Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC
1 recurso en línea (125 páginas) : figuras, tablas.
- Autores:
-
Sierra Ramírez, Mariana Alejandra
Ballén Jiménez, Jessica Daniela
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/2975
- Acceso en línea:
- http://repositorio.uptc.edu.co/handle/001/2975
- Palabra clave:
- Competencia comunicativa
Comunicación intercultural
Lenguas modernas - Enseñanza superior
Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas
Intercultural awareness
Experiential learning
Intercultural communicative competence
Foreign language learning
Culture
Intercultural learning
- Rights
- openAccess
- License
- Copyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombia
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Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC |
| title |
Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC |
| spellingShingle |
Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC Competencia comunicativa Comunicación intercultural Lenguas modernas - Enseñanza superior Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Intercultural awareness Experiential learning Intercultural communicative competence Foreign language learning Culture Intercultural learning |
| title_short |
Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC |
| title_full |
Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC |
| title_fullStr |
Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC |
| title_full_unstemmed |
Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC |
| title_sort |
Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC |
| dc.creator.fl_str_mv |
Sierra Ramírez, Mariana Alejandra Ballén Jiménez, Jessica Daniela |
| dc.contributor.advisor.spa.fl_str_mv |
Viáfara González, John Jairo |
| dc.contributor.author.none.fl_str_mv |
Sierra Ramírez, Mariana Alejandra Ballén Jiménez, Jessica Daniela |
| dc.subject.armarc.none.fl_str_mv |
Competencia comunicativa Comunicación intercultural Lenguas modernas - Enseñanza superior Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas |
| topic |
Competencia comunicativa Comunicación intercultural Lenguas modernas - Enseñanza superior Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Intercultural awareness Experiential learning Intercultural communicative competence Foreign language learning Culture Intercultural learning |
| dc.subject.proposal.spa.fl_str_mv |
Intercultural awareness Experiential learning Intercultural communicative competence Foreign language learning Culture Intercultural learning |
| description |
1 recurso en línea (125 páginas) : figuras, tablas. |
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2019 |
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2019-12-12T16:10:07Z |
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2019-12-12T16:10:07Z |
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2019 |
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Trabajo de grado - Pregrado |
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Sierra Ramírez, M. A. & Ballén Jiménez, J. D. (2019). Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2975 |
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http://repositorio.uptc.edu.co/handle/001/2975 |
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Sierra Ramírez, M. A. & Ballén Jiménez, J. D. (2019). Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2975 |
| url |
http://repositorio.uptc.edu.co/handle/001/2975 |
| dc.language.iso.spa.fl_str_mv |
eng |
| language |
eng |
| dc.relation.references.spa.fl_str_mv |
