Cooperative learning: a teaching approach for inclusive EFL classrooms

El presente trabajo de grado consiste en una investigación acción llevada a cabo con estudiantes del grado cuarto de la sede B del IED Domingo Faustino Sarmiento, ubicado en Bogotá. A través de esta propuesta pedagógica se implementaron una serie de estrategias de aprendizaje cooperativo sobre la ba...

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Autores:: Herreño Borda, Carolina

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	Cooperative learning: a teaching approach for inclusive EFL classrooms
title	Cooperative learning: a teaching approach for inclusive EFL classrooms
spellingShingle	Cooperative learning: a teaching approach for inclusive EFL classrooms Inclusion Cooperative learning approach Critical pedagogy EFL Inclusion Cooperative learning approach Critical pedagogy EFL
title_short	Cooperative learning: a teaching approach for inclusive EFL classrooms
title_full	Cooperative learning: a teaching approach for inclusive EFL classrooms
title_fullStr	Cooperative learning: a teaching approach for inclusive EFL classrooms
title_full_unstemmed	Cooperative learning: a teaching approach for inclusive EFL classrooms
title_sort	Cooperative learning: a teaching approach for inclusive EFL classrooms
dc.creator.fl_str_mv	Herreño Borda, Carolina
dc.contributor.advisor.spa.fl_str_mv	Montaño Moreno, Johanna - director
dc.contributor.author.spa.fl_str_mv	Herreño Borda, Carolina
dc.subject.spa.fl_str_mv	Inclusion Cooperative learning approach Critical pedagogy EFL
topic	Inclusion Cooperative learning approach Critical pedagogy EFL Inclusion Cooperative learning approach Critical pedagogy EFL
dc.subject.keywords.spa.fl_str_mv	Inclusion Cooperative learning approach Critical pedagogy EFL
description	El presente trabajo de grado consiste en una investigación acción llevada a cabo con estudiantes del grado cuarto de la sede B del IED Domingo Faustino Sarmiento, ubicado en Bogotá. A través de esta propuesta pedagógica se implementaron una serie de estrategias de aprendizaje cooperativo sobre la base de la pedagogía crítica propuesta por Paulo Freire y con el propósito de generar inclusión en las aulas de inglés. Respecto a los objetivos de investigación se planteó primeramente, determinar los posibles roles del aprendizaje cooperativo en el desarrollo de procesos de inclusión en el aula de inglés como lengua extranjera. En segundo lugar, se propuso identificar qué habilidades del lenguaje se ven reforzadas o mejoradas a través de la implementación de dicho enfoque en el marco de la inclusión. A raíz de lo anterior se llevó a cabo una propuesta pedagógica en la que se pusieron en práctica diversas estrategias de aprendizaje cooperativo, las cuales permitieron una amplia recolección de datos que se vio plasmada posteriormente en el surgimiento de categorías de análisis y su desarrollo.
publishDate	2020
dc.date.accessioned.none.fl_str_mv	2020-08-06T17:26:54Z
dc.date.available.none.fl_str_mv	2020-08-06T17:26:54Z
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dc.relation.references.spa.fl_str_mv	Abraham, Getahun Yacob. (2014). Critical Pedagogy: Origin, Vision, Action & Consequences. KAPET. 10 Aliakbari, M., & Faraji, E. (2011). Basic Principles of Critical Pedagogy. IPEDR, 17, 77-78. Retrieved 26 March 2020, from http://www.ipedr.com/vol17/14-CHHSS%202011-H00057.pdf Ávila Caica, O. (2011). Teacher: Can you see what I’m saying? A research experience with deaf learners. PROFILE Issues in Teachers’ Professional Development, 13(2), 131-146. Blessing, M. (2011). Types of Family Structures. LoveToKnow; LoveToKnow Corp. https://family.lovetoknow.com/about-family-values/types-family-structures Brown, D. (1980). Principles of Language Learning and Teaching (1st ed., pp. 4-8;). Englewood: Robert Hunter Burns, A. (2010). Doing Action Research in English Language Teaching. (2nd ed., pp.1-89) New York: Taylor and Francis Caropresse Saavedra, E. S., Garzón Garavito, I. N., Henao González, M. V., Laguado González, L. J., Méndez Oliveros, J. A., Romero López, J. T., Sanabria Galindo, L. A., & Vargas Jaimes, A. M. (2007). An english lesson plan proposal based on cooperative learning to improve interaction in primary section at Eduardo Carranza School. Retrieved 26 March 2020, from https://ciencia.lasalle.edu.co/lic_lenguas/66 CESSDA. (2013). Qualitative coding - CESSDA TRAINING. Cessda.Eu. https://www.cessda.eu/Training/Training-Resources/Library/Data-Management-Expert-Guide/3.