The United Nations' Sustainable Development Goals : approaching EFL through the affective domain.

Para muchos estudiantes, el aprendizaje del inglés como lengua extranjera (ILE) puede ser una experiencia llena de ansiedad debido a la falta de motivación y de algunos otros factores emocionales incluidos en lo que se denomina el dominio afectivo. Este dominio ha sido el más descuidado en la formac...

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Autores:
Flórez Mejía, Mayerly Juliana
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2021
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/13413
Acceso en línea:
http://hdl.handle.net/20.500.12209/13413
Palabra clave:
Aprendizaje de ILE
Dominio afectivo
Instrucción basada en contenidos
Objetivos de desarrollo sostenible
Jóvenes estudiantes
EFL learning
Affective domain
Content based instruction
Sustainable development goals
Young learners
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
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network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.eng.fl_str_mv The United Nations' Sustainable Development Goals : approaching EFL through the affective domain.
title The United Nations' Sustainable Development Goals : approaching EFL through the affective domain.
spellingShingle The United Nations' Sustainable Development Goals : approaching EFL through the affective domain.
Aprendizaje de ILE
Dominio afectivo
Instrucción basada en contenidos
Objetivos de desarrollo sostenible
Jóvenes estudiantes
EFL learning
Affective domain
Content based instruction
Sustainable development goals
Young learners
title_short The United Nations' Sustainable Development Goals : approaching EFL through the affective domain.
title_full The United Nations' Sustainable Development Goals : approaching EFL through the affective domain.
title_fullStr The United Nations' Sustainable Development Goals : approaching EFL through the affective domain.
title_full_unstemmed The United Nations' Sustainable Development Goals : approaching EFL through the affective domain.
title_sort The United Nations' Sustainable Development Goals : approaching EFL through the affective domain.
dc.creator.fl_str_mv Flórez Mejía, Mayerly Juliana
dc.contributor.advisor.spa.fl_str_mv Montaño Moreno, Johanna
dc.contributor.author.spa.fl_str_mv Flórez Mejía, Mayerly Juliana
dc.subject.spa.fl_str_mv Aprendizaje de ILE
Dominio afectivo
Instrucción basada en contenidos
Objetivos de desarrollo sostenible
Jóvenes estudiantes
topic Aprendizaje de ILE
Dominio afectivo
Instrucción basada en contenidos
Objetivos de desarrollo sostenible
Jóvenes estudiantes
EFL learning
Affective domain
Content based instruction
Sustainable development goals
Young learners
dc.subject.keywords.eng.fl_str_mv EFL learning
Affective domain
Content based instruction
Sustainable development goals
Young learners
description Para muchos estudiantes, el aprendizaje del inglés como lengua extranjera (ILE) puede ser una experiencia llena de ansiedad debido a la falta de motivación y de algunos otros factores emocionales incluidos en lo que se denomina el dominio afectivo. Este dominio ha sido el más descuidado en la formación educativa a pesar de que se considera clave para tener un proceso de aprendizaje exitoso. Así, el propósito de este documento es presentar el diseño de una propuesta de innovación pedagógica y didáctica que siguiendo la Instrucción Basada en Contenidos (IBC) promueva el desarrollo del dominio afectivo de jóvenes estudiantes entre los 7 y 9 años, en un primer acercamiento al aprendizaje de la lengua inglesa. El contenido elegido para este fin son los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, por lo que los alumnos estarían aprendiendo inglés a la vez que potencian y descubren factores afectivos relacionados con ellos mismos como individuos y como ciudadanos del mundo. La implementación de la presente propuesta no fue posible debido a la pandemia de Covid-19; sin embargo, se espera que ocurra en el futuro para probar su viabilidad.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-07-12T13:58:01Z
dc.date.available.none.fl_str_mv 2021-07-12T13:58:01Z
dc.date.issued.none.fl_str_mv 2021
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/13413
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
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url http://hdl.handle.net/20.500.12209/13413
identifier_str_mv instname:Universidad Pedagógica Nacional
reponame: Repositorio Institucional UPN
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dc.language.iso.spa.fl_str_mv eng
language eng
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Corney, G., & Reid, A. (2007). Student teachers’ learning about subject matter and pedagogy in education for sustainable development. Environmental Education Research, 13(1), 33–54. doi:10.1080/13504620601122632
DNP (2018). Las 16 grandes apuestas de Colombia para cumplir los Objetivos de Desarrollo Sostenible. Recuperado 18 de noviembre de 2020, de DNP Departamento Nacional de Planeación website: https://www.dnp.gov.co/Paginas/Las-16-grandes-apuestas-de-Colombia-para-cumplir-los-Objetivos-de-Desarrollo-Sostenible.aspx
Duchesne, S., & McMaugh, A. (2018). Educational psychology for learning and teaching. Cengage AU.
