The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness

115 Páginas.

Autores:: Roncancio Merchan, Laura Liliana

Tipo de recurso:

Fecha de publicación:: 2017

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: spa

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dc.title.es_CO.fl_str_mv	The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness
title	The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness
spellingShingle	The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo Inglés -- Enseñanza Adquisición de segundo lenguaje Comunicación intercultural
title_short	The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness
title_full	The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness
title_fullStr	The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness
title_full_unstemmed	The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness
title_sort	The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness
dc.creator.fl_str_mv	Roncancio Merchan, Laura Liliana
author	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_facet	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
author_role	author
dc.contributor.advisor.none.fl_str_mv	Rodriguez Buitrago, July Carolina
dc.contributor.author.none.fl_str_mv	Roncancio Merchan, Laura Liliana
dc.contributor.author.fl_str_mv	Magíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.subject.none.fl_str_mv	Inglés -- Enseñanza Adquisición de segundo lenguaje Comunicación intercultural
topic	Inglés -- Enseñanza Adquisición de segundo lenguaje Comunicación intercultural
description	115 Páginas.
publishDate	2017
dc.date.accessioned.none.fl_str_mv	2017-05-05T19:57:29Z
dc.date.available.none.fl_str_mv	2017-05-05T19:57:29Z
dc.date.created.none.fl_str_mv	2017
dc.date.issued.none.fl_str_mv	2017-05-05
dc.type.es_CO.fl_str_mv	masterThesis
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dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_bdcc
dc.type.local.none.fl_str_mv	Tesis de maestría
dc.type.hasVersion.es_CO.fl_str_mv	publishedVersion
dc.identifier.citation.none.fl_str_mv	Aldana, A. (2012). Tellecolaboration: A way to explore EFL learners’ perceptions of both foreign culture and native culture (Master's thesis). Universidad Pedagógica Nacional. Bedoya, A., Gordillo, L. H., Romero, L. E., & Stiglich, R. (2015). Colombian Cultural Identity. Opening Writing Doors Journal, 12(1), 52–80. Retrieved from Retrieved from http://ojs.unipamplona.edu.co/ojs_viceinves/index.php/OWD/article/viewFile/1640 /661 Block, D. (2007). Second language identities. London, England: Continuum. Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals,. New York, USA: Longmans, Green. Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Burns, A. (1999). Collaborative Actions Research for English Language Teachers. (C. U. Press, Ed.). Cambridge. Burns, A. (2010). Doing action research in English language teaching. New York: Routledge. Bygate, Martin., Skehan, Peter., & Swain, M. (2014). Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. Routledge. Byram, M., Gribkcova, B., & Starkey, H. (2002). Developing the Intercultural Dimension in Language teaching. Developing the Intercultural Dimension in Language teaching. Strasbourg, France: Modern languages. Byram, Michae., & Cain, A. (1998). Civilisation/cultural studies: an experiment in French and English schools. In F. Michael,Byram &Michael (Ed.), language learning in intercultural perspective (pp. 32–44). Cambridge, UK: Cambridge university Press. Byram, Michael & Fleeming, M. (1998). Language learning in intercultural perspective. Cambridge, UK: Cambridge university Press. Call, M. E., & Brown, H. D. (1988). Principles of language learning and teaching. The Modern Language Journal. http://doi.org/10.2307/327571 Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications. Council of Europe. (2001). the Common European framework of reference for languages : learning, teaching, assessment. Council of Europe, 1–273. Retrieved from http://www.coe.int/t/dg4/linguistic/CADRE1_EN.asp#TopOfPage Creswell, J. W. (2012). Planning, Conducting, and Evaluating Quantitative and Qualitative Research (fourth). New Delhi: University of Nebrasca - Lincoln. Cross, T. L. (1989). Towards a culturally competent system of care: A monograph on effective services for minority children who are severely emotionally disturbed., 1– 90. Retrieved from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=ED330171 Ellis, R. (2003). Task-based language teaching and lerning. Oxford, England: Oxford University Press. Erikson, E. . (1968). Youth and crisis. New York, NY: Norton. Farías, M., Obilinovic, K., & Orrego, R. (2007). Implications of multimodal learning models for foreign language teaching and learning. Colombian Applied Linguistics Journal, 9(9), 174–199. