Integrating Content and Language to increase motivation and foster self-direction in language learning

80 páginas incluye diagramas

Autores:: Salazar Berdugo, Helga Julia
Bernate Ramirez, Maria Isabel

Tipo de recurso:

Fecha de publicación:: 2015

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: eng

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dc.title.es_CO.fl_str_mv	Integrating Content and Language to increase motivation and foster self-direction in language learning
title	Integrating Content and Language to increase motivation and foster self-direction in language learning
spellingShingle	Integrating Content and Language to increase motivation and foster self-direction in language learning Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido Inglés básico -- Colombia Inglés -- Semántica Inglés -- Enseñanza -- Colombia
title_short	Integrating Content and Language to increase motivation and foster self-direction in language learning
title_full	Integrating Content and Language to increase motivation and foster self-direction in language learning
title_fullStr	Integrating Content and Language to increase motivation and foster self-direction in language learning
title_full_unstemmed	Integrating Content and Language to increase motivation and foster self-direction in language learning
title_sort	Integrating Content and Language to increase motivation and foster self-direction in language learning
dc.creator.fl_str_mv	Salazar Berdugo, Helga Julia Bernate Ramirez, Maria Isabel
author	Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
author_facet	Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
author_role	author
dc.contributor.advisor.none.fl_str_mv	Acero Ríos, Claudia Lucía Taylor, Maricela
dc.contributor.author.none.fl_str_mv	Salazar Berdugo, Helga Julia Bernate Ramirez, Maria Isabel
dc.contributor.author.fl_str_mv	Magíster en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.subject.none.fl_str_mv	Inglés básico -- Colombia Inglés -- Semántica Inglés -- Enseñanza -- Colombia
topic	Inglés básico -- Colombia Inglés -- Semántica Inglés -- Enseñanza -- Colombia
description	80 páginas incluye diagramas
publishDate	2015
dc.date.accessioned.none.fl_str_mv	2015-08-25T21:34:28Z
dc.date.available.none.fl_str_mv	2015-08-25T21:34:28Z 2015
dc.date.created.none.fl_str_mv	2015
dc.date.issued.none.fl_str_mv	2015-08-25
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.none.fl_str_mv	publishedVersion
dc.identifier.citation.none.fl_str_mv	Aliaga, M., & Gunderson, B. (2000). Interactive Statistics. Saddle River, p3-15 Arcos. (2007). “The English Language and the Globalization” Online article recovered from http://www.arcos.org.br/artigos/the-english-language-and-the-globalization/ Asia E. University (2004). Motivation in the Classroom. Pages. 199-222. Retrieved from http://peoplelearn.homestead.com/beduc/chapter_8.pdf. Bailey, K. (1998). Learning about language assessment: Dilemmas, decisions and directions. Boston, MA: Heinle Cengage Learning. Bailey, K.& Nunan, D. (2009). Exploring second language classroom research. Belmont, CA: Heinle Cengage Learning Bell, S. (1996). Learning with information systems: Learning cycles in information systems development. New York, NY: Routledge Brockett, R.G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. London, England and New York, NY: Routledge. Brody, N. (1992). Intelligence (2nd ed.). San Diego: Academic Press. Brookfield, S.D. (2009). “International handbook of education for the changing world of work”. Springer, Part of Springer Science+Business Media International Centre for Education, Unesco-Unevoc 2. University of Toronto. Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Lewes: Falmer Cefire. (2010). The Teaching and Learning Strategies Supportive Strategies and Vocabulary Building the Cognitive Approach. Teacher Training materials for primary teachers, 1. Retrieved from http://cefire.edu.gva.es/pluginfile.php/253817/mod_resource/content/1/UNIT_8_Str ategies_and_vocabulary_building.pdf Coyle, D. Holmes, B. King L (2009). Towards and integrated curriculum - CLIL National Statement and Guidelines, pp. 30, 35. Retieved from http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01- 2014/coyle_et_al_towards_an_integrated_curriculum_clil_national_statement_and_ guidelines.pdf Coyle, D. Hood P. Marsh D (2010). Content Language Integrated Learning. Cambridge University Press. Cronin, H., Meadows, D., Sinatra, R. (1990). Integarting