Theater as PBL and its implications in the development of spoken language.

Este documento es una investigación cualitativa que pretende analizar las implicaciones de implementar el PBL (aprendizaje basado en proyectos) en una clase de inglés de octavo grado de la escuela Guillermo Cano Isaza. Este proyecto nació después de observar cómo los estudiantes aprendían de la mano...

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Autores:: Torres Rodriguez, Jennifer Ximena

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2023

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv	Theater as PBL and its implications in the development of spoken language.
title	Theater as PBL and its implications in the development of spoken language.
spellingShingle	Theater as PBL and its implications in the development of spoken language. Ambiente cooperativo Aprendizaje basado en proyectos Comunicación oral Inglés como lengua extranjera Teatro en aprendizaje basado en proyectos Cooperative environment PBL- Proyect based learning Oral Communication EFL- English as a foreign language Theater in PBL
title_short	Theater as PBL and its implications in the development of spoken language.
title_full	Theater as PBL and its implications in the development of spoken language.
title_fullStr	Theater as PBL and its implications in the development of spoken language.
title_full_unstemmed	Theater as PBL and its implications in the development of spoken language.
title_sort	Theater as PBL and its implications in the development of spoken language.
dc.creator.fl_str_mv	Torres Rodriguez, Jennifer Ximena
dc.contributor.advisor.spa.fl_str_mv	Reina Moreno, Vanessa Andrea
dc.contributor.author.none.fl_str_mv	Torres Rodriguez, Jennifer Ximena
dc.subject.spa.fl_str_mv	Ambiente cooperativo Aprendizaje basado en proyectos Comunicación oral Inglés como lengua extranjera Teatro en aprendizaje basado en proyectos
topic	Ambiente cooperativo Aprendizaje basado en proyectos Comunicación oral Inglés como lengua extranjera Teatro en aprendizaje basado en proyectos Cooperative environment PBL- Proyect based learning Oral Communication EFL- English as a foreign language Theater in PBL
dc.subject.keywords.eng.fl_str_mv	Cooperative environment PBL- Proyect based learning Oral Communication EFL- English as a foreign language Theater in PBL
description	Este documento es una investigación cualitativa que pretende analizar las implicaciones de implementar el PBL (aprendizaje basado en proyectos) en una clase de inglés de octavo grado de la escuela Guillermo Cano Isaza. Este proyecto nació después de observar cómo los estudiantes aprendían de la mano del Proyecto Nacional de Bilinguismo y con el libro Way to Go (Plan Nacional de Bilinguismo 2021) que les permitió desarrollar habilidades escritas, pero no les da muchas oportunidades para trabajar el lenguaje oral. Para complementar el estudio de este material se propone un proyecto basado en una producción teatral de ocho sesiones para que los estudiantes puedan mejorar sus habilidades orales mientras trabajan en un ambiente cooperativo. El análisis fue realizado de la mano del Grounded theory
publishDate	2023
dc.date.issued.none.fl_str_mv	2023
dc.date.accessioned.none.fl_str_mv	2024-01-24T20:23:49Z
dc.date.available.none.fl_str_mv	2024-01-24T20:23:49Z
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/20.500.12209/19143
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/20.500.12209/19143
