Licenciatura en Lenguas Extranjeras con enfasis en Inglés CU (Colección Custodia)

Permanent URI for this collectionhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2272

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Balancing the Linguistic Consequences of Immersive English Environments with Elementary Learners
(Universidad Católica Luis Amigó, 2023) Giraldo Gómez, Jorge Andrés; Pabón Garcia, Marinessa; Escobar Puerta, Paola Andrea; Castrillón Ángel, Edison Ferney
This study analyzed the effects of constant exposure to English as a foreign language on developing Spanish as the first language in elementary school students. This research was oriented from a historical hermeneutical paradigm, using a qualitative approach and a narrative inquiry. The study involved English language, Spanish language, and pedagogical support teachers who examined students’ bilingual learning experiences. The researchers applied for data collection techniques: an observation guide, an open-ended survey, a semi-structured interview, and a questionnaire to highlight the importance of a balanced approach to language education that values and supports the development of first and foreign languages. This integrated perspective was vital for ensuring students can effectively get along the complex landscape of learning languages while preserving their personal, linguistic, and cultural identities.
Comics and Manga to Promote EFL Literacy Strategies with 6th-grade Students
(Universidad Católica Luis Amigó, 2024-05-11) Gonzalez Villada, Manuela; Ospino Vengoechea, Jeniffer; Carvajal Castrillón, Katherin; Agudelo Hernandez, Juan Andres; Castrillón Ángel, Edison Ferney
One of the main ways to develop literacy skills in English as a Foreign Language (EFL) classrooms is through textbooks, novels, tales, or guidebooks. However, today literature is being neglected in the learning process, where students have been experiencing difficulties, both in developing these skills and in their interest in learning. For this reason, the purpose of this research was to recognize the promotion of comics and manga as a literacy practice of English as a foreign language with 6th-grade students of a school in the city of Medellín through the implementation of a workshop where Students had to receive advice to design their own comics and mangas. Some of the aspects that were discovered were that the visual factor facilitates the understanding of texts, through which educators can create bridges that facilitate meaningful learning experiences. Finally, it was concluded that resources such as manga and comics allow both teachers and students to benefit from literature since different and contemporary perspectives are proposed. However, given the unconventional nature of comics and manga in educational settings, it is advisable to have printed sections easily accessible or displayed.
Critical Literacy as a Means to Promote Diversity in the English Classroom
(Universidad Católica Luis Amigó, 2023) Zuluaga Bedoya, María Alejandra; Zapata Villegas, Sebastián; Álvarez Parra, Maria Paula; Castrillón Ángel, Edison Ferney
The study aims at implementing critical literacy in the English classroom as a means to promote diversity. Critical literacy allows people to gain diverse perspectives from the only ones they already know, raise awareness about social problems, and develop critical thinking. In order to foster diversity in the English classroom with eighth graders, the research also aims to broaden students ́ perceptions and ideas through critical literacy. Taking the case study as a research technique for analyzing and exploring our context, we applied three different instruments to gather information and recognize how perceptions concerning diversity and inclusion can be transformed from a critical point of view, using critical literacy as a means to provide the starting point towards self-reflection. This study demonstrates significant changes in the students´ initial perceptions of diversity that respond to the general objective that guided our research.
Games in EFL classrooms: developing oral skills in English and promoting multiple intelligences.
(Universidad Católica Luis Amigó, 2022) Medina Atencia , María Isabel; Tobón Díaz , Vanessa; Muñoz Ciro , Angie Juliana; Sescun Giraldo, Claudia Marcela
The purpose of this research paper is to mention some thoughts that teachers have about the use of the game as a didactic teaching tool for English. That said, the document seeks to provide a solution to teachers where they are shown that the game is effective in oral production in teaching English. Considering these elements, this paper is a qualitative research based on narrative analysis methods that have taken place in El Bagre, Antioquia. First, mention the data gathered obtained from an interview about the different conceptions that teachers have about games from their own experiences. Second, a focus group was developed to apply games as a didactic-pedagogical strategy in teaching practice. The result showed that games have different educational purposes in teaching-learning a second language. However, the finding suggests the inadequate use that teachers give to games as a strategy.In light of these aspects, for future research it is recommended to continue promoting the implementation of games in classrooms and the curriculum, in order to keep transforming the educational reality.