Ahnagari, S., & Zamanian, J. (2014). Intercultural Communicative Competence in Foreign Language Classroom. International Journal of Academic Research in Business and Social Sciences, 4(11). https://doi.org/10.6007/ijarbss/v4-i11/1265. Aires, M., Roos, C. M., Gonçalves, A. V. F., Schneider, J. F., & Olschowsky, A. (2010). [Action in mental health to families in different contexts of work: integrative review]. Revista Gaucha de Enfermagem, 31(3), 567–574. https://doi.org/10.1590/S1983-14472010000300023 Alhassan, A. M. (2015). Students Social Interactions and Learning in a Multicultural. 2 (11), 6–12. Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5, 156-171. Retrieved from http://dx.doi.org/10.1093/applin/5.2.15 Atay, D., Kurt, G., Camlibel, Z., Ersin, P., & Kaslioglu, O. (2009). The Role of Intercultural Competence in Foreign Language Teaching. Inonu University Journal of the Faculty of Education, 10(3), 123–135. https://doi.org/10.11648/j.ijll.s.2014020601.1 Ausubel, D. P. (2000). The acquisition and retention of knowledge: a cognitive view, Kluwer Academic Publishers. Awal, M. Alhassan. (2015). Students Social Interactions and Learning in a Multicultural School. International Journal of Research in Humanities and Social Studies Vol 2, Issue 11, 6-12. Retrieved from http://www.ijrhss.org/pdf/v2-i11/2.pdf Ballester, A. (2002). El aprendizaje significativo en la práctica Barletta, N. (2009). Intercultural Competence: Another Challenge. PROFILE Issues in Teachers’ Professional Development, 11(1), 143–158. Retrieved from http://goo.gl/vWTLBL Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P., & Stavroula, P. (2014). Developing intercultural competence through education Développer la compétence interculturelle par l ’ éducation Developing intercultural competence through education. (3), 128. Boyce, C. & Neale, P. (2006). Conducting In-Depth Interview: A Guide for Designing and Conducting In-Depth Interviews for Evaluation Input. Pathfinder International Tool Series, Monitoring and Evaluation-2. Retrieved from http://www.pathfind.org/site/DocServer/m_e_tool_series_indepth_interviews.pdf?docID=6301. Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching. A Practical Introduction for Teachers, (10). Byram, M. (1988). Foreign Language Education and Cultural Studies. Language, Culture and Curriculum, 1, 15-31. Byram, M. (1997) Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters. Byram, M., & Porto, M. (2015). Developing intercultural citizenship education in the language classroom and beyond. Argentinian Journal of Applied Linguistics, 3(AJAL), 9–9. Castañeda Usaquén, M. E. (2012). Adolescent Students’ Intercultural Awareness When Using Culture-Based Materials in the English Class. Profile, 14(1), 29–48. Chastain, K. (1998). Developing second language skills. Theory and practice. Harcourt Brace Janovich Publishers. Chen, G.-M., Starosta, W. J., & Starosta, W. J. "a. (1997). A Review of the Concept of Intercultural Sensitivity Citation/Publisher Attribution. Human Communication, 1, 1–16. Retrieved from https://digitalcommons.uri.edu/com_facpubs Castañeda Mireya., “Adolescent Students’ Intercultural Awareness when using Culture-Based Materials in the English Class”. Denzin N., Lincoln Y. (1994). Handbook of qualitative research. Dunn, D., & De Saintonge, M. C. (1997). Experiential learning. Medical Education, Supplement, 31(SUPPL. 1), 25–28. https://doi.org/10.4337/9781784714802.00022. Duran, K., & Estupiñal, F. (). Workshops based on Cultural Aspects: a path to seventh graders’ Intercultural Communicative Competence Enhancement Esther, M., & Usaquén, C. (2012). Adolescent Students’ Intercultural Awareness When Using Culture-Based Materials in the English Class. Profile Issues in Teachers’ Professional Development, 14(1), 29–48. Giesen, J. (2011). Experiential Learning. Northern Illinois University, Faculty Development and Instructional Design Center TA Connections Newsletter, 1–9. Retrieved from https://doi.org/10.1017/s001221730001684x Gillis, A., & Jackson, W. (2002). Research methods for nurses: Methods and interpretation. Philadelphia: F.A. Davis Company. Glaser, G. B., & Strauss, L. A. The discovery of grounded theory. A Division of Transaction Publishers. Goetz, J. P., & LeCompte, M. D. (1984). Ethnography and qualitative design in educational research. New York: Academic press. Hinner, M. B. (2017). Intercultural Misunderstandings: Causes and Solutions. Russian Journal of Linguistics, 21(4), 885–909. https://doi.org/10.22363/2312-9182-2017-21-4-885-909. Hurd, S. & Lewis, T. (Eds.). (2008). Language learning strategies in independent settings. Bristol: Multilingual Matters. Hurst Beth., Wallace Randall., Nixon Sarah B.