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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Adaptation of Venezuelan students in publics school in Medellín
(Universidad Católica Luis Amigó, 2021-06-07) Vélez Suárez, Susana; Pelaez, Oscar
Currently in Colombia, the arrival people from Venezuela, especially the youth, has been very controversial, because of many factors surrounding them, such as: adaptation to culture, the acquisition of English for students in schools, getting a job, among others. The most important thing about all this, is the influence on the adaptation that Venezuelan emigrants have had a great impact on themselves, since the knowledge that they are having about how to learn English, since this is an opportunity that the teacher is giving them, that the teacher uses to establish an excellent environment, that he makes himself understood by his students in a social context. Education today has been very strict because of the situation in adapting in schools as it plays an important role in being able to encourage students to interact with their peers, with the teacher Speaking of Venezuelan migrant students, many questions have been asked about how their adaptation will influence due to the factors mentioned above. It is understood that it has been a very difficult process to adapt to culture, to integrate more, these students come to have very deep thoughts about how they will be educated, how their lifestyle can change being in Medellin. On the academic side, it can be understood that; it allows the student to express his feelings and the experience he has had in education in his country, and the education he has here in Colombia. Education in public schools is understood as an interest in study, compressions, student grants that they are interested in studying, giving them an opportunity to learn in different public spaces, such as; team sports, libraries etc. Training students as educators. In this research, I understood that migrant students are able to interact, to appreciate the Colombian culture with different strategies, methods, and techniques that can be developed in the classroom considering the Venezuelan education that they have had in their country.
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.
Development of podcast as a critical literacy practice to comprehend students' context in EFL
(Universidad Católica Luis Amigó, 2023) Peláez Escobar, Astrid Carolina; Hernández Pérez, Felipe; Castrillón Ángel, Edison Ferney
The completion of this work is an example of how, through correct tools, commitment and the desire to contribute to Education, we can, in a certain way, transform, not only from the educational aspect, but also socially, whatever be the student’s context. In this case, with students from a rough reality in the municipality of Bello, Antioquia, in an institution with students from ages 15 to 56 years old, we decided to interfere with a striking and innovative proposal, which is the teaching of English Language through the creation of a podcast. Thus giving students an opportunity to participate in a project that is meaningful to them and can impact their context and bring them closer to the knowledge of the foreign language through the podcast in English. The possibilities are an open world to explore, and we only want to be the means for students to reach them and snatch away students from violence, drugs and gangs. Advice about cultural appropriateness, interaction and the importance of avoiding disguises and mimicking other nationalities in order to dare to be themselves. Improving the communicative competence as well as proficient acknowledging grammar. In terms of overcoming a naive, insecure and shy attitude.
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.
The English Conversation Club: Promoter of Colombian Cultural Diversity Knowledge Among Pre-service Teachers
(Universidad Católica Luis Amigó, 2023) Guzman Marulanda, Andres; Marulanda Arango, Santiago; Rios Colorado, Santiago; Morales Marin, Juan; Rodríguez Jaramillo, Diana Catalina; Castrillón Ángel, Edison Ferney
Este trabajo presenta una investigación cualitativa auto-etnográfica, basada en el paradigma socio-crítico, que se desarrolló en un programa de enseñanza del idioma inglés en una universidad privada de la ciudad de Medellín. El propósito de este estudio fue promover el conocimiento de la diversidad cultural colombiana a través del uso de un club de conversación en inglés entre los profesores en formación. Para ello, se aplicaron tres técnicas de investigación. Los instrumentos utilizados para la recolección de datos fueron una autorreflexión, un club de conversación y un grupo focal. Estos instrumentos se llevaron a cabo para abordar, respectivamente, los siguientes objetivos específicos: identificar las nociones sobre la diversidad cultural colombiana entre los docentes en formación de una universidad privada de la ciudad de Medellín, aplicar un club de conversación en inglés sobre la diversidad cultural colombiana entre los docentes en formación de una universidad privada de la ciudad de Medellín y, por último, determinar el alcance del club de conversación en inglés desde las perspectivas de los docentes en formación sobre la diversidad cultural colombiana en su desarrollo profesional. La metodología elegida para analizar los datos fue la teoría fundamentada. Los principales hallazgos que se derivaron del análisis de los datos fueron: las nociones de los profesores en formación sobre la cultura colombiana ayudan a moldear tanto su praxis como su identidad profesional; el Club de Conversación de Inglés fomenta la conciencia y el conocimiento sobre la diversidad cultural colombiana a través del intercambio de opiniones, el Club de Conversación de Inglés es una actividad útil que promueve estrategias pedagógicas entre los profesores en formación para implementar los temas de la diversidad cultural colombiana en el aula.
