Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum

Spa: Este estudio cualitativo describe el proceso de reconstrucción de la identidad cultural de estudiantes de octavo grado en el marco de los fondos de conocimiento. Los participantes hicieron parte de una atmósfera pedagógica mediada por un syllabus basado en proyectos sobrelos fondos del conocimi...

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Autores:: Camargo Suarez, Yenni Paola
Castiblanco Varela, Gloria Katerine

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2021

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.spa.fl_str_mv	Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum
title	Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum
spellingShingle	Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Fondos del conocimiento Identidad cultural Aprendizaje basado en proyectos Educación rural
title_short	Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum
title_full	Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum
title_fullStr	Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum
title_full_unstemmed	Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum
title_sort	Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum
dc.creator.fl_str_mv	Camargo Suarez, Yenni Paola Castiblanco Varela, Gloria Katerine
dc.contributor.author.none.fl_str_mv	Camargo Suarez, Yenni Paola Castiblanco Varela, Gloria Katerine
dc.subject.armarc.spa.fl_str_mv	Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas
topic	Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Fondos del conocimiento Identidad cultural Aprendizaje basado en proyectos Educación rural
dc.subject.proposal.spa.fl_str_mv	Fondos del conocimiento Identidad cultural Aprendizaje basado en proyectos Educación rural
description	Spa: Este estudio cualitativo describe el proceso de reconstrucción de la identidad cultural de estudiantes de octavo grado en el marco de los fondos de conocimiento. Los participantes hicieron parte de una atmósfera pedagógica mediada por un syllabus basado en proyectos sobrelos fondos del conocimiento de su comunidad rural. La población fue un grupo de treinta alumnos de octavo grado de una escuela rural en Cómbita, Boyacá. Los datos se recopilaron a través de los artefactos de los estudiantes (guías, videos y audios), diarios y un grupo focal. Los hallazgos sugieren que la construcción de la identidad cultural pasa por varias etapas creando un aprendizaje escalonado. La primera abarca la transición de aseveraciones basadas ensuposiciones, a la búsqueda de información verídica. La segunda encierra las transacciones sociales a las que los participantes se vieron envueltos tras la indagación de ese conocimiento cultural. La tercera lleva a los participantes a ser fuentes de información cultural, donde ellos pasan por un proceso de interiorización, apropiación y reflexión de la misma. La cuarta y última etapa experimentada en este estudio, consiste en la reflexión del proceso que se llevó a lo largo de la construcción de identidad cultural y a la vez asume la importancia de la lengua meta como un medio para la socialización de los fondos del conocimiento de su comunidad.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-12-09T20:29:05Z
dc.date.available.none.fl_str_mv	2021-12-09T20:29:05Z
dc.date.issued.none.fl_str_mv	2021
dc.type.spa.fl_str_mv	Trabajo de grado - Pregrado
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dc.identifier.citation.spa.fl_str_mv	Camargo Suárez, Y. P. & Castiblanco Varela, G. O. (2021). Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/3813
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identifier_str_mv	Camargo Suárez, Y. P. & Castiblanco Varela, G. O. (2021). Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/3813
url	http://repositorio.uptc.edu.co/handle/001/3813
