Informative texts with cultural content : a tool for situated vocabulary learning

Esta investigación-acción cualitativa tuvo como objetivo encontrar y describir cuáles podrían ser las respuestas de los estudiantes al uso de un conjunto de actividades diseñadas siguiendo los principios del enfoque "Whole Language Approach" basadas en textos informativos con contenido cul...

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Autores:: Moreno, Dalila

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2020

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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dc.title.spa.fl_str_mv	Informative texts with cultural content : a tool for situated vocabulary learning
title	Informative texts with cultural content : a tool for situated vocabulary learning
spellingShingle	Informative texts with cultural content : a tool for situated vocabulary learning Textos informativos Vocabulario situado Competencia intercultural Informative texts Whole language approach Situated vocabulary Intercultural competence
title_short	Informative texts with cultural content : a tool for situated vocabulary learning
title_full	Informative texts with cultural content : a tool for situated vocabulary learning
title_fullStr	Informative texts with cultural content : a tool for situated vocabulary learning
title_full_unstemmed	Informative texts with cultural content : a tool for situated vocabulary learning
title_sort	Informative texts with cultural content : a tool for situated vocabulary learning
dc.creator.fl_str_mv	Moreno, Dalila
dc.contributor.advisor.spa.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.spa.fl_str_mv	Moreno, Dalila
dc.subject.spa.fl_str_mv	Textos informativos Vocabulario situado Competencia intercultural
topic	Textos informativos Vocabulario situado Competencia intercultural Informative texts Whole language approach Situated vocabulary Intercultural competence
dc.subject.keywords.eng.fl_str_mv	Informative texts Whole language approach Situated vocabulary Intercultural competence
description	Esta investigación-acción cualitativa tuvo como objetivo encontrar y describir cuáles podrían ser las respuestas de los estudiantes al uso de un conjunto de actividades diseñadas siguiendo los principios del enfoque "Whole Language Approach" basadas en textos informativos con contenido cultural y cuál podría ser el papel de los textos informativos con contenido cultural para aprender vocabulario situado. Esta investigación fue desarrollada en 2019 en el Liceo Femenino Mercedes Nariño con 33 estudiantes de 5to grado. A través de entrevistas, cuestionarios, grabaciones de audio y algunos artefactos se evidenció cómo los estudiantes podían conocer y aplicar estrategias de comprensión de lectura; como el uso de diccionario impreso, el traductor en línea y textos multimodales. Lo anterior, llevó a los estudiantes a conocer y aprender vocabulario situado en EFL por su cuenta, ayudándolos a desarrollar principios de autonomía en sus procesos de lectura y aprendizaje. Además, los datos demostraron que la lectura de textos informativos con contenido cultural tuvo un rol de sensibilización que acercó a los estudiantes a las emociones propias y ajenas a través de la exploración de otras culturas que al mismo tiempo contribuyó al desarrollo de una competencia intercultural.
publishDate	2020
dc.date.accessioned.none.fl_str_mv	2020-08-07T17:36:58Z
dc.date.available.none.fl_str_mv	2020-08-07T17:36:58Z
dc.date.issued.none.fl_str_mv	2020