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.
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.
Grouping teaching strategies to develop time investment associated with gender behavior within the English class
(Universidad Católica Luis Amigó, 2022) Álvarez Rojas, Cindy Salomé; Suescún, Claudia
Grouping strategies are teaching techniques that contribute to the development of a suitable learning environment. This paper explores the benefits of implementing grouping strategies in understanding gender behavior in an EFL teenage class. This technique improved students' engagement in class as well as their comprehension of gender in their classroom.
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 impact of incorporating local urban narratives to promote intercultural reading in the English class.
(Universidad Católica Luis Amigó, 2023) Machado Rodríguez, Brayan Manuel; Vélez Mesa, Andrés Felipe; Oróstegui Gómez, Dairo Hernán; Ochoa Arrieta, Sebastián Yual; Castrillón Ángel, Edison Ferney
En esta investigación se analizan los impactos de la incorporación de las narrativas urbanas en el área de inglés y cómo esto favorece la promoción de la lectura intercultural por parte de los estudiantes de grado noveno de una institución privada de la ciudad de Medellín que construye un relato a partir de la experiencia, la aplicación y el análisis de las entrevistas, el grupo focal y una clase destinada a la lectura y a la creación de estas narrativas, todo enmarcado en la reflexión que estos elementos interculturales promueven en los estudiantes. Para ello, se consideran también los planteamientos que otros autores y otros estudios han realizado en relación con las narrativas urbanas como instrumento capaz de dinamizar en el lector aspectos como las identidades, lo intersubjetivo, el diálogo intercultural y la apropiación de la lengua, la cultura y la escritura más allá de lo hegemónico.
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.
The influence of critical pedagogy practices in the classroom from English as a Foreign Language teaching
(Universidad Católica Luis Amigó, 2023) Buyucué Tobón , María Alejandra; Cuartas Orrego , Andrés Roberto; Arias Vera, Jonathan; Lopera Bedoya, Leslie Juliana
This qualitative research analyzes the influence of critical pedagogy practices in the classroom from EFL teaching in a private school in Medellin. The methodology selected was action research, whereby we created a three-cycle action plan to implement in a specific group with 25 female students from eighth grade in a private school in the city of Medellín. A Reflective Journal was conducted as the first data collection technique, second, a focus group was held, recorded, and then transcribed for analysis purposes. The data was analyzed carefully including a matrix to track the progress. Major results indicate that students developed English language proficiency through the implementation of specific Critical Pedagogy Practices, also a communicative environment was promoted where students achieved fluency and confidence. Besides, the students realized themselves as individuals of change by fostering their critical thinking skills. In addition, they got empowered by assuming a more active role, understanding the importance of contributing, proposing, and providing their own constructions. Finally, meaningful learning occurred since they internalized and made use of the knowledge and reflections. This study concluded that critical practices used in EFL teaching influence linguistic enhancement and the development of critical thinking
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.
