Illustrated fables: a meaningful resource to approach VYLs to EFL

El presente estudio es una investigación cualitativa enmarcada dentro de los principios de la investigación-acción, cuyo propósito fue el de implementar las fábulas ilustradas como un recurso significativo para acercar, por primera vez, a los estudiantes de primer grado del colegio Prado Veraniego a...

Full description

Autores:
Orozco Forero, Jonh Sebastian
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2020
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
spa
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/12114
Acceso en línea:
http://hdl.handle.net/20.500.12209/12114
Palabra clave:
Alfabetización visual
Fábulas ilustradas
Inglés como lengua extranjera
Acercamiento inicial
Visual literacy
Illustrated fables
English as a foreign language
Initial approach
Rights
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
id RPEDAGO2_a6f0047a050c94651ddb012d187df432
oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/12114
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv Illustrated fables: a meaningful resource to approach VYLs to EFL
title Illustrated fables: a meaningful resource to approach VYLs to EFL
spellingShingle Illustrated fables: a meaningful resource to approach VYLs to EFL
Alfabetización visual
Fábulas ilustradas
Inglés como lengua extranjera
Acercamiento inicial
Visual literacy
Illustrated fables
English as a foreign language
Initial approach
title_short Illustrated fables: a meaningful resource to approach VYLs to EFL
title_full Illustrated fables: a meaningful resource to approach VYLs to EFL
title_fullStr Illustrated fables: a meaningful resource to approach VYLs to EFL
title_full_unstemmed Illustrated fables: a meaningful resource to approach VYLs to EFL
title_sort Illustrated fables: a meaningful resource to approach VYLs to EFL
dc.creator.fl_str_mv Orozco Forero, Jonh Sebastian
dc.contributor.advisor.spa.fl_str_mv Montaño Moreno, Johanna - director
dc.contributor.author.spa.fl_str_mv Orozco Forero, Jonh Sebastian
dc.subject.spa.fl_str_mv Alfabetización visual
Fábulas ilustradas
Inglés como lengua extranjera
Acercamiento inicial
topic Alfabetización visual
Fábulas ilustradas
Inglés como lengua extranjera
Acercamiento inicial
Visual literacy
Illustrated fables
English as a foreign language
Initial approach
dc.subject.keywords.spa.fl_str_mv Visual literacy
Illustrated fables
English as a foreign language
Initial approach
description El presente estudio es una investigación cualitativa enmarcada dentro de los principios de la investigación-acción, cuyo propósito fue el de implementar las fábulas ilustradas como un recurso significativo para acercar, por primera vez, a los estudiantes de primer grado del colegio Prado Veraniego al inglés como lengua extranjera. Así, el proceso de intervención estuvo compuesto de tres ciclos en los que se utilizaron algunos instrumentos para la recolección de datos tales como, los diarios de campo, grabaciones, encuestas y artefactos para obtener información de los participantes, la cual fue posteriormente examinada bajo el método de la triangulación para analizar sus respuestas a las fábulas ilustradas y para describir el desarrollo de habilidades en lengua extranjera haciendo uso de éstas. Además, el trabajo con las fábulas ilustradas se realizó a través de una secuencia de lectura de tres niveles (antes, durante y después) Adicionalmente, los resultados evidencian que las fábulas ilustradas no solo contribuyeron al desarrollo del reconocimiento y el llamado de vocabulario, y una conciencia inicial sobre pronunciación, al igual que a establecer una relación entre el texto y el mundo, lo que puede entenderse como reflexiones a partir de una perspectiva cultural, y un refinamiento de la habilidad motriz fina, promovida por las actividades realizadas durante el estudio.
