Creating a situated diary through multimodal texts : a genre based approach.

This document displays a proposal of pedagogic and didactic innovation in which creating a diary supported by multimodal texts based on current events attempts to promote writing skills as a situated practice. This proposal aims to be developed with a group of ninth-grade students in a public school...

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Autores:: Aguilera Dimas, Johan Sebastian

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2021

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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repository_id_str
dc.title.eng.fl_str_mv	Creating a situated diary through multimodal texts : a genre based approach.
title	Creating a situated diary through multimodal texts : a genre based approach.
spellingShingle	Creating a situated diary through multimodal texts : a genre based approach. Diario Enfoque basado en género Escritura situada Textos multimodales Diary Genre-based approach Situated writing Multimodal texts
title_short	Creating a situated diary through multimodal texts : a genre based approach.
title_full	Creating a situated diary through multimodal texts : a genre based approach.
title_fullStr	Creating a situated diary through multimodal texts : a genre based approach.
title_full_unstemmed	Creating a situated diary through multimodal texts : a genre based approach.
title_sort	Creating a situated diary through multimodal texts : a genre based approach.
dc.creator.fl_str_mv	Aguilera Dimas, Johan Sebastian
dc.contributor.advisor.none.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv	Aguilera Dimas, Johan Sebastian
dc.subject.spa.fl_str_mv	Diario Enfoque basado en género Escritura situada Textos multimodales
topic	Diario Enfoque basado en género Escritura situada Textos multimodales Diary Genre-based approach Situated writing Multimodal texts
dc.subject.keywords.eng.fl_str_mv	Diary Genre-based approach Situated writing Multimodal texts
description	This document displays a proposal of pedagogic and didactic innovation in which creating a diary supported by multimodal texts based on current events attempts to promote writing skills as a situated practice. This proposal aims to be developed with a group of ninth-grade students in a public school in Colombia. During the characterization of the target population, it was found that students of ninth grade, mostly adolescents, need a situated learning environment that fosters interaction in writing activities. Consequently, the main objective of this proposal is for students to create a socially situated diary through the implementation of multimodal texts. Thus, three cycles of intervention framed in the principles of genre-based approach were designed to be implemented through 15 classes of 60 minutes each. Over the course of the classes, students are addressed with the material and the activities that serve as support for students to express opinions, feelings, and perspectives from a situated written experience.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-12-14T16:29:09Z
dc.date.available.none.fl_str_mv	2021-12-14T16:29:09Z
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/20.500.12209/16651
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/20.500.12209/16651
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	Abraham, P., & Farías, M. (2017). Reading with Eyes Wide Open: Reflections on the Impact of Multimodal Texts on Second Language Reading. Íkala, Revista de Lenguaje y Cultura, 22(2), 57–70. https://doi.org/10.17533/udea.ikala.v22n01a04 Ahmad, S., Hussain, A., Batool, A., Sittar, K., & Malik, M. (2016). Play and Cognitive Development: Formal Operational Perspective of Piaget’s Theory. Journal of Education and Practice, 7(28), 72–79. https://files.eric.ed.gov/fulltext/EJ1118552.pdf Álvarez Valencia, J. A. (2016). Meaning Making and Communication in the Multimodal Age: Ideas for Language Teachers. Colombian Applied Linguistics Journal, 18(1), 98–115. https://doi.org/10.14483/calj.v18n1.8403 Atehortúa Durán, L. M. (2020). Developing writing as a Situated Social Practice through Project Approach. (Thesis) Universidad Pedagógica Nacional. http://hdl.handle.net/20.500.12209/12730 Bailey, K. M. (1990). The Use of Diary Studies in Teacher Education Programs. Cambridge University Press. Bazir, A. (2016). The Role of Writing Diary in a Classroom. Journal of International Education in Business, 4, 169–174. http://psp-ltd.com/JIEB_51_4_2016.pdf Béchard, J. & Grégoire, D. Archetypes of pedagogical innovation for entrepreneurship