Shaping listening and speaking skills through the multiliteracies model.
Trabajo de grado que sigue los principios de la investigación cualitativa, el enfoque socio-crítico y los parámetros de la investigación acción y se propone encontrar el impacto al implementar el modelo de multialfabetización (Multiliteracies Model) discutiendo casos de injustica social, en el desar...
- Autores:
-
Olivos Valencia, Angela Natali
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/10021
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/10021
- Palabra clave:
- Habilidades de escucha
Habilidades de habla
Modelo de multialfabetización
Injusticia social
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Shaping listening and speaking skills through the multiliteracies model. |
| title |
Shaping listening and speaking skills through the multiliteracies model. |
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Shaping listening and speaking skills through the multiliteracies model. Habilidades de escucha Habilidades de habla Modelo de multialfabetización Injusticia social |
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Shaping listening and speaking skills through the multiliteracies model. |
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Shaping listening and speaking skills through the multiliteracies model. |
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Shaping listening and speaking skills through the multiliteracies model. |
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Shaping listening and speaking skills through the multiliteracies model. |
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Shaping listening and speaking skills through the multiliteracies model. |
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Olivos Valencia, Angela Natali |
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Buitrago Escobar, Zulma Rocío |
| dc.contributor.author.spa.fl_str_mv |
Olivos Valencia, Angela Natali |
| dc.subject.spa.fl_str_mv |
Habilidades de escucha Habilidades de habla Modelo de multialfabetización Injusticia social |
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Habilidades de escucha Habilidades de habla Modelo de multialfabetización Injusticia social |
| description |
Trabajo de grado que sigue los principios de la investigación cualitativa, el enfoque socio-crítico y los parámetros de la investigación acción y se propone encontrar el impacto al implementar el modelo de multialfabetización (Multiliteracies Model) discutiendo casos de injustica social, en el desarrollo de habilidades de escucha y habla de Inglés en estudiantes del grado noveno del IED Liceo Femenino Mercedes Nariño. A partir de estos elementos se formula una propuesta pedagógica que pretende abordar las dificultades en dichas habilidades y así como fomentar fomentar el pensamiento crítico. Se realiza intervención metodológica implementando las fases del modelo de multialfabetización, usando como recurso la multimodalidad de la lengua. |
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Bloor, M, & Wood. F. (2006). Keywords in Qualitative Methods. Sage research methods Brown, H. (2000). Principles of Language Learning and Teachin . San Francisco :Longman Burns, A. (2010). Doing Action Research in English Language Teaching. A guide for practicioners. New York: Routledge. Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Cohen, Manion, & Morrison. (2007). Research Methods in Education. New York: Routlege. Cope, B. & Kalanzis . (2000). Multiliteracies: Literacy learning and the design of social futures. Psychology Press. New London Group . Council of europe. (s.f.). Coe-. Obtenido de common european framework: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf Kuby, C. R. (2012). OK this is hard’: Doing emotions in social justice dialogueEducation. Citizenship and Social Justice March . Lankshear, C. &. (2011). New literacies. UK: McGraw-Hill Education. Lifema. (09 de 2016). taken from de Liceo Femenino Mercedes Nariño:http://lifemena.jimdo.com/ Lynch, T. (2009). Teaching Second Language Listening. Oxford: Oxford University Press. Mitchell, R. (1994). The communicative approach to language teaching. Teaching modern languages. Mack, N. (2005) Qualitative Research Methods: A Data Collector’s Field Guide. Family Health International. Palacios, N., & Chapetón, C. M. (2014). Students' Responses to the Use of Songs in the EFL Classroom at a Public School in Bogotá: A Critical Approach. GIST Education and Learning Research Journal, n9 p9-30 Rafi, M. S. (). Promoting Critical Pedagogy in Language Education. International Research Journal of Arts & Humanities (IRJAH), 37, 63-73. Richards, & Renandya. (2002). Methodology in language teaching: An anthology of current practice. Cambirdge University Press. Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press, 2 -12. Taylor & Francis Group . (2000). Multiliteracies , Literacy learning and the desing of social futures. New York : Routledge. The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review.Walonick, D. S. (1993). Everything You Wanted To Know About Questionnaires But Were Afraid To Ask. [Online]. Urrutia León, William; Vega Cely, Esperanza (2010) Profile Issues in Teachers' Professional Development, vol. 12, núm. 1 pp. 11-31 Universidad Nacional de Colombia. Bogotá, Colombia. Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School. Vela, Gabriela. (2012). The use of audiovisual aids to create an effective and meaningful learning environment to improve listening and speaking skills in fourth grade students at Liceo Feminine Mercedes Nariño School. Universidad Pedagógica Nacional. Bogotá, Colombia. |
