English for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.

Esta investigación acción cualitativa fue llevada a cabo con el ciclo I en el I.E.D Liceo Femenino Mercedes Nariño, en el programa desarrollado los sábados llamado Días y Noches de Amor y Pazsiempre. Partiendo de las principales características de la población las cuales son: Nivel de inglés pre-A1,...

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Autores:
Gutiérrez Barón, Paula Alejandra
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2024
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/20414
Acceso en línea:
http://hdl.handle.net/20.500.12209/20414
Palabra clave:
Aula inclusiva
Aprendizaje de vocabulario
Enfoque multisensorial
Inglés lengua extranjera
Inclusive classroom
Vocabulary learning
Multisensory approach
English foreign language
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
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network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv English for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.
title English for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.
spellingShingle English for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.
Aula inclusiva
Aprendizaje de vocabulario
Enfoque multisensorial
Inglés lengua extranjera
Inclusive classroom
Vocabulary learning
Multisensory approach
English foreign language
title_short English for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.
title_full English for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.
title_fullStr English for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.
title_full_unstemmed English for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.
title_sort English for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.
dc.creator.fl_str_mv Gutiérrez Barón, Paula Alejandra
dc.contributor.advisor.spa.fl_str_mv Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv Gutiérrez Barón, Paula Alejandra
dc.subject.spa.fl_str_mv Aula inclusiva
Aprendizaje de vocabulario
Enfoque multisensorial
Inglés lengua extranjera
topic Aula inclusiva
Aprendizaje de vocabulario
Enfoque multisensorial
Inglés lengua extranjera
Inclusive classroom
Vocabulary learning
Multisensory approach
English foreign language
dc.subject.keywords.eng.fl_str_mv Inclusive classroom
Vocabulary learning
Multisensory approach
English foreign language
description Esta investigación acción cualitativa fue llevada a cabo con el ciclo I en el I.E.D Liceo Femenino Mercedes Nariño, en el programa desarrollado los sábados llamado Días y Noches de Amor y Pazsiempre. Partiendo de las principales características de la población las cuales son: Nivel de inglés pre-A1, grupo inclusivo que está compuesto por estudiantes con diversidades funcionales, sobreedad y adultos mayores que apenas están empezando a aprender inglés como lengua extranjera. El estudiante investigador presenta un proyecto en el que el enfoque multisensorial es una estrategia para aprender nuevo vocabulario en contexto. El estudiante investigador recolectó datos a través de entrevistas, grabaciones, encuestas y diario de campo.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-12-12T13:44:41Z
dc.date.available.none.fl_str_mv 2024-12-12T13:44:41Z
dc.date.issued.none.fl_str_mv 2024
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/20414
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/20414
identifier_str_mv instname:Universidad Pedagógica Nacional
reponame: Repositorio Institucional UPN
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dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, No. 3. Retrieved from: https://www.eurrec.org/ijote-article-213?download=2
American Psychiatric Association. (2013). Autism Spectrum Disorder: Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Retrieved from https://depts.washington.edu/dbpeds/Screening%20Tools/DSM- 5%28ASD.Guidelines%29Feb2013.pdf
Arbe Mateo, F., & Echeberria Sagastume, F. (1982). Contexto sociocultural y adquisición del lenguaje. Retrieved from https://www.bizkaia.eus/fitxategiak/04/ondarea/Kobie/PDF/5/Kobie_3_Antrpologia_cult ural_CONTEXTO%20SOCIOCULTURAL%20Y%20ADQUISICION%20DEL%20LE NGUAJE%20.pdf
Atweh, B., Kemmis, S., & Weeks, P. (1998). Action research in practice. Routledge. Retrieved from https://another-roadmap.net/articles/0002/0967/atweh-action-research-in-practice- 1998.pdf
Baines, L. (2008). A Teacher's Guide to Multisensory Learning. Improving Literacy by Engaging the Senses. Retrieved from https://www.google.com.co/books/edition/A_Teacher_s_Guide_to_Multisensory_Learni/ 6wQGmjH57- gC?hl=es&gbpv=1&dq=multisensory+pedagogical+strategy&printsec=frontcover
Birsh, J. R., & Carreker, S. (2018). Multisensory teaching of basic language skills (4th ed.). Publisher.