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/3150/4530 Fiske, J. (2011). Undestanding Popular Culture (Second). New York, NY: Routledge. García León, D. L., García León, J., & Hernandez Rozo, Y. (2011). Students ’ beliefs : multimodal texts as pedagogical tools in foreign language learning ., (5), 21–35. Retrieved from file:///C:/Users/inspiron/Downloads/77-285-1-PB (1).pdf Gómez, L. F. (2015). Critical intercultural learning through topics of deep culture in an EFL classroom. ïkala, Revista de Lenguaje Y Cultura. http://doi.org/10.15446/fyf.v28n2.53541 Gómez Rodríguez, & Luis fernando. (2013). Enhancing intercultural competence through U.S. multicultural literature in the EFL classroom Desarrollo de la competencia intercultural mediante. Folios, 95–108. Hall, J. K. (2002). Teaching and researching language and culture. London, England: Pearson Education. Hinkel, E. (2014). Culture and pragmatics in language teaching and learning. Teaching English as a Second or Foreign Language, (1), 394–408. Retrieved from http://www.elihinkel.org/downloads/Culture_and_Pragmatics.pdf Holliday, A. (1999). Small cultures. Applied Linguistics, 20, 237–264. http://doi.org/10.1093/applin/20.2.237 Hornberguer, N.,& McKay, S. (2010). Sociolinguistic and language education. (S. . Hornberger, N.H., & McKay, Ed.). Toronto, Canada: Multilingual Matters. Huber, J. (ed. . (2014). Developing intercultural competence through education Développer la compétence interculturelle par l ’ éducation Developing intercultural competence through education, (3). Jenkins, H. (2006). Convergence culture : where old and new media collide. New York: New York University Press. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267. http://doi.org/10.3102/0091732X07310586 Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press. Kramsch, C. (2003). Language and culture (fourth). New York: Oxford University Press. Kramsch, C. J. (2003). Language and culture. Oxford, England: Oxford University Press. Krathwohl, D. R. (2002a). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. http://doi.org/10.1207/s15430421tip4104_2 Krathwohl, D. R. (2002b). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–18. Kress, G. (2003). Literacy in the new media age. London, UK: Routledge. Kress, G. (2010). Multimodality: A socialsemiotic approach to contemporary communication. New York: taylos & Francis group. Retrieved from http://www.amazon.com/Multimodality-Semiotic-Approach-ContemporaryCommunication/dp/0415320615 Leeuwen, V., & Jacob, T. (2005). Introducing social semiotics. New York, USA: Routledge. Retrieved from http://orca.cf.ac.uk/3739/ Long, M. (1985). A role for instruction in second language acquisition. In K. Hyltendstam & M. Pietmann (Eds.), Modelling and assessing second language acquistion. Clevedon, Avon: Multilingual matters. Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 Settings: new literacies, new Basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226–246. http://doi.org/10.1017/S0267190511000110 Marshall, C., & Rossman, G. B. (2011a). Designing qualitative research (Fifth). Newbury Park, Calif.: Sage Publications. Marshall, C., & Rossman, G. B. (2011b). Designing qualitative research (5th ed.). California, USA: SAGE publications. McKay Lee, S. (2002). Teaching English as an international language. Nw York,USA: Oxford university press. McMillan, J & Schumacher, S. (2010). Qualitative Data Analysis and Narrative Structure. In Reserach in Education. New Jersey: Pearson Education. Merriam, S. . (1998). Qualitative research and case study application in education. San Francisco, USA: Jossey- Bass. Merriam, S. B. (2009). No Title (Second). San Francisco, USA: Jossey- Bass. Minchew, C., Deaton, B. E., & Leland, K. (2010). Interactive reflective logs. Science and Children, 44–47 Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. formar en lenguas extranjeras: el reto. Lo que necesitamos saber y saber hacer. Retrieved from http://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdf Nelson, M. E. (2006). Mode, meaning, and synaesthesia in multimedia L2 writing. Language Learning and Technology, 10(2), 56–76. Nieto, S. (2010). Language, culture