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.
How do critical reading strategies foster language acquisition
(Universidad Católica Luis Amigo, 2024) Gómez Velásquez , Viviana María; Castañeda Machuca, Jorge Eliecer; Henao Monsalve, Miguel Ángel; Gómez Betancur, Martha Inés;
Este artículo presenta un estudio de investigación-acción sobre estrategias de lectura para fomentar la adquisición del idioma en una institución pública de enseñanza secundaria. Este estudio pretende reconocer cómo se puede fomentar la lectura crítica a través de estrategias de lectura para favorecer el proceso de adquisición del lenguaje en inglés como lengua extranjera. Esta investigación cualitativa enmarca un proceso de intervención basado en la investigación-acción para describir el proceso de desarrollo de la lectura crítica a través de estrategias de lectura. Los datos se recopilaron mediante pruebas previas y posteriores, planes de clase, observaciones de los participantes y entrevistas. Los resultados evidenciaron que las estrategias de lectura permiten a los estudiantes comprender textos, incrementar la adquisición del lenguaje y favorecer la visión crítica. En conclusión, en las aulas la implementación de estrategias de lectura permite a los estudiantes aumentar la capacidad de comprensión lectora y adquirir habilidades lingüísticas.
How does the video game DETROIT: Become Human contribute to the critical literacy of eleventh grade students at public school?
(Universidad Católica Luis Amigó, 2024) Aldana Contreras, Andrés Felipe; Chalarca Taborda, Gustavo Adolfo; Peláez Colorado, Oscar Alonso; Fuentes Morys, Andrés Felipe; Mora Ceballos, Emanuel; Gómez Betancur, Martha Inez
Hoy, en el mundo globalizado, es fundamental aprender un segundo idioma (L2), más específicamente el inglés. Sin embargo, es difícil enseñar lectura crítica en L2. Este estudio examina el potencial del videojuego Detroit: Para desarrollar el letramento crítico en inglés, comienza a ser humano. Además, el juego crea un entorno inmersivo pero atractivo para la enseñanza y el aprendizaje de idiomas, y a través de estas ricas oportunidades de análisis y reflexión, actúa como un catalizador para la interacción social. Además, las limitaciones incluyen posibles distraciones, contenido maduro y, aunque prometedor, puede no estar a la altura de ese potencial. Además, con base en las teorías de lectura crítica, sociocultural y transaccional, este enfoque demuestra que los videojuegos pueden usarse para crear habilidades de lectura basadas en la crítica, superando las brechas lingüísticas y culturales. En este estudio, Detroit: Being Human ayudó a promover el letramiento crítico y a aumentar las capacidades lingüísticas y culturales de los alumnos.
How Traditional Games Based Strategies enhance English as Foreign Language Teaching in Classroom Management in university students?
(Universidad Católica Luis Amigó, 2024) Londoño Villa, Juan Pablo; Gómez Betancur, Martha Inés
Esta investigación cualitativa, basada en la acción participativa, involucró a veinte estudiantes universitarios que participaron en tres lecciones divididas en cuatro clases. El estudio utilizó juegos tradicionales para la gestión del aula en cursos universitarios de inglés, creando un ambiente dinámico de aprendizaje para estudiantes adultos y promoviendo habilidades colaborativas y adquisición de vocabulario. Los juegos favorecieron la interacción, la gestión de actividades, la motivación y el disfrute en el aprendizaje. Los datos obtenidos de dos videos mostraron que los juegos mejoraron la preparación, el desarrollo y el enganche de las clases, optimizando la gestión del tiempo y la motivación. Los resultados sugieren que los juegos tradicionales podrían impactar significativamente en la gestión del aula en otros entornos universitarios, especialmente en Medellín o contextos similares.