Brand, S. T., & Dalton, E. M. (2012). Universal design for learning: Cognitive theory into practice for facilitating comprehension in early literacy. Retrieved from https://files.eric.ed.gov/fulltext/EJ979433.pdf
British Council. (n.d.). Inclusion and the right to learn a foreign language. Retrieved from https://www.britishcouncil.es/sites/default/files/report_inclusion_and_the_right_to_learn _a_foreign_language.pdf
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Gonzáles, S. (2017). Audiovisual aids as a tool to promote meaningful EFL vocabulary learning. In reponame: Repositorio Institucional de la Universidad Pedagógica Nacional. http://repositorio.pedagogica.edu.co/handle/20.500.12209/3259
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Hayet, Md. A., & Bipasha, S. (2020). Vocabulary learning principles and tasks in EFL classrooms: a study on the higher secondary level in Bangladesh. British Journal of English Linguistics, 8, pp.30-50. https://www.eajournals.org/wp- content/uploads/Vocabulary-Learning-Principles-and-Tasks-in-EFL-Classrooms.pdf
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Ministerio de Educación Nacional [MEN]. (2021). Educación para todas las personas sin excepción Lineamientos de política para la inclusión y la equidad en educación. Retrieve from https://www.colombiaaprende.edu.co/contenidos/coleccion/educacion-para-todas- las-personas-sin-excepcion
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Ministerio de Educación Nacional [MEN]. (n.d). Flexibilización curricular. Retrieved from https://www.mineducacion.gov.co/1621/article-82793.html
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Montaño Moreno, J., & Vera Rodriguez, E. (2012). Inclusive English classrooms: requirements, implications and limitations. -A qualitative case study-. Revista Folios, No. 36. Revista Folios, 36. Retrieved from https://revistas.pedagogica.edu.co/index.php/RF/article/view/1726/1672
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spelling Montaño Moreno, JohannaGutiérrez Barón, Paula AlejandraBogotá2024-12-12T13:44:41Z2024-12-12T13:44:41Z2024http://hdl.handle.net/20.500.12209/20414instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta investigación acción cualitativa fue llevada a cabo con el ciclo I en el I.E.D Liceo Femenino Mercedes Nariño, en el programa desarrollado los sábados llamado Días y Noches de Amor y Pazsiempre. Partiendo de las principales características de la población las cuales son: Nivel de inglés pre-A1, grupo inclusivo que está compuesto por estudiantes con diversidades funcionales, sobreedad y adultos mayores que apenas están empezando a aprender inglés como lengua extranjera. El estudiante investigador presenta un proyecto en el que el enfoque multisensorial es una estrategia para aprender nuevo vocabulario en contexto. El estudiante investigador recolectó datos a través de entrevistas, grabaciones, encuestas y diario de campo.Submitted by Paula Alejandra Gutiérrez Barón (pagutierrezb@upn.edu.co) on 2024-12-01T17:55:39Z No. of bitstreams: 2 English for all vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.pdf: 4141504 bytes, checksum: b503dd49c707489274ad4a9b3cf4f7ee (MD5) Licencia de uso Paula Alejandra Gutiérrez Barón.pdf: 2024169 bytes, checksum: 6afe5a291e2fb6e4737ee6d90f7ad0ab (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-12-02T15:29:52Z (GMT) No. of bitstreams: 2 English for all vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.pdf: 4141504 bytes, checksum: b503dd49c707489274ad4a9b3cf4f7ee (MD5) Licencia de uso Paula Alejandra Gutiérrez Barón.pdf: 2024169 bytes, checksum: 6afe5a291e2fb6e4737ee6d90f7ad0ab (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-12T13:44:41Z (GMT) No. of bitstreams: 2 English for all vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.pdf: 4141504 bytes, checksum: b503dd49c707489274ad4a9b3cf4f7ee (MD5) Licencia de uso Paula Alejandra Gutiérrez Barón.pdf: 2024169 bytes, checksum: 6afe5a291e2fb6e4737ee6d90f7ad0ab (MD5)Made available in DSpace on 2024-12-12T13:44:41Z (GMT). No. of bitstreams: 2 English for all vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.pdf: 4141504 bytes, checksum: b503dd49c707489274ad4a9b3cf4f7ee (MD5) Licencia de uso Paula Alejandra Gutiérrez Barón.pdf: 2024169 bytes, checksum: 6afe5a291e2fb6e4737ee6d90f7ad0ab (MD5) Previous issue date: 2024Licenciado en Español y Lenguas ExtranjerasPregradoThis qualitative action research is conducted with cycle I at I.E.D Liceo