and teaching, critical perspectives (Second). New York, USA: Routledge. Nostrand, H. (n.d.). Describing and teaching the sociocultural context of a foreign language and literature. In Trends in language teaching (A. Valdman, pp. 1–25). New York, NY: McGraw-Hill. Nunan, D. (1994). The learner- centered curriculum. New York, NY: Cambridge university Press. Nunan, D. (2004). Task- based language teaching. Cambridge, England: Cambridge university Press. Richards, J. C. (2005). Communicative language teaching today. Singapore: SEAMEO Regional Language Centre Richards, J. C. (2006). Communicative Language Teaching Today. Language Teaching (Vol. 25). http://doi.org/10.2307/3587463 Schaeffer, J. O. (2011). Achieving cross-cultural competence in the classroom: culture’s ways wxplored(Doctoral disertation). University of Arizona. Retrieved from http://arizona.openrepository.com/arizona/handle/10150/203495 Sewell, W. C., & Denton, S. (2015). Multimodal literacies in the secondary English is now deeply ingrained. English Journal, 100(5), 61–65. Retrieved from http://www.jstor.org/stable/23047804 Spencer-oatey, H. (2012). What is Culture ? GlobalPAD Core Concepts, 1–22. Retrieved from http://www2.warwick.ac.uk/fac/soc/al/globalpad/openhouse/interculturalskills Stockwell, G. (2010). Effects of multimodality in computer mediated communication tasks. In M. Thomas & H. Reinders (Eds.), Task- based language learning and teaching with technology (pp. 83–102). New York, USA: Continuum. Taylor, J. A., Ardila, A., Calderón, J., & Jiménez, M. (2005). Intercultural Communication Competence through Experiential Learning : The Importance of Strategies and Dialogic Encounters. Gist, 1, 65–89. Retrieved from file:///C:/Users/inspiron/Downloads/DialnetInterculturalCommunicationCompetenceThroughExperie-3295391.pdf Vaish, V., & Towndrow, P. A. (2010). Multimodal literacy in language classrooms. New York, USA: Multilingual Matters Valdes, J. . (1986). Culture bound bringing the cultural gap into language teaching. Cambridge, England: Cambridge university Press Vygotsky, L. S. (1978). Mind in Society: The development of higher physoclogical processes. Massachusetts, MA: Harvard University Press. Wallace, E. (1967). A social psychology of bilingualism. Journal of Social Issues, 23(2), Pages 91–109. http://doi.org/10.1111/j.1540-4560.1967.tb00578.x Wallance, M. J. (2008). Action research for language teachers. Cambridge, England: Cambridge University Press. Willis, D & Willis, J. (2007). Doing task based teaching. New York, USA: Oxford University Press
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identifier_str_mv	Aldana, A. (2012). Tellecolaboration: A way to explore EFL learners’ perceptions of both foreign culture and native culture (Master's thesis). Universidad Pedagógica Nacional. Bedoya, A., Gordillo, L. H., Romero, L. E., & Stiglich, R. (2015). Colombian Cultural Identity. Opening Writing Doors Journal, 12(1), 52–80. Retrieved from Retrieved from http://ojs.unipamplona.edu.co/ojs_viceinves/index.php/OWD/article/viewFile/1640 /661 Block, D. (2007). Second language identities. London, England: Continuum. Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals,. New York, USA: Longmans, Green. Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Burns, A. (1999). Collaborative Actions Research for English Language Teachers. (C. U. Press, Ed.). Cambridge. Burns, A. (2010). Doing action research in English language teaching. New York: Routledge. Bygate, Martin., Skehan, Peter., & Swain, M. (2014). Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. Routledge. Byram, M., Gribkcova, B., & Starkey, H. (2002). Developing the Intercultural Dimension in Language teaching. Developing the Intercultural Dimension in Language teaching. Strasbourg, France: Modern languages. Byram, Michae., & Cain, A. (1998). Civilisation/cultural studies: an experiment in French and English schools. In F. Michael,Byram &Michael (Ed.), language learning in intercultural perspective (pp. 32–44). Cambridge, UK: Cambridge university Press. Byram, Michael & Fleeming, M. (1998). Language learning in intercultural perspective. Cambridge, UK: Cambridge university Press. Call, M. E., & Brown, H. D. (1988). Principles of language learning and teaching. The Modern Language Journal. http://doi.org/10.2307/327571 Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications. Council of Europe. (2001). the Common European framework of reference for languages : learning, teaching, assessment. Council