Impact of english conversational clubs on students' speech anxiety in english clases
(Universidad Católica Luis Amigó, 2023) Garcés Mesa, Jasbleidy; Hernandez Vargas, Astrid Carolina; Castrillón Ángel, Edison Ferney
This case study research aims to analyze how the implementation of English conversational clubs impacts the speech anxiety of English students, which is a barrier that prevents students from developing correct speaking skills in the process of English learning. The group of participants selected was made of 3 English students from a language center located in the municipality of Bello, Antioquia. The data collection techniques involved a conversation club inside a focus group, a semi-structured interview, and a journal. The results showed the important characteristics of the conversational clubs as a way to combat the students’ speech anxiety, how the English conversational club raised their awareness regarding the learning English process, besides, the multiple feelings and obstacles that interfered with when the students spoke in English. Therefore, we invite teachers to look deeper into conversational clubs and take them into consideration for future class planning or institutional curriculum as a strategy to improve oral production in English.
The Impact of Extrinsic Neutrality on my Language Teaching Beliefs: An Autoethnographic Quest
(Universidad Católica Luis Amigó, 2023) Higuita Hoyos, Billy George; Lopera Bedoya, Leslie Juliana
Esta autoetnografía, escrita como una búsqueda narrativa, analiza la forma en que la neutralidad extrínseca impacta mis creencias sobre la enseñanza de idiomas. Dos maestros en servicio y ocho maestros estudiantes (incluido yo mismo) participaron en este estudio mediante el desarrollo de tres técnicas. Primero, escribí una narración en la que identifiqué mis creencias sobre la enseñanza de idiomas; en segundo lugar, los dos docentes en servicio participaron en dos entrevistas semiestructuradas para describir las demandas de una institución pública sobre el papel de los docentes al presentar temas controversiales; y tercero, los siete maestros en formación participaron en un grupo focal para describir la forma en que diseñan y manejan las intervenciones en el aula teniendo en cuenta sus creencias sobre la enseñanza de idiomas y las demandas de neutralidad extrínseca. Los descubrimientos de esta búsqueda me mostraron que la neutralidad extrínseca no afecta mis creencias sobre la enseñanza de idiomas; en cambio, esas creencias ayudan a los maestros, como yo, a lidiar con la neutralidad extrínseca misma. También descubrí que el miedo y la represión con respecto a la profesión docente emergen en los futuros profesores cuando se enfrentan a la neutralidad extrínseca. Sugiero que los profesores se involucren en la discusión de temas controversiales con los estudiantes para evitar tanto la imparcialidad como una percepción de adoctrinamiento del contexto que los rodea.
The Impact of Learning English as a Foreign Language Through Games, Dances, and Songs on the Development of Social Skills in Preschool Students
(Universidad Católica Luis Amigó, 2024-11) Arenas Pinto, María Isabel; Gómez Betancur, Martha Inés
El propósito de esta investigación es analizar cómo la aplicación de juegos, bailes y canciones en la enseñanza del inglés influye en el desarrollo de las habilidades sociales de los estudiantes. A través de un enfoque cualitativo, analizamos las experiencias y percepciones de los estudiantes al participar en actividades grupales que integran estrategias de movimiento musical y rítmico, destacando su papel en la construcción de la identidad. Los resultados revelan que estas actividades no solo fomentan la inclusión y la apreciación de la diversidad en un entorno de aprendizaje heterogéneo, sino que también mejoran significativamente la expresión y regulación emocional y social de los estudiantes. Los juegos, bailes y materiales visuales utilizados en las clases ayudan a los estudiantes a reconocer y gestionar sus emociones, así como las de sus compañeros, promoviendo una mayor inteligencia emocional y desarrollando habilidades sociales como turnarse, compartir, ayudar, escuchar y expresar verbalmente los sentimientos. Además, la investigación destaca la importancia de las actividades colaborativas en la formación de habilidades sociales. Los estudiantes desarrollan habilidades esenciales como la cooperación, el trabajo en grupo y el respeto por las perspectivas de los demás, aspectos cruciales para su desarrollo personal y académico como estudiantes de preescolar. Finalmente, se destaca el impacto positivo en las habilidades comunicativas. La interacción en inglés a través de la música y el canto permite a los estudiantes practicar y mejorar su vocabulario y desarrollar habilidades orales y de escucha, como hablar y escuchar. Esto aumenta su confianza en la comunicación y facilita la formación de relaciones sociales efectivas, lo cual es esencial para establecer relaciones sociales.
