Developing formulaic speech through differentiated instruction and tiered activities.
Trabajo de grado que se propone evidenciar el impacto de la educación diferenciada a través de actividades por niveles sobre el desarrollo del habla en la lengua extranjera inglés en estudiantes de segundo grado del Colegio Técnico Distrital Domingo Faustino Sarmiento. Durante la implementación de l...
- Autores:
-
Domínguez Ramírez, Claudia Viviana
- 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:20.500.12209/10012
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/10012
- Palabra clave:
- Educación diferenciada
Actividades por niveles
Habla formulaico
Habla
Lengua extranjera inglés
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Developing formulaic speech through differentiated instruction and tiered activities. |
| title |
Developing formulaic speech through differentiated instruction and tiered activities. |
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Developing formulaic speech through differentiated instruction and tiered activities. Educación diferenciada Actividades por niveles Habla formulaico Habla Lengua extranjera inglés |
| title_short |
Developing formulaic speech through differentiated instruction and tiered activities. |
| title_full |
Developing formulaic speech through differentiated instruction and tiered activities. |
| title_fullStr |
Developing formulaic speech through differentiated instruction and tiered activities. |
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Developing formulaic speech through differentiated instruction and tiered activities. |
| title_sort |
Developing formulaic speech through differentiated instruction and tiered activities. |
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Domínguez Ramírez, Claudia Viviana |
| dc.contributor.advisor.spa.fl_str_mv |
Mellizo Guaqueta, Nelson |
| dc.contributor.author.spa.fl_str_mv |
Domínguez Ramírez, Claudia Viviana |
| dc.subject.spa.fl_str_mv |
Educación diferenciada Actividades por niveles Habla formulaico Habla Lengua extranjera inglés |
| topic |
Educación diferenciada Actividades por niveles Habla formulaico Habla Lengua extranjera inglés |
| description |
Trabajo de grado que se propone evidenciar el impacto de la educación diferenciada a través de actividades por niveles sobre el desarrollo del habla en la lengua extranjera inglés en estudiantes de segundo grado del Colegio Técnico Distrital Domingo Faustino Sarmiento. Durante la implementación de la propuesta pedagógica se hizo especial énfasis en el desarrollo del habla formulaico y la enseñanza de la lengua extranjera en un ambiente inclusivo. Dentro del grupo de participantes se encontraban dos estudiantes con dificultades de aprendizaje y un estudiante con discapacidad física, por tal motivo el principal objetivo de dicho trabajo de grado fue ofrecer las mismas oportunidades de aprendizaje a todos los estudiantes a pesar de sus dificultades. Este proyecto de investigación se hizo bajo los parámetros de la investigación acción y fue desarrollado durante un periodo de un año. |
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Adams, C. M., & Pierce, R. (2006). Differentiating instruction: A practical guide for tiered. Waco: TX: Prufrock Press. Alcaldía Mayor de Bogotá. (2011). Diagnóstico de los aspectos físicos, demográficos y socioeconómicos. 21 Monografías de las localidades, 75-77, 163-177. Álvarez, N. (2016). Instructional Strategies to Enhance Writing Skills Through Autobiographies Since an Inclusive Classroom. Universidad Pedagógica Nacional. Brewster, G. (2014). Tell it Again – The Storytelling Handbook for Primary English Language Teachers. British Counci. Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Longman. Brown, D. (2010). Language Assessment: Principles and Classroom Practices. Pearson Education. Brune, M. K. (2004). Total physical response storytelling: An analysis and application. Oregon: Department of Germanic Languages and Literature. Buck Institute for Education. (2016). What is Project Based Learning (PBL)? Retrived from http://www.bie.org/about/what_pbl. Burns, A., & Hood, S. (1995). Teachers' Voices Series. Sydney: National Centre for English Language Teaching and Research. Burns, A., & Joyce , H. (1997). Focus on Speaking. Sidney: National Centre for Language Teaching and Research. Casallas, W. (2016). Differentiated Instruction and Oral Tiered Activities to Impact A1 Students’. Bogotá: Universidad de La Sabana. Colegio Técnico Distrital Domingo Faustino Sarmiento. (s.f.). Proyecto Educativo Institucional Congreso de la República de Colombia. (1994). Ley 115 de Febrero 8 de 1994. Retrived from http://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf Ellis, R. (1994). The Study of Second Language Acquisition. New York: Oxford University Press. Fredson, L., & dos Reis da, S. (2015). The Relationship between Teachers and Students. Massachusetts: BSU Master’s Theses and Project. Freeman, D. (1998). Collecting and Analysing Data. In D. Freeman, Doing Teacher Research (pp. 86-120). Canada: Heinle & Heinle Publishers. Gardner, H. (1993). Multiple Intelligences. The Theory in Practice. New York: EUA: Basic Books. Goh, C. (2007). Teaching Speaking in the Language Classroom. Singapore: SEAMEO Regional Language Center. Guevara, D., & Ordoñez, C. (2012). Teaching english to very young learners through authentic communicative performances. Colombian Applied Linguistics Journal, 9-23. Hamer, J. (2001). Teaching with video. In A. Pearson Education Limited. Practice. England: Editorial logman. Heacox, D. (2014). Differentiated Innstruction in the Regular Classroom:How to Reach and Teach All Learners. United States of America: Free spirit publishing. Humble, A. (14 de 09 de 2017). Mount Saint Vincent University. Obtenido de http://www.msvu.ca/en/home/programsdepartments/professionalstudies/familystudiesgero ntology/facultyprofiles/ainehumble.aspx Jillian, B., Gibson, A., & Lishman, J. (2014). Social Work: An Introduction. New York: SAGE Publishing. Krashen, S. (2009). Principles and Practice in Second Language Acquisition. Pergamon Press Inc. Levine, G. (2004). Global simulation:a student-centered, task-based format for intermediate foreing language courses. Foreign Language Annals, 26-36. Lewis, B. (2016). Top Components of a Well-Written Lesson Plan. About Education. Martínez, A. M. (2011). Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language. Gist Education and Learning Research Journal, 25-49. McGill-Franzen, Z. S. (2006). The confluence of two policy mandates: Core reading programs and third grade retention in Florida. Elementary School Journal, 107, 67-91. MEN. (2005). Montaño, J. (2011). Inclusive English Classrooms: Requirements, Implications and Limitations: A Qualitative case of study. Universidad Pedag{ogica Nacional. Murphey, T. (1992). Music & Song. Oxford: Oxford University Press. Pasuy, N. (2013). Exploring Third Graders’ Reading Comprehension through the Implementation of Tiered products for Differentiated Instruction. Chía: Universidad de la Sabana. Porras, N. (2010). Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language. PROFILE Issues in Teachers' Professional Development, 95-106. Sampieri, R., Fernández , C., & Baptista, P. (2010). Metodología de la investigación. Mexico: Mc Graw Hill. Schumm, J. S. (2000). Grouping for reading instruction:Does one size fit all? Journal of Learning Disabilities, 33, 477-488. Seifert, S., Schwab , S., & Gasteiger-Klicpera, B. (2015). Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children. Reading & Writing Quarterly Tomilson, A. (2014). The Differentiated Classroom: Responding to the needs of all learners. Alexandria: VA: ASCD. Tomlinson, A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria: VA: ASCD. Tomlinson, A. (2014). The Differentiated Classroom: Responding to the needs of learners. Alexandria: ASCD. Torky, S. (2006). The Effectiveness of a Task- Based Instruction program in Developing the English Language Speaking Skills of Secondary Stage Students. Vincent, D. (5 de April de 2016). 10 tricks for keeping the attention of primary-age children. Obtenido de ELT Learning journeys: http://eltlearningjourneys.com/2016/04/05/10-tricksfor-keeping-the-attention-of-primary-age-children/ Wood, K. C., Smith, H., & Grossniklaus, D. (2001). Piaget's Stages of Cognitive Development. Obtenido de Emerging perspectives on learning, teaching, and technology: http://projects.coe.uga.edu/epltt/ Woori, K., Linan-Thompson, S., & Misquitt, R. (2012). Critical Factors in Reading Comprehension Instruction for Students with Learning Disabilities: A Research Synthesis. Learning Disabilities Research and Practice, 66-78. Zaro, J., & Salaberri, S. (1995). Handbooks for the English Classroom Storytelling. Mac Millan Heinemann English Language Teaching. |