in higher education: model and illustrations. In Fayolle, A. (2007). Handbook of Reseach in Entrepreneurship Education: A General Perspective: 1. Edward 73 Elgar Pub. http://www.untagsmd. ac.id/files/Perpustakaan_Digital_1/ENTREPRENEURSHIP%20Handbook %20of%20research%20in%20entrepreneurship%20education. Bezemer, J., & Kress, G. (2008). Writing in Multimodal Texts. Written Communication, 25(2), 166–195. https://doi.org/10.1177/0741088307313177 Bustos, F. (2020, Noviembre 24). ¿Cómo está Colombia en el dominio del Inglés? Revista PyM. https://revistapym.com.co/comunicacion/colombia-presenta-unnivel- muy-bajo-en-el-dominio-de-ingles Cambridge University Press. (2021). Diary. In Cambridge Dictionary. https://dictionary.cambridge.org/es/diccionario/ingles/diary Carvalho, A., Teixeira, S. J., Olim, L., Campanella, S. D., & Costa, T. (2020). Pedagogical innovation in higher education and active learning methodologies – a case study. Education + Training, 63(2), 195–213. https://doi.org/10.1108/et- 05-2020-0141 Chala, P. A., & Chapetón, C. M. (2012). «EFL argumentative essay writing as a situated-social practice: A review of concepts». Folios, 1(36), 23–36. https://doi.org/10.17227/01234870.36folios23.36 Chapetón Castro, C. M., & Chala, P. A. (2013). Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual. Colombian Applied Linguistics Journal, 15(1), 25–42. https://doi.org/10.14483/udistrital.jour.calj.2013.1.a02 Correa, D., & Echeverri, S. (2017). Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Preservice Teachers. HOW, 24(1), 44–62. https://doi.org/10.19183/how.24.1.303 Coulmas, F. (2002). Writing Systems. Cambridge University Press. https://books.google.com.co/books?id=kmKLxzTnL9IC&printsec=frontcover& hl=es&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false DANE. (2017). Informe de gestión del sector estadístico 2017–2018. https://www.dane.gov.co/files/control_participacion/rendicion_cuentas/Informe_ gestion_DANE_2017-2018.pdf Devitt, A. J. (2015). Genre performances: John Swales’ Genre Analysis and rhetoricallinguistic genre studies. Journal of English for Academic Purposes, 19, 44–51. https://doi.org/10.1016/j.jeap.2015.05.008 Dirgeyasa, I. W. (2016). Genre-Based Approach: What and How to Teach and to Learn Writing. English Language Teaching, 9(9), 45. https://doi.org/10.5539/elt.v9n9p45 Duley-Marling, C. (2012). Social-Constructivist Learning Theory. Encyclopedia of the Sciences of Learning, 3124. https://doi.org/10.1007/978-1-4419-1428-6_5787 Ezquerra, J. E. (2020). KRESS, Gunther R. (2010). Multimodality: A Social Semiotic Approach to Contemporary Communication. Revista Latinoamericana De Estudios Del Discurso, 12(1), 124–130. https://periodicos.unb.br/index.php/raled/article/view/33495 Farías, M., & Véliz, L. (2019). Multimodal Texts in Chilean English Teaching Education: Experiences from Educators and Pre-Service Teachers. Profile: Issues in Teachers´ Professional Development, 21(2), 13–27. https://doi.org/10.15446/profile.v21n2.75172 Feldman, A. M. (2001). Situated University, Situated Writing. Journals IUPUI, 34–45. https://journals.iupui.edu/index.php/muj/article/download/20378/19983/28250 Galindo Buitrago, L. N., & Rodríguez Pérez, M. J. (2020). Multimodal material with social content: promoting situated writing skills. (Thesis) Universidad Pedagógica Nacional. http://hdl.handle.net/20.500.12209/12133 Gee, J. P. (2001). Reading as Situated Language: A Sociocognitive Perspective. Journal of Adolescent & Adult Literacy, 44(8), 714–725. https://doi.org/10.1598/jaal.44.8.3 Gherardi, S., Nicolini, D., & Odella, F. (1998). Toward a Social Understanding of How People Learn in Organizations. Management Learning, 29(3), 273–297. https://doi.org/10.1177/1350507698293002 Gómez, J. D. (2011). Teaching EFL Academic Writing in Colombia: Reflections in Contrastive Rhetoric. Profile: Issues in Teachers’ Professional Development, 13(1), 205–213. https://revistas.unal.edu.co/index.php/profile/article/view/20577 Hasan, M. K., & Akhand, M. M. (2010). Approaches to Writing in EFL/ESL Context: Balancing Product and Process in Writing Class at Tertiary Level. Journal of NELTA, 15(1–2), 77–88. https://doi.org/10.3126/nelta.v15i1-2.4612 Hyland, K. (2015). Genre, discipline and identity. Journal of English for Academic Purposes, 19, 32–43. https://doi.org/10.1016/j.jeap.2015.02.005 Jaworska, N., & MacQueen, G. (2015). Adolescence as a unique developmental period. Journal of Psychiatry & Neuroscience, 40(5), 291–293. https://doi.org/10.1503/jpn.150268 Kachru, B. B. (1992). The Other Tongue: English Across Cultures (2nd Revised ed.) [E-book]. University