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Fernandez, P., Rodríguez-Ponce, M. del C., Vega-Cruz, G., & Oliveras, M. L. (2014). Didactic Innovative Proposal for Mathematic Learning at the University by the Blended Model. Procedia - Social and Behavioral Sciences, 152, 796–801. doi:10.1016/j.sbspro.2014.09.323
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Juárez, F. J. (2016). Dimensiones afectivas de la docencia, en el logro de aprendizajes significativos en estudiantes de la Licenciatura en Ciencias de la Educación con Mención en Inglés como Lengua Extranjera, en la FAREM-Estelí, periodo 2015 (Doctoral dissertation, Universidad Nacional Autónoma de Nicaragua, Managua).
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spelling Montaño Moreno, JohannaFlórez Mejía, Mayerly Juliana2021-07-12T13:58:01Z2021-07-12T13:58:01Z2021http://hdl.handle.net/20.500.12209/13413instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Para muchos estudiantes, el aprendizaje del inglés como lengua extranjera (ILE) puede ser una experiencia llena de ansiedad debido a la falta de motivación y de algunos otros factores emocionales incluidos en lo que se denomina el dominio afectivo. Este dominio ha sido el más descuidado en la formación educativa a pesar de que se considera clave para tener un proceso de aprendizaje exitoso. Así, el propósito de este documento es presentar el diseño de una propuesta de innovación pedagógica y didáctica que siguiendo la Instrucción Basada en Contenidos (IBC) promueva el desarrollo del dominio afectivo de jóvenes estudiantes entre los 7 y 9 años, en un primer acercamiento al aprendizaje de la lengua inglesa. El contenido elegido para este fin son los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, por lo que los alumnos estarían aprendiendo inglés a la vez que potencian y descubren factores afectivos relacionados con ellos mismos como individuos y como ciudadanos del mundo. La implementación de la presente propuesta no fue posible debido a la pandemia de Covid-19; sin embargo, se espera que ocurra en el futuro para probar su viabilidad.Submitted by Mayerly Juliana Flórez Mejía (del_mjflorezm110@pedagogica.edu.co) on 2021-06-22T15:25:18Z No. of bitstreams: 2 The United Nations Sustainable Development Goals.pdf: 6031119 bytes, checksum: c7e39881ad10980c3d6d9811e90b9878 (MD5) Licencia de uso.pdf: 387133 bytes, checksum: 00b2579dc17c0a5f6598a985ec401d65 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-06-23T19:45:28Z (GMT) No. of bitstreams: 2 The United Nations Sustainable Development Goals.pdf: 6031119 bytes, checksum: c7e39881ad10980c3d6d9811e90b9878 (MD5) Licencia de uso.pdf: 387133 bytes, checksum: 00b2579dc17c0a5f6598a985ec401d65 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-07-12T13:58:01Z (GMT) No. of bitstreams: 2 The United Nations Sustainable Development Goals.pdf: 6031119 bytes, checksum: c7e39881ad10980c3d6d9811e90b9878 (MD5) Licencia de uso.pdf: 387133 bytes, checksum: 00b2579dc17c0a5f6598a985ec401d65 (MD5)Made available in DSpace on 2021-07-12T13:58:01Z (GMT). No. of bitstreams: 2 The United Nations Sustainable Development Goals.pdf: 6031119 bytes, checksum: c7e39881ad10980c3d6d9811e90b9878 (MD5) Licencia de uso.pdf: 387133 bytes, checksum: 00b2579dc17c0a5f6598a985ec401d65 (MD5) Previous issue date: 2021Licenciado en Español e InglésPregradoFor many students, learning English as a Foreign Language (EFL) can be an