The influence that linguistic discrimination has on the islander student’s teacher identity construction
(Universidad Católica Luis Amigó, 2021-05-22) Smith Ortiz, Ginaysha; Martinez Kelly, Maisha Maishell; Vicente Abad, Jose
From the beginning of their teaching careers, student-teachers experience changes in their identities, which develop through their educational process as they start assuming more responsibilities and positions as actual teachers in their study program and practicums. This investigation supplies details on how linguistic discrimination influences student teacher identity construction. The study took place in Universidad Católica Luis Amigó. This research project sheds light on the manifestations and causes of linguistic discrimination against islander student teachers and its impact on their teaching identity. Narrative inquiry was employed as a methodology. Data collection was carried out virtually through narratives and interviews. At the end of the research, we concluded that linguistic discrimination upon native Colombian student teachers happens unconsciously and can influence both in positive and negative ways their teaching identity construction. We offer some recommendations on how to manage this situation.
Initiatives to improve the quality of teaching and learning of Non-English teachers in childhood education.
(Universidad Católica Luis Amigó, 2022) Correa Areiza , David; Zapata Montenegro, Yessika Fernanda; Castrillon Jaramillo, Juliana; Alzate Bedoya, Julian; Suescun Giraldo, Claudia Marcela
Non-English teachers in Colombia have very little tools to implement English classes with preschool children. This action research project intends to provide tools to these teachers in order to enhance their performance in this field and also connect preservice teacher’s knowledge to the experience Non-English teachers have.
Instrucción en Estrategias Metacognitivas y Escritura Colaborativa: La Conciencia Metacognitiva y la Calidad de la Escritura de Estudiantes de Inglés como Lengua Extranjera
(Universidad Católica Luis Amigó, 2022) Arango Salazar, María Fernanda; Abad Olaya, José Vicente
Este estudio de caso tuvo como objetivo analizar el impacto que tiene la Instrucción en Estrategias Metacognitivas (IEM) en el desarrollo de la conciencia metacognitiva y la calidad de la escritura colaborativa de estudiantes de undécimo grado. Participaron nueve estudiantes de un curso de escritura académica de siete semanas que incluyó seis lecciones de 90 minutos enmarcadas en la enseñanza de estrategias metacognitivas. Antes y después de la intervención pedagógica, se administró el Inventario de Conciencia Metacognitiva (ICM) y se aplicaron pruebas de escritura colaborativa derivadas del examen IELTS. Finalizado este proceso, se realizó un grupo focal con cuatro estudiantes y una entrevista con una estudiante. Los resultados mostraron que tras recibir la IEM las estudiantes mejoraron su vocabulario y cohesión en los ejercicios de escritura colaborativa. Además, desarrollaron ligeramente su conciencia y regulación metacognitiva, especialmente su conocimiento declarativo y sus habilidades de planificación y evaluación. Sin embargo, seis de las nueve estudiantes reportaron una disminución en habilidades metacognitivas tales como el conocimiento procedimental y la capacidad para monitorear la comprensión. Este artículo concluye con una apreciación del rol que juega la metacognición en los procesos de escritura académica, incluso de colaboración.
Lessons from Integrating Humor in the English Classroom
(Universidad Católica Luis Amigó, 2023) Betancur Carvajal, Tomas; Ceballos Vargas, Natalia Andrea; Escobar Ramírez, Tatiana Andrea; Fernández Restrepo, Brandon; Gómez Correa, María Mercedes; Maturana Patarroyo, Liliana María
Este estudio explora qué sucede con el pensamiento crítico cuando se integra el humor en el aula de inglés; su objetivo es evaluar los cambios en el pensamiento crítico cuando se utiliza el humor como elemento de una estrategia didáctica innovadora en un entorno virtual de aprendizaje. Desde la metodología de investigación acción docente, se pretende transformar las intervenciones didáctico-pedagógicas a partir de la mediación del humor. Asimismo, propiciar la apropiación de una postura a través de diversas situaciones sociales que los rodean. Entre los elementos más importantes de la investigación, prevalece el humor como elemento mediador diversificado a través de figuras literarias como el símil, la metáfora, la ironía, la sátira, etc.; así, el humor en el aula obedece a una connotación inmersa en una planificación de clase reflexiva e intencional desde el lenguaje como discurso y como ideología.
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.

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