of Illinois Press. https://books.google.com.co/books?hl=es&lr=&id=DV4pddGfYSIC&oi=fnd&p g=PA355&dq=world+englishes+kachru&ots=DdeAexj6kl&sig=rQycrwviY6uV MtSNocIZdHXIwng#v=onepage&q=world%20englishes%20kachru&f=true Kramsch, C. (1998). Language and Culture (Vol. 4). Oxford University Press, USA. https://books.google.com.co/books?hl=es&lr=&id=XRPiONIC2PMC&oi=fnd& pg=PR7&dq=kramsch+language+and+culture&ots=fajlt9eNIT&sig=riv_LxZQp TGnAUG4ErbY_fdOCY4&redir_esc=y#v=onepage&q=kramsch%20language %20and%20culture&f=false Lillis, T. (2001). Student Writing: Access, Regulation, Desire. New York: Routledge. https://fr.zlibcdn2.com/book/885598/a1a9d6 Montero-Arévalo, S. J. (2019). Effects Of Genre Based Approach (GBA) In EFL Reading Comprehension and Writing. GIST – Education and Learning Research Journal, 19, 84–100. https://doi.org/10.26817/16925777.762 Ministerio de Educación. (2016). Derechos básicos de aprendizaje: inglés de sexto a once. https://aprende.colombiaaprende.edu.co/ckfinder/userfiles/files/cartillaDBA.pdf Ministerio de Educación. (2019). Informe nacional de resultados del Examen Saber 11o 2019. Icfes. https://www.icfes.gov.co/documents/20143/1711757/Informe+nacional+de+resu ltados+Saber+11-2019.pdf/01cca382-1f24-aefd-a3ef- 0d04d2e6108d?version=1.0&t=1608776793757 Normas y reformas. (n.d.). Universidad de Antioquia. Retrieved November 22, 2020, from http://www.udea.edu.co/wps/portal/udea/web/inicio/investigacion/gruposinvestigacion/ ciencias-sociales/giae/normas-reformas ÖZüdoğru, M., & ÖZüdoğru, F. (2017). The Effect of Situated Learning on Students’ Vocational English Learning. Universal Journal of Educational Research, 5(11), 2037–2044. https://doi.org/10.13189/ujer.2017.051120 Pascual, D. (2019). Learning English with Travel Blogs: A Genre-Based Process- Writing Teaching Proposal. Profile: Issues in Teachers´ Professional Development, 21(1), 157–172. https://doi.org/10.15446/profile.v21n1.71253 Patrick, H., & Ryan, A. M. (2003). Identifying Adaptive Classrooms: Dimensions of the Classroom Social Environment. What Do Children Need to Flourish? 271–287. https://doi.org/10.1007/0-387-23823-9_17 Ruiz Martínez, E., & Castañeda González, J. (2016). Wewrite!: a complementary, access-self online material for the improvement of EFL students writing skills at 78 the bachelor of arts in the teaching of modern languages of Pontificia Universidad Javeriana. Pontificia Universidad Javeriana. http://hdl.handle.net/10554/21568 Shepherd, E., & Ainsworth, V. (2018). English Impact: An Evaluation of English Language Capability. British Council. https://www.britishcouncil.org/exam/aptis/research/english-impact/bogota Sokolik, M. (2003). Practical English Language Teaching [E-book]. In D. 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Theory and Practice in Language Studies, 2(1), 121–136. https://doi.org/10.4304/tpls.1.11.1471-1478 Valencia Osorio, L. Y. (2017). The Impact of Process Genre Based Approach in students Written Competence. Universidad de Antioquia. http://hdl.handle.net/10495/10827 Victoria State Government. (2019). Teaching-learning cycle: reading and writing connections. Education and Training. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/e nglish/literacy/readingviewing/Pages/teachingpraccycle.aspx Vygotsky, L. (1930). Mind and Society. Harvard University Press. http://www.unilibre.edu.co/bogota/pdfs/2016/mc16.pdf Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. http://ouleft.org/wpcontent/ uploads/Vygotsky-Mind-in-Society.pdf Walder, A. M. (2014). The Concept of Pedagogical Innovation in Higher Education. Education journal, 3(3), 195–202. https://www.researchgate.net/publication/301687758_The_concept_of_pedagogi cal_innovation_in_higher_education Zurbriggen, C. L. A., Hofmann, V., Lehofer, M., & Schwab, S. (2021). Social Classroom Climate and Personalised Instruction as Predictors of Students’ 80 Social Participation. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2021.1882590