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dc.relation.references.spa.fl_str_mv	Aebersold, J. & Field, M., (1997). From Reader to Reading Teacher: Issues and Strategies for Second Language Classroom. Cambridge University Press. N.Y. Agich, G., (1993). Philosophy, Psychiatry & Psychology, Vol. 1, No. 4: Autonomy and Long-term Care, NY, Oxford University Press. Altalhab, S., (2016). Teaching and Learning Vocabulary Through Reading as a Social Practice in Saudi Universities. English Language Teaching Volume 9/11. 67-79. Canadian Center of Science and Education. Amsler, K., (2015). Conceptualizations of Death in Middle Childhood and Adolescence. Retrieved from: http://www.childliferesources.com/conceptualizations-death-middle-childhood-adolescence/ Bachman, L., (1990).Fundamental Considerations in Language Testing.Oxford: Oxford University Press. Blake, B. & Pope, T., (2008). Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1. 59 – 67 Bogaards, P., (1996). Dictionaries for Learners of English. International Journal of Lexicography, Vol, 9. P. 277–320. Burns, A., (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press. Burns, A. & Richards, J., (2012). Pedagogy and Teaching in Second Language Learning. Cambridge: Cambridge University Press. Byram, M., Nichols, A. & Stevens, D., (2009). Developing Intercultural Competence in Practice. Exeter, England: Cromwell Press. Braslavsky, C., (2002). The New Century’s Change: New Challenges and Curriculum Responses. IBE/UNESCO. COBSE-International Conference, New Delhi. Retrieved from: http://www.ibe.unesco.org/fileadmin/user_upload/archive/curriculum/India01_2002.pdf Castaño, A., (2016). Literacy Rich Environments: A Tool to Foster Reading Comprehension in EFL Coady, J. & Huckin, T., (1997). Second language vocabulary acquisition. Cambridge: Cambridge University Press. Corbett, J., (2003). An Intercultural Approach to English Language Teaching. Multilingual Matters, UK. Cristancho, Y., (2016). Fostering Vocabulary Learning Through a Cultural Context and ICTS Resources in an EFL Classroom. Dixon, J. & Tuladhar, S., (1996). Whole Language: An Integrated Approach to Reading and Writing; Action-Learning Manuals for Adult Literacy. Retrieved from https://scholarworks.umass.edu/cie_actionlearningmanual/4 Dechant, E., (1991). Understanding and teaching reading: An interactive model (1st Ed). Routledge. NY. Denzin, N. & Lincoln, Y., (1994). The Sage Handbook of Qualitative Research (2nd ed.) London: Sage. Duke, N. & Bennet, A., (2003). Reading and Writing Informational Text in the Primary Grades; Research Based Practices.Scholastic Inc. New York. Duke, N., (2004). Strategies for Building Comprehension of Informational Text.Presentation at PREL’s A Focus on Comprehension Forum, New York. Eagleton, T., (2000). The Idea of Culture. Blackwell Publishing.Cowley Road, Oxford. Elliott, J., (1992). Action Research for Educational Change. Open University Press, Philadenphia. Gay, L., Mills, G. & Airasian, P.,(2000). Introduction to The Discipline and Practice of Qualitative Research (10th ed.).Pearson Education, Inc. United States. Gill, K., Stewart, E., Treasure, P. & Chadwick, B., (2008). Methods of Data Collection in Qualitative Research: Interviews and Focus Groups. British Dental Journal. Volume 204 no. 6 Mar, 22, 2008. Gómez, L., (2013). Enhancing Intercultural Competence Through U.S. Multicultural Literature in the EFL Classroom. Folios; Num. 38 pp. 95-109. Bogotá, Colombia Goodman, K., (1982). Language and Literacy: The Selected Writings of Kenneth S. Goodman; Reading, Learning and the Classroom Teacher, Volume 2. Routledge & Kegan Paul. Goodman, K., (2005). Making Sense of Written Language: A Lifelong Journey. Journal of Literacy Research, 37(1), 1–24. Goodman, K., (1988). Interactive Approaches to Second Language Reading; The Reading process.In Carrell, P; Devine, J &. Eskey, D.E. Cambridge University Press. Goodman, K., (1989). Whole-Language Research: Foundations and Development. The Elementary School Journal, Vol. 90, No. 2, pp. 207-221. The university of Chicago Press. Grabe, W., (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, Vol. 25, No. 3 Grundy, S., (1987). Curriculum: Product or Praxis.University of New England, USA. Halliday, M., (2003). On Language and Linguistics. Continuum; London, NY. Haquin, M., (2011). La Perspectiva Multimodal Sobre la Comunicación. Desafíos y Aportes para la Enseñanza en el Aula.Revista Electrónica Diálogos Educativos Retrievedfrom: https://www.researchgate.net/publication/295011352_LA_PERSPECTIVA_MULTIMODAL_S