Femenino Mercedes Nariño in the program called Días y Noches de Amor y Pazsiempre developed on Saturdays. Based on the population’s main characteristics which are: English level pre-A1, inclusive group that is composed of students with functional diversities, over-age students, and seniors that are beginning with the process of learning English as a foreign language, the researcher presented a project in which Multisensory approach is a strategy to learn new vocabulary of English in context. The student researcher collected data through interviews, recordings, surveys, and field notes.Enseñanza del inglés como lengua extranjeraapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAula inclusivaAprendizaje de vocabularioEnfoque multisensorialInglés lengua extranjeraInclusive classroomVocabulary learningMultisensory approachEnglish foreign languageEnglish for all : vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAlqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, No. 3. Retrieved from: https://www.eurrec.org/ijote-article-213?download=2American Psychiatric Association. (2013). Autism Spectrum Disorder: Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Retrieved from https://depts.washington.edu/dbpeds/Screening%20Tools/DSM- 5%28ASD.Guidelines%29Feb2013.pdfArbe Mateo, F., & Echeberria Sagastume, F. (1982). Contexto sociocultural y adquisición del lenguaje. Retrieved from https://www.bizkaia.eus/fitxategiak/04/ondarea/Kobie/PDF/5/Kobie_3_Antrpologia_cult ural_CONTEXTO%20SOCIOCULTURAL%20Y%20ADQUISICION%20DEL%20LE NGUAJE%20.pdfAtweh, B., Kemmis, S., & Weeks, P. (1998). Action research in practice. Routledge. Retrieved from https://another-roadmap.net/articles/0002/0967/atweh-action-research-in-practice- 1998.pdfBaines, L. (2008). A Teacher's Guide to Multisensory Learning. Improving Literacy by Engaging the Senses. Retrieved from https://www.google.com.co/books/edition/A_Teacher_s_Guide_to_Multisensory_Learni/ 6wQGmjH57- gC?hl=es&gbpv=1&dq=multisensory+pedagogical+strategy&printsec=frontcoverBirsh, J. R., & Carreker, S. (2018). Multisensory teaching of basic language skills (4th ed.). Publisher.Brand, S. T., & Dalton, E. M. (2012). Universal design for learning: Cognitive theory into practice for facilitating comprehension in early literacy. Retrieved from https://files.eric.ed.gov/fulltext/EJ979433.pdfBritish Council. (n.d.). Inclusion and the right to learn a foreign language. Retrieved from https://www.britishcouncil.es/sites/default/files/report_inclusion_and_the_right_to_learn _a_foreign_language.pdfCohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Routledge.Congreso de la República. (1994). Ley 115 de 1994: Ley General de Educación. Retrieved from: https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdfCouncil of Europe. (2018). 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International Journal of Social Sciences & Education, 5(2), page range Retrieved from https://files.eric.ed.gov/fulltext/ED585770.pdfTHUMBNAILEnglish for all vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.pdf.jpgEnglish for all vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.pdf.jpgIM Thumbnailimage/jpeg3461http://repository.pedagogica.edu.co/bitstream/20.500.12209/20414/5/English%20for%20all%20vocabulary%20learning%20in%20the%20context%20of%20an%20inclusive%20EFL%20classroom%20through%20a%20Multisensory%20approach.pdf.jpg666e0e77ba75467acd8b3457a2dd4c9aMD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/20414/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202403250213093-29 NOV 24 PAULA GUTIERREZ.pdf202403250213093-29 NOV 24 PAULA GUTIERREZ.pdfLicencia aprobadaapplication/pdf2024169http://repository.pedagogica.edu.co/bitstream/20.500.12209/20414/4/202403250213093-29%20NOV%2024%20PAULA%20GUTIERREZ.pdf6afe5a291e2fb6e4737ee6d90f7ad0abMD54ORIGINALEnglish for all vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.pdfEnglish for all vocabulary learning in the context of an inclusive EFL classroom through a Multisensory approach.pdfapplication/pdf4141504http://repository.pedagogica.edu.co/bitstream/20.500.12209/20414/1/English%20for%20all%20vocabulary%20learning%20in%20the%20context%20of%20an%20inclusive%20EFL%20classroom%20through%20a%20Multisensory%20approach.pdfb503dd49c707489274ad4a9b3cf4f7eeMD5120.500.12209/20414oai:repository.pedagogica.edu.co:20.500.12209/204142025-02-18 23:00:35.946Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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