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Aguirre, J., Palacios, A., & Ramos, B. (2021). Theater as a safe environment to start productive skills development in an EFL classroom. Boletín Redipe, 10(8), 410-421. https://dialnet.unirioja.es/servlet/articulo?codigo=8116650 Alcaldía de Bogotá. (2012). Barrio Meissen: de la ruralidad al urbanismo. https://bogota.gov.co/mi-ciudad/ciudad-bolivar/barrio-meissen-de-la-ruralidad-al-urbanismo Bond, E. & Nicholson, H. (2017). Theatre and education. Bloomsbury Publishing. https://books.google.com.co/books?hl=en&lr=&id=5ZhGEAAAQBAJ&oi=fnd&pg=PA1&dq=theater+in+education&ots=EQBYcJ5dY5&sig=AK7COQ0OiH-XwvVzTX-OVvhgAMA&redir_esc=y#v=onepage&q=theater%20in%20education&f=false Blumenfeld, P., Fishman, B., Krajcik, J., Marx R., & Soloway E. (2000) Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools, Educational Psychologist, 35:3, 149-164, DOI: 10.1207/S15326985EP3503_2 https://knilt.arcc.albany.edu/images/4/4d/PBL_Article.pdf Blumenfeld, P. & Krajcik, J. (2006). Project-based learning (pp. 317-34). https://knilt.arcc.albany.edu/images/4/4d/PBL_Article.pdf Braithwaite, D. O., & Schrodt, P. (Eds.). (2021). Engaging theories in interpersonal communication: Multiple perspectives. Routledge. https://books.google.com.co/books?hl=fr&lr=&id=CdhCEAAAQBAJ&oi=fnd&pg=PT8&dq=+Engaging+theories+in+interpersonal+communication:+Multiple+perspectives.+Sage+Publications.&ots=L_CYNlVQAe&sig=C_t2SZat3nAgVl7WESt6a9zsieY#v=onepage&q=Engaging%20theories%20in%20interpersonal%20communication%3A%20Multiple%20perspectives.%20Sage%20Publications.&f=false CEDID Guillermo Cano Isaza. (2016). Proyecto Educativo Institucional. http://www.cedidguillermocanoisaza.edu.co/PEI_Diurno.html Charmaz, K. (2014). Constructing grounded theory. Sage. https://books.google.com.co/books?hl=fr&lr=&id=v_GGAwAAQBAJ&oi=fnd&pg=PP1&dq=grounded+theory&ots=YX_wHczAe1&sig=o3b08NaL1P-EWG1Ia2E63-E5na0&redir_esc=y#v=onepage&q=grounded%20theory&f=false Corredor, D. (2018). Fostering Oral Communication through Project Work and Situated Learning. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/9211/TE-22082.pdf?sequence=1&isAllowed=y Drama notebook (S.F.) On one condition Script. 20 more practice scenes. https://www.dramanotebook.com/drama-curriculum/20-more-practice-scenes/ Franco, D. (2021) Los barrios de invasión de Bogotá, un estilo de vida ignorado por los más ricos de la Sociedad. Plaza Capital. https://plazacapital.co/ciudadania/5658-los-barrios-de-invasion-el-estilo-de-vida-ignorado-por-la-sociedad Hammersley, M. (2012). What is qualitative research? A&C Black. https://books.google.com.co/books?hl=en&lr=&id=Zs2CesvIYs0C&oi=fnd&pg=PP1&dq=what+is+a+qualitative+research&ots=VMJ1hgDMid&sig=9kjAEQXvpK5EKqAqTPkl02WHXsQ&redir_esc=y#v=onepage&q=what%20is%20a%20qualitative%20research&f=false Hill, L., Williams, J. H., Aucott, L., Milne, J., Thomson, J., Greig, J., ... & Mon‐Williams, M. A. R. K. (2010). Exercising attention within the classroom. Developmental medicine & child neurology, 52(10), 929-934. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1469-8749.2010.03661.x Hoëm, I. (1999). Theater. Journal of Linguistic Anthropology, 9(1/2), 247–250. http://www.jstor.org/stable/43102479 Johnson, D. & Johnson, R. (2005). New Developments in Social Interdependence Theory. Genetic, social, and general psychology monographs. https://www.researchgate.net/publication/6609956_New_Developments_in_Social_Interdependence_Theory Johnson, D. & Johnson R. (2017) Cooperative learning. Congreso Internacional Innovación Educación. Gobierno de Aragon. https://2017.congresoinnovacion.educa.aragon.es/documents/48/David_Johnson.pdf Kim, Y.-S. & Pilcher, H. (2016). What is listening comprehension and what does it take to improve listening comprehension? In R. Schiff & M. Joshi (Eds.), Handbook of interventions in learning disabilities (pp. 159-174). New York: Springer. https://files.eric.ed.gov/fulltext/ED602774.pdf Kraft, R. (1990). Experiential learning. Adventure education, 175-183. https://d1wqtxts1xzle7.cloudfront.net/6540292/experiential_learning_-_kraft-libre.pdf?1390846780=&response-content-disposition=inline%3B+filename%3DExperiential_learning.pdf&Expires=1693956695&Signature=ddK~j~yn~bHniF8lEhx01ByH~QU6Y2-gLS5i2oSduAamrDJQRWeceaN~OpTwtmMCixKjgaF9HOAPkYkusxSxXf9gZX9-6QO-NJACs-UkLbqguJPsf4mANISB0B6yJAvPb8Pb5tMFvQP1B3Ob5d2ivA90eW~tw5FkWjLUGyDMcKtZVB1ofKlUtsWPrZ~4HB327mzT-e9WkmleGoMNP~vwyrEZAyicfrSsNAt7422E1hyqCh2LFuoQzlJubvYdor0ICcvElVwzaxxTrs1jcsrDfpVRn9QUlRvS7Wwk1upQigqlZ1Kt939ZygB8PGAalz-votqs6tS6Ir9VAR7Oc8-c0Q__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA Kupperschmidt, B. (2006). Addressing multigenerational conflict: Mutual respect and carefronting as strategy. Online Journal of Issues in Nursing, 11(2). https://www.proquest.com/openview/6524222ec80da4a4df6a83d782cd0962/1?pq-origsite=gscholar&cbl=43860 Lantolf, J. & Thorne, S. L. (2007). Sociocultural Theory and Second Language Learning. In. B. van Patten & J. Williams (eds.), Theories in Second Language Acquisition (pp. 201-224). Mahwah, NJ: Lawrence Erlbaum. https://www.researchgate.net/publication/237201246_Lantolf_J_Thorne_S_L_2007_Sociocultural_Theory_and_Second_Language_Learning_In_B_van_Patten_J_Williams_eds_Theories_in_Second_Language_Acquisition_pp_201-224_Mahwah_NJ_Lawrence_Erlbaum Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. ASCD. https://books.google.com.co/books?hl=en&lr=&id=10XwCQAAQBAJ&oi=fnd&pg=PP1&dq=Setting+the+Standard+for+Project+Based+Learning&ots=ME7ii2taxC&sig=4B5evXFzG_IeumNgOe-mJeqZqYY&redir_esc=y#v=onepage&q=Setting%20the%20Standard%20for%20Project%20Based%20Learning&f=false Levinson, S. (1983). Pragmatics. University of Cambridge http://library.navoiy-uni.uz/files/138865467-pragmatics-levinson-1.pdf McCarthy, M. (1998) Spoken Language and applied linguistics. https://books.google.com.co/books?hl=en&lr=&id=iZkw3DXMZhAC&oi=fnd&pg=PR6&dq=importance+of+spoken+language&ots=A2KN667mnr&sig=vYpL0wsJo38nhIPJ5V5pu6mpTfo&redir_esc=y#v=onepage&q&f=false McNiff, J., & Whitehead, J. (2012). Action research for teachers: A practical guide. David Fulton Publishers. Ministerio de Educación (2018). Lengua Extranjera. https://www.mineducacion.gov.co/portal/micrositios-preescolar-basica-y-media/Educacion-Privada/Calidad/364450:Lengua-Extranjera#:~:text=Desde%201994%2C%20en%20la%20Ley,de%20aprender%20una%20lengua%20extranjera. Morris, J. (2016). INTRODUCTION: Group Work. University of Oregon. https://mrsdkrebs.edublogs.org/files/2016/05/M2-Introduction-Group-Work-1-1062tth.pdf Núñez, L. y Navarro, M. (2007). Dramatización y educación: aspectos teóricos. Teoría de la educación, 19, 225-252. https://revistas.usal.es/index.php/1130-3743/article/view/3262 Oktay, J. S. (2012). Grounded theory. Pocket Guide to Social Work Research Methods. Plan Nacional de bilinguals (2021) Way to go students book 6th grade. https://eco.colombiaaprende.edu.co//wp-content/uploads/2021/03/WAY-TO-GO-STUDENTS-BOOK-1_V2021.pdf Prizes, N. (2022). Phonology. University of Sheffield, Centre for Linguistic research. https://www.sheffield.ac.uk/linguistics/home/all-about-linguistics/about-website/branches-linguistics/phonology#:~:text=What%20is%20Phonology%3F,and%20used%20to%20convey%20meaning. Quasthoff, U. M. (Ed.). (2011). Aspects of oral communication (Vol. 21). Walter de Gruyter. https://books.google.com.co/books?hl=fr&lr=&id=PpLYi2jbNB4C&oi=fnd&pg=PA1&dq=oral+communication&ots=_9ZXXLlqAE&sig=TrfbBS-AaS9o7f810lMxT0bozcE&redir_esc=y#v=onepage&q=oral%20communication&f=false TEDx Talks. (2020, 3 de Enero). Comunicación no verbal: que no te quiten el sitio \| Sonia El Hakim [Video]. YouTube. https://www.youtube.com/watch?v=Xr_I6qcd3Ns Thornberg, R., & Charmaz, K. (2014). Grounded theory and theoretical coding. The SAGE handbook of qualitative data analysis, 5(2014), 153-69. https://books.google.com.co/books?hl=fr&lr=&id=R-6GAwAAQBAJ&oi=fnd&pg=PA153&dq=grounded+theory+coding+process&ots=L6ajXVtaOc&sig=b1g0uNJ1l7qLUoF5fs_GDP5zSis&redir_esc=y#v=onepage&q=grounded%20theory%20coding%20process&f=false West, R., & Turner, L. H. (2010). Understanding interpersonal communication: Making choices in changing times. Cengage learning. https://books.google.com.co/books?hl=fr&lr=&id=IRI8AAAAQBAJ&oi=fnd&pg=PR3&dq=+Interpersonal+communication:+A+mindful+approach.