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dc.relation.references.spa.fl_str_mv	Altugan, A. (2015), The Relationship Between Cultural Identity and Learning. Procedia -Social and Behavioral Sciences, 186 (2015), 1159. 1162. https://www.sciencedirect.com/science/article/pii/S1877042815024210 Álvarez, J. and Bonilla, X. (2009). Addressing Culture in the EFL Classroom. A Dialogic Proposal. PROFILE. 11(2), 151-170. Aquino, H. and De Castro, J. (2017). Knowledge internalization as a measure of results for organizational knowledge transfer: the proposition of a theoretical framework. Tourism & Management Studies. 13. 83-91. 10.18089/tms.2017.13208.https://www.researchgate.net/publication/317058932 _Knowledge_internalization_as_a_measure_of_results_for_organizational_kno wle dge_transfer_the_proposition_of_a_theoretical_framework Ariza, D. (2007). Culture in the EFL classroom at Universidad de la Salle: An innovation project. Actualidades Pedagógicas, 50, 9-17. http://go.warwick.ac.uk/globalpadintercultural Bedoya, A., Gordillo, L., Romero, L. and Stiglich, R. (2015). Colombian Cultural Identity in the Teaching of English as a Foreign Language. Open. Writ. Doors. J.12 (1), 52-80. Bobbitt, F. (1918). The Curriculum, Boston: Houghton Mifflin. Retrieved from http://infed.org/mobi/curriculum-theoryñ-and- practice/ Carvajal, B. (2013). Exploring Students Cultural Knowledge through a Cultural Awareness Project in the EFL class. [Master thesis]. Universidad Pedagógica y Tecnológica de Colombia, Tunja. Castañeda, J. (2014). English teaching through project based learning method, in rural area. Cuadernos de Lingüística Hispánica, 23, 151–170. http://www.scielo.org.co/pdf/clin/n23/n23a09.pdf Castells, M. (1997). The Power of Identity. Oxford, Blackwell. Chinh, N. (2013). Cultural Diversity in English Language Teaching: Learners’ Voices. English Language Teaching. 6. 1-7. 10.5539/elt.v6n4p1. Cleverism, (2020). Self-assessment. https://www.cleverism.com/skills-andtools/self-assessment/ Cole, M., Jolm-Steiner, V., Scribner S., and Souberman, E., (1978). Vygotsky's Works. In Mind in Society: Development of Higher Psychological Processes. VYGOTSKY L. S., 141-52. Cambridge, Massachusetts; London, England: Harvard UniversityPress. Denzin, N. and Lincoln, Y. (1994). Introduction: Entering the field of qualitative research. In NK Denzin and YS Lincoln (eds.) Handbook of Qualitative Research.pp. 1-18. Thousand Oaks: Sage. Esteban-Guitart, M. and Moll, L. (2014). Funds of Identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology. 20. 31-48. https://www.researchgate.net/publication/262637825_Funds_of_Identity_A_ne w_ concept_based_on_the_Funds_of_Knowledge_approach Farouck, I. (2016). A Project-Based Language Learning Model for Improving the Willingness to Communicate of EFL Students. Center of Language Studies, Otaru University of Commerce. Otaru, Hokkaido, Japan. Ferrance, E. (2000). Action Research. Themes in education. Northeast and Islands Regional Educational Laboratory. Brown University. Florez, A. (2018). Strengthening Local Identity by Writing Chronicles in the EFL Classroom. Colomb. Appl. Linguistic. J., 20(2), 195-208. Freitas, H., Oliviera, M., Jenkins M., and Popjoy, O. (1998). The Focus Group, a qualitative research method. ISRC, Merrick School of Business, University ofBaltimore. Ghorbani, Z. (2012). Developing Cultural Awareness in Foreign Language Teaching. Iran: Canadian Center of Science and Education. Glaser, B. and Strauss, A. (1967) The discovery of grounded theory: strategies forqualitative research. New York: Aldine de Gruyter, 1967. http://www.sxf.uevora.pt/wpcontent/uploads/2013/03/Glaser_1967.pdf Glenn, B. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 9. 27-40. https://www.researchgate.net/publication/240807798_Document_Analysis_as_a _ Qualitative_Research_Method Gómez, J. (2012). Language learners’ identities in EFL settings: resistance and power through discourse. Colomb. Appl. Linguistic. J., 14(1), 60-76. González, N., Moll, L., and Amanti, C. (Eds.). (2005). Funds of knowledge (1st ed. Vol. 2009 Reprint). New York: Routledge. Graves, K. (2016). Language curriculum design: Possibilities and realities. In G. Hall (ed.), Routledge handbook of English language teaching. London: Routledge, 79–94. Hornberger, N. (2016). Honoring Richard Ruiz and his Work on Language Planning andBilingual Education. [Multilingual Matters]. Bristol, Blue Ridge Summit. https://doi.org/10.21832/9781783096701 Jiang, W. (2000). The Relationship between Culture and Language. Elt Journal. 