Impact of Video Games on English Vocabulary Acquisition and Retention
(Universidad Católica Luis Amigó, 2024-11) Ruíz Ucros, Andrés Felipe; Salazar Lara, Valentina; Sánchez Vásquez, Karen Julieth; Carmona Martínez, Leonardo; Gomez Betancur, Martha Inés; ,
Este estudio analizó cómo la retención de vocabulario se ve afectada por el uso de videojuegos en inglés entre estudiantes de 13 a 14 años de edad de Juan María Céspedes, una escuela pública en Medellín, Colombia. Debido a la creciente relevancia del aprendizaje del inglés y su uso en aspectos de la vida, esta institución educativa ha establecido el objetivo de convertirse en la primera escuela pública bilingüe de la ciudad. Por lo tanto, este estudio empleó una metodología de investigación cualitativa y los datos se obtuvieron a través de un pre - posttests y una entrevista semiestructurada, mostrando que la exposición a videojuegos educativos en inglés puede mejorar la retención del vocabulario. Al aplicar esta investigación, el proyecto contribuye a una comprensión más profunda del papel de los videojuegos en el aula con respecto a la retención y adquisición de vocabulario.
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
The Influence of Former Experiences regarding Language Learning on a Pre-service Teacher Practices
(Universidad Católica Luis Amigó, 2023) Castañeda Acevedo, Michell Alejandra; Lopera Bedoya, Leslie Juliana
The purpose of this autoethnography study is to describe the influence that my former academic experiences as a language learner have on my current practices as a pre-service teacher. Two pre-service teachers, including myself, served as participants to collect the information needed. In order to collect the necessary data to reach the objective of the study, three different techniques were applied. We first narrated our former experiences as language learners; then, each of us conducted a three-cycle observation of the English classes we teach, and as a third procedure, we compared our teaching actions through collaborative witnessing. The data analysis led to the discovery of how, as pre-service teachers, our approaches and practices are mostly reflecting insights from the teaching training; however, unexpected situations in the class that are not considered in the lesson plan lead us to in-situ decision-making. Such moments generate insecurity and a lack of control, causing us to appeal to former language learning experiences. In this sense, the results of each class-negative or positive—serve as an opportunity for pre-service teachers to reflect upon their practices and enrich professional development.
The Influence of Pre-Service Teachers' Beliefs About the Use of Literature on the Development of Communication Skills in English Learners.
(Universidad Católica Luis Amigó, 2023) Noreña Arias , Susana; Ortíz Restrepo, Julián Stiven; Cárdenas Gil , Juan Esteban; Lopera Bedoya, Leslie Juliana
This co-constructed autoethnography study aimed at analyzing how pre-service teachers’ beliefs about the use of literature in the language classroom influence the development of communication skills among learners in different practicum scenarios. We, as three pre-service English teachers, developed a document analysis through a narrative to identify our beliefs towards the use of literature inside the classroom, a collaborative witness developing an interview protocol to characterize those beliefs built by our learning experiences, and an observation using a sampled journal to describe our practices using literature and developing communicative skills on EFL learners. The data analysis led to the conclusion that teachers’ beliefs had an impact on our pre-service teaching practices, leading to the use of literature in the classroom and focusing on learners’ communicative skill's development. It became evident that literature not only enhanced reading comprehension but also played a crucial role in promoting language proficiency across multiple skill areas, including writing, listening, and speaking. By incorporating literature into our instructional strategies, we witnessed students' increased engagement, motivation, and language acquisition.