publishDate 2020
dc.date.accessioned.none.fl_str_mv 2020-08-05T20:28:36Z
dc.date.available.none.fl_str_mv 2020-08-05T20:28:36Z
dc.date.issued.none.fl_str_mv 2020
dc.type.spa.fl_str_mv info:eu-repo/semantics/bachelorThesis
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
dc.type.version.eng.fl_str_mv info:eu-repo/semantics/acceptedVersion
format http://purl.org/coar/resource_type/c_7a1f
status_str acceptedVersion
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/12114
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
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/20.500.12209/12114
identifier_str_mv instname:Universidad Pedagógica Nacional
reponame: Repositorio Institucional UPN
repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.references.spa.fl_str_mv Abrar, M. (2016). Learning from Fables: Moral Values in Three Selected English Stories. DINAMIKA ILMU, 16(1, 2016). doi:10.21093/di.v16i1.250
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III, 21-34. doi:10.20472/TE.2015.3.3.002
Blessing, M. (n.d.). LoveToKnow. Retrieved from https://family.lovetoknow.com/about-family-values/types-family-structures
Brown, H. (2001). Teaching by Principles: An interactive Approach to Language Pedagogy (2 ed.). (Longman, Ed.) Retrieved from https://octovany.files.wordpress.com/2013/12/ok-teaching-by-principles-h-douglas-brown.pdf
Burton, G., & Mastelloto, L. (2016). Storytelling in English with Young Learners. University of Bolzonaro. Retrieved from https://www.researchgate.net/publication/327645393_Storytelling_in_English_with_Young_Learners
Calderón, O. (2017). Second Graders' Vocabulary Abiity within Interactive Stories. (U. P. Nacional, Ed.) Bogotá, Cundinamarca, Colombia. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3172/TE-21107.pdf?sequence=1&isAllowed=y
Callow, J. (2005). Literacy and the Visual: Broadening our Vision. Retrieved from researchgate: https://www.researchgate.net/publication/254470054_Literacy_and_the_visual_Broadening_our_vision
Cambridge. (2016). Visual Literacy in English Language Teaching. Retrieved from https://languageresearch.cambridge.org/images/Language_Research/CambridgePapers/CambridgePapersInELT_VisualLiteracy_2016_ONLINE.pdf
Chaparro, J. (2016). Promoting communicative interaction in the EFL classroom through visual stories. (U. P. Nacional, Ed.) Bogotá, Cundinamarca, Colombia. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/9455/TE-19844.pdf?sequence=1&isAllowed=y
Colegio Prado Veraniego I.E.D. (2018). Manual de Convivencia 2018-2019. Bogotá, Cundinamarca, Colombia.
Council of Europe. (2018). COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT. Companion volume with new descriptors. Retrieved from coe.int: https://www.coe.int/en/web/common-european-framework-reference-languages
Eslit, E. (2013). Folk Literature. doi:10.13140/RG.2.2.19295.15527
Freire S., & Vargas L. (2018). Prado Veraniego centros urbanos 2018-01. Retrieved from issuu.com: https://issuu.com/centrosurbanos/docs/atlas_final_opt
Halliday, M. (1976). Ideas About Language. Sydney , Australia: University of Sydney. Retrieved from http://www.jwise004.grads.digitalodu.com/blog/wp-content/uploads/2015/09/Ideas-About-Language.pdf
Halliday, M. (2007). Language and Education. (9). (J. j. Webster, Ed.) New York, United States: Continuum. Retrieved from http://staffnew.uny.ac.id/upload/132107096/pendidikan/Book+Three+for+Intro.pdf
Henrichsen, L. (2010). btrtesol.com. Retrieved from Basic training and Resources: http://www.btrtesol.com/units/05knowing_your_students/5c_very_young_language_learners.php
International Visual Literacy Association . (2011). Visual Literacy Defined. Retrieved from ivla.org: https://ivla.org/about-us/visual-literacy-defined/
Jasinski J. (2016). Chapter 02: What is Children's Literature? Retrieved from Scholar Commons University of South Florida: https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1002&context=childrens_lit_textbook
Kiefer, B., Hepler, S., & Hickman, J. (2007). Charlotte's Huck's Children's literature. New York: McGraw-hill.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. North Carolina, United States: Pergamon Press Inc. Retrieved from http://www.sdkrashen.com/content/books/principles_and_practice.pdf
krashen, S., & Terrell, T. (1995). The Natural Approach. Language Acquisition in the Classroom. Great Britain: Prentice Hall Europe. Retrieved from http://www.osea-cite.org/class/SELT_materials/SELT_Reading_Krashen_.pdf
MacDonald, C. (2012). Understanding Participatory Action Research: A Qualitative Research Methodology Option. Canadian Journal of Action Research, 13, 34-50. Retrieved from https://pdfs.semanticscholar.org/3b78/ecfe0b4a0a7591d2ea068c71e8ea320ff451.pdf
McNamara, D. (1994). Classroom Pedagogy and Primary Practice. New York: Routledge. Retrieved from https://epdf.pub/classroom-pedagogy-and-primary-practice.html
Merriam, S. (1994). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers.
Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Retrieved from https://www.mineducacion.gov.co/1621/w3-article-115174.html
Null, W. (2011). Curriculum From Theory to Practice. plymotuh: Rowman & Littlefield Publishers, Inc. Retrieved from https://epdf.pub/curriculum-from-theory-to-practice.html
Oxford University Press. (2016). Does pronunciation matter? Retrieved from English Language Teaching Global Blog: https://oupeltglobalblog.com/2016/11/24/does-pronunciation-matter/
Sagor, R. (2000). Guiding School Improvement with Action Research. Alexandria, Virginia, United States: ASCD. Retrieved from https://epdf.pub/guiding-school-improvement-with-action-research.html
Scott, W. & Ytreberg, W. (1990). Teaching English to Children. New York: Longman.
Sheet, N., & Younis, L. (2009). Investigating the Effect of Scaffolding Hypothesis on Pre-, during, and Post-reading strategies. Retrieved from Researchgate.net: https://www.researchgate.net/publication/322750751_Investigating_the_Scaffolding_Hypothesis_on_Pre-_During_and_Post-Reading_Strategies
Tudor, I. (2001). The Dynamics of the Language Classroom . Cambridge University Press.
Vargas, A., & Zamora, C. (2016). Improving the Speaking Skill through the Use of Fables in Third Grade Students From Liceo Mercedes Nariño. Bogotá, Cundinamarca, Colombia: Universidad Pedagógica Nacional. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3219/TE-19073.pdf?sequence=1&isAllowed=y
Vega, O. (2019). long-term planning 2019. Prado Veraniego School, Cundinamarca, Bogotá.
Vega, O. (2019). Plan de Mejoramiento de segundo y tercer periodo de 2019. Prado Veraniego School, Cundinamarca, bogotá.
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.uri.none.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access.spa.fl_str_mv Acceso abierto
dc.rights.creativecommons.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 International
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
Acceso abierto
Attribution-NonCommercial-NoDerivatives 4.0 International
http://purl.org/coar/access_right/c_abf2
dc.format.spa.fl_str_mv PDF
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.coverage.spatial.spa.fl_str_mv Bogotá
dc.coverage.temporal.spa.fl_str_mv 2019-2020
dc.publisher.spa.fl_str_mv Universidad Pedagógica Nacional
dc.publisher.program.spa.fl_str_mv Licenciatura en Español e Inglés
dc.publisher.faculty.spa.fl_str_mv Facultad de Humanidades
dc.source.spa.fl_str_mv reponame:Repositorio Institucional de la Universidad Pedagógica Nacional
instname:Universidad Pedagógica Nacional
instname_str Universidad Pedagógica Nacional
institution Universidad Pedagógica Nacional
reponame_str Repositorio Institucional de la Universidad Pedagógica Nacional
collection Repositorio Institucional de la Universidad Pedagógica Nacional
bitstream.url.fl_str_mv http://repository.pedagogica.edu.co/bitstream/20.500.12209/12114/5/Illustrated%20fables%20a%20meaningful%20resource.pdf.jpg
http://repository.pedagogica.edu.co/bitstream/20.500.12209/12114/3/license.txt
http://repository.pedagogica.edu.co/bitstream/20.500.12209/12114/4/lic%20sebas.pdf
http://repository.pedagogica.edu.co/bitstream/20.500.12209/12114/1/Illustrated%20fables%20a%20meaningful%20resource.pdf
bitstream.checksum.fl_str_mv fdc901a3266b4ecc6f29eb22ffc6e814
8a4605be74aa9ea9d79846c1fba20a33
9e23a0254cb8a641f7ec203b83b415da
451b79a77c83b8737d37043661ec045a
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv repositorio@pedagogica.edu.co
_version_ 1814445075408617472