(2013) The Impact of Social Interaction On student Learning. Reading Horizons, (vol 52, Issue 4, Art. 5) . Retrieved from https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3105&context=reading_horizons INTERCULTURAL AWARENESS IN SECOND LANGUAGE EDUCATION : REFLECTING ON MY PRACTICE OF ELT By LINDA JANE RAPPEL Integrated Studies Project submitted to Dr . Pat Rasmussen in partial fulfillment of the requirements for the degree of Master of Arts – Integrate. (2009). Language Jauregui, K. (2012). La interacción, elemento clave en el proceso de adquisición de la lengua, (Mcer 88), 5–16. Retrieved from http://diobma.udg.edu//handle/10256.1/2689. Jones, M., & Alony, I. (2008). Blogs- The New Source of Data Analysis. Issues in Informing Science and Information Technology, 5, 433–446. Kolb, D. (1984). Experiential learning. Englewood cliffs. Knutson, S. (2003). Experiential Learning in Second-Language Classrooms. TESL Canada Journal, 20(2), 52. https://doi.org/10.18806/tesl.v20i2.948. Lewis, L. H., & Williams, C. J. (1994). Experiential learning: Past and present. New Directions for Adult and Continuing Education, 1994(62), 5–16. https://doi.org/10.1002/ace.36719946203. Li, H., Hou, P., & Sun, Y. (2018). Photoelectricity and photothermal performance experiment on solar photovoltaic/loop-heat-pipe water heating system. Nongye Gongcheng Xuebao/Transactions of the Chinese Society of Agricultural Engineering, 34(7), 235–240. https://doi.org/10.11975/j.issn.1002-6819.2018.07.030. Macdonald, C. (2012). Understanding Participatory Action Research : a Qualitative Research Methodology Option. Canadian Journal of Action Research, 13(2), 34–50. Mahapatra, T. S. (n.d.). Name- Tryambaka S. Mahapatra Title of work- Qualitative research, (2000), 1–6. McTaggart, R. (1991). Action research: A short modern history. Geelong, Victoria: Deakin University Press. Meyer, M. (1991). Developing transcultural competence: case studies of advanced foreign language learners. In D. Buttjes & M. Byram (Eds.), Mediating languages and cultures. Clevedon: Multilingual Matters. Norte, U. (2009). Intercultural Competence: Another Challenge. Profile Issues in Teachers’ Professional Development, 11(1), 143–158. Novak, J. D. (2002). Meaningful Learning: The Essential Factor for Conceptual Change in Limited or Inappropriate Propositional Hierarchies Leading to Empowerment of Learners. Science Education, 86(4), 548–571. Retrieved from https://doi.org/10.1002/sce.10032. Paige, R. M., Jorstad, H., Siaya, L., Klein, F., & Colby, J. (2003). Culture Learning in Language Education: A Review of the Literature. Culture as the Core: Perspectives on Culture in Second Language Learning, 173–236 Paricio, M. S. (2014). Competencia intercultural en la enseñanza de lenguas extranjeras. Porta Linguarum, (21), 215–226. Pérez Paredes, M. D. C. (2016). La Educación Intercultural. Revista Scientific, 1(2), 162–180. https://doi.org/10.29394/scientific.issn.2542-2987.2016.1.2.10.162-180. Perilla, E. (2013). English planet: Think big- learn big experiential learning action (undergraduate thesis). Universidad pedagògica y tecnològica de Colombia, Tunja-Boyacá. Porto, M., Houghton, S. A., & Byram, M. (2018). Intercultural citizenship in the (foreign) language classroom. Language Teaching Research, 22(5), 484–498. https://doi.org/10.1177/1362168817718580 Pryshlyak, O., & Lupak, N. (2019). Intercultural Competence in Foreign Language Teaching. Human Studies. Series of “Pedagogy,” 0(8/40), 185–200. https://doi.org/10.24919/2413-2039.8/40.164457. RAISING INTERCULTURAL AWARENESS THROUGH SPEAKING TASKS IN FIFTH. (2016). Rappel, L. J. (2009). INTERCULTURAL AWARENESS IN SECOND LANGUAGE EDUCATION : REFLECTING ON MY PRACTICE OF ELT By LINDA JANE RAPPEL Integrated Studies Project submitted to Dr. Pat Rasmussen in partial fulfillment of the requirements for the degree of Master of Arts – Integrate. Language Runmei, Y. (2008). Interaction in EFL Classes. Asian Social Science, CCSE.org, 4(4), 48–50. Retrieved from http://www.ccsenet.org/journal/index.php/ass/issue/view/58. Saber, N., & Alkareem, A. (2015). The Effect of Experiential Learning on Improving the Performance of EFL Students as Perceived by Teachers of English in the Northern Governorates of Palestine. 