows an action research method. To recollect the data, a semi-structured interview with open questions and journals was developed for lesson planning and to reflect classroom development and focus groups, which included open questions. This research found that contextualized learning, kinesthetic strategies, and learning styles are important in the English learning process. This study concluded that external factors (social, family, and school context) and internal factors (diagnosis and learning styles)affect students' learning process regarding participation, demotivation, scores, and social interaction, which can affect students' performance. Moreover, hands-on projects as kinesthetic strategies can foster the acquisition of English as a foreign language by accommodating diverse learning styles.
The Implementation of the Strategy of Association Increases Students’ Participation in the English Class
(Universidad Católica Luis Amigó, 2022) Báez Restrepo , Jhon Alexander; González Hernández, Valentina; Suescún Giraldo , Claudia Marcela; Quiceno Sosa, Evelin
Teachers are in constant search of new techniques and strategies to implement in their classroom; in order to generate students’ engagement or improve their lessons. This research study takes into account the strategy of association as a tool to increase students’ participation in the English class. It is fundamental to know that this proposal explores two types of associations. Association with pictures and association with a topic. Following this logic, this study was made as a qualitative research in order to understand how students are affected by everything that surrounds them before and after the implementation of this strategy.
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 English conversational clubs on speech anxiety
(Universidad Católica Luis Amigó, 2024) Bohorquez Jimenez, Francy Dayana; Díaz Yepes, Nayelis Judith; Pupo Acosta, Yesmin Adriana; Jaramillo Garcia, Ginna Andrea; Catrillón Ángel, Edison Ferney
This research described how English conversational clubs affect speech anxiety in eleventh-grade EFL students of a public school in Medellín. This was a qualitative research focused on a case study. The sample included six eleventh-grade students from a public school in Medellín, Antioquia. Data was collected using conversation clubs, interviews, and focus groups. The results showed that the manifestation of anxiety in EFL learners can be a negative factor in their learning process. However, when the topic of the conversation is of interest to them, students tend to do better in the language. Also, using different methods and activities to practice the language can help reduce anxiety and improve their English proficiency. The study recommends that English teachers seek strategies and implement activities to promote students' speech development by creating a comfortable and stress-free environment using strategies.
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.
Pre-Service Teacher Experience in Curricular Appropriation
(Universidad Católica Luis Amigó, 2023) Moscoso Giraldo, Luna; Maturana Patarroyo, Liliana María
Lesson plans in educational institutions are created according to the curriculum of each one of them, but this articulation between planning and curriculum is not always evident. In this study, the teacher-researcher used curricular appropriation to try to bridge the gap between them. This research aims to describe the actions taken by a pre-service teacher-researcher to appropriate the curriculum. Framed in the principles of the socio-critic paradigm and the teaching action-research methodology, this qualitative research used document analysis to collect information on the curricular elements of a private bilingual school in Medellín. It was also essential for the process to collect information from the teacher-researcher through strategies such as inquiring, reflexivity, and reflection. To carry out the process, 3 stages of curricular appropriation were created: (a) Facing the tree, (b) Resignifying the tree, and (c) Harvesting; these, additionally, were used to analyze the data. After developing each of the stages by the teacher-researcher, the curricular appropriation process ended up with 8 concepts that were understood as those pillars in which a lesson plan of that context should be framed. The results indicate that, to a large extent, curricular appropriation entails transforming actions, which are what lead the teacher to understand curricular appropriation through praxis.
Pre-service teachers’ construction of identity as writers through collaborative writing strategies in an academic discourse class
(Universidad Católica Luis Amigó, 2020) Giraldo Vélez, Juan Felipe; Hernández Gómez, Juan Guillermo; Abad Olaya, José Vicente
This project aimed to determine the influence of Collaborative Academic Writing Strategies (CAWS) employed in an academic discourse class on the identity construction of a group of pre-service teachers as writers. To gather the necessary data for this study, two different techniques were applied: an observation of three groups in class and a semi-structured interview applied to two participants of the course. To analyze the data, researchers employed the following categories: (1) influence of writers' self-assessment on collaborative writing, (2) motivation to improve their collaborative writing skills, (3) the benefits of collaborative writing in the academic discourse class. The results showed that during the research the participants experienced motivation to work in collaboration with their groups, in which they delegated different tasks to contribute to collaborative writing and teamwork. The CAWS helped pre-service English teachers overcome frustration in their identity construction as writers. Furthermore, the participants expressed good feelings towards academic writing and appreciation for collaborative writing in the academic discourse class.
Project work: Opportunity for young adults and pre-service teachers to develop intrapersonal and interpersonal intelligences.
(Universidad Católica Luis Amigó, 2022) Whitaker Livingston, Solangy; López Londoño, Laura; Murillo Rodriguez, Eva Yurani; Suescun Giraldo, Claudia Marcela
Intrapersonal and interpersonal intelligence are two fundamental aspects for humans to start building social and academic relations within a learning environment. In addition, these two intelligences help to identify the different emotions such as fearness, anxiety, and insecurity among others that arise in an everyday English class that influences the perceptions of pre-service teachers and Young adults. This article evidences how through a project work and the guidance of one of the pre-service teachers that were also one of the researchers, the pre-service teachers (12 participants) and young adults from Universidad Católica Luis Amigó from the city of Medellín (16 participants) were able to work and construct confidence in themselves and in others. Also, the analysis of the data collected in the research shows that pre-service teachers and young adults are able to work on their self-validation and explore their inner potential to build their sociability through project work application.