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Mellizo Guaqueta, NelsonDomínguez Ramírez, Claudia Viviana2019-08-08T16:16:37Z2019-08-08T16:16:37Z2017TE-21512http://hdl.handle.net/20.500.12209/10012instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado que se propone evidenciar el impacto de la educación diferenciada a través de actividades por niveles sobre el desarrollo del habla en la lengua extranjera inglés en estudiantes de segundo grado del Colegio Técnico Distrital Domingo Faustino Sarmiento. Durante la implementación de la propuesta pedagógica se hizo especial énfasis en el desarrollo del habla formulaico y la enseñanza de la lengua extranjera en un ambiente inclusivo. Dentro del grupo de participantes se encontraban dos estudiantes con dificultades de aprendizaje y un estudiante con discapacidad física, por tal motivo el principal objetivo de dicho trabajo de grado fue ofrecer las mismas oportunidades de aprendizaje a todos los estudiantes a pesar de sus dificultades. Este proyecto de investigación se hizo bajo los parámetros de la investigación acción y fue desarrollado durante un periodo de un año.Submitted by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-05-22T13:57:21Z No. of bitstreams: 1 TE-21512.pdf: 3492207 bytes, checksum: dc0be773445d8278cbedd4e3439682d1 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-08-08T16:16:37Z (GMT) No. of bitstreams: 1 TE-21512.pdf: 3492207 bytes, checksum: dc0be773445d8278cbedd4e3439682d1 (MD5)Made available in DSpace on 2019-08-08T16:16:37Z (GMT). No. of bitstreams: 1 TE-21512.pdf: 3492207 bytes, checksum: dc0be773445d8278cbedd4e3439682d1 (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 NacionalEducación diferenciadaActividades por nivelesHabla formulaicoHablaLengua extranjera inglésDeveloping formulaic speech through differentiated instruction and tiered activities.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAdams, C. M., & Pierce, R. (2006). Differentiating instruction: A practical guide for tiered. Waco: TX: Prufrock Press.Alcaldía Mayor de Bogotá. (2011). Diagnóstico de los aspectos físicos, demográficos y socioeconómicos. 21 Monografías de las localidades, 75-77, 163-177.Álvarez, N. (2016). Instructional Strategies to Enhance Writing Skills Through Autobiographies Since an Inclusive Classroom. Universidad Pedagógica Nacional.Brewster, G. (2014). Tell it Again – The Storytelling Handbook for Primary English Language Teachers. British Counci.Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Longman.Brown, D. (2010). Language Assessment: Principles and Classroom Practices. Pearson Education.Brune, M. K. (2004). Total physical response storytelling: An analysis and application. Oregon: Department of Germanic Languages and Literature.Buck Institute for Education. (2016). What is Project Based Learning (PBL)? Retrived from http://www.bie.org/about/what_pbl.Burns, A., & Hood, S. (1995). Teachers' Voices Series. Sydney: National Centre for English Language Teaching and Research.Burns, A., & Joyce , H. (1997). Focus on Speaking. Sidney: National Centre for Language Teaching and Research.Casallas, W. (2016). Differentiated Instruction and Oral Tiered Activities to Impact A1 Students’. Bogotá: Universidad de La Sabana.Colegio Técnico Distrital Domingo Faustino Sarmiento. (s.f.). Proyecto Educativo InstitucionalCongreso de la República de Colombia. (1994). Ley 115 de Febrero 8 de 1994. Retrived from http://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdfEllis, R. (1994). The Study of Second Language Acquisition. New York: Oxford University Press.Fredson, L., & dos Reis da, S. (2015). The Relationship between Teachers and Students. Massachusetts: BSU Master’s Theses and Project.Freeman, D. (1998). Collecting and Analysing Data. In D. Freeman, Doing Teacher Research (pp. 86-120). Canada: Heinle & Heinle Publishers.Gardner, H. (1993). Multiple Intelligences. The Theory in Practice. New York: EUA: Basic Books.Goh, C. (2007). Teaching Speaking in the Language Classroom. Singapore: SEAMEO Regional Language