-Process/Qualitative-coding Coffin, C., Curry, M., Hewings, A. (2002). Academic writing : a toolkit for higher education (1st ed., Vol. 1). Routledge. https://www.researchgate.net/publication/42788641_Teaching_Academic_Writing Colegio Tecnico Domingo Faustino Sarmiento (IED) - Red Académica. (2019). Redacademica.Edu.Co. https://www.redacademica.edu.co/colegios/colegio-tecnico-domingo-faustino-sarmiento-ied Corbin, J. M., & Strauss, A. L. (2015). Basics of qualitative research : techniques and procedures for developing grounded theory (3rd ed.). Sage. (Original work published 1990) Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research (1st ed., p. 12). Sage Ebert II, E., Ebert, C., & Bentley, M. (2014). The educator's field guide: An introduction to everything from organization to assessment (1st ed., pp. 266-279). Skyhorse Publishing Embark Saleh, S. (2019, June). (PDF) 4Cs in the EFL Classroom. ResearchGate. https://www.researchgate.net/publication/336667149_4Cs_in_the_EFL_Classroom Freire, P. (2005). Pedagogy of the oppressed (3rd ed., pp. 72-103). Continuum González, M. del C., & Touron, J. (1992). Autoconcepto y Rendimiento Escolar sus vImplicaciones en la Motivación y en la Autorregulación del Aprendizaje (1st ed., Vol. 1, p. 134). EDICIONES UNIVERSIDAD DE NAVARRA, S. A. PAMPLONA. http://dadun.unav.edu/bitstream/10171/21388/1/AUTOCONCEPTO%20Y%20RENDIMIENTO%20ESCOLAR.pdf (Original work published 1992) Herbert, J. (2000). Simulation as a learning method to facilitate disability awareness. Journal of Experiential Education, 23(5), 5–6. https://doi.org/10.1177/105382590002300102 Howgego, C., Miles, S., & Myers, J. (2014). Inclusive learning: children with disabilities and difficulties in learning [Ebook] (1st ed., p. 7). Retrieved from https://www.heart-resources.org/wp-content/uploads/2014/09/Inclusive-Learning-Topic-Guide.pdf Johnson, D., Johnson, R., & Holubec, E. (1994). Cooperative learning in the classroom (2nd ed., pp. 3, 24-40). Association for Supervision and Curriculum Development Johnson, D., Johnson, R., & Holubec, E. (1994). The new circles of learning (1st ed., pp. 36-62). ASDC Kagan, S. and Kagan, M. (2009). Kagan Cooperative Learning. (2nd ed., pp.4.6, 6.25-6.34). United States of America: Kagan Publishing. ASDC Kamis Almashjari, A. (2012). The Effectiveness of Cooperative Learning on EFL Proficiency: A Case Study of Grade Ten Female Classroom in the New Developed High School Project in Riyadh, Saudi Arabia (Bachelor’s degree). King Saud University Deanship Kemmis, Stephen and McTaggart, Robin (1988) The Action Research Planner, 3rd edition. Geelong, Victoria: Deakin University Press Larsen Freeman, D., & H. Long, M. (1991). An introduction to second language acquisition research (1st ed., pp. 10-19). New York: Christopher N. Candlin Law N° 2082. Ministerio de Educación del Gobierno de Colombia, Bogotá, Colombia. 