Influence of Students’ Beliefs about English as Foreign Language Learning at Colegio Pablo VI in Medellín
(Universidad Católica Luis Amigó, 2024-11) Gómez Vásquez, Jimena; García Salinas, Eder Antonio; Arias Gómez, Daniel Fernando; Gómez Betancur, Martha Inés
Este estudo de caso teve como objetivo analisar como as crenças dos alunos estão participando do processo de aprendizagem do inglês como língua estrangeira em seu contexto e as implicações dessas crenças durante a aquisição do idioma por meio do reconhecimento das limitações encontradas por eles na sala de aula de língua estrangeira, utilizando um método qualitativo. Portanto, esta investigação concentrou-se nas percepções de três alunos selecionados de uma amostra de dez, com base em sua etnia, estratos socioeconômicos, gênero e idade, para responder a uma entrevista que produziu três descobertas principais relacionadas principalmente ao uso instrumental do idioma, à mentalidade e à disposição dos alunos para aprendê-lo, bem como aos aspectos mais desafiadores de seu processo de aprendizagem. Os dados coletados mostraram que a principal crença dos alunos girava em torno da percepção do inglês como um idioma capaz de melhorar suas perspectivas de vida por meio da obtenção de benefícios em futuras oportunidades de emprego ou desenvolvimento profissional, juntamente com a conexão do processo cognitivo com sua vontade de aprender o idioma e os desafios relacionados ao domínio das regras e estruturas gramaticais, que estão intimamente ligados ao método de instrução gramatical explícita usado nas aulas de inglês. Assim, conclui-se que compreender os fatores motivacionais, as crenças e as percepções dos alunos são fundamentais para a construção de experiências significativas na sala de aula de língua estrangeira, ao mesmo tempo em que se analisa a estratégia de ensino utilizada e seus efeitos sobre os processos de aprendizagem, para reelaborar ou reconsiderar as práticas educacionais a fim de atender às necessidades e percepções dos alunos. Palavras-chave: Crenças dos alunos, percepções de aprendizado de idiomas, aprendizado contextualizado, inglês como língua estrangeira, aprendizado de idiomas.
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.
Language as ideology for the reflection on gender identity in a public school in Medellin.
(Universidad Católica Luis Amigó, 2023) Anillo Quintero, Cristian Andres; Murillo García , María Camila; Medrano Mejía , Sebastián; Gil Sepúlveda, Laura Valentina; Castrillón Ángel, Edison Ferney
This research analyzes the perceptions of eleventh-grade students at a public school in the city of Medellín regarding elements such as gender identity and its influence on classroom interactions. Using qualitative techniques such as semi-structured interviews and open-ended surveys, the study reveals the impact of social and family beliefs on students' understanding of gender identity. The findings emphasize the importance of introducing inclusive conversations about gender identity in educational contexts, as students often encounter these concepts outside the school environment. The research highlights the crucial role of teachers in fostering understanding, acceptance, and respect among students. By encouraging informed discussions about gender identity, educators can establish a safe and welcoming environment in classrooms. These insights offer valuable guidance for designing more inclusive educational strategies and policies.
Music as a tool for reading and writing processes in efl students
(Universidad Católica Luis Amigó, 2020-06) Riaño Rojas, Maria P.; Boyd Moreno, Jesse D.; Cupajita Ospina, Jesús E.; Suescún Giraldo, Claudia M.
Nowadays teaching in EFL classrooms, has become a true challenge. Multiple of choices and strategies have been presented inside the EFL teaching, using music is very useful and works as a tool to change classroom methodology and environment. Music can be used in different ways inside the classroom, even for reading and writing practices. The objective of this project was to analyze the implications of using music as a strategy towards the English Reading and Writing processes. Not only identifying the different materials and resources related to music for reading and writing processes but also organizing and developing these strategies. Due to the research process we were able to propose eight different tasks that involve music for reading and writing skills development. Teachers must be in constant change in their teaching practices, if so, why not integrating music in the classroom as a learning tool? After all, music is part of our life. There is music everywhere, even a small bird singing up on a tree is making music. All of these elements serve as valid arguments to implement music in the classroom. It will be able to bring not only a learning strategy but also new ways to motivate students regarding English including reading and writing processes. Music does work as a tool for reading writing process, since using music and musical language can motivate and improve this processes, providing an alternative for teachers and promote the change and the opening to new approaches inside the classroom.

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