OBRE_LA_COMUNICACION_DESAFIOS_Y_APORTES_PARA_LA_ENSENANZA_EN_E L_AULA Harris, M., (1999). Theories of Culture in Postmodern Times.Altamira Press, NY. Hornby, A. & Cowie, A., (1995). Oxford Advanced Learners' Dictionary of Current English. Oxford: Oxford University Press. Hassen, Q., (2020). Re: What is Triangulation of Data in Qualitative Research? Is it a Method of Validating the Information Collected Through Various methods? Retrievedfrom: https://www.researchgate.net/post/What_is_triangulation_of_data_in_qualitative_research_Is_it_ a_method_of_validating_the_information_collected_through_various_methods Kotthoff, H. & Spencer-Oatey, H., (2007). Handbook of Intercultural Communication. Mouton de Gruyter, NY. Krashen, S., (1989). We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis.The modern Language Journal, Vol. 73. 440 – 461. McNamara, D., (2006). Reading Comprehension Strategies: Theories, Interventions, and Technologies. Lawrence Erlbaum Associates, N.Y McCormick, S., (1977). Should You Read Aloud to Your Children? Language Arts, Vol. 54, No. 2. pp. 139-143, 163. National Council of Teachers of English. Madani, H., (2016). The Effects of Reading Skills on the Development of Language Proficiency: Case of 1st Year EFL Students.University of Tlemcen. Meyer, J. & Whitmore K., (2011). Reclaiming Reading; Teachers, Students and Researchers Regaining Spaces for Thinking and Action.Routledge, NY and London. Nation, I., (2011). Research into Practice: Vocabulary. Language Teaching. Cambridge Journals, New Zealand. Nunan, D., (1992). Research Methods in Applied Linguistics. Oxford: Oxford University Press. Pellegrini, A., Perlmutter, J., Galda, L. & Brody, G., (1990). Joint Reading Between Black Head Start Children and Their Mothers. Wiley on behalf of the Society for Research in Child Development, Vol. 61, No. 2, pp. 443-453 Rennie, D., Phillips J., & Quartaro, K., (1988). Grounded Theory: A Promising Approach to Conceptualization in Psychology? Canadian Psychology Magazine. Richards, J. & Rodgers, T., (2001). Approaches and methods in language teaching. Cambridge University Press. NY. Ricoeur, P. (2001). Del Texto a la Acción; Ensayos de Hermenéutica II, (2nd Ed). Fondo de Cultura Económica, Argentina. Santrock, J., (2001). Educational Psychology.Boston: McGraw Hill. Serafini, F., (2014). Reading the Visual: An Introduction to Teaching Multimodal Literacy. Teachers College Press, N.Y. Slater, W. & Graves, M., (1989). Research on Expository Text: Implications for Teachers. Newark, DE: International Reading Association. (pp. 103–139). Snow, C., (2002). Reading for Understanding: Toward a Reasearch Program in Reading Comprehension. Rand CA Spencer-Oatey, H., (2008). Culturally Speaking: Culture, Communication and Politeness Theory.London: Continuum International Publishing Group. Stringer, E., (2014). Action Research (4th Ed). Curting University of technology. Sage Publications, Inc. L.A. Israel, S., (2017). Handbook of Research on Reading Comprehension. The Guilford Press. N.Y. Tseng, F., (2009). EFL students' Yahoo! Online Bilingual Dictionary Use Behavior,English Language Teaching Journal, Vol. 2 P. 98-108 Trelease, J., (2001). The Read-aloud Handbook (5th Ed) New York: Penguin Books. Trujillo, F., (2002). Toward Interculturality Through Language Teaching: Argumentative Discourse.Cauce, Revista de Filología y su Didáctica, 25,103-119. Madani, H., (2016). The Effects of Reading Skills on the Development of Language Proficiency: Case of 1st Year EFL Students. University of Tlemcen. Retrieve From http://dspace.univ-tlemcen.dz/bitstream/112/10068/1/habib-madani.pdf Wixon, K., (2009). Reading Informational Texts in the Early Grades; Increasing Your Students’ Exposure to Informational Texts Can Dramatically Enhance Their Literacy Skills. Pearson Education. Retrieved from: http://www.pearsoncustom.com/il/summer_rockford/_assets/Wixson_Karen.pdf Wittgenstein, L., (1922). Tractatus Logico-Philosophicus. The modern Language. Harcourt Brace and Company Inc. London NY.