computers, reading, and writing across the curriculum. Educational Leadership, 48 (1), 57-63 12. Curtain, H.A. and Carol Ann Pesola, 1994. Languages and Children: Making The Match. New York: Longman. Curtain, H., and Haas, M. (1995) Integrating foreign language and content instruction in grades K-8. ERIC Digest, April 1995. Darn, S. (sf). Underlying Principles of CLIL. Retrieved from www.teachingenglish.org.uk Darn, S. (2006).CLIL a lesson framework. London: British Council/BBC. Retrieved from http://www.teachingenglish.org.uk/think/articles/clil-a-lesson-framework ESDS Qualidata (2011). Exploring diverse interview types. Retrieved from http://www.esds.ac.uk/qualidata/support/interviews/semi.asp. Dörnyei, Z. (2001) Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. Dörnyei, Z. (2001) Teaching and Researching Motivation. Harlow: Longman http://www.zoltandornyei.co.uk/uploads/2009-dornyei-mm.pdf Ellis, R. (2002). The study of second language acquisition. Oxford/ New York: Oxford University Press. Funkhouser, C. (1993). The influence of problem-solving software on student attitudes about mathematics. Journal of Research on Computing in Education, 25 (3), 339- 347 13 Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House. Garrison, D. (1997). Self-directed learning: Toward a comprehensive model. Retrieved from: http://www.researchgate.net/publication/249698827_SelfDirected_Learning_Toward_a_Comprehensive_Model Genesee, F. (1994). Integrating language and content: Lessons from immersion. Educational Practice Report 11. National Center for Research on Cultural Diversity and Second Language Learning. George, G., & Sleeth, R. G. (1996). Technology-assisted instruction in business schools: Measured affects on student attitudes, expectations, and performance. International Journal of Instructional Media, 23 (3), 239-245 14 Graddol, D. (2000). The future of English: A guide to forecasting the popularity of the English language in the 21st century. London, UK: British Council. Graddol, D. (2006). English Next: Why global English may mean the end of English as a Foreign Language’. British Council. Retrieved from http://www.britishcouncil.org/learning-research-english-next.pdf Hattie, J. &Timperley, H. (2007). The Power of Feedback: Review of Educational Research 77: 81 Healey, D. & Warschauer, M. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71. Hunt, L.C., Jr. (1997). The effect of self-selection, interest, and motivation upon independent, instructional, and frustrational levels. Reading Teacher, 50(4), 278- 282. Instituto Colombiano para la Evaluación de La Educación (2006). Reportes históricos promedio nacional inglés 2006-2011. Retrieved from http://www.icfesinteractivo.gov.co/historicos/ Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage Publications. Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997), Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8(1), 30-43. Lewis, M. (1998). Diverse levels and diverse goals in a community class. In J.C., Edinburgh Lichtman, M. (2006). Qualitative research in education: A user’s guide. Thousand Oaks, CA: Sage Publications. Luna, C. & McKenzie, J. (1997). Testing multimedia in the community college classroom. T. H. E. Journal, 24, 78-82 15. Mark Warschauer and Deborah Healey (1998). Computers and language learning: an overview. Language Teaching, 31, pp 57-71 Marsh, D. (2002). Content and language integrated learning: The European dimension - actions, trends and foresight potential. Contract DG/EAC: European Commission. (Ed.) D. Marsh. Jyväskylä: University of Jyväskylä. Retrieved from http://ec.europa/education/policies/lang/doc/david_marsh-report.pdf McDougald, J.S. (2009). The State of Languaje and Content Instruction in Colombia. Retrieved from www.laclil.edu.co McIntyre, L. J. (1999). The practical skeptic: Core concepts in sociology. Mountain View, CA: Mayfield Publishing Miller, C.A. (2007). Action research: Making sense of data. Retrieved from www.coe.fau.edu/sfcel/sensdata.htm. Ministerio de Educación Nacional (2005). Bases para una nación bilingüe y competitiva. Retrieved from http://www.mineducacion.gov.co/1621/article-97498.html Ministerio de Educación Nacional (2005). Para vivir en un mundo global. AlTablero, 37. Retrieved from http://www.mineducacion.gov.co/1621/article-97500.html Nakata Y. (2006). Motivation and experience in foreign language learning. Peter Lang A;G. International academic Publisher. Nunan, D. (1999). Second