1996 Lawther, S. (2015). Fostering Inclusion in the Classroom through Cooperative Learning (Bachelor's degree). University of Toronto Mason, J. (2018). Qualitative researching (2nd ed., pp. 145–147). Sage. (Original work published 2002) Mills, G. (2011). Action research : a guide for the teacher researcher (1st ed.). MA : Pearson Education Montaño Moreno, J., & Vera Rodríguez, E. (2012). Inclusive English classrooms: requirements, implications and limitations. -A qualitative case study-. Folios, 36, 77, 83-88, 90-94. Retrieved 26 March 2020, from https://www.researchgate.net/publication/262461710_Inclusive_English_classrooms_requirements_implications_and_limitations_-A_qualitative_case_study- Morris, M. (1999). Views from Inside and Outside: Integrating Emic and Etic Insights about Culture and Justice Judgment. The Academy of Management Review, 24(4), 781–783. https://doi.org/10.2307/259354 Mosquera González, A., & León Pérez, L. (2017). Talking about what is forbidden (Bachelor's degree). Universidad Distrital Francisco José de Caldas Pan, C.-Y., & Wu, H.-Y. (2013). The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen. English Language Teaching, 6(5). https://doi.org/10.5539/elt.v6n5p13 Robayo Acuña, L. M., & Cárdenas, M. L. (2017). Inclusive Education and ELT Policies in Colombia: Views From Some PROFILE Journal Authors. PROFILE Issues in Teachers’ Professional Development, 19(1), 123. https://doi.org/10.15446/profile.v19n1.61075 Salem Al-Yaseen, D. (2014). Cooperative Learning in the EFL Classroom [Ebook] (1st ed., pp. 93-94). The 2014 WEI International Academic Conference Proceedings. Retrieved 26 March 2020, from https://www.westeastinstitute.com/wp-content/uploads/2014/05/wafaa-salem-Full-Paper.pdf Shaaban, K., & Ghaith, G. (2005). The Theoretical Relevance and Efficacy of Using Cooperative Learning in the ESL/EFL Classroom. International Journal Of Language Studies, 8(2). Retrieved 26 March 2020, from https://www.researchgate.net/publication/277801105_The_Theoretical_Relevance_and_Efficacy_of_Using_Cooperative_Learning_in_the_ESLEFL_Classroom Smith, A. (2019). Raising awareness of diversity in the language classroom. British Council. Retrieved 26 March 2020, from http://teachingenglish.britishcouncil.org.cn/article/raising-awareness-diversity-language-classroom Tessier, S. (2012). From Field Notes, to Transcripts, to Tape Recordings: Evolution or Combination?. International Journal Of Qualitative Methods, 11(4), 446-460. https://doi.org/10.1177/160940691201100410 The United Nations General Assembly. (1966). International Covenant on Economic, Social, and Cultural Rights. Treaty Series, 999, 171 Tohidi, H., & Jabbari, M. M. (2012). The effects of motivation in education. Procedia - Social and Behavioral Sciences, 31, 820–824. https://doi.org/10.1016/j.sbspro.2011.12.148 Trampler, R. (2012). Inclusion Classrooms as it Relates to Self-Esteem, Behavior, and Social Skills (pp. 14–15) [Thesis]. https://firescholars.seu.edu/cgi/viewcontent.cgi?article=1025&context=honors UNAIDS. (2020). An introduction o triangulation [Ebook] (1st ed., pp. 32-36). UNAIDS. Retrieved 26 March 2020, from https://www.unaids.org/sites/default/files/sub_landing/files/10_4-Intro-to-triangulation-MEF_0.pdf UNESCO. (2014). The right to education: law and policy review guidelines [Ebook] (1st ed., pp. 14-19). United Nations Educational, Scientific and Cultural Organization. Retrieved 26 March 2020, from http://United NationsEducational, Scientific andCultural Organization ÚNICA. (2019). Academic and social inclusion in Colombia (1st ed., pp. 17-18). Bogotá: Josephine Taylor Vandrick, S. (1994). Feminist pedaogy and ESL. College ESL, 4, 72. Retrieved 26 March 2020, from https://www.academia.edu/383029/Feminist_Pedagogy_and_ESL Williamson, C. (n.d.). Effects of Disability A ects of Disability Awareness E eness Educational Pr ducational Programs on an ams on an Inclusive Classroom (p. 3) [Honors Projects]. Retrieved May 15, 2020, from https://scholarworks.bgsu.edu/cgi/viewcontent.cgi?article=1138&context=honorsprojects Young, J. (2020, March 3). What Does Inclusive Teaching Look Like? - EdSurge News. EdSurge. https://www.edsurge.com/news/2020-03-03-what-does-inclusive-teaching-look-like