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spelling	Montaño Moreno, JohannaMoreno, DalilaBogotá2019-20202020-08-07T17:36:58Z2020-08-07T17:36:58Z2020http://hdl.handle.net/20.500.12209/12160instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta investigación-acción cualitativa tuvo como objetivo encontrar y describir cuáles podrían ser las respuestas de los estudiantes al uso de un conjunto de actividades diseñadas siguiendo los principios del enfoque "Whole Language Approach" basadas en textos informativos con contenido cultural y cuál podría ser el papel de los textos informativos con contenido cultural para aprender vocabulario situado. Esta investigación fue desarrollada en 2019 en el Liceo Femenino Mercedes Nariño con 33 estudiantes de 5to grado. A través de entrevistas, cuestionarios, grabaciones de audio y algunos artefactos se evidenció cómo los estudiantes podían conocer y aplicar estrategias de comprensión de lectura; como el uso de diccionario impreso, el traductor en línea y textos multimodales. Lo anterior, llevó a los estudiantes a conocer y aprender vocabulario situado en EFL por su cuenta, ayudándolos a desarrollar principios de autonomía en sus procesos de lectura y aprendizaje. Además, los datos demostraron que la lectura de textos informativos con contenido cultural tuvo un rol de sensibilización que acercó a los estudiantes a las emociones propias y ajenas a través de la exploración de otras culturas que al mismo tiempo contribuyó al desarrollo de una competencia intercultural.Submitted by Dalila Moreno Zambrano (dle_dmoreno399@pedagogica.edu.co) on 2020-08-06T18:26:22Z No. of bitstreams: 1 Informative Texts with Cultural Content A Tool for Situated Vocabulary Learning Autora Dalila Moreno Zambrano.pdf: 4653318 bytes, checksum: e5a74ba476ca5014a84487e71d8f2805 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-06T19:02:19Z (GMT) No. of bitstreams: 1 Informative Texts with Cultural Content A Tool for Situated Vocabulary Learning Autora Dalila Moreno Zambrano.pdf: 4653318 bytes, checksum: e5a74ba476ca5014a84487e71d8f2805 (MD5)Rejected by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co), reason: Falta la Licencia de uso, no tenía que bajarla del Repositorio on 2020-08-07T00:02:24Z (GMT)Submitted by Dalila Moreno Zambrano (dle_dmoreno399@pedagogica.edu.co) on 2020-08-07T00:56:08Z No. of bitstreams: 2 Informative Texts with Cultural Content A Tool for Situated Vocabulary Learning Autora Dalila Moreno Zambrano.pdf: 4653318 bytes, checksum: e5a74ba476ca5014a84487e71d8f2805 (MD5) Licencia de Uso -Dalila Moreno.pdf: 168556 bytes, checksum: b9ad2a7999c29c6fbfc9c737ffd02d0d (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-07T02:30:52Z (GMT) No. of bitstreams: 2 Informative Texts with Cultural Content A Tool for Situated Vocabulary Learning Autora Dalila Moreno Zambrano.pdf: 4653318 bytes, checksum: e5a74ba476ca5014a84487e71d8f2805 (MD5) Licencia de Uso -Dalila Moreno.pdf: 168556 bytes, checksum: b9ad2a7999c29c6fbfc9c737ffd02d0d (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2020-08-07T17:36:58Z (GMT) No. of bitstreams: 2 Informative Texts with Cultural Content A Tool for Situated Vocabulary Learning Autora Dalila Moreno Zambrano.pdf: 4653318 bytes, checksum: e5a74ba476ca5014a84487e71d8f2805 (MD5) Licencia de Uso -Dalila Moreno.pdf: 168556 bytes, checksum: b9ad2a7999c29c6fbfc9c737ffd02d0d (MD5)Made