Integrating the four language skills trough Task-based Learning with second grade children at Liceo Patria School

Task-based language teaching (TBLT) is widely used to help students to work through different tasks that are meaningful to them and at the same time, to work on a cooperative way by promoting their communicative language competences. In this study, the use of TBLT through mini projects in each class...

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Autores:
Ayala Portilla, Francy Elena
Sierra Barrios, Jurany Stephanie
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2020
Institución:
Universidad Cooperativa de Colombia
Repositorio:
Repositorio UCC
Idioma:
OAI Identifier:
oai:repository.ucc.edu.co:20.500.12494/16548
Acceso en línea:
https://hdl.handle.net/20.500.12494/16548
Palabra clave:
Niños
Enseñanza a través de tareas
Miniproyectos
Integración de las cuatro habilidades
TG 2020 LCI 16548
Children
TBLT
Four Language Skills
Mini-projects
Rights
openAccess
License
Atribución – No comercial – Compartir igual
id COOPER2_b6775d70e522fdbcd46020905312fe15
oai_identifier_str oai:repository.ucc.edu.co:20.500.12494/16548
network_acronym_str COOPER2
network_name_str Repositorio UCC
repository_id_str
dc.title.spa.fl_str_mv Integrating the four language skills trough Task-based Learning with second grade children at Liceo Patria School
title Integrating the four language skills trough Task-based Learning with second grade children at Liceo Patria School
spellingShingle Integrating the four language skills trough Task-based Learning with second grade children at Liceo Patria School
Niños
Enseñanza a través de tareas
Miniproyectos
Integración de las cuatro habilidades
TG 2020 LCI 16548
Children
TBLT
Four Language Skills
Mini-projects
title_short Integrating the four language skills trough Task-based Learning with second grade children at Liceo Patria School
title_full Integrating the four language skills trough Task-based Learning with second grade children at Liceo Patria School
title_fullStr Integrating the four language skills trough Task-based Learning with second grade children at Liceo Patria School
title_full_unstemmed Integrating the four language skills trough Task-based Learning with second grade children at Liceo Patria School
title_sort Integrating the four language skills trough Task-based Learning with second grade children at Liceo Patria School
dc.creator.fl_str_mv Ayala Portilla, Francy Elena
Sierra Barrios, Jurany Stephanie
dc.contributor.advisor.none.fl_str_mv Smith, Lennys
dc.contributor.author.none.fl_str_mv Ayala Portilla, Francy Elena
Sierra Barrios, Jurany Stephanie
dc.subject.spa.fl_str_mv Niños
Enseñanza a través de tareas
Miniproyectos
Integración de las cuatro habilidades
topic Niños
Enseñanza a través de tareas
Miniproyectos
Integración de las cuatro habilidades
TG 2020 LCI 16548
Children
TBLT
Four Language Skills
Mini-projects
dc.subject.classification.spa.fl_str_mv TG 2020 LCI 16548
dc.subject.other.spa.fl_str_mv Children
TBLT
Four Language Skills
Mini-projects
description Task-based language teaching (TBLT) is widely used to help students to work through different tasks that are meaningful to them and at the same time, to work on a cooperative way by promoting their communicative language competences. In this study, the use of TBLT through mini projects in each class was proposed with the main aim to develop and integrate all the communicative skills. The purpose of this study was to answer the research question: What is the impact of Task-based Learning and mini-projects on the improvement of the English Language through Integrated Skills in second grade children? This study was applied in a Colombian public school, where 32 students were the participants. The results were collected through a mixed method (qualitative and quantitative research method). The data analysis indicated that students developed their speaking, listening and reading language skills while the writing skill did not show an improvement. However, it is important to say that it was due to spelling mistakes and incorrect grammar structures. In addition, the results indicated that it is a good idea to implement TBLT through mini projects because children can find tasks as motivational. It is important to mention that second grade students showed higher motivation in classes where animals and their classification was presented. Along with this, students also learned greetings, classroom commands and vocabulary because of the routines that were implemented in the classroom. For further researchers it is important to keep in mind that the time allocated for the tasks proposed was highly dependent on the amount of students and the type of task. In that respect, one limitation emerged.