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spelling	Montaño Moreno, Johanna - directorHerreño Borda, CarolinaBogotá20202020-08-06T17:26:54Z2020-08-06T17:26:54Z2020http://hdl.handle.net/20.500.12209/12138instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El presente trabajo de grado consiste en una investigación acción llevada a cabo con estudiantes del grado cuarto de la sede B del IED Domingo Faustino Sarmiento, ubicado en Bogotá. A través de esta propuesta pedagógica se implementaron una serie de estrategias de aprendizaje cooperativo sobre la base de la pedagogía crítica propuesta por Paulo Freire y con el propósito de generar inclusión en las aulas de inglés. Respecto a los objetivos de investigación se planteó primeramente, determinar los posibles roles del aprendizaje cooperativo en el desarrollo de procesos de inclusión en el aula de inglés como lengua extranjera. En segundo lugar, se propuso identificar qué habilidades del lenguaje se ven reforzadas o mejoradas a través de la implementación de dicho enfoque en el marco de la inclusión. A raíz de lo anterior se llevó a cabo una propuesta pedagógica en la que se pusieron en práctica diversas estrategias de aprendizaje cooperativo, las cuales permitieron una amplia recolección de datos que se vio plasmada posteriormente en el surgimiento de categorías de análisis y su desarrollo.Submitted by Carolina Herreño Borda (del_cherrenob395@pedagogica.edu.co) on 2020-08-04T17:11:02Z No. of bitstreams: 2 HERREÑO CAROLINA_TRABAJO DE GRADO_INGLÉS.pdf: 3982998 bytes, checksum: 59e2bf61bac074521a9dcc3f94a1b590 (MD5) HERREÑO_CAROLINA LICENCIA DE USO.pdf: 1515984 bytes, checksum: a47ea61e2036423ccb81bab8738c0394 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-04T17:23:21Z (GMT) No. of bitstreams: 2 HERREÑO CAROLINA_TRABAJO DE GRADO_INGLÉS.pdf: 3982998 bytes, checksum: 59e2bf61bac074521a9dcc3f94a1b590 (MD5) HERREÑO_CAROLINA LICENCIA DE USO.pdf: 1515984 bytes, checksum: a47ea61e2036423ccb81bab8738c0394 (MD5)Rejected by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co), reason: Eliminar los consentimiento informados que aparecen en los anexos, ya que contiene datos sensibles como firmas, números de documentos, se recomienda dejar estos consentimientos en un anexo aparte como la licencia con el fin de ocultarlos cuando publiquemos su trabajo. on 2020-08-06T03:53:58Z (GMT)Submitted by Carolina Herreño Borda (del_cherrenob395@pedagogica.edu.co) on 2020-08-06T15:19:34Z No. of bitstreams: 2 HERREÑO_CAROLINA LICENCIA DE USO.pdf: 1515984 bytes, checksum: a47ea61e2036423ccb81bab8738c0394 (MD5) HERREÑO CAROLINA_TRABAJO DE GRADO_INGLÉS.pdf: 3644537 bytes, checksum: acdc64c478a46610fb4004098f669eb5 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-06T16:48:56Z (GMT) No. of bitstreams: 2 HERREÑO_CAROLINA LICENCIA DE USO.pdf: 1515984 bytes, checksum: a47ea61e2036423ccb81bab8738c0394 (MD5) HERREÑO CAROLINA_TRABAJO DE GRADO_INGLÉS.pdf: 3644537 bytes, checksum: acdc64c478a46610fb4004098f669eb5 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2020-08-06T17:26:54Z (GMT) No. of bitstreams: 2 HERREÑO_CAROLINA LICENCIA DE USO.pdf: 1515984 bytes, checksum: a47ea61e2036423ccb81bab8738c0394 (MD5) HERREÑO CAROLINA_TRABAJO DE GRADO_INGLÉS.pdf: 3644537 bytes, checksum: acdc64c478a46610fb4004098f669eb5 (MD5)Made available in DSpace on 2020-08-06T17:26:54Z (GMT). No. of bitstreams: 2 HERREÑO_CAROLINA LICENCIA DE USO.pdf: 1515984 bytes, checksum: a47ea61e2036423ccb81bab8738c0394 (MD5) HERREÑO CAROLINA_TRABAJO DE GRADO_INGLÉS.pdf: 3644537 bytes, checksum: acdc64c478a46610fb4004098f669eb5 (MD5) Previous issue date: 2020Universidad Pedagógica NacionalLicenciado 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 NacionalInclusionCooperative learning approachCritical pedagogyEFLInclusionCooperative learning approachCritical pedagogyEFLCooperative learning: a teaching approach for inclusive EFL classroomsinfo:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAbraham, Getahun Yacob. (2014). Critical Pedagogy: Origin, Vision, Action & Consequences. KAPET. 