109. Retrieved from https://scholar.najah.edu/sites/default/files/Noor Saber Abd Alkareem Abu-Assab.pdf. Sáez Alonso, R. (2006). La educación intercultural. Revista de Educación, 339(339), 859–881. Retrieved from https://doi.org/10.2307/23766068. Safriani, A. (n.d.). EXPERIENTIAL LEARNING FOR LANGUAGE TEACHING Adapting Kolb’s Learning Cycle in Teaching English as a Foreign Language. 378–383. Scardamalia, M., & Bereiter, C. (1992). An architecture for collaborative knowledge-building. In E. De Corte, M. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving (NATO-ASI Series F.: Computer and Systems Sciences, Vol. 84, pp. 41-66). Berlin: Springer-Verlag. Shemshadsara, Z. G. (2012). Developing cultural awareness in foreign language teaching. English Language Teaching, 5(3), 95–99. https://doi.org/10.5539/elt.v5n3p95. Swartz, M. (2013). Best Practices in Experiential Learning. The LTO Best Practices, (36), 1–20. Retrieved from http://www.ryerson.ca/content/dam/lt/resources/handouts/ExperientialLearningReport.pdf. Tato, M. S. P. (2014). Competencia intercultural en la enseñanza de lenguas extranjeras. PORTA LINGUARUM, (1991), 215–226. Gibbs (2007). Thematic coding and categorization. pdf. (n.d.). Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing Scholarship, 33(3), 253–258. https://doi.org/10.1111/j.1547-5069.2001.00253.x. Use of Experiential Learning in Teaching. (2005). Valle, D. E. L., Río, D. E. L., En, C., Catherine, O., & Velásquez, A. (2013). Papeles de Trabajo No 26 - Diciembre 2013 - ISSN 1852-4508 Centro de Estudios Interdisciplinarios en Etnolingüística y Antropología Socio-Cultural, 23–39. Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children. Retrieved from https://doi.org/10.1016/S0006-3495 (96)79572-3. Wrenn, J., & Wrenn, B. (2009). Enhancing Learning by Integrating Theory and Practice. International Journal of Teaching and Learning in Higher Education, 21(2), 258–265. Retrieved from http://www.isetl.org/ijtlhe Yeke, S., & Semerciöz, F. (2016). Relationships Between Personality Traits, Cultural Intelligence and Intercultural Communication Competence. Procedia - Social and Behavioral Sciences, 235(November), 313–319. https://doi.org/10.1016/j.sbspro.2016.11.036. Yu, R. (2009). Interaction in EFL Classes. Asian Social Science, 4(4), 48–50. https://doi.org/10.5539/ass.v4n4p48 Zárate Pérez, A. (2013). Interculturalidad y decolonialidad. Tabula Rasa - Revista de Humanidades (Bogotá - Colombia), (20), 91–107. Retrieved from http://www.revistatabularasa.org/numero-20/05-Zarate.pdf. |
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Viáfara González, John Jairo2d31d28ead3f34ada5d7940e1e6f281d-1Sierra Ramírez, Mariana Alejandrac23fb3d94f54dbbd8890d676e07b88f4-1Ballén Jiménez, Jessica Daniela5e6fc226df77cbeb93a31c2daef144c9-12019-12-12T16:10:07Z2019-12-12T16:10:07Z2019Sierra Ramírez, M. A. & Ballén Jiménez, J. D. (2019). Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICC. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2975http://repositorio.uptc.edu.co/handle/001/29751 recurso en línea (125 páginas) : figuras, tablas.Nowadays, language teaching and learning process has changed meaningfully, one of these major changes is the recognition of the intercultural communicative competence as key point in learners’ language skill development. Nevertheless, even though changes have been strong, there is still a lot to do in classrooms to provide students with spaces and tools that allow them to face successfully intercultural interactions. Thereupon, this research project was developed in order to identify, examine and describe the role that experiential learning (EL) workshops had on the intercultural awareness (IA), as the first component of the intercultural communicative competence (ICC), of two groups of foreign language