+Cengage+Learning.&ots=Q-xVg1m0g3&sig=bOj1EXFuaMoqel1-p_IbeI1_mPE#v=onepage&q=Interpersonal%20communication%3A%20A%20mindful%20approach.%20Cengage%20Learning.&f=false Wurdinger, S., & Rudolph, J. (2009). A different type of success: teaching important life skills through project-based learning. Improving Schools, 12(2), 115–129. https://doi.org/10.1177/1365480209105576. https://www.researchgate.net/publication/240714051_A_different_type_of_success_Teaching_important_life_skills_through_project_based_learning/link/00b7d53468f7b34262000000/download
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dc.coverage.spatial.spa.fl_str_mv	Bogotá, Colombia
dc.coverage.temporal.spa.fl_str_mv	2022-2023
dc.publisher.spa.fl_str_mv	Universidad Pedagógica Nacional
dc.publisher.program.spa.fl_str_mv	Licenciatura en Español y Lenguas Extranjeras
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spelling	Reina Moreno, Vanessa AndreaTorres Rodriguez, Jennifer XimenaBogotá, Colombia2022-20232024-01-24T20:23:49Z2024-01-24T20:23:49Z2023http://hdl.handle.net/20.500.12209/19143instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este documento es una investigación cualitativa que pretende analizar las implicaciones de implementar el PBL (aprendizaje basado en proyectos) en una clase de inglés de octavo grado de la escuela Guillermo Cano Isaza. Este proyecto nació después de observar cómo los estudiantes aprendían de la mano del Proyecto Nacional de Bilinguismo y con el libro Way to Go (Plan Nacional de Bilinguismo 2021) que les permitió desarrollar habilidades escritas, pero no les da muchas oportunidades para trabajar el lenguaje oral. Para complementar el estudio de este material se propone un proyecto basado en una producción teatral de ocho sesiones para que los estudiantes puedan mejorar sus habilidades orales mientras trabajan en un ambiente cooperativo. El análisis fue realizado de la mano del Grounded theorySubmitted by Jennifer Ximena Torres Rodriguez (jxtorresr@upn.edu.co) on 2023-12-06T01:29:01Z No. of bitstreams: 3 Theater as PBL and implications.pdf: 1133042 bytes, checksum: f932138ef7e4c222a52cc0d51658e980 (MD5) Licecia de uso.pdf: 260862 bytes, checksum: 158e3bd41f89bd52adc51709955f89e8 (MD5) Autorizaciones.pdf: 12546220 bytes, checksum: a47276004ea039856a14d667a119b7f7 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envìo ha sido rechazado, en tanto falta el punto final en el titulo ingresado en la metadata, también debe escribir sus dos nombre de manera completa. Por favor ajustar y volver a envíar. on 2023-12-06T22:37:11Z (GMT)Submitted by Jennifer Ximena Torres Rodriguez (jxtorresr@upn.edu.co) on 2023-12-06T23:02:05Z No. of bitstreams: 3 Theater as PBL and implications.pdf: 1133042 bytes, checksum: f932138ef7e4c222a52cc0d51658e980 (MD5) Licecia de uso.pdf: 260862 bytes, checksum: 158e3bd41f89bd52adc51709955f89e8 (MD5) Autorizaciones.pdf: 12546220 bytes, checksum: a47276004ea039856a14d667a119b7f7 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-12-07T00:44:33Z (GMT) No. of bitstreams: 3 Theater as PBL and implications.pdf: 1133042 bytes, checksum: f932138ef7e4c222a52cc0d51658e980 (MD5) Licecia de uso.pdf: 260862 bytes, checksum: 158e3bd41f89bd52adc51709955f89e8 (MD5) Autorizaciones.pdf: 12546220 bytes, checksum: a47276004ea039856a14d667a119b7f7 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-01-24T20:23:49Z (GMT) No. of bitstreams: 3 Theater as PBL and implications.pdf: 1133042 bytes, checksum: f932138ef7e4c222a52cc0d51658e980 (MD5) Licecia de uso.pdf: 260862 bytes, checksum: 158e3bd41f89bd52adc51709955f89e8 (MD5) Autorizaciones.pdf: 12546220 bytes, checksum: a47276004ea039856a14d667a119b7f7 (MD5)Made available in DSpace on 2024-01-24T20:23:49Z (GMT). No. of bitstreams: 3 Theater as PBL and implications.pdf: 1133042 bytes, checksum: f932138ef7e4c222a52cc0d51658e980 (MD5) Licecia de uso.pdf: 