experience full of anxiety due to the lack of motivation and some other emotional factors enclosed within what is called the affective domain. This domain has been the most neglected in education although it is considered a key to any successful learning process. Thus, the purpose of this document is to present the design of a proposal of pedagogical and didactic innovation that following the Content-Based Instruction (CBI) promotes the development of the affective domain of young learners in a first approach to EFL learning. The content chosen to this end is the United Nations’ Sustainable Development Goals (SDGs) by which students would be learning the English language while enhancing and discovering affective factors related to themselves as individuals and citizens of the world. The implementation of the current proposal was not possible due to the Covid-19 pandemic, however, it is expected to happen in the future to prove its feasibility.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad 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 InternationalAprendizaje de ILEDominio afectivoInstrucción basada en contenidosObjetivos de desarrollo sostenibleJóvenes estudiantesEFL learningAffective domainContent based instructionSustainable development goalsYoung learnersThe United Nations' Sustainable Development Goals : approaching EFL through the affective domain.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBebbington, J. and Unerman, J. (2018), "Achieving the United Nations Sustainable Development Goals: An enabling role for accounting research", Accounting, Auditing & Accountability Journal, Vol. 31 No. 1, pp. 2-24. https://doi.org/10.1108/AAAJ-05-2017-2929Chen, G. (2012). 10 Major Challenges Facing Public Schools.” Public School Review. Retrieved June 2, 2019, from www.publicschoolreview.com/blog/10-major-challenges-facing-public-schools.Congreso de la República. (1994). Ley general de educación. Función Pública. Bogotá. https://www.funcionpublica.gov.co/eva/gestornormativo/norma.php?i=292Congreso de la República. (2013). Ley 1651 de 2014. Bogotá. https://colomboworld.com/academico/resoluciones/Ley1651de2013-LeydeBilinguismo.pdfCorney, G., & Reid, A. (2007). Student teachers’ learning about subject matter and pedagogy in education for sustainable development. Environmental Education Research, 13(1), 33–54. doi:10.1080/13504620601122632DNP (2018). Las 16 grandes apuestas de Colombia para cumplir los Objetivos de Desarrollo Sostenible. Recuperado 18 de noviembre de 2020, de DNP Departamento Nacional de Planeación website: https://www.dnp.gov.co/Paginas/Las-16-grandes-apuestas-de-Colombia-para-cumplir-los-Objetivos-de-Desarrollo-Sostenible.aspxDuchesne, S., & McMaugh, A. (2018). Educational psychology for learning and teaching. Cengage AU.Fandiño Parra, Y. J. (2010). Explicit Teaching of Socio-Affective Language Learning Strategies to Beginner EFL Students. Íkala, Revista de Lenguaje y Cultura, 15(24), 145-169. Retrieved November 06, 2020, from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-34322010000100006&lng=en&tlng=en.Fernandez, P., Rodríguez-Ponce, M. del C., Vega-Cruz, G., & Oliveras, M. L. (2014). Didactic Innovative Proposal for Mathematic Learning at the University by the Blended Model. Procedia - Social and Behavioral Sciences, 152, 796–801. doi:10.1016/j.sbspro.2014.09.323Fisk, D. (2011). 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