The utilitarian view of english language and pre-service teachers’ practices
(Universidad Católica Luis Amigó, 2020) Cuesta Arango, Laura Alejandra; Monsalve Cataño, Darlyn Andrea; Ospina Franco, Alejandra; Zuluaga Calderón, Juliana; Peláez, Oscar
Having as a central interest the instrumentalization of the language, this study investigates how an utilitarian view of the language permeates the practices of some pre-service teachers of in Colombia, as well as the effects that this situation can cause in the teachers development of their role as policy makers as well as social agents. This study is contributing to the field of language policy in the country and can also be taken as a reference for studies made abroad, allowing teachers and different educational actors to appreciate the challenges that other teachers may face before becoming professionals of the English teaching.
Three Stories, Three Perspectives: Are We Afraid of Being English Teachers? Co-Constructed Autoethnography
(Universidad Católica Luis Amigó, 2024-05) Porras Ochoa, Juan Esteban; Medina García, Ingred Marie; Osorno Saldarriaga, Yuliana; Lopera Bedoya, Leslie Juliana
This Co-Constructive Autoethnography research aimed at analyzing the way pre-service English teachers’ language proficiency influences their classroom management skills in the English teaching practice in a private and public school in Medellin. We, three pre-service English teachers, took the role of researchers and subjects of analysis. To carry out this research, we collected information through collaborative witnessing, observations as checklists and journals, and document analysis to identify our perceptions about our language proficiency, classroom management strategies, and students' responses, and reflect upon our classroom management skills and the actions taken to create an environment that leads to learning respectively. This data collection process was done during two semesters of practicum in two different schools. In light of our research, language proficiency, and classroom management are parallel and work together to have a successful English class avoiding frustration, fears, and anxiety. We recommend that as teachers evaluate self-efficacy to evolve in the mastery of our own language and classroom management.
Tiny Talks: A Possibility to Re-signify Teaching and Learning Spaces. A Co-constructed Autoethnography.
(Universidad Católica Luis Amigó, 2024-05) Vargas Rendón, Valeria; Posada Rendón, Christian León; López Quiñones, Mateo; Núñez Tejada, Elizabeth; Lopera Bedoya, Leslie Juliana
This co-constructed autoethnography study aims to expose the way Tiny Talks create a collaborative sensemaking scenario of our teaching performance as pre-service English teachers from the pedagogic and didactic theories, since we could evidence that there were not spaces where to express situations that could exceed us in our practicum, and a disconnection between the practical knowledge required in the practicum and the theoretical knowledge received in the classes of the Bachelor’s Degree in Foreign Languages in a private university in Medellín. We as participants exposed our beliefs regarding pedagogic and didactic theories in a written narrative; were part of the development of nine Tiny Talks; and we were willing to be observed in our classes twice in the process of data collection just after conducting the Tiny Talks for evidencing the changes in our teaching performance. This process leads us to conclude that Tiny Talks brings us moments such as a relief space, space for knowledge generation, and a collaborative space that allow us not only to express concerns but also to strengthen strategies and beliefs in terms of the educational world.
Use of padlet as a critical digital literacy practice to promote english writing interaction with preservice teachers
(Universidad Católica Luis Amigó, 2021) Mosquera Andrade, Yuseth Dayan; Castrillon Angel , Edison Ferney
This research is a descriptive case study, which seeks to identify how the use of Padlet as a Critical Digital Literacy practice can promote English writing interaction with preservice teachers; since by COVID 19 made the classes virtual. Therefore, this study refers to the use of the Padlet with the students in formation of the Universidad Catolica Luis Amigó in their pedagogical classes via their students, allowing to know if this application is a useful tool for this critical development towards students.
What if we do not think this is how assessment should look like? A co-constructed Autoethnography
(Universidad Católica Luis Amigó, 2024) Benítez Ortiz, José Sebastián; Jiménez González, Deisy Carolina; Londoño David, Paula Alejandra; Hernández Avendaño, Simón; Lopera Bedoya, Leslie Juliana
This study explores the implications of school assessment’s demands on our teachers’ beliefs and principles regarding assessment, during our practicum experiences, in three public schools in Medellin, Colombia. In that scenario, we experienced our first conflicts with the predominant language assessment dynamics we encountered when assessing high school students causing discomfort regarding the school's assessment practices. From that discomfort, this research emerged as a way to make sense of our experiences and analyze how our beliefs, principles, and practices evolved due to the practicum experience. The study followed a co-constructed autoethnography method where data was collected through document analysis of the SIEE and interviews with the cooperating teachers aiming to describe the school’s assessment demands; narratives to identify our beliefs and principles about assessment; and collaborative witnessing to outline our assessment practices. The gathered information revealed that initially, we identified our beliefs and principles; then, we maintained them, and finally, we strengthened them. In terms of our assessment practices, we coped with the assessment demands, then, we adapted our assessment practices, and ultimately, we attempted to innovate them. It is important to highlight that not all of us maintained assessment beliefs and principles or innovated assessment practices.

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