Center.Guevara, D., & Ordoñez, C. (2012). Teaching english to very young learners through authentic communicative performances. Colombian Applied Linguistics Journal, 9-23.Hamer, J. (2001). Teaching with video. In A. Pearson Education Limited. Practice. England: Editorial logman.Heacox, D. (2014). Differentiated Innstruction in the Regular Classroom:How to Reach and Teach All Learners. United States of America: Free spirit publishing.Humble, A. (14 de 09 de 2017). Mount Saint Vincent University. Obtenido de http://www.msvu.ca/en/home/programsdepartments/professionalstudies/familystudiesgero ntology/facultyprofiles/ainehumble.aspxJillian, B., Gibson, A., & Lishman, J. (2014). Social Work: An Introduction. New York: SAGE Publishing.Krashen, S. (2009). Principles and Practice in Second Language Acquisition. Pergamon Press Inc.Levine, G. (2004). Global simulation:a student-centered, task-based format for intermediate foreing language courses. Foreign Language Annals, 26-36.Lewis, B. (2016). Top Components of a Well-Written Lesson Plan. About Education.Martínez, A. M. (2011). Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language. Gist Education and Learning Research Journal, 25-49.McGill-Franzen, Z. S. (2006). The confluence of two policy mandates: Core reading programs and third grade retention in Florida. Elementary School Journal, 107, 67-91.MEN. (2005).Montaño, J. (2011). Inclusive English Classrooms: Requirements, Implications and Limitations: A Qualitative case of study. Universidad Pedag{ogica Nacional.Murphey, T. (1992). Music & Song. Oxford: Oxford University Press.Pasuy, N. (2013). Exploring Third Graders’ Reading Comprehension through the Implementation of Tiered products for Differentiated Instruction. Chía: Universidad de la Sabana.Porras, N. (2010). Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language. PROFILE Issues in Teachers' Professional Development, 95-106.Sampieri, R., Fernández , C., & Baptista, P. (2010). Metodología de la investigación. Mexico: Mc Graw Hill.Schumm, J. S. (2000). Grouping for reading instruction:Does one size fit all? Journal of Learning Disabilities, 33, 477-488.Seifert, S., Schwab , S., & Gasteiger-Klicpera, B. (2015). Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children. Reading & Writing QuarterlyTomilson, A. (2014). The Differentiated Classroom: Responding to the needs of all learners. Alexandria: VA: ASCD.Tomlinson, A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria: VA: ASCD.Tomlinson, A. (2014). The Differentiated Classroom: Responding to the needs of learners. Alexandria: ASCD.Torky, S. (2006). The Effectiveness of a Task- Based Instruction program in Developing the English Language Speaking Skills of Secondary Stage Students.Vincent, D. (5 de April de 2016). 10 tricks for keeping the attention of primary-age children. Obtenido de ELT Learning journeys: http://eltlearningjourneys.com/2016/04/05/10-tricksfor-keeping-the-attention-of-primary-age-children/Wood, K. C., Smith, H., & Grossniklaus, D. (2001). Piaget's Stages of Cognitive Development. Obtenido de Emerging perspectives on learning, teaching, and technology: http://projects.coe.uga.edu/epltt/Woori, K., Linan-Thompson, S., & Misquitt, R. (2012). Critical Factors in Reading Comprehension Instruction for Students with Learning Disabilities: A Research Synthesis. Learning Disabilities Research and Practice, 66-78.Zaro, J., & Salaberri, S. (1995). Handbooks for the English Classroom Storytelling. Mac Millan Heinemann English Language Teaching.Investigación acción - MetodologíaEducación inclusivaProducción oral - DesarrolloEducación diferenciadaLenguaje formulaicoTHUMBNAILTE-21512.pdf.jpgTE-21512.pdf.jpgIM Thumbnailimage/jpeg4077http://repository.pedagogica.edu.co/bitstream/20.500.12209/10012/3/TE-21512.pdf.jpg4c195da9aaf9787dbcde9c6c26ba0a37MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/10012/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALTE-21512.pdfTE-21512.pdfapplication/pdf3492207http://repository.pedagogica.edu.co/bitstream/20.500.12209/10012/1/TE-21512.pdfdc0be773445d8278cbedd4e3439682d1MD5120.500.12209/10012oai:repository.pedagogica.edu.co:20.500.12209/100122021-06-22 15:09:37.771Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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 |