260862 bytes, checksum: 158e3bd41f89bd52adc51709955f89e8 (MD5) Autorizaciones.pdf: 12546220 bytes, checksum: a47276004ea039856a14d667a119b7f7 (MD5) Previous issue date: 2023Licenciado en Español y Lenguas ExtranjerasPregradoThis document is qualitative research that intends to analyze the implications of implementing PBL in a eight-grade English class in the Guillermo Cano Isaza. This project was born after observing how students were learning alongside the National English Project and with the book Way to Go (Plan Nacional de Bilinguismo 2021) which allowed them to develop written skills, but it does not give many opportunities to work with the oral language. In order to complement the studies of this material a project based on a theatrical production is proposed with eight session so students could improve their oral skills while working in a cooperative environment. The analysis was made alongside Grounded theoryInglésapplication/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 InternationalAmbiente cooperativoAprendizaje basado en proyectosComunicación oralInglés como lengua extranjeraTeatro en aprendizaje basado en proyectosCooperative environmentPBL- Proyect based learningOral CommunicationEFL- English as a foreign languageTheater in PBLTheater as PBL and its implications in the development of spoken language.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAguirre, J., Palacios, A., & Ramos, B. (2021). Theater as a safe environment to start productive skills development in an EFL classroom. Boletín Redipe, 10(8), 410-421. https://dialnet.unirioja.es/servlet/articulo?codigo=8116650Alcaldía de Bogotá. (2012). Barrio Meissen: de la ruralidad al urbanismo. https://bogota.gov.co/mi-ciudad/ciudad-bolivar/barrio-meissen-de-la-ruralidad-al-urbanismoBond, E. & Nicholson, H. (2017). Theatre and education. Bloomsbury Publishing. https://books.google.com.co/books?hl=en&lr=&id=5ZhGEAAAQBAJ&oi=fnd&pg=PA1&dq=theater+in+education&ots=EQBYcJ5dY5&sig=AK7COQ0OiH-XwvVzTX-OVvhgAMA&redir_esc=y#v=onepage&q=theater%20in%20education&f=falseBlumenfeld, P., Fishman, B., Krajcik, J., Marx R., & Soloway E. (2000) Creating Usable Innovations in Systemic Reform: Scaling Up Technology-Embedded Project-Based Science in Urban Schools, Educational Psychologist, 35:3, 149-164, DOI: 10.1207/S15326985EP3503_2 https://knilt.arcc.albany.edu/images/4/4d/PBL_Article.pdfBlumenfeld, P. & Krajcik, J. (2006). 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Improving Schools, 12(2), 115–129. https://doi.org/10.1177/1365480209105576. https://www.researchgate.net/publication/240714051_A_different_type_of_success_Teaching_important_life_skills_through_project_based_learning/link/00b7d53468f7b34262000000/downloadTHUMBNAILTheater as PBL and implications.pdf.jpgTheater as PBL and implications.pdf.jpgIM Thumbnailimage/jpeg2729http://repository.pedagogica.edu.co/bitstream/20.500.12209/19143/6/Theater%20as%20PBL%20and%20implications.pdf.jpg925947a7bd8cafbb41b9bebfbab37289MD56LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/19143/4/license.txt8a4605be74aa9ea9d79846c1fba20a33MD54202303250231293 - 04 DIC 23 JENNIFER TORRES.pdf202303250231293 - 04 DIC 23 JENNIFER TORRES.pdfLicencia aprobadaapplication/pdf260862http://repository.pedagogica.edu.co/bitstream/20.500.12209/19143/5/202303250231293%20-%2004%20DIC%2023%20JENNIFER%20TORRES.pdf158e3bd41f89bd52adc51709955f89e8MD55ORIGINALTheater as PBL and implications.pdfTheater as PBL and implications.pdfapplication/pdf1133042http://repository.pedagogica.edu.co/bitstream/20.500.12209/19143/1/Theater%20as%20PBL%20and%20implications.pdff932138ef7e4c222a52cc0d51658e980MD5120.500.12209/19143oai:repository.pedagogica.edu.co:20.500.12209/191432024-01-24 23:00:37.279Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Theater as PBL and its implications in the development of spoken language.

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