spelling Montaño Moreno, Johanna - directorOrozco Forero, Jonh SebastianBogotá2019-20202020-08-05T20:28:36Z2020-08-05T20:28:36Z2020http://hdl.handle.net/20.500.12209/12114instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El presente estudio es una investigación cualitativa enmarcada dentro de los principios de la investigación-acción, cuyo propósito fue el de implementar las fábulas ilustradas como un recurso significativo para acercar, por primera vez, a los estudiantes de primer grado del colegio Prado Veraniego al inglés como lengua extranjera. Así, el proceso de intervención estuvo compuesto de tres ciclos en los que se utilizaron algunos instrumentos para la recolección de datos tales como, los diarios de campo, grabaciones, encuestas y artefactos para obtener información de los participantes, la cual fue posteriormente examinada bajo el método de la triangulación para analizar sus respuestas a las fábulas ilustradas y para describir el desarrollo de habilidades en lengua extranjera haciendo uso de éstas. Además, el trabajo con las fábulas ilustradas se realizó a través de una secuencia de lectura de tres niveles (antes, durante y después) Adicionalmente, los resultados evidencian que las fábulas ilustradas no solo contribuyeron al desarrollo del reconocimiento y el llamado de vocabulario, y una conciencia inicial sobre pronunciación, al igual que a establecer una relación entre el texto y el mundo, lo que puede entenderse como reflexiones a partir de una perspectiva cultural, y un refinamiento de la habilidad motriz fina, promovida por las actividades realizadas durante el estudio.Submitted by Jonh Sebastian Orozco Forero (del_jsorozcof748@pedagogica.edu.co) on 2020-08-03T16:12:26Z No. of bitstreams: 2 Illustrated fables a meaningful resource.pdf: 1888508 bytes, checksum: 451b79a77c83b8737d37043661ec045a (MD5) Orozco Sebastian licencia uso.pdf: 153122 bytes, checksum: 9e23a0254cb8a641f7ec203b83b415da (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-03T22:01:00Z (GMT) No. of bitstreams: 2 Illustrated fables a meaningful resource.pdf: 1888508 bytes, checksum: 451b79a77c83b8737d37043661ec045a (MD5) Orozco Sebastian licencia uso.pdf: 153122 bytes, checksum: 9e23a0254cb8a641f7ec203b83b415da (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2020-08-05T20:28:36Z (GMT) No. of bitstreams: 2 Illustrated fables a meaningful resource.pdf: 1888508 bytes, checksum: 451b79a77c83b8737d37043661ec045a (MD5) Orozco Sebastian licencia uso.pdf: 153122 bytes, checksum: 9e23a0254cb8a641f7ec203b83b415da (MD5)Made available in DSpace on 2020-08-05T20:28:36Z (GMT). No. of bitstreams: 2 Illustrated fables a meaningful resource.pdf: 1888508 bytes, checksum: 451b79a77c83b8737d37043661ec045a (MD5) Orozco Sebastian licencia uso.pdf: 153122 bytes, checksum: 9e23a0254cb8a641f7ec203b83b415da (MD5) Previous issue date: 2020Universidad Pedagógica NacionalI.E.D Prado VeraniegoLicenciado en Español e InglésTesis de pregradoThe present study is a qualitative research framed under the principles of action research whose purpose was to implement illustrated fables as a meaningful resource to approach for the first time, first graders from Prado Veraniego School to EFL. Thus, the intervention process was composed of three cycles in which several instruments for data collection such as field notes, recordings, surveys, and artifacts were used to get information from the participants, which then was assayed under the method of triangulation to analyze the VYLs’ responses to the illustrated fables and to describe the development of foreign language skills through the use of it. Besides, the work with the illustrated fables was done through a three-level reading sequence (pre, during, and post). Furthermore, the results evinced that illustrated fables not only contributed to the development of vocabulary recognition and recall, and an early awareness of pronunciation but also to establish