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Buitrago Escobar, Zulma RocíoOlivos Valencia, Angela Natali2019-08-13T15:18:43Z2019-08-13T15:18:43Z2017TE-21510http://hdl.handle.net/20.500.12209/10021instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado que sigue los principios de la investigación cualitativa, el enfoque socio-crítico y los parámetros de la investigación acción y se propone encontrar el impacto al implementar el modelo de multialfabetización (Multiliteracies Model) discutiendo casos de injustica social, en el desarrollo de habilidades de escucha y habla de Inglés en estudiantes del grado noveno del IED Liceo Femenino Mercedes Nariño. A partir de estos elementos se formula una propuesta pedagógica que pretende abordar las dificultades en dichas habilidades y así como fomentar fomentar el pensamiento crítico. Se realiza intervención metodológica implementando las fases del modelo de multialfabetización, usando como recurso la multimodalidad de la lengua.Submitted by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-05-23T13:30:09Z No. of bitstreams: 1 TE-21510.pdf: 1649920 bytes, checksum: c0f5dcd6ad51c3c09d518b853d70f38b (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-08-13T15:18:43Z (GMT) No. of bitstreams: 1 TE-21510.pdf: 1649920 bytes, checksum: c0f5dcd6ad51c3c09d518b853d70f38b (MD5)Made available in DSpace on 2019-08-13T15:18:43Z (GMT). No. of bitstreams: 1 TE-21510.pdf: 1649920 bytes, checksum: c0f5dcd6ad51c3c09d518b853d70f38b (MD5)Licenciado en Español y Lenguas ExtranjerasTesis de pregradoPDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad 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 NacionalHabilidades de escuchaHabilidades de hablaModelo de multialfabetizaciónInjusticia socialShaping listening and speaking skills through the multiliteracies model.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionBloor, M, & Wood. F. (2006). Keywords in Qualitative Methods. Sage research methodsBrown, H. (2000). Principles of Language Learning and Teachin . San Francisco :LongmanBurns, A. (2010). Doing Action Research in English Language Teaching. A guide for practicioners. New York: Routledge.Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: SageCohen, Manion, & Morrison. (2007). Research Methods in Education. New York: Routlege.Cope, B. & Kalanzis . (2000). Multiliteracies: Literacy learning and the design of social futures. Psychology Press. New London Group .Council of europe. (s.f.). Coe-. Obtenido de common european framework: http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdfKuby, C. R. (2012). OK this is hard’: Doing emotions in social justice dialogueEducation. Citizenship and Social Justice March .Lankshear, C. &. (2011). New literacies. UK: McGraw-Hill Education.Lifema. (09 de 2016). taken from de Liceo Femenino Mercedes Nariño:http://lifemena.jimdo.com/Lynch, T. (2009). Teaching Second Language Listening. Oxford: Oxford University Press.Mitchell, R. (1994). The communicative approach to language teaching. Teaching modern languages.Mack, N. (2005) Qualitative Research Methods: A Data Collector’s Field Guide. Family Health International.Palacios, N., & Chapetón, C. M. (2014). Students' Responses to the Use of Songs in the EFL Classroom at a Public School in Bogotá: A Critical Approach. GIST Education and Learning Research Journal, n9 p9-30Rafi, M. S. (). Promoting Critical Pedagogy in Language Education. International Research Journal of Arts & Humanities (IRJAH), 37, 63-73.Richards, & Renandya. (2002). Methodology in language teaching: An anthology of current practice. Cambirdge University Press.Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press, 2 -12.Taylor & Francis Group . (2000). Multiliteracies , Literacy learning and the desing of social futures. New York : Routledge.The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard educational review.Walonick, D. S. (1993). Everything You Wanted To Know About Questionnaires But Were Afraid To Ask. [Online].Urrutia León, William; Vega Cely, Esperanza (2010) Profile Issues in Teachers' Professional Development, vol. 12, núm. 1 pp. 11-31 Universidad Nacional de Colombia. Bogotá, Colombia. Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School.Vela, Gabriela. (2012). The use of audiovisual aids to create an effective and meaningful learning environment to improve listening and speaking skills in fourth grade students at Liceo Feminine Mercedes Nariño School. Universidad Pedagógica Nacional. Bogotá, Colombia.Investigación acción - MetodologíaProducción oral - DesarrolloEscucha - FortalecimientoInjusticia social - AnálisisMultialfabetización - ModeloTHUMBNAILTE-21510.pdf.jpgTE-21510.pdf.jpgIM Thumbnailimage/jpeg3377http://repository.pedagogica.edu.co/bitstream/20.500.12209/10021/3/TE-21510.pdf.jpgfd8672004e2d48479d29f105f96efd51MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/10021/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALTE-21510.pdfTE-21510.pdfapplication/pdf1649920http://repository.pedagogica.edu.co/bitstream/20.500.12209/10021/1/TE-21510.pdfc0f5dcd6ad51c3c09d518b853d70f38bMD5120.500.12209/10021oai:repository.pedagogica.edu.co:20.500.12209/100212021-06-22 14:46:14.961Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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 |