publishDate 2020
dc.date.accessioned.none.fl_str_mv 2020-02-03T20:31:50Z
dc.date.available.none.fl_str_mv 2020-02-03T20:31:50Z
dc.date.issued.none.fl_str_mv 2020-01-27
dc.type.none.fl_str_mv Trabajo de grado - Pregrado
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12494/16548
dc.identifier.bibliographicCitation.spa.fl_str_mv Ayala Portilla, F. E. y Sierra Barrios, J. S. (2019). Integrating the Four Language Skills through Task-Based Learning with Second Grade Children at Liceo Patria School (Tesis de pregrado). Recuperado de: http://hdl.handle.net/20.500.12494/16548
url https://hdl.handle.net/20.500.12494/16548
identifier_str_mv Ayala Portilla, F. E. y Sierra Barrios, J. S. (2019). Integrating the Four Language Skills through Task-Based Learning with Second Grade Children at Liceo Patria School (Tesis de pregrado). Recuperado de: http://hdl.handle.net/20.500.12494/16548
dc.relation.references.spa.fl_str_mv Bachman, L., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press. Brown, D. (1994). Teaching by principles: An interactive approach to language pedagogy. NJ: Prentice Hall.
Bailey, Kathleen y Ochsner, Robert, (1983), «A methodological review of the diary studies: windmill tilting or social science? ». En Bailey, Long y Peck (eds.), Second Language Acquisition Studies, Rowley, Massachusetts, Newbury House, pp. 188- 198. Bailey, K
Birdsong, David. (1999). Second language acquisition and the critical period hypothesis. University of Texas. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey. London. At: https://books.google.com.co/books?hl=es&lr=&id=d7OPAgAAQBAJ&oi=fnd&pg=PP1&dq =WHAT+IS+CRITICAL+PERIOD&ots=5vy9wIvxaq&sig=vOp8CbdJ6B0tQI_PiDzFN6zctt 0#v=onepage&q=WHAT%20IS%20CRITICAL%20PERIOD&f=false
Calvert, M. Sheen Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research. Tomo 19, Nº 2, (Mar 2015): 226-244.
Canale, M., & M. Swain (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1 (1), 1-47
Clavijo, Amparo. (2016) La enseñanza del inglés en la escuela primaria: algunos problemas críticos. Universidad Distrital Francisco José de Caldas. Colombian Applied Linguistics Journal. Vol 18 N° 1. At: http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/10408/11490
Corder, S. (2009). Idiosyncratic dialects and error analysis. Iral - International Review of Applied Linguistics in Language Teaching, 9(2), pp. 147-160. Retrieved 2 May. 2018, from doi:10.1515/iral.1971.9.2.147
Córdoba Zúñiga, E. (2016). Implementing task-based language teaching to integrate language skills in an EFL program at a Colombian university. Profile issues in teachers' professional development, 18(2), 13-27.
Correa, Tatiana. Newspaper: En 2018, solo el 8 % de los bachilleres tendrá nivel medio de inglés. El Tiempo (2015, July 13th) At: https://www.eltiempo.com/archivo/documento/CMS15947757
Díaz. Jovita. (1994). El diario como instrumento de investigación de los procesos de enseñanza-aprendizaje de lenguas extranjeras. Universidad de Deusto. At: https://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/08/08_0269.pdf
De la Cruz, Leonor. (2014). El Heraldo. En la IED San José, ¡hasta 45 alumnos por salón! At: https://www.elheraldo.co/local/en-la-ied-san-jose-hasta-45-alumnos-por-salon-141913
Du. Xiaoyan. (2009). The affective filter in second language teaching. Asian Social Science. Qingdao 2660610, China. At: https://pdfs.semanticscholar.org/3e88/421bfd86a4277000892199772c566282915f.pdf
Ellis, R. (1997). The empirical evaluation of language teaching materials. E.L.T Journal, 51, 36–42
El tiempo. (2011). Colombia está todavía muy lejos de ser bilingüe. At: http://www.eltiempo.com/vida/educacion/bilingueismo-en-colombia-no-avanza-42776
J. Sarah Kleintop (2014) Teaching about circles of sexuality using Gardner’s theory of multiple intelligences At: https://teachingsexed.com/2014/09/30/teaching-about- circles-of- sexuality-using-gardners- theory-of- multiple-intelligences/
Gardner, Howard. & Langworth, Richard (2010) Multiple intelligences. Large print. ReadHowYouWant.com, Limited
Herrera Cardona, Valentina (2018) El Colombiano. Colegios públicos se rajan en la enseñanza del inglés. 24 de abril de 2018. At: http://www.elcolombiano.com/antioquia/nivelde-ingles-en-colegios-publicos-de-medellin-jc8589964
Hu, R. (2013). Task-based language teaching: responses from Chinese teachers of English. The electronic journal for English as a second language, 16(4), 1-21.