of Europe, 1–273. Retrieved from http://www.coe.int/t/dg4/linguistic/CADRE1_EN.asp#TopOfPage Creswell, J. W. (2012). Planning, Conducting, and Evaluating Quantitative and Qualitative Research (fourth). New Delhi: University of Nebrasca - Lincoln. Cross, T. L. (1989). Towards a culturally competent system of care: A monograph on effective services for minority children who are severely emotionally disturbed., 1– 90. Retrieved from http://eric.ed.gov/ERICWebPortal/recordDetail?accno=ED330171 Ellis, R. (2003). Task-based language teaching and lerning. Oxford, England: Oxford University Press. Erikson, E. . (1968). Youth and crisis. New York, NY: Norton. Farías, M., Obilinovic, K., & Orrego, R. (2007). Implications of multimodal learning models for foreign language teaching and learning. Colombian Applied Linguistics Journal, 9(9), 174–199. Retrieved from http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/3150/4530 Fiske, J. (2011). Undestanding Popular Culture (Second). New York, NY: Routledge. García León, D. L., García León, J., & Hernandez Rozo, Y. (2011). Students ’ beliefs : multimodal texts as pedagogical tools in foreign language learning ., (5), 21–35. Retrieved from file:///C:/Users/inspiron/Downloads/77-285-1-PB (1).pdf Gómez, L. F. (2015). Critical intercultural learning through topics of deep culture in an EFL classroom. ïkala, Revista de Lenguaje Y Cultura. http://doi.org/10.15446/fyf.v28n2.53541 Gómez Rodríguez, & Luis fernando. (2013). Enhancing intercultural competence through U.S. multicultural literature in the EFL classroom Desarrollo de la competencia intercultural mediante. Folios, 95–108. Hall, J. K. (2002). Teaching and researching language and culture. London, England: Pearson Education. Hinkel, E. (2014). Culture and pragmatics in language teaching and learning. Teaching English as a Second or Foreign Language, (1), 394–408. Retrieved from http://www.elihinkel.org/downloads/Culture_and_Pragmatics.pdf Holliday, A. (1999). Small cultures. Applied Linguistics, 20, 237–264. http://doi.org/10.1093/applin/20.2.237 Hornberguer, N.,& McKay, S. (2010). Sociolinguistic and language education. (S. . Hornberger, N.H., & McKay, Ed.). Toronto, Canada: Multilingual Matters. Huber, J. (ed. . (2014). Developing intercultural competence through education Développer la compétence interculturelle par l ’ éducation Developing intercultural competence through education, (3). Jenkins, H. (2006). Convergence culture : where old and new media collide. New York: New York University Press. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267. http://doi.org/10.3102/0091732X07310586 Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press. Kramsch, C. (2003). Language and culture (fourth). New York: Oxford University Press. Kramsch, C. J. (2003). Language and culture. Oxford, England: Oxford University Press. Krathwohl, D. R. (2002a). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. http://doi.org/10.1207/s15430421tip4104_2 Krathwohl, D. R. (2002b). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–18. Kress, G. (2003). Literacy in the new media age. London, UK: Routledge. Kress, G. (2010). Multimodality: A socialsemiotic approach to contemporary communication. New York: taylos & Francis group. Retrieved from http://www.amazon.com/Multimodality-Semiotic-Approach-ContemporaryCommunication/dp/0415320615 Leeuwen, V., & Jacob, T. (2005). Introducing social semiotics. New York, USA: Routledge. Retrieved from http://orca.cf.ac.uk/3739/ Long, M. (1985). A role for instruction in second language acquisition. In K. Hyltendstam & M. Pietmann (Eds.), Modelling and assessing second language acquistion. Clevedon, Avon: Multilingual matters. Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 Settings: new literacies, new Basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226–246. http://doi.org/10.1017/S0267190511000110 Marshall, C., & Rossman, G. B. (2011a). Designing qualitative research (Fifth). Newbury Park, Calif.: Sage Publications. Marshall, C., & Rossman, G. B. (2011b). Designing qualitative research (5th ed.). California, USA: SAGE publications. McKay Lee, S. (2002). Teaching English as an international language. Nw York,USA: Oxford university press. McMillan, J & Schumacher, S. (2010). Qualitative Data Analysis and Narrative Structure. In Reserach in Education. New Jersey: Pearson Education. Merriam, S. . (1998). Qualitative research and case study application in education. San Francisco, USA: Jossey- Bass. Merriam, S. B. (2009). No Title (Second). San Francisco, USA: Jossey- Bass. Minchew, C., Deaton, B. E., & Leland, K. (2010). Interactive reflective logs. Science and Children, 44–47 Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. formar en lenguas extranjeras: el reto. Lo que necesitamos saber y saber hacer. Retrieved from http://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdf Nelson, M. E. (2006). Mode, meaning, and synaesthesia in multimedia L2 writing. Language Learning and Technology, 10(2), 56–76. Nieto, S. (2010). Language, culture and teaching, critical perspectives (Second). New York, USA: Routledge. Nostrand, H. (n.d.). Describing and teaching the sociocultural context of a foreign language and literature. In Trends in language teaching (A. Valdman, pp. 1–25). New York, NY: McGraw-Hill. Nunan, D. (1994). The learner- centered curriculum. New York, NY: Cambridge university Press. Nunan, D. (2004). Task- based language teaching. Cambridge, England: Cambridge university Press. Richards, J. C. (2005). Communicative language teaching today. Singapore: SEAMEO Regional Language Centre Richards, J. C. (2006). Communicative Language Teaching Today. Language Teaching (Vol. 25). http://doi.org/10.2307/3587463 Schaeffer, J. O. (2011). Achieving cross-cultural competence in the classroom: culture’s ways wxplored(Doctoral disertation). University of Arizona. Retrieved from http://arizona.openrepository.com/arizona/handle/10150/203495 Sewell, W. C., & Denton, S. (2015). Multimodal literacies in the secondary English is now deeply ingrained. English Journal, 100(5), 61–65. Retrieved from http://www.jstor.org/stable/23047804 Spencer-oatey, H. (2012). What is Culture ? GlobalPAD Core Concepts, 1–22. Retrieved from http://www2.warwick.ac.uk/fac/soc/al/globalpad/openhouse/interculturalskills Stockwell, G. (2010). Effects of multimodality in computer mediated communication tasks. In M. Thomas & H. Reinders (Eds.), Task- based language learning and teaching with technology (pp. 83–102). New York, USA: Continuum. Taylor, J. A., Ardila, A., Calderón, J., & Jiménez, M. (2005). Intercultural Communication Competence through Experiential Learning : The Importance of Strategies and Dialogic Encounters. Gist, 1, 65–89. Retrieved from file:///C:/Users/inspiron/Downloads/DialnetInterculturalCommunicationCompetenceThroughExperie-3295391.pdf Vaish, V., & Towndrow, P. A. (2010). Multimodal literacy in language classrooms. New York, USA: Multilingual Matters Valdes, J. . (1986). Culture bound bringing the cultural gap into language teaching. Cambridge, England: Cambridge university Press Vygotsky, L. S. (1978). Mind in Society: The development of higher physoclogical processes. Massachusetts, MA: Harvard University Press. Wallace, E. (1967). A social psychology of bilingualism. Journal of Social Issues, 23(2), Pages 91–109. http://doi.org/10.1111/j.1540-4560.1967.tb00578.x Wallance, M. J. (2008). Action research for language teachers. Cambridge, England: Cambridge University Press. Willis, D & Willis, J. (2007). Doing task based teaching. New York, USA: Oxford University Press 264387 TE09071
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spelling	Rodriguez Buitrago, July CarolinaRoncancio Merchan, Laura LilianaMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo2017-05-05T19:57:29Z2017-05-05T19:57:29Z20172017-05-05Aldana, A. (2012). Tellecolaboration: A way to explore EFL learners’ perceptions of both foreign culture and native culture (Master's thesis). Universidad Pedagógica Nacional.Bedoya, A., Gordillo, L. H., Romero, L. E., & Stiglich, R. (2015). Colombian Cultural Identity. Opening Writing Doors Journal, 12(1), 52–80. Retrieved from Retrieved from http://ojs.unipamplona.edu.co/ojs_viceinves/index.php/OWD/article/viewFile/1640 /661Block, D. (2007). Second language identities. London, England: Continuum.Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals,. New York, USA: Longmans, Green.Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.Burns, A. (1999). Collaborative Actions Research for English Language Teachers. (C. U. Press, Ed.). Cambridge.Burns, A. (2010). Doing action research in English language teaching. New York: Routledge.Bygate, Martin., Skehan, Peter., & Swain, M. (2014). Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing. Routledge.Byram, M., Gribkcova, B., & Starkey, H. (2002). Developing the Intercultural Dimension in Language teaching. Developing the Intercultural Dimension in Language teaching. Strasbourg, France: Modern languages.Byram, Michae., & Cain, A. (1998). Civilisation/cultural studies: an experiment in French and English schools. In F. Michael,Byram &Michael (Ed.), language learning in intercultural perspective (pp. 32–44). Cambridge, UK: Cambridge university Press.Byram, Michael & Fleeming, M. (1998). Language learning in intercultural perspective. Cambridge, UK: Cambridge university Press.Call, M. E., & Brown, H. D. (1988). Principles of language learning and teaching. 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Journal of Social Issues, 23(2), Pages 91–109. http://doi.org/10.1111/j.1540-4560.1967.tb00578.xWallance, M. J. (2008). Action research for language teachers. Cambridge, England: Cambridge University Press.Willis, D & Willis, J. (2007). Doing task based teaching. New York, USA: Oxford University Presshttp://hdl.handle.net/10818/30295264387TE09071115 Páginas.El propósito del presente estudio es aproximar a los aprendices de la lengua a los aspectos culturales de los países de habla inglesa mediante el uso de estrategias multimodales con el fin de aumentar su competencia para relacionar entre diversas culturas. Las habilidades interculturales juegan un papel importante en el aprendizaje del idioma, por lo tanto, algunas investigaciones previas han demostrado que incluir este componente en la enseñanza del idioma extranjero contribuye al fortalecimiento de la propia identidad, las competencias ciudadanas y el respeto por la diversidad. Adicionalmente, se ha demostrado que los rasgos culturales que subyacen en el idioma inglés se relacionan con las maneras de construir el significado. Este estudio, pretende demostrar los efectos de los elementos semióticos cuando son utilizados para promover el aprendizaje de contenidos culturales en lengua extranjera. En esta investigación cualitativa se utilizaron cuestionarios, diarios de campo, artefactos producidos por los estudiantes y registros de reflexión como mecanismo de recolección de datos para determinar los efectos de la implementación de las estrategias multimodales en el fortalecimiento de la las habilidades de estudiantes para establecer relaciones entre culturas con nivel de proficiencia A1. En el análisis de datos los resultados indicaron que los participantes comprendieron situaciones comunicativas mientras establecieron puntos de convergencia y divergencia entre la identidad propia y la extranjera. Lo anterior sugiere, que esta estrategia podría ser utilizada por la comunidad educativa ya que sus efectos tuvieron un impacto importante en los participantes. application/pdfspaUniversidad de La SabanaMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje AutónomoDepartamento de Lenguas y Culturas ExtranjerasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Universidad de La SabanaIntellectum Repositorio Universidad de La SabanaInglés -- EnseñanzaAdquisición de segundo lenguajeComunicación interculturalThe influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awarenessmasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdccLICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/30295/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD53Laura Liliana Roncancio Merchan (Carta).pdfLaura Liliana Roncancio Merchan (Carta).pdfapplication/pdf805318https://intellectum.unisabana.edu.co/bitstream/10818/30295/4/Laura%20Liliana%20Roncancio%20Merchan%20%28Carta%29.pdfd1f1a17256244dbe97c19546f1c5d51eMD54ORIGINALLaura Liliana Roncancio Merchan (Tesis).pdfLaura Liliana Roncancio Merchan (Tesis).pdfVer documento en PDFapplication/pdf2140048https://intellectum.unisabana.edu.co/bitstream/10818/30295/1/Laura%20Liliana%20Roncancio%20Merchan%20%28Tesis%29.pdf1ad589822db548861789641eedc12b3eMD51TEXTLaura Liliana Roncancio Merchan (Tesis).pdf.txtLaura Liliana Roncancio Merchan (Tesis).pdf.txtExtracted Texttext/plain175944https://intellectum.unisabana.edu.co/bitstream/10818/30295/5/Laura%20Liliana%20Roncancio%20Merchan%20%28Tesis%29.pdf.txt7ddb35490d6d7a6dfb7c55d22ae1d8bcMD55CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81223https://intellectum.unisabana.edu.co/bitstream/10818/30295/2/license_rdf7c9ab7f006165862d8ce9ac5eac01552MD5210818/30295oai:intellectum.unisabana.edu.co:10818/302952020-06-10 13:57:44.226Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

The influence of multimodal literacies in contrasting tasks to enhance students’ cross-cultural awareness

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