54. 10.1093/elt/54.4.328. Lastra, S., Durán, N. and Acosta, D. (2018). Community based pedagogy as an eye- opening for pre-service teachers’ initial connections with the school curriculum. Colomb. Appl. Linguistic. J., 20(2), pp. 205-225. https://pdfs.semanticscholar.org/2c56/735b7b01ed20ce799da13f51ca87b579 1c92. pdf Liao, J. and Zhao. D., (2012). “Grounded Theory Approach to Beginning Teachers’ Perspectives of Communicative Language Teaching Practice”. Electronic Journalof Foreign Language Teaching, Vol. 9, No. 1, pp. 76– 90. López, J. (2005). La educación rural en Caldas y en Colombia, en el contexto delcentenario del Departamento de Caldas. Agronomía, 13(2), 67-76. https://www.redalyc.org/pdf/4136/413635245006.pdf Luke, A. (1996). Text and Discourse in Education: An Introduction to Critical Discourse Analysis. American Educational Research Association Vol. 21 (1995 - 1996), pp.3-48 (46 pages) http://www.jstor.org/ Maitra, D., (2017). Funds of Knowledge: An Underrated Tool for School Literacy and Student Engagement. International Journal of Society, Culture & Language, 5(1),2017 ISSN 2329-2210. Moll, L. and Greenberg, J. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L.C. Moll (Ed.). Vygotsky and education (pp. 319-348). Cambridge. U.K.: Cambridge University Press. Moll, L., Amanti, C., Neff, D. and Gonzalez, N. (1992) Funds of knowledge for teaching:Using a qualitative approach to connect homes and classrooms, Theory Into Practice, 31:2, 132-141, DOI: 10.1080/00405849209543534 Moss, D. and Van D. (1998). Project-Based Learning for Adult English Language Learners. ERIC Digest. Washington DC: National Clearinghouse for ESLLiteracy Education, ED427556. Moulton, J. (2001). Improving education in rural areas: Guidance for rural development specialists. For Charles Maguire: The World Bank. Murphy, R. (2018). The Concept of Syllabus Design and Curriculum Development: A Look at Five Major Syllabus Designs. Japan: Research Gate. https://www.researchgate.net/publication/322852723_The_Concept_of_Syll abus_Design_and_Curriculum_Development_A_Look_at_Five_Major_Syll abus_Desig ns Norton, B. (2000). Language and identity. Clevedon, UK: Multilingual Matters. https://faculty.educ.ubc.ca/norton/Norton%20in%20H%20and%20McK%20Apr il%202009.pdf Nur, T. (2014). The Role of Culture Identity in Teaching and Learning of English as a Foreign Language. University Muhammadiyah of Surakarta. Academia. https://www.researchgate.net/publication Oliveira-DelMassa, H., and Almeida O. (2018). Appropriation of Information, Knowledge Construction and the Role of Mediator. Revista Interamericana de Bibliotecología, 41(3), 241-251. doi: 10.17533/udea.rib.v41n3a03 https://revistas.udea.edu.co/index.php/RIB/article/view/335120/20790823 Oughton, H. (2010). Funds of knowledge: A conceptual critique. Studies in the Educationof Adults. https://www.researchgate.net/publication/233658641_Funds_of_knowledge - A_conceptual_critique Ramarajan, L. (2014) Past, Present and Future Research on Multiple Identities: Toward an Intrapersonal Network Approach. The Academy of Management Annals, 8:1, 589-659, DOI: l10.1080/19416520.2014.912379 Ramos, B., Aguirre, J., and Hernández, C. (2012). A Pedagogical Experience to Delve Into Students’ Sense of Cultural Belonging and Intercultural Understanding in aRural School. HOW Journal, 19(1), 123-145. https://www.howjournalcolombia.org/index.php/how/article/view/41 Roth, W., and Lee, Y. (2007). “Vygotsky’s neglected legacy”: Cultural-historical activitytheory. Review of Educational Research, 77(2), 186- 232. http://dx.doi.org/10.3102/0034654306298273 Saenz, F., Florez, K., Gómez, T., Acevedo, M. and Suarez, S. (2018). Implementación deun proyecto comunitario en un aula rural de inglés como lengua extranjera. Revista Colombiana de Lingüística Aplicada, 20, 274- 289. https://pdfs.semanticscholar.org/01f6/a19ba8f3065c8384b04c3cab9db31299 3946. pdf?