Khansir, Ali Akbar. (2012). Error analysis and second language acquisition. Academy publisher manufactured in Finland.
Krashen, S. (1981). Second language acquisition and second language learning. University of Southern California. First printed edition 1981 by Pergamon Press Inc. Print Edition ISBN 008-025338-5 First internet edition December 2002.
Krashen, Stephen D. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall International
Krashen, S. (1993). The power of reading. Insights from the research. Englewood, Co: Libraries Unlimited
Linares, Andrea. (2011). El inglés se enseña de forma muy arcaica aún: experta en bilingüismo; At: http://www.mineducacion.gov.co/observatorio/1722/article-267899.html
Magazine: Semana. (2016, March 29th) ¿Por qué la poca percepción de hablar inglés? At: https://www.semana.com/educacion/articulo/por-que-no-se-habla-ingles-encolombia/467109
Magazine: Semana. (2017, May 23rd). Hay que dejar de maltratar la labor docente. Revista impresa: Fecha de publicado 7:00 a.m.
Newspaper: Palabra maestra. (2014). Bogotá-Colombia. Fundación Compartir • ISSN 16573102. 37 Edition. At: https://compartirpalabramaestra .org/palabramaestrapdf/edicion37.pdf
Oxford, R. (2001). Integrated skills in the ESL/EFL classroom. Eric Digest. Will behington, DC: Eric Clearinghouse on Languages and Linguistics. (ERIC Reproduction Service No. ED 456670).
Piaget, Jean (1961). La formación del símbolo en el niño, México, Fondo de Cultura Económica.
Pica, T., Kanagy, R., & Falodun, J. (2009). Choosing and using communicative tasks for second language instruction. In K. Van den Branden, M. Bygate, & J.M. Norris, Task-based language teaching: A reader (pp. 171–192). Amsterdam: John Benjamins.
Pinzón Castañeda. (2014). English teaching through project based learning method, in rural area. Cuadernos de Lingüística Hispánica n°. 23, enero-junio 2014, pp. 151-170. At: http://www.scielo.org.co/pdf/clin/n23/n23a09.pdf
Publicaciones Semana S.A. (2017). Colombia está rezagada en el bilingüismo. Idiomas. 5/25/2017 12:01:00 Am. At: https://www.dinero.com/edicion-impresa/caratula/articulo/nivelde-ingles-de-los-colombianos-en-promedio/245716
Pupo A, Yudisleidy. (N.D.) La integración de las habilidades para mejorar la expresión oral en inglés en la secundaria: ¿un desafío? Universidad de Ciencias Médicas. Holguín, Cuba. At: http://www.ampll.org.mx/simposio/integrahabsmejico.pdf
Rodríguez Palmero, Luz. (2004). La teoría del aprendizaje significativo. Centro de Educación a Distancia (C.E.A.D.). C/ Pedro Suárez Hdez, s/n. C.P. nº 38009 Santa Cruz de Tenerife. Pamplona, Spain 2004. At: http://cmc.ihmc.us/papers/cmc2004-290.pdf
Salvador. Isabel Rovira (s.f.) Estudio de caso: características, objetivos y metodología. Psicología y mente. At: https://psicologiaymente.com/psicologia/estudio-de-caso
Saussure, F. (1916): Curso de lingüística general, Madrid, Alianza, 1983.
Stern, H. (1992). Issues and options in language teaching (edited posthumously by Patrick Allen & Birgit Harley). Oxford: Oxford University Press. Halliday's (1978).
Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language interaction among EFL primary learners and their teacher through collaborative task-based learning. Profile: Issues in Teachers’ Professional Development, 20(2), 95-109. https:// doi.org/10.15446/profile.v20n2.63845
Summa. (2016) laboratorio de investigación e innovación en educación para América Latina y el Caribe. Enseñanza en grupos pequeños Impacto moderado, Costo moderado, Evidencia limitada. At: file:///C:/Users/Estudiante/Downloads/SUMMA-ensenanza-en-grupospequenos-ta%20(1).pdf
Universidad Colombia. (2015) Ministerio de Educación afirma que el nivel de inglés en Colombia mejoró en los últimos años. 12 de noviembre de 2015. At: http://noticias.universia.net.co/cultura/noticia/2015/11/12/1133 612/ministerio-educacionafirma-nivel-ingles-colombia-mejorado-ultimos-anos.html
Widdowson. H.G. (1978). Teaching language as communication. Oxford University Press. Hong Kong.
123 Listening.com (2019) Listening Material for English Teachers. At: https://www.123listening.com/animals2.php
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spelling Smith, LennysAyala Portilla, Francy ElenaSierra Barrios, Jurany Stephanie2020-02-03T20:31:50Z2020-02-03T20:31:50Z2020-01-27https://hdl.handle.net/20.500.12494/16548Ayala Portilla, F. E. y Sierra Barrios, J. S. (2019). Integrating the Four Language Skills through Task-Based Learning with Second Grade Children at Liceo Patria School (Tesis de pregrado). Recuperado de: http://hdl.handle.net/20.500.12494/16548Task-based language teaching (TBLT) is widely used to help students to work through different tasks that are meaningful to them and at the same time, to work on a cooperative way by promoting their communicative language competences. In this study, the use of TBLT through mini projects in each class was proposed with the main aim to develop and integrate all the communicative skills. The purpose of this study was to answer the research question: What is the impact of Task-based Learning and mini-projects on the improvement of the English Language through Integrated Skills in second grade children? This study was applied in a Colombian public school, where 32 students were the participants. The results were collected through a mixed method (qualitative and quantitative research method). The data analysis indicated that students developed their speaking, listening and reading language skills while the writing skill did not show an improvement. However, it is important to say that it was due to spelling mistakes and incorrect grammar structures. In addition, the results indicated that it is a good idea to implement TBLT through mini projects because children can find tasks as motivational. It is important to mention that second grade students showed higher motivation in classes where animals and their classification was presented. Along with this, students also learned greetings, classroom commands and vocabulary because of the routines that were implemented in the classroom. For further researchers it is important to keep in mind that the time allocated for the tasks proposed was highly dependent on the amount of students and the type of task. In that respect, one limitation emerged.Introduction. -- 1.Problem statement.-- 2.Delimitation of the objectives. -- 2.1 General Objectiv. -- 2.2 Specific objectives. -- 3. Literature Review. -- 3.1 The Input Hypothesis and Second-Language acquisition. -- 3.1.1 Background. -- 3.2 Integrated Skills. -- 3.2.1 Skills Division. -- 3.3 Differences between English as a Foreign Language and English as a Second Language. -- 3.4 Task-Based Learning. -- 3.4.1 What types of tasks are used in Task-based Teaching. -- 3.4.2 What Are the Steps for a Successful Task-based Teaching Activity. -- 4. Methods. -- 4.1 Context. -- 4.2 Participants. -- 4.3 Research Design. -- 4.4 Procedure. -- 5. Pedagogical Intervention. -- 5.1 Why Task-based Learning? –6. Instruments. – 7. Results. -- 7.1 Field Journal. -- 7.2 Diagnostic Test Analysis. -- 7.3 Observation checklist Analysis. -- 8. Findings. -- 9. Conclusions. -- 10. Limitations. -- 