a relationship between the text and the world, translated into reflections from a cultural perspective, and refinement in the fine motor skills promoted by the activities done across the study.PDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad 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 NacionalAlfabetización visualFábulas ilustradasInglés como lengua extranjeraAcercamiento inicialVisual literacyIllustrated fablesEnglish as a foreign languageInitial approachIllustrated fables: a meaningful resource to approach VYLs to EFLinfo:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAbrar, M. (2016). Learning from Fables: Moral Values in Three Selected English Stories. DINAMIKA ILMU, 16(1, 2016). doi:10.21093/di.v16i1.250Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III, 21-34. doi:10.20472/TE.2015.3.3.002Blessing, M. (n.d.). LoveToKnow. Retrieved from https://family.lovetoknow.com/about-family-values/types-family-structuresBrown, H. (2001). Teaching by Principles: An interactive Approach to Language Pedagogy (2 ed.). (Longman, Ed.) Retrieved from https://octovany.files.wordpress.com/2013/12/ok-teaching-by-principles-h-douglas-brown.pdfBurton, G., & Mastelloto, L. (2016). Storytelling in English with Young Learners. University of Bolzonaro. Retrieved from https://www.researchgate.net/publication/327645393_Storytelling_in_English_with_Young_LearnersCalderón, O. (2017). Second Graders' Vocabulary Abiity within Interactive Stories. (U. P. Nacional, Ed.) Bogotá, Cundinamarca, Colombia. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3172/TE-21107.pdf?sequence=1&isAllowed=yCallow, J. (2005). Literacy and the Visual: Broadening our Vision. Retrieved from researchgate: https://www.researchgate.net/publication/254470054_Literacy_and_the_visual_Broadening_our_visionCambridge. (2016). Visual Literacy in English Language Teaching. Retrieved from https://languageresearch.cambridge.org/images/Language_Research/CambridgePapers/CambridgePapersInELT_VisualLiteracy_2016_ONLINE.pdfChaparro, J. (2016). Promoting communicative interaction in the EFL classroom through visual stories. (U. P. Nacional, Ed.) Bogotá, Cundinamarca, Colombia. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/9455/TE-19844.pdf?sequence=1&isAllowed=yColegio Prado Veraniego I.E.D. (2018). Manual de Convivencia 2018-2019. Bogotá, Cundinamarca, Colombia.Council of Europe. (2018). COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT. Companion volume with new descriptors. Retrieved from coe.int: https://www.coe.int/en/web/common-european-framework-reference-languagesEslit, E. (2013). Folk Literature. doi:10.13140/RG.2.2.19295.15527Freire S., & Vargas L. (2018). Prado Veraniego centros urbanos 2018-01. Retrieved from issuu.com: https://issuu.com/centrosurbanos/docs/atlas_final_optHalliday, M. (1976). Ideas About Language. Sydney , Australia: University of Sydney. Retrieved from http://www.jwise004.grads.digitalodu.com/blog/wp-content/uploads/2015/09/Ideas-About-Language.pdfHalliday, M. (2007). Language and Education. (9). (J. j. Webster, Ed.) New York, United States: Continuum. Retrieved from http://staffnew.uny.ac.id/upload/132107096/pendidikan/Book+Three+for+Intro.pdfHenrichsen, L. (2010). btrtesol.com. Retrieved from Basic training and Resources: http://www.btrtesol.com/units/05knowing_your_students/5c_very_young_language_learners.phpInternational Visual Literacy Association . (2011). Visual Literacy Defined. Retrieved from ivla.org: https://ivla.org/about-us/visual-literacy-defined/Jasinski J. (2016). Chapter 02: What is Children's Literature? Retrieved from Scholar Commons University of South Florida: https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1002&context=childrens_lit_textbookKiefer, B., Hepler, S., & Hickman, J. (2007). Charlotte's Huck's Children's literature. New York: McGraw-hill.Krashen, S. (1982). Principles and Practice in Second Language Acquisition. North Carolina, United States: Pergamon Press Inc. Retrieved from http://www.sdkrashen.com/content/books/principles_and_practice.pdfkrashen, S., & Terrell, T. (1995). The Natural Approach. Language Acquisition in the Classroom. Great Britain: Prentice Hall Europe. Retrieved from http://www.osea-cite.org/class/SELT_materials/SELT_Reading_Krashen_.pdfMacDonald, C. (2012). Understanding Participatory Action Research: A Qualitative Research Methodology Option. Canadian Journal of Action Research, 13, 34-50. Retrieved from https://pdfs.semanticscholar.org/3b78/ecfe0b4a0a7591d2ea068c71e8ea320ff451.pdfMcNamara, D. (1994). Classroom Pedagogy and Primary Practice. New York: Routledge. Retrieved from https://epdf.pub/classroom-pedagogy-and-primary-practice.htmlMerriam, S. (1994). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers.Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Retrieved from https://www.mineducacion.gov.co/1621/w3-article-115174.htmlNull, W. (2011). Curriculum From Theory to Practice. plymotuh: Rowman & Littlefield Publishers, Inc. Retrieved from https://epdf.pub/curriculum-from-theory-to-practice.htmlOxford University Press. (2016). Does pronunciation matter? Retrieved from English Language Teaching Global Blog: https://oupeltglobalblog.com/2016/11/24/does-pronunciation-matter/Sagor, R. (2000). Guiding School Improvement with Action Research. Alexandria, Virginia, United States: ASCD. Retrieved from https://epdf.pub/guiding-school-improvement-with-action-research.htmlScott, W. & Ytreberg, W. (1990). Teaching English to Children. New York: Longman.Sheet, N., & Younis, L. (2009). Investigating the Effect of Scaffolding Hypothesis on Pre-, during, and Post-reading strategies. Retrieved from Researchgate.net: https://www.researchgate.net/publication/322750751_Investigating_the_Scaffolding_Hypothesis_on_Pre-_During_and_Post-Reading_StrategiesTudor, I. (2001). The Dynamics of the Language Classroom . Cambridge University Press.Vargas, A., & Zamora, C. (2016). Improving the Speaking Skill through the Use of Fables in Third Grade Students From Liceo Mercedes Nariño. Bogotá, Cundinamarca, Colombia: Universidad Pedagógica Nacional. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3219/TE-19073.pdf?sequence=1&isAllowed=yVega, O. (2019). long-term planning 2019. Prado Veraniego School, Cundinamarca, Bogotá.Vega, O. (2019). Plan de Mejoramiento de segundo y tercer periodo de 2019. Prado Veraniego School, Cundinamarca, bogotá.THUMBNAILIllustrated fables a meaningful resource.pdf.jpgIllustrated fables a meaningful resource.pdf.jpgIM Thumbnailimage/jpeg2164http://repository.pedagogica.edu.co/bitstream/20.500.12209/12114/5/Illustrated%20fables%20a%20meaningful%20resource.pdf.jpgfdc901a3266b4ecc6f29eb22ffc6e814MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/12114/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53lic sebas.pdflic sebas.pdfapplication/pdf153122http://repository.pedagogica.edu.co/bitstream/20.500.12209/12114/4/lic%20sebas.pdf9e23a0254cb8a641f7ec203b83b415daMD54ORIGINALIllustrated fables a meaningful resource.pdfIllustrated fables a meaningful resource.pdfTrabajo de gradoapplication/pdf1888508http://repository.pedagogica.edu.co/bitstream/20.500.12209/12114/1/Illustrated%20fables%20a%20meaningful%20resource.pdf451b79a77c83b8737d37043661ec045aMD5120.500.12209/12114oai:repository.pedagogica.edu.co:20.500.12209/121142021-05-09 19:59:07.079Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Publicaciones similares