_ga=2.190680043.1942952664.1614704547- 1016829145.1614704547 Sharkey, J., and Clavijo-Olarte, A. (2012). Promoting the value of local knowledge in ESL EFL teacher education through community-based field assignments. In B. Medrado & C. Reichmann (Eds.), Projetos e praticas na formacao de professorsde lingua inglesa. Paraiba: Brasil. Editora Universitaria UFPB. Sheble, L. and Wildemuth, B. (2009). Research Diaries. Applicaton of social research methods to questions in information and library science. (pp. 211-221). Santa Barbara CA Spector-Bitan, G. (2014). The Role of the Significant Other in the Construction of National Identities. Hybrid Identities Editor Flocel Sabaté (Book). https://www.academia.edu/36499833/The_Role_of_the_Significant_Other_i n_the_Construction_of_National_Identities Spencer-Oatey, H. (2012) What is culture? A compilation of quotations. GlobalPADCore Concepts. http://go.warwick.ac.uk/globalpadintercultural Thorne, A. (2000). Personal memory telling and personality development. Personalityand Social Psychology Review, 4. 45-56. Tsai, M. and Lee, K. (2006), "A study of knowledge internalization: from the perspectiveof learning cycle theory", Journal of Knowledge Management, Vol. 10 No. 3, pp.57-71. https://doi.org/10.1108/13673270610670858 Tyler, R. (1957). The curriculum then and now. In Proceedings of the 1956 InvitationalConference on Testing Problems. Princeton, NJ: Educational Testing Service Ulrich, C. (2016). John Dewey and the project-based learning: landmarks for nowadays Romanian education. Journal of Educational Sciences and Psychology. 54-60. Vaca, A. and Gómez, L. (2017) Increasing EFL Learners ’Oral Production at a PublicSchool Through Project-Based Learning. PROFILE Issues in Teachers ’ Professional Development, 19(2), 57-71. https://revistas.unal.edu.co/index.php/profile/article/view/59889/60696 Van, N. (2011). Project-based learning in teaching English as a foreign language. VNU Journal of Science, Foreign Languages, 21 (2011), 140-146. Vargas, Ingrid. (2012). A Language-in-Use Study of EFL Students' Social Discourses inProject-Based Learning. Colombian Applied Linguistics Journal. 14. 108-126. https://www.researchgate.net/publication/260766542_A_Language-in- Use_Study_of_EFL_Students'_Social_Discourses_in_Project-Based_Learning Wain, A. (2017). Learning through reflection. British Journal of Midwifery. 25. 662-666. 10.12968/bjom.2017.25.10.662
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spelling	Camargo Suarez, Yenni PaolaCastiblanco Varela, Gloria Katerine2021-12-09T20:29:05Z2021-12-09T20:29:05Z2021Camargo Suárez, Y. P. & Castiblanco Varela, G. O. (2021). Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/3813http://repositorio.uptc.edu.co/handle/001/3813Spa: Este estudio cualitativo describe el proceso de reconstrucción de la identidad cultural de estudiantes de octavo grado en el marco de los fondos de conocimiento. Los participantes hicieron parte de una atmósfera pedagógica mediada por un syllabus basado en proyectos sobrelos fondos del conocimiento de su comunidad rural. La población fue un grupo de treinta alumnos de octavo grado de una escuela rural en Cómbita, Boyacá. Los datos se recopilaron a través de los artefactos de los estudiantes (guías, videos y audios), diarios y un grupo focal. Los hallazgos sugieren que la construcción de la identidad cultural pasa por varias etapas creando un aprendizaje escalonado. La primera abarca la transición de aseveraciones basadas ensuposiciones, a la búsqueda de información verídica. La segunda encierra las transacciones sociales a las que los participantes se vieron envueltos tras la indagación de ese conocimiento cultural. La tercera lleva a los participantes a ser fuentes de información cultural, donde ellos pasan por un proceso de interiorización, apropiación y reflexión de la misma. La cuarta y última etapa experimentada en este estudio, consiste en la reflexión del proceso que se llevó a lo largo de la construcción de identidad cultural y a la vez asume la importancia de la lengua meta como