11. References. –Annexes.francy.ayalap@campusucc.edu.cojurany.sierrab@campusucc.edu.co174 p.Universidad Cooperativa de Colombia, Facultad de Educación, Licenciatura en Lengua Castellana e Inglés, Bucaramanga.Licenciatura en Lengua Castellana e InglésBucaramangaNiñosEnseñanza a través de tareasMiniproyectosIntegración de las cuatro habilidadesTG 2020 LCI 16548ChildrenTBLTFour Language SkillsMini-projectsIntegrating the four language skills trough Task-based Learning with second grade children at Liceo Patria SchoolTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAtribución – No comercial – Compartir igualinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Bachman, L., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press. Brown, D. (1994). Teaching by principles: An interactive approach to language pedagogy. NJ: Prentice Hall.Bailey, Kathleen y Ochsner, Robert, (1983), «A methodological review of the diary studies: windmill tilting or social science? ». En Bailey, Long y Peck (eds.), Second Language Acquisition Studies, Rowley, Massachusetts, Newbury House, pp. 188- 198. Bailey, KBirdsong, David. (1999). Second language acquisition and the critical period hypothesis. University of Texas. Lawrence Erlbaum Associates, Publishers. Mahwah, New Jersey. London. At: https://books.google.com.co/books?hl=es&lr=&id=d7OPAgAAQBAJ&oi=fnd&pg=PP1&dq =WHAT+IS+CRITICAL+PERIOD&ots=5vy9wIvxaq&sig=vOp8CbdJ6B0tQI_PiDzFN6zctt 0#v=onepage&q=WHAT%20IS%20CRITICAL%20PERIOD&f=falseCalvert, M. Sheen Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research. Tomo 19, Nº 2, (Mar 2015): 226-244.Canale, M., & M. Swain (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1 (1), 1-47Clavijo, Amparo. (2016) La enseñanza del inglés en la escuela primaria: algunos problemas críticos. Universidad Distrital Francisco José de Caldas. Colombian Applied Linguistics Journal. Vol 18 N° 1. At: http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/10408/11490Corder, S. (2009). Idiosyncratic dialects and error analysis. Iral - International Review of Applied Linguistics in Language Teaching, 9(2), pp. 147-160. Retrieved 2 May. 2018, from doi:10.1515/iral.1971.9.2.147Córdoba Zúñiga, E. (2016). Implementing task-based language teaching to integrate language skills in an EFL program at a Colombian university. Profile issues in teachers' professional development, 18(2), 13-27.Correa, Tatiana. Newspaper: En 2018, solo el 8 % de los bachilleres tendrá nivel medio de inglés. El Tiempo (2015, July 13th) At: https://www.eltiempo.com/archivo/documento/CMS15947757Díaz. Jovita. (1994). El diario como instrumento de investigación de los procesos de enseñanza-aprendizaje de lenguas extranjeras. Universidad de Deusto. At: https://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/08/08_0269.pdfDe la Cruz, Leonor. (2014). El Heraldo. En la IED San José, ¡hasta 45 alumnos por salón! At: https://www.elheraldo.co/local/en-la-ied-san-jose-hasta-45-alumnos-por-salon-141913Du. Xiaoyan. (2009). The affective filter in second language teaching. Asian Social Science. Qingdao 2660610, China. At: https://pdfs.semanticscholar.org/3e88/421bfd86a4277000892199772c566282915f.pdfEllis, R. (1997). The empirical evaluation of language teaching materials. E.L.T Journal, 51, 36–42El tiempo. (2011). Colombia está todavía muy lejos de ser bilingüe. At: http://www.eltiempo.com/vida/educacion/bilingueismo-en-colombia-no-avanza-42776J. Sarah Kleintop (2014) Teaching about circles of sexuality using Gardner’s theory of multiple intelligences At: https://teachingsexed.com/2014/09/30/teaching-about- circles-of- sexuality-using-gardners- theory-of- multiple-intelligences/Gardner, Howard. & Langworth, Richard (2010) Multiple intelligences. Large print. ReadHowYouWant.com, LimitedHerrera Cardona, Valentina (2018) El Colombiano. Colegios públicos se rajan en la enseñanza del inglés. 