language methods in language learning. Location: Heinle & Heinle Publishers O’Brien, R. (1998). An overview of the methodological approach of action research. Faculty of Information Studies, University of Toronto. Ocak, M. (2009) The effects and uses of educational technology in learning and teaching. Kastamonu Education Journal, 17(1), 321-330. Ochsenfahrt, K. (2012). Motivation as a factor in second language acquisition. Norderstedt: GRIN Verlag Pinsonneault, A., & Kraemer, K. L. (1993). Survey research methodology in management information systems: An assessment. Journal of Management Information Systems, 10, 75- 105. Richards, J.C. & Willy A.R. (2001). Methodology in language teaching: An anthology of current practice. Cambridge, UK: Cambridge University Press Ritter, M. (1993). That’s us! A book about ourselves: An EFL project with intermediate learners, incorporating the computer as a tool. CALICO Journal, 10(4), 57-69. Roschelle, J. M., Pea, R. D., Hoadley, C. M., et al., (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101 Salant, P., & Dillman, D. A. (1994). How to conduct your own survey. New York, NY: John Wiley and Sons. Schunk, D. (1996). Motivation in Education: Theory, Research, and Applications. PrenticeHall, Inc.; A Simon & Schuster Company. Sherry, L., Jesse, D., & Billig, S. H. (2002). Creating a WEB of evidence of student performance in a technology-rich learning environment. International Journal of ELearning, 1 (1), 33-42 Shuttleworth, M. (2009). Instrument reliability. Retrieved from http://explorable.com/instrument-reliability. Stevick, E. W. (1996). Memory, meaning and method. Boston, MA: Heinle & Heinle. Teijlingen, E. (2014). Semi-structured interviews. Retrieved from https://scholar.google.es/scholar?hl=en&q=+Semistructured+interviews&btnG=&as_sdt=1%2C5&as_sdtp= Traynor, P. (2003). Effects of Computer-Assisted-İnstruction on Different Learners. Journal of Instructional Psychology, 30 (2), 137- 143 Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authentic. London, UK: Longman. Universidad de Vigo (2007). Modelos de motivación académica: Una visión panorámica. REME (10)25. Retrieved from http://reme.uji.es/articulos/numero25/article1/article1.pdf. Warschauer, M. (1997). The Internet for English teaching: Guidelines for teachers. TESL Reporter, (3)1, 27-33. Retrieved from http://iteslj.org/Articles/WarschauerInternet.html William. M., & Burder, R. (1997). Psychology for language teachers. Cambridge, UK: Cambridge University Press William M.K. (2006). What is the research methods knowledge base. Retrieved from http://www.socialresearchmethods.net/kb/index.php#top. William M.K. (2006). What is the research methods knowledge base. Retrieved from http://www.socialresearchmethods.net/kb/index.php#top.
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identifier_str_mv	Aliaga, M., & Gunderson, B. (2000). Interactive Statistics. Saddle River, p3-15 Arcos. (2007). “The English Language and the Globalization” Online article recovered from http://www.arcos.org.br/artigos/the-english-language-and-the-globalization/ Asia E. University (2004). Motivation in the Classroom. Pages. 199-222. Retrieved from http://peoplelearn.homestead.com/beduc/chapter_8.pdf. Bailey, K. (1998). Learning about language assessment: Dilemmas, decisions and directions. Boston, MA: Heinle Cengage Learning. Bailey, K.& Nunan, D. (2009). Exploring second language classroom research. Belmont, CA: Heinle Cengage Learning Bell, S. (1996). Learning with information systems: Learning cycles in information systems development. New York, NY: Routledge Brockett, R.G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. London, England and New York, NY: Routledge. Brody, N. (1992). Intelligence (2nd ed.). San Diego: Academic Press. Brookfield, S.D. (2009). “International handbook of education for the changing world of work”. Springer, Part of Springer Science+Business Media International Centre for Education, Unesco-Unevoc 2. University of Toronto. Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development. Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Lewes: Falmer Cefire. (2010). The Teaching and Learning Strategies Supportive Strategies and Vocabulary Building the Cognitive Approach. Teacher Training materials for primary teachers, 1. Retrieved from http://cefire.edu.gva.es/pluginfile.php/253817/mod_resource/content/1/UNIT_8_Str ategies_and_vocabulary_building.pdf Coyle, D. Holmes, B. King L (2009). Towards and integrated curriculum - CLIL National Statement and Guidelines, pp. 30, 35. Retieved from http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01- 2014/coyle_et_al_towards_an_integrated_curriculum_clil_national_statement_and_ guidelines.pdf Coyle, D. Hood P. Marsh D (2010). Content Language Integrated Learning. Cambridge University Press. Cronin, H., Meadows, D., Sinatra, R. (1990). Integarting computers, reading, and writing across the curriculum. Educational Leadership, 48 (1), 57-63 12. Curtain, H.A. and Carol Ann Pesola, 1994. Languages and Children: Making The Match. New York: Longman. Curtain, H., and Haas, M. (1995) Integrating foreign language and content instruction in grades K-8. ERIC Digest, April 1995. Darn, S. (sf). Underlying Principles of CLIL. Retrieved from www.teachingenglish.org.uk Darn, S. (2006).CLIL a lesson framework. London: British Council/BBC. Retrieved from http://www.teachingenglish.org.uk/think/articles/clil-a-lesson-framework ESDS Qualidata (2011). Exploring diverse interview types. Retrieved from http://www.esds.ac.uk/qualidata/support/interviews/semi.asp. Dörnyei, Z. (2001) Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. Dörnyei, Z. (2001) Teaching and Researching Motivation. Harlow: Longman http://www.zoltandornyei.co.uk/uploads/2009-dornyei-mm.pdf Ellis, R. (2002). The study of second language acquisition. Oxford/ New York: Oxford University Press. Funkhouser, C. (1993). The influence of problem-solving software on student attitudes about mathematics. Journal of Research on Computing in Education, 25 (3), 339- 347 13 Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House. Garrison, D. (1997). Self-directed learning: Toward a comprehensive model. Retrieved from: http://www.researchgate.net/publication/249698827_SelfDirected_Learning_Toward_a_Comprehensive_Model Genesee, F. (1994). Integrating language and content: Lessons from immersion. Educational Practice Report 11. National Center for Research on Cultural Diversity and Second Language Learning. George, G., & Sleeth, R. G. (1996). Technology-assisted instruction in business schools: Measured affects on student attitudes, expectations, and performance. International Journal of Instructional Media, 23 (3), 239-245 14 Graddol, D. (2000). The future of English: A guide to forecasting the popularity of the English language in the 21st century. London, UK: British Council. Graddol, D. (2006). English Next: Why global English may mean the end of English as a Foreign Language’. British Council. Retrieved from http://www.britishcouncil.org/learning-research-english-next.pdf Hattie, J. &Timperley, H. (2007). The Power of Feedback: Review of Educational Research 77: 81 Healey, D. & Warschauer, M. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71. Hunt, L.C., Jr. (1997). The effect of self-selection, interest, and motivation upon independent, instructional, and frustrational levels. Reading Teacher, 50(4), 278- 282. Instituto Colombiano para la Evaluación de La Educación (2006). Reportes históricos promedio nacional inglés 2006-2011. Retrieved from http://www.icfesinteractivo.gov.co/historicos/ Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage Publications. Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997), Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8(1), 30-43. Lewis, M. (1998). Diverse levels and diverse goals in a community class. In J.C., Edinburgh Lichtman, M. (2006). Qualitative research in education: A user’s guide. Thousand Oaks, CA: Sage Publications. Luna, C. & McKenzie, J. (1997). Testing multimedia in the community college classroom. T. H. E. Journal, 24, 78-82 15. Mark Warschauer and Deborah Healey (1998). Computers and language learning: an overview. Language Teaching, 31, pp 57-71 Marsh, D. (2002). Content and language integrated learning: The European dimension - actions, trends and foresight potential. Contract DG/EAC: European Commission. (Ed.) D. Marsh. Jyväskylä: University of Jyväskylä. Retrieved from http://ec.europa/education/policies/lang/doc/david_marsh-report.pdf McDougald, J.S. (2009). The State of Languaje and Content Instruction in Colombia. Retrieved from www.laclil.edu.co McIntyre, L. J. (1999). The practical skeptic: Core concepts in sociology. Mountain View, CA: Mayfield Publishing Miller, C.A. (2007). Action research: Making sense of data. Retrieved from www.coe.fau.edu/sfcel/sensdata.htm. Ministerio de Educación Nacional (2005). Bases para una nación bilingüe y competitiva. Retrieved from http://www.mineducacion.gov.co/1621/article-97498.html Ministerio de Educación Nacional (2005). Para vivir en un mundo global. AlTablero, 37. Retrieved from http://www.mineducacion.gov.co/1621/article-97500.html Nakata Y. (2006). Motivation and experience in foreign language learning. Peter Lang A;G. International academic Publisher. Nunan, D. (1999). Second language methods in language learning. Location: Heinle & Heinle Publishers O’Brien, R. (1998). An overview of the methodological approach of action research. Faculty of Information Studies, University of Toronto. Ocak, M. (2009) The effects and uses of educational technology in learning and teaching. Kastamonu Education Journal, 17(1), 321-330. Ochsenfahrt, K. (2012). Motivation as a factor in second language acquisition. Norderstedt: GRIN Verlag Pinsonneault, A., & Kraemer, K. L. (1993). Survey research methodology in management information systems: An assessment. Journal of Management Information Systems, 10, 75- 105. Richards, J.C. & Willy A.R. (2001). Methodology in language teaching: An anthology of current practice. Cambridge, UK: Cambridge University Press Ritter, M. (1993). That’s us! A book about ourselves: An EFL project with intermediate learners, incorporating the computer as a tool. CALICO Journal, 10(4), 57-69. Roschelle, J. M., Pea, R. D., Hoadley, C. M., et al., (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101 Salant, P., & Dillman, D. A. (1994). How to conduct your own survey. New York, NY: John Wiley and Sons. Schunk, D. (1996). Motivation in Education: Theory, Research, and Applications. PrenticeHall, Inc.; A Simon & Schuster Company. Sherry, L., Jesse, D., & Billig, S. H. (2002). Creating a WEB of evidence of student performance in a technology-rich learning environment. International Journal of ELearning, 1 (1), 33-42 Shuttleworth, M. (2009). Instrument reliability. Retrieved from http://explorable.com/instrument-reliability. Stevick, E. W. (1996). Memory, meaning and method. Boston, MA: Heinle & Heinle. Teijlingen, E. (2014). Semi-structured interviews. Retrieved from https://scholar.google.es/scholar?hl=en&q=+Semistructured+interviews&btnG=&as_sdt=1%2C5&as_sdtp= Traynor, P. (2003). Effects of Computer-Assisted-İnstruction on Different Learners. Journal of Instructional Psychology, 30 (2), 137- 143 Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authentic. London, UK: Longman. Universidad de Vigo (2007). Modelos de motivación académica: Una visión panorámica. REME (10)25. Retrieved from http://reme.uji.es/articulos/numero25/article1/article1.pdf. Warschauer, M. (1997). The Internet for English teaching: Guidelines for teachers. TESL Reporter, (3)1, 27-33. Retrieved from http://iteslj.org/Articles/WarschauerInternet.html William. M., & Burder, R. (1997). Psychology for language teachers. Cambridge, UK: Cambridge University Press William M.K. (2006). What is the research methods knowledge base. Retrieved from http://www.socialresearchmethods.net/kb/index.php#top. 261195 TE07707
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spelling	Acero Ríos, Claudia LucíaTaylor, MaricelaSalazar Berdugo, Helga JuliaBernate Ramirez, Maria IsabelMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido2015-08-25T21:34:28Z2015-08-25T21:34:28Z201520152015-08-25Aliaga, M., & Gunderson, B. (2000). Interactive Statistics. Saddle River, p3-15Arcos. (2007). “The English Language and the Globalization” Online article recovered from http://www.arcos.org.br/artigos/the-english-language-and-the-globalization/Asia E. University (2004). Motivation in the Classroom. Pages. 199-222. Retrieved from http://peoplelearn.homestead.com/beduc/chapter_8.pdf.Bailey, K. (1998). Learning about language assessment: Dilemmas, decisions and directions. Boston, MA: Heinle Cengage Learning.Bailey, K.& Nunan, D. (2009). Exploring second language classroom research. Belmont, CA: Heinle Cengage LearningBell, S. (1996). Learning with information systems: Learning cycles in information systems development. New York, NY: RoutledgeBrockett, R.G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice. London, England and New York, NY: Routledge.Brody, N. (1992). Intelligence (2nd ed.). San Diego: Academic Press.Brookfield, S.D. (2009). “International handbook of education for the changing world of work”. Springer, Part of Springer Science+Business Media International Centre for Education, Unesco-Unevoc 2. University of Toronto.Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Lewes: FalmerCefire. (2010). The Teaching and Learning Strategies Supportive Strategies and Vocabulary Building the Cognitive Approach. Teacher Training materials for primary teachers, 1. Retrieved from http://cefire.edu.gva.es/pluginfile.php/253817/mod_resource/content/1/UNIT_8_Str ategies_and_vocabulary_building.pdfCoyle, D. Holmes, B. King L (2009). Towards and integrated curriculum - CLIL National Statement and Guidelines, pp. 30, 35. Retieved from http://www.unifg.it/sites/default/files/allegatiparagrafo/20-01- 2014/coyle_et_al_towards_an_integrated_curriculum_clil_national_statement_and_ guidelines.pdfCoyle, D. Hood P. Marsh D (2010). Content Language Integrated Learning. Cambridge University Press.Cronin, H., Meadows, D., Sinatra, R. (1990). Integarting computers, reading, and writing across the curriculum. Educational Leadership, 48 (1), 57-63 12.Curtain, H.A. and Carol Ann Pesola, 1994. Languages and Children: Making The Match. New York: Longman.Curtain, H., and Haas, M. (1995) Integrating foreign language and content instruction in grades K-8. ERIC Digest, April 1995.Darn, S. (sf). Underlying Principles of CLIL. 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Retrieved from http://iteslj.org/Articles/WarschauerInternet.htmlWilliam. M., & Burder, R. (1997). Psychology for language teachers. Cambridge, UK: Cambridge University PressWilliam M.K. (2006). What is the research methods knowledge base. Retrieved from http://www.socialresearchmethods.net/kb/index.php#top.William M.K. (2006). What is the research methods knowledge base. Retrieved from http://www.socialresearchmethods.net/kb/index.php#top.http://hdl.handle.net/10818/17885261195TE0770780 páginas incluye diagramasThe Colombian Ministry of Education demands effective results in improving language levels to strengthen students’ communication skills in its “Programa de Fortalecimiento en Lengua Extranjera”, however teacher-researchers have confronted many problems during the process of facilitating the learning of English as a foreign language, particularly situations regarding the learners’ motivation towards the language, one of the most influential factors in any language learning process. For this reason, the study “Integrating Content and Language to increase motivation and foster self-direction in language learning” aims at improving student motivation in the foreign language learning by integrating content and language. This research project is also an attempt to foster self-directed language learning by implementing some strategies such as setting learning goals and collaborative work.engUniversidad de La SabanaMaestría en Didáctica del Inglés para el Aprendizaje AutodirigidoDepartamento 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 básico -- ColombiaInglés -- SemánticaInglés -- Enseñanza -- ColombiaIntegrating Content and Language to increase motivation and foster self-direction in language learningmasterThesisTesis de maestríapublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_bdccORIGINALHelga Julia Salazar Berdugo (tesis).pdfHelga Julia Salazar Berdugo (tesis).pdfVer documento en PDFapplication/pdf1080573https://intellectum.unisabana.edu.co/bitstream/10818/17885/1/Helga%20Julia%20Salazar%20Berdugo%20%20%28tesis%29.pdfd7b58e27fed3b212174d1efc5b308f29MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81223https://intellectum.unisabana.edu.co/bitstream/10818/17885/2/license_rdf7c9ab7f006165862d8ce9ac5eac01552MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/17885/3/license.txtf52a2cfd4df262e08e9b300d62c85cabMD53Helga Julia Salazar Berdugo (Carta).pdfHelga Julia Salazar Berdugo (Carta).pdfapplication/pdf230756https://intellectum.unisabana.edu.co/bitstream/10818/17885/5/Helga%20Julia%20Salazar%20Berdugo%20%28Carta%29.pdfa61300e775d770ae5347760f8aa989feMD55TEXTHelga Julia Salazar Berdugo (tesis).pdf.txtHelga Julia Salazar Berdugo (tesis).pdf.txtExtracted Texttext/plain81https://intellectum.unisabana.edu.co/bitstream/10818/17885/4/Helga%20Julia%20Salazar%20Berdugo%20%20%28tesis%29.pdf.txt754405f41ccd5e82973feadbd3703bcdMD5410818/17885oai:intellectum.unisabana.edu.co:10818/178852019-09-13 16:24:26.158Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

Integrating Content and Language to increase motivation and foster self-direction in language learning

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