10Aliakbari, M., & Faraji, E. (2011). Basic Principles of Critical Pedagogy. IPEDR, 17, 77-78. Retrieved 26 March 2020, from http://www.ipedr.com/vol17/14-CHHSS%202011-H00057.pdfÁvila Caica, O. (2011). Teacher: Can you see what I’m saying? A research experience with deaf learners. PROFILE Issues in Teachers’ Professional Development, 13(2), 131-146.Blessing, M. (2011). Types of Family Structures. LoveToKnow; LoveToKnow Corp. https://family.lovetoknow.com/about-family-values/types-family-structuresBrown, D. (1980). Principles of Language Learning and Teaching (1st ed., pp. 4-8;). Englewood: Robert HunterBurns, A. (2010). Doing Action Research in English Language Teaching. (2nd ed., pp.1-89) New York: Taylor and FrancisCaropresse Saavedra, E. S., Garzón Garavito, I. N., Henao González, M. V., Laguado González, L. J., Méndez Oliveros, J. A., Romero López, J. T., Sanabria Galindo, L. A., & Vargas Jaimes, A. M. (2007). An english lesson plan proposal based on cooperative learning to improve interaction in primary section at Eduardo Carranza School. Retrieved 26 March 2020, from https://ciencia.lasalle.edu.co/lic_lenguas/66CESSDA. (2013). Qualitative coding - CESSDA TRAINING. Cessda.Eu. https://www.cessda.eu/Training/Training-Resources/Library/Data-Management-Expert-Guide/3.-Process/Qualitative-codingCoffin, C., Curry, M., Hewings, A. (2002). Academic writing : a toolkit for higher education (1st ed., Vol. 1). Routledge. https://www.researchgate.net/publication/42788641_Teaching_Academic_WritingColegio Tecnico Domingo Faustino Sarmiento (IED) - Red Académica. (2019). Redacademica.Edu.Co. https://www.redacademica.edu.co/colegios/colegio-tecnico-domingo-faustino-sarmiento-iedCorbin, J. M., & Strauss, A. L. (2015). Basics of qualitative research : techniques and procedures for developing grounded theory (3rd ed.). Sage. (Original work published 1990)Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research (1st ed., p. 12). SageEbert II, E., Ebert, C., & Bentley, M. (2014). The educator's field guide: An introduction to everything from organization to assessment (1st ed., pp. 266-279). Skyhorse PublishingEmbark Saleh, S. (2019, June). (PDF) 4Cs in the EFL Classroom. ResearchGate. https://www.researchgate.net/publication/336667149_4Cs_in_the_EFL_ClassroomFreire, P. (2005). Pedagogy of the oppressed (3rd ed., pp. 72-103). ContinuumGonzález, M. del C., & Touron, J. (1992). Autoconcepto y Rendimiento Escolar sus vImplicaciones en la Motivación y en la Autorregulación del Aprendizaje (1st ed., Vol. 1, p. 134). EDICIONES UNIVERSIDAD DE NAVARRA, S. A. PAMPLONA. http://dadun.unav.edu/bitstream/10171/21388/1/AUTOCONCEPTO%20Y%20RENDIMIENTO%20ESCOLAR.pdf (Original work published 1992)Herbert, J. (2000). Simulation as a learning method to facilitate disability awareness. Journal of Experiential Education, 23(5), 5–6. https://doi.org/10.1177/105382590002300102Howgego, C., Miles, S., & Myers, J. (2014). Inclusive learning: children with disabilities and difficulties in learning [Ebook] (1st ed., p. 7). Retrieved from https://www.heart-resources.org/wp-content/uploads/2014/09/Inclusive-Learning-Topic-Guide.pdfJohnson, D., Johnson, R., & Holubec, E. (1994). Cooperative learning in the classroom (2nd ed., pp. 3, 24-40). Association for Supervision and Curriculum DevelopmentJohnson, D., Johnson, R., & Holubec, E. (1994). The new circles of learning (1st ed., pp. 36-62). ASDCKagan, S. and Kagan, M. (2009). Kagan Cooperative Learning. (2nd ed., pp.4.6, 6.25-6.34). United States of America: Kagan Publishing. ASDCKamis Almashjari, A. (2012). The Effectiveness of Cooperative Learning on EFL Proficiency: A Case Study of Grade Ten Female Classroom in the New Developed High School Project in Riyadh, Saudi Arabia (Bachelor’s degree). 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Cooperative learning: a teaching approach for inclusive EFL classrooms

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