24 de abril de 2018. At: http://www.elcolombiano.com/antioquia/nivelde-ingles-en-colegios-publicos-de-medellin-jc8589964Hu, R. (2013). Task-based language teaching: responses from Chinese teachers of English. The electronic journal for English as a second language, 16(4), 1-21.Khansir, Ali Akbar. (2012). Error analysis and second language acquisition. Academy publisher manufactured in Finland.Krashen, S. (1981). Second language acquisition and second language learning. University of Southern California. First printed edition 1981 by Pergamon Press Inc. Print Edition ISBN 008-025338-5 First internet edition December 2002.Krashen, Stephen D. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall InternationalKrashen, S. (1993). The power of reading. Insights from the research. Englewood, Co: Libraries UnlimitedLinares, Andrea. (2011). El inglés se enseña de forma muy arcaica aún: experta en bilingüismo; At: http://www.mineducacion.gov.co/observatorio/1722/article-267899.htmlMagazine: Semana. (2016, March 29th) ¿Por qué la poca percepción de hablar inglés? At: https://www.semana.com/educacion/articulo/por-que-no-se-habla-ingles-encolombia/467109Magazine: Semana. (2017, May 23rd). Hay que dejar de maltratar la labor docente. Revista impresa: Fecha de publicado 7:00 a.m.Newspaper: Palabra maestra. (2014). Bogotá-Colombia. Fundación Compartir • ISSN 16573102. 37 Edition. At: https://compartirpalabramaestra .org/palabramaestrapdf/edicion37.pdfOxford, R. (2001). Integrated skills in the ESL/EFL classroom. Eric Digest. Will behington, DC: Eric Clearinghouse on Languages and Linguistics. (ERIC Reproduction Service No. ED 456670).Piaget, Jean (1961). La formación del símbolo en el niño, México, Fondo de Cultura Económica.Pica, T., Kanagy, R., & Falodun, J. (2009). Choosing and using communicative tasks for second language instruction. In K. Van den Branden, M. Bygate, & J.M. Norris, Task-based language teaching: A reader (pp. 171–192). Amsterdam: John Benjamins.Pinzón Castañeda. (2014). English teaching through project based learning method, in rural area. Cuadernos de Lingüística Hispánica n°. 23, enero-junio 2014, pp. 151-170. At: http://www.scielo.org.co/pdf/clin/n23/n23a09.pdfPublicaciones Semana S.A. (2017). Colombia está rezagada en el bilingüismo. Idiomas. 5/25/2017 12:01:00 Am. At: https://www.dinero.com/edicion-impresa/caratula/articulo/nivelde-ingles-de-los-colombianos-en-promedio/245716Pupo A, Yudisleidy. (N.D.) La integración de las habilidades para mejorar la expresión oral en inglés en la secundaria: ¿un desafío? Universidad de Ciencias Médicas. Holguín, Cuba. At: http://www.ampll.org.mx/simposio/integrahabsmejico.pdfRodríguez Palmero, Luz. (2004). La teoría del aprendizaje significativo. Centro de Educación a Distancia (C.E.A.D.). C/ Pedro Suárez Hdez, s/n. C.P. nº 38009 Santa Cruz de Tenerife. Pamplona, Spain 2004. At: http://cmc.ihmc.us/papers/cmc2004-290.pdfSalvador. Isabel Rovira (s.f.) Estudio de caso: características, objetivos y metodología. Psicología y mente. At: https://psicologiaymente.com/psicologia/estudio-de-casoSaussure, F. (1916): Curso de lingüística general, Madrid, Alianza, 1983.Stern, H. (1992). Issues and options in language teaching (edited posthumously by Patrick Allen & Birgit Harley). Oxford: Oxford University Press. Halliday's (1978).Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language interaction among EFL primary learners and their teacher through collaborative task-based learning. Profile: Issues in Teachers’ Professional Development, 20(2), 95-109. https:// doi.org/10.15446/profile.v20n2.63845Summa. (2016) laboratorio de investigación e innovación en educación para América Latina y el Caribe. Enseñanza en grupos pequeños Impacto moderado, Costo moderado, Evidencia limitada. At: file:///C:/Users/Estudiante/Downloads/SUMMA-ensenanza-en-grupospequenos-ta%20(1).pdfUniversidad Colombia. (2015) Ministerio de Educación afirma que el nivel de inglés en Colombia mejoró en los últimos años. 12 de noviembre de 2015. At: http://noticias.universia.net.co/cultura/noticia/2015/11/12/1133 612/ministerio-educacionafirma-nivel-ingles-colombia-mejorado-ultimos-anos.htmlWiddowson. H.G. (1978). Teaching language as communication. Oxford University Press. Hong Kong.123 Listening.com (2019) Listening Material for English Teachers. 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