available in DSpace on 2020-08-07T17:36:58Z (GMT). No. of bitstreams: 2 Informative Texts with Cultural Content A Tool for Situated Vocabulary Learning Autora Dalila Moreno Zambrano.pdf: 4653318 bytes, checksum: e5a74ba476ca5014a84487e71d8f2805 (MD5) Licencia de Uso -Dalila Moreno.pdf: 168556 bytes, checksum: b9ad2a7999c29c6fbfc9c737ffd02d0d (MD5) Previous issue date: 2020Universidad Pedagógica Nacional - Liceo Femenino Mercedes NariñoLicenciado en Español e InglésTesis de pregradoThis qualitative action research was aimed to find and to describe what could be students’ responses to the use of a set of whole language approach activities based on informative texts with cultural content and what could be the role of informative texts with cultural content to learn situated vocabulary. This investigation was developed on 2019 at Liceo Femenino Mercedes Nariño with 33 5th graders. Through interviews, questionnaires, audio recordings and artifacts data was collected in order to evidence how students could know and apply reading comprehension strategies; such as the use of paper dictionary, of online translator and multimodal texts. The aforementioned, lead students to approach and to learn situated vocabulary in EFL on their own helping them to developed principles of autonomy in their reading and learning processes. Also, data demonstrated that reading informative texts with cultural content had a sensitization role that approached students to their own and to others’ emotions through the exploration of other cultures developing an intercultural competence at the same time.PDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalTextos informativosVocabulario situadoCompetencia interculturalInformative textsWhole language approachSituated vocabularyIntercultural competenceInformative texts with cultural content : a tool for situated vocabulary learninginfo:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAebersold, J. & Field, M., (1997). From Reader to Reading Teacher: Issues and Strategies for Second Language Classroom. Cambridge University Press. N.Y.Agich, G., (1993). Philosophy, Psychiatry & Psychology, Vol. 1, No. 4: Autonomy and Long-term Care, NY, Oxford University Press.Altalhab, S., (2016). Teaching and Learning Vocabulary Through Reading as a Social Practice in Saudi Universities. English Language Teaching Volume 9/11. 67-79. Canadian Center of Science and Education.Amsler, K., (2015). Conceptualizations of Death in Middle Childhood and Adolescence. Retrieved from: http://www.childliferesources.com/conceptualizations-death-middle-childhood-adolescence/Bachman, L., (1990).Fundamental Considerations in Language Testing.Oxford: Oxford University Press.Blake, B. & Pope, T., (2008). Developmental Psychology: Incorporating Piaget’s and Vygotsky’s Theories in Classrooms. Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1. 59 – 67Bogaards, P., (1996). Dictionaries for Learners of English. International Journal of Lexicography, Vol, 9. P. 277–320.Burns, A., (1999). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.Burns, A. & Richards, J., (2012). Pedagogy and Teaching in Second Language Learning. Cambridge: Cambridge University Press.Byram, M., Nichols, A. & Stevens, D., (2009). Developing Intercultural Competence in Practice. Exeter, England: Cromwell Press.Braslavsky, C., (2002). The New Century’s Change: New Challenges and Curriculum Responses. IBE/UNESCO. COBSE-International Conference, New Delhi. Retrieved from: http://www.ibe.unesco.org/fileadmin/user_upload/archive/curriculum/India01_2002.pdfCastaño, A., (2016). Literacy Rich Environments: A Tool to Foster Reading Comprehension in EFLCoady, J. & Huckin, T., (1997). Second language vocabulary acquisition. Cambridge: Cambridge University Press.Corbett, J., (2003). An Intercultural Approach to English Language Teaching. Multilingual Matters, UK.Cristancho, Y., (2016). Fostering Vocabulary Learning Through a Cultural Context and ICTS Resources in an EFL Classroom.Dixon, J. & Tuladhar, S., (1996). Whole Language: An Integrated Approach to Reading and Writing; Action-Learning Manuals for Adult Literacy. Retrieved from https://scholarworks.umass.edu/cie_actionlearningmanual/4Dechant, E., (1991). Understanding and teaching reading: An interactive model (1st Ed). Routledge. NY.Denzin, N. & Lincoln, Y., (1994). The Sage Handbook of Qualitative Research (2nd ed.) London: Sage.Duke, N. & Bennet, A., (2003). Reading and Writing Informational Text in the Primary Grades; Research Based Practices.Scholastic Inc. New York.Duke, N., (2004). Strategies for Building Comprehension of Informational Text.Presentation at PREL’s A Focus on Comprehension Forum, New York.Eagleton, T., (2000). The Idea of Culture. Blackwell Publishing.Cowley Road, Oxford.Elliott, J., (1992). Action Research for Educational Change. Open University Press, Philadenphia.Gay, L., Mills, G. & Airasian, P.,(2000). Introduction to The Discipline and Practice of Qualitative Research (10th ed.).Pearson Education, Inc. United States.Gill, K., Stewart, E., Treasure, P. & Chadwick, B., (2008). Methods of Data Collection in Qualitative Research: Interviews and Focus Groups. British Dental Journal. Volume 204 no. 6 Mar, 22, 2008.Gómez, L., (2013). Enhancing Intercultural Competence Through U.S. Multicultural Literature in the EFL Classroom. Folios; Num. 38 pp. 95-109. Bogotá, ColombiaGoodman, K., (1982). Language and Literacy: The Selected Writings of Kenneth S. Goodman; Reading, Learning and the Classroom Teacher, Volume 2. Routledge & Kegan Paul.Goodman, K., (2005). Making Sense of Written Language: A Lifelong Journey. Journal of Literacy Research, 37(1), 1–24.Goodman, K., (1988). Interactive Approaches to Second Language Reading; The Reading process.In Carrell, P; Devine, J &. Eskey, D.E. Cambridge University Press.Goodman, K., (1989). Whole-Language Research: Foundations and Development. The Elementary School Journal, Vol. 90, No. 2, pp. 207-221. The university of Chicago Press.Grabe, W., (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, Vol. 25, No. 3Grundy, S., (1987). Curriculum: Product or Praxis.University of New England, USA.Halliday, M., (2003). On Language and Linguistics. Continuum; London, NY.Haquin, M., (2011). La Perspectiva Multimodal Sobre la Comunicación. Desafíos y Aportes para la Enseñanza en el Aula.Revista Electrónica Diálogos Educativos Retrievedfrom: https://www.researchgate.net/publication/295011352_LA_PERSPECTIVA_MULTIMODAL_S OBRE_LA_COMUNICACION_DESAFIOS_Y_APORTES_PARA_LA_ENSENANZA_EN_E L_AULAHarris, M., (1999). Theories of Culture in Postmodern Times.Altamira Press, NY.Hornby, A. & Cowie, A., (1995). Oxford Advanced Learners' Dictionary of Current English. Oxford: Oxford University Press.Hassen, Q., (2020). 