un medio para la socialización de los fondos del conocimiento de su comunidad.Eng: This qualitative study describes 8th graders’ rebuilding process of cultural identity under the framework of funds of knowledge. The participants took part in a pedagogical atmosphere mediated by a project-based syllabus about the funds of knowledge of their rural community. They were a group of thirty students of a rural school in Combat, Boyacá. The data was collectedthrough students’ artifacts (guides, videos and audios), journals and a focus group. The findings suggest the construction of cultural identity goes through several stages creating a scaffolding learning. The first covers the transition from assumptions-based assertions to the search for truthful information. The second contains the social transactions in which the participants were involved after the search for this cultural knowledge. The third leads the participants to be sources of cultural information, where they go through a process of internalization, appropriationand reflection on it. The fourth and last stage experienced in this study consists of the reflection of the process that took place throughout the construction of cultural identity and at the same time assumes the importance of the target language as a means for the socialization of the knowledge funds of their community.PregradoLicenciado en Idiomas Modernos Español - Inglés1 recurso en línea (98 páginas)application/pdfspaUniversidad Pedagógica y Tecnológica de ColombiaFacultad de Ciencias de la EducaciónTunjaLicenciatura en Idiomas Modernos Español - InglésCopyright (c) 2021 Universidad Pedagógica y Tecnológica de ColombiaAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/info:eu-repo/semantics/openAccessLicencia Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculumTrabajo 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_970fb48d4fbd8a85Altugan, A. (2015), The Relationship Between Cultural Identity and Learning. Procedia -Social and Behavioral Sciences, 186 (2015), 1159. 1162. https://www.sciencedirect.com/science/article/pii/S1877042815024210Álvarez, J. and Bonilla, X. (2009). Addressing Culture in the EFL Classroom. A Dialogic Proposal. PROFILE. 11(2), 151-170.Aquino, H. and De Castro, J. (2017). Knowledge internalization as a measure of results for organizational knowledge transfer: the proposition of a theoretical framework. Tourism & Management Studies. 13. 83-91. 10.18089/tms.2017.13208.https://www.researchgate.net/publication/317058932 _Knowledge_internalization_as_a_measure_of_results_for_organizational_kno wle dge_transfer_the_proposition_of_a_theoretical_frameworkAriza, D. (2007). Culture in the EFL classroom at Universidad de la Salle: An innovation project. Actualidades Pedagógicas, 50, 9-17. http://go.warwick.ac.uk/globalpadinterculturalBedoya, A., Gordillo, L., Romero, L. and Stiglich, R. (2015). Colombian Cultural Identity in the Teaching of English as a Foreign Language. Open. Writ. Doors. J.12 (1), 52-80.Bobbitt, F. (1918). The Curriculum, Boston: Houghton Mifflin. Retrieved from http://infed.org/mobi/curriculum-theoryñ-and- practice/Carvajal, B. (2013). Exploring Students Cultural Knowledge through a Cultural Awareness Project in the EFL class. [Master thesis]. Universidad Pedagógica y Tecnológica de Colombia, Tunja.Castañeda, J. (2014). English teaching through project based learning method, in rural area. Cuadernos de Lingüística Hispánica, 23, 151–170. http://www.scielo.org.co/pdf/clin/n23/n23a09.pdfCastells, M. (1997). The Power of Identity. Oxford, Blackwell.Chinh, N. (2013). Cultural Diversity in English Language Teaching: Learners’ Voices. English Language Teaching. 6. 1-7. 10.5539/elt.v6n4p1.Cleverism, (2020). Self-assessment. https://www.cleverism.com/skills-andtools/self-assessment/Cole, M., Jolm-Steiner, V., Scribner S., and Souberman, E., (1978). 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

Students’ path to rebuild their cultural identity when incorporating funds of knowledge to the language curriculum

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