prospective teachers at a public university. In order to achieve this objective, this project was based on qualitative research following an action research approach through the implementation of teacher-researchers’ journals (JR), interviews (IW), focus groups (FG) and participants’ artifacts as instruments for data collection. In this sense, we could establish that experiential learning was a useful strategy to enhance students’ intercultural awareness considering that it permitted them to develop reflective and critical thinking skills, which allowed them to perceive themselves as global citizens, and increased their cultural awareness regarding their own and others’ cultures. Then, through a theory and practice connection process, they recognized the differences and similarities that exist between cultures and the relevance of their performance at the moment of facing intercultural interactions to avoid intercultural misunderstandings.Actualmente, el aprendizaje y la enseñanza de lenguas extranjeras ha cambiado significativamente, uno de estos cambios es el reconocimiento de la competencia intercultural comunicativa como clave en el desarrollo de habilidades en los aprendices de una lengua extranjera. Si bien estos cambios han tomado fuerza en los últimos años es necesario proveer más espacios y herramientas que permita a los estudiantes enfrentar interacciones interculturales exitosas. De esta manera, este proyecto se desarrolló con el objetivo de identificar, examinar y describir el papel que tuvo el aprendizaje experiencial en la conciencia intercultural de futuros docentes de lenguas extranjeras en una universidad pública. Con el fin de lograr este objetivo, este proyecto estuvo basado en la investigación cualitativa y a su vez siguiendo la investigación acción como metodología a través de un diario de campo, entrevistas, un grupo focal y las producciones de los estudiantes como instrumentos para la recolección de los datos. En este sentido, como investigadores pudimos establecer que el aprendizaje experiencial fue una estrategia útil para mejorar la conciencia intercultural de los estudiantes considerando que este les permitió el desarrollo de habilidades reflectivas y críticas que a su vez les permitieron percibirse a ellos mismo como ciudadanos globales aumentando la conciencia cultural sobre la cultura propia y las otras. Así pues, a través de un proceso de conexión práctica - la teoría, ellos reconocieron las similitudes y diferencias que existen entre las culturas y la relevancia que su actuación tiene en el momento de enfrentar interacciones interculturales para evitar malentendidos interculturales.Bibliografía y webgrafía: páginas 117-125PregradoLicenciado en Idiomas Modernos Español - Inglésapplication/pdfengUniversidad Pedagógica y Tecnológica de ColombiaFacultad de Ciencias de la EducaciónLicenciatura en Idiomas ModernosCopyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombiahttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2Experiential learning workshops on a group of student-teachers’ intercultural awareness, as the first component of ICCTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Ahnagari, S., & Zamanian, J. (2014). Intercultural Communicative Competence in Foreign Language Classroom. International Journal of Academic Research in Business and Social Sciences, 4(11). https://doi.org/10.6007/ijarbss/v4-i11/1265.Aires, M., Roos, C. M., Gonçalves, A. V. F., Schneider, J. F., & Olschowsky, A. (2010). [Action in mental health to families in different contexts of work: integrative review]. Revista Gaucha de Enfermagem, 31(3), 567–574. https://doi.org/10.1590/S1983-14472010000300023Alhassan, A. M. (2015). Students Social Interactions and Learning in a Multicultural. 2 (11), 6–12.Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5, 156-171. Retrieved from http://dx.doi.org/10.1093/applin/5.2.15Atay, D., Kurt, G., Camlibel, Z., Ersin, P., & Kaslioglu, O. (2009). The Role of Intercultural Competence in Foreign Language Teaching. 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