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London NY.THUMBNAILi.jpgi.jpgIM Thumbnailimage/jpeg2796http://repository.pedagogica.edu.co/bitstream/20.500.12209/12160/6/i.jpgf8509a056d527c36c9041a56ca3540e3MD56LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/12160/4/license.txt8a4605be74aa9ea9d79846c1fba20a33MD54Licencia de Uso -Dalila Moreno.pdfLicencia de Uso -Dalila Moreno.pdfapplication/pdf168556http://repository.pedagogica.edu.co/bitstream/20.500.12209/12160/5/Licencia%20de%20Uso%20-Dalila%20Moreno.pdfb9ad2a7999c29c6fbfc9c737ffd02d0dMD55ORIGINALiiInformative Texts with Cultural Content: A Tool for Situated Vocabulary Learning Autora- Dalila Moreno Zambranoapplication/pdf4653318http://repository.pedagogica.edu.co/bitstream/20.500.12209/12160/1/ie5a74ba476ca5014a84487e71d8f2805MD5120.500.12209/12160oai:repository.pedagogica.edu.co:20.500.12209/121602023-06-01 15:33:00.722Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.coTk9URTogUExBQ0UgWU9VUiBPV04gTElDRU5TRSBIRVJFClRoaXMgc2FtcGxlIGxpY2Vuc2UgaXMgcHJvdmlkZWQgZm9yIGluZm9ybWF0aW9uYWwgcHVycG9zZXMgb25seS4KCk5PTi1FWENMVVNJVkUgRElTVFJJQlVUSU9OIExJQ0VOU0UKCkJ5IHNpZ25pbmcgYW5kIHN1Ym1pdHRpbmcgdGhpcyBsaWNlbnNlLCB5b3UgKHRoZSBhdXRob3Iocykgb3IgY29weXJpZ2h0Cm93bmVyKSBncmFudHMgdG8gRFNwYWNlIFVuaXZlcnNpdHkgKERTVSkgdGhlIG5vbi1leGNsdXNpdmUgcmlnaHQgdG8gcmVwcm9kdWNlLAp0cmFuc2xhdGUgKGFzIGRlZmluZWQgYmVsb3cpLCBhbmQvb3IgZGlzdHJpYnV0ZSB5b3VyIHN1Ym1pc3Npb24gKGluY2x1ZGluZwp0aGUgYWJzdHJhY3QpIHdvcmxkd2lkZSBpbiBwcmludCBhbmQgZWxlY3Ryb25pYyBmb3JtYXQgYW5kIGluIGFueSBtZWRpdW0sCmluY2x1ZGluZyBidXQgbm90IGxpbWl0ZWQgdG8gYXVkaW8gb3IgdmlkZW8uCgpZb3UgYWdyZWUgdGhhdCBEU1UgbWF5LCB3aXRob3V0IGNoYW5naW5nIHRoZSBjb250ZW50LCB0cmFuc2xhdGUgdGhlCnN1Ym1pc3Npb24gdG8gYW55IG1lZGl1bSBvciBmb3JtYXQgZm9yIHRoZSBwdXJwb3NlIG9mIHByZXNlcnZhdGlvbi4KCllvdSBhbHNvIGFncmVlIHRoYXQgRFNVIG1heSBrZWVwIG1vcmUgdGhhbiBvbmUgY29weSBvZiB0aGlzIHN1Ym1pc3Npb24gZm9yCnB1cnBvc2VzIG9mIHNlY3VyaXR5LCBiYWNrLXVwIGFuZCBwcmVzZXJ2YXRpb24uCgpZb3UgcmVwcmVzZW50IHRoYXQgdGhlIHN1Ym1pc3Npb24gaXMgeW91ciBvcmlnaW5hbCB3b3JrLCBhbmQgdGhhdCB5b3UgaGF2ZQp0aGUgcmlnaHQgdG8gZ3JhbnQgdGhlIHJpZ2h0cyBjb250YWluZWQgaW4gdGhpcyBsaWNlbnNlLiBZb3UgYWxzbyByZXByZXNlbnQKdGhhdCB5b3VyIHN1Ym1pc3Npb24gZG9lcyBub3QsIHRvIHRoZSBiZXN0IG9mIHlvdXIga25vd2xlZGdlLCBpbmZyaW5nZSB1cG9uCmFueW9uZSdzIGNvcHlyaWdodC4KCklmIHRoZSBzdWJtaXNzaW9uIGNvbnRhaW5zIG1hdGVyaWFsIGZvciB3aGljaCB5b3UgZG8gbm90IGhvbGQgY29weXJpZ2h0LAp5b3UgcmVwcmVzZW50IHRoYXQgeW91IGhhdmUgb2J0YWluZWQgdGhlIHVucmVzdHJpY3RlZCBwZXJtaXNzaW9uIG9mIHRoZQpjb3B5cmlnaHQgb3duZXIgdG8gZ3JhbnQgRFNVIHRoZSByaWdodHMgcmVxdWlyZWQgYnkgdGhpcyBsaWNlbnNlLCBhbmQgdGhhdApzdWNoIHRoaXJkLXBhcnR5IG93bmVkIG1hdGVyaWFsIGlzIGNsZWFybHkgaWRlbnRpZmllZCBhbmQgYWNrbm93bGVkZ2VkCndpdGhpbiB0aGUgdGV4dCBvciBjb250ZW50IG9mIHRoZSBzdWJtaXNzaW9uLgoKSUYgVEhFIFNVQk1JU1NJT04gSVMgQkFTRUQgVVBPTiBXT1JLIFRIQVQgSEFTIEJFRU4gU1BPTlNPUkVEIE9SIFNVUFBPUlRFRApCWSBBTiBBR0VOQ1kgT1IgT1JHQU5JWkFUSU9OIE9USEVSIFRIQU4gRFNVLCBZT1UgUkVQUkVTRU5UIFRIQVQgWU9VIEhBVkUKRlVMRklMTEVEIEFOWSBSSUdIVCBPRiBSRVZJRVcgT1IgT1RIRVIgT0JMSUdBVElPTlMgUkVRVUlSRUQgQlkgU1VDSApDT05UUkFDVCBPUiBBR1JFRU1FTlQuCgpEU1Ugd2lsbCBjbGVhcmx5IGlkZW50aWZ5IHlvdXIgbmFtZShzKSBhcyB0aGUgYXV0aG9yKHMpIG9yIG93bmVyKHMpIG9mIHRoZQpzdWJtaXNzaW9uLCBhbmQgd2lsbCBub3QgbWFrZSBhbnkgYWx0ZXJhdGlvbiwgb3RoZXIgdGhhbiBhcyBhbGxvd2VkIGJ5IHRoaXMKbGljZW5zZSwgdG8geW91ciBzdWJtaXNzaW9uLgo=

Informative texts with cultural content : a tool for situated vocabulary learning

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