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spelling	Montaño Moreno, JohannaAguilera Dimas, Johan Sebastian2021-12-14T16:29:09Z2021-12-14T16:29:09Z2021http://hdl.handle.net/20.500.12209/16651instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This document displays a proposal of pedagogic and didactic innovation in which creating a diary supported by multimodal texts based on current events attempts to promote writing skills as a situated practice. This proposal aims to be developed with a group of ninth-grade students in a public school in Colombia. During the characterization of the target population, it was found that students of ninth grade, mostly adolescents, need a situated learning environment that fosters interaction in writing activities. Consequently, the main objective of this proposal is for students to create a socially situated diary through the implementation of multimodal texts. Thus, three cycles of intervention framed in the principles of genre-based approach were designed to be implemented through 15 classes of 60 minutes each. Over the course of the classes, students are addressed with the material and the activities that serve as support for students to express opinions, feelings, and perspectives from a situated written experience.Submitted by Johan Sebastian Aguilera Dimas (del_jsaguilerad920@pedagogica.edu.co ) on 2021-12-03T14:33:47Z No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado_Sebastian_Aguilera.pdf: 298384 bytes, checksum: 31dda67125250ca9f77c9fc295893af0 (MD5) CREATING A SITUATED DIARY.pdf: 4921713 bytes, checksum: f552e7ac9a3932efbdc3d4654dc2791c (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Estimado estudiante, Los campos de autor y asesor están cargados doble vez Por lo anterior su envío ha sido rechazado. Realice los ajustes y cargue de nuevo. on 2021-12-03T16:15:22Z (GMT)Submitted by Johan Sebastian Aguilera Dimas (del_jsaguilerad920@pedagogica.edu.co ) on 2021-12-03T20:22:37Z No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado_Sebastian_Aguilera.pdf: 298384 bytes, checksum: 31dda67125250ca9f77c9fc295893af0 (MD5) CREATING A SITUATED DIARY.pdf: 4921713 bytes, checksum: f552e7ac9a3932efbdc3d4654dc2791c (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido RECHAZADO, en tanto el título de la metadata uso mayúsculas en palabras que no son sustantivos propios. Por favor, realice los ajuste y envíe de nuevo. on 2021-12-03T20:56:30Z (GMT)Submitted by Johan Sebastian Aguilera Dimas (del_jsaguilerad920@pedagogica.edu.co ) on 2021-12-03T22:04:24Z No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado_Sebastian_Aguilera.pdf: 298384 bytes, checksum: 31dda67125250ca9f77c9fc295893af0 (MD5) CREATING A SITUATED DIARY.pdf: 4921713 bytes, checksum: f552e7ac9a3932efbdc3d4654dc2791c (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2021-12-06T02:53:20Z (GMT) No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado_Sebastian_Aguilera.pdf: 298384 bytes, checksum: 31dda67125250ca9f77c9fc295893af0 (MD5) CREATING A SITUATED DIARY.pdf: 4921713 bytes, checksum: f552e7ac9a3932efbdc3d4654dc2791c (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2021-12-14T16:29:09Z (GMT) No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado_Sebastian_Aguilera.pdf: 298384 bytes, checksum: 31dda67125250ca9f77c9fc295893af0 (MD5) CREATING A SITUATED DIARY.pdf: 4921713 bytes, checksum: f552e7ac9a3932efbdc3d4654dc2791c (MD5)Made available in DSpace on 2021-12-14T16:29:09Z (GMT). No. of bitstreams: 2 Licencia_uso_trabajos_y_tesis_grado_Sebastian_Aguilera.pdf: 298384 bytes, checksum: 31dda67125250ca9f77c9fc295893af0 (MD5) CREATING A SITUATED DIARY.pdf: 4921713 bytes, checksum: f552e7ac9a3932efbdc3d4654dc2791c (MD5) Previous issue date: 2021Universidad Pedagógica NacionalLicenciado en Español e InglésPregradoapplication/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 InternationalDiarioEnfoque basado en géneroEscritura situadaTextos multimodalesDiaryGenre-based approachSituated writingMultimodal textsCreating a situated diary through multimodal texts : a genre based approach.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbraham, P., & Farías, M. (2017). Reading with Eyes Wide Open: Reflections on the Impact of Multimodal Texts on Second Language Reading. Íkala, Revista de Lenguaje y Cultura, 22(2), 57–70. https://doi.org/10.17533/udea.ikala.v22n01a04Ahmad, S., Hussain, A., Batool, A., Sittar, K., & Malik, M. (2016). Play and Cognitive Development: Formal Operational Perspective of Piaget’s Theory. Journal of Education and Practice, 7(28), 72–79. https://files.eric.ed.gov/fulltext/EJ1118552.pdfÁlvarez Valencia, J. A. (2016). Meaning Making and Communication in the Multimodal Age: Ideas for Language Teachers. Colombian Applied Linguistics Journal, 18(1), 98–115. https://doi.org/10.14483/calj.v18n1.8403Atehortúa Durán, L. M. (2020). Developing writing as a Situated Social Practice through Project Approach. (Thesis) Universidad Pedagógica Nacional. http://hdl.handle.net/20.500.12209/12730Bailey, K. M. (1990). The Use of Diary Studies in Teacher Education Programs. Cambridge University Press.Bazir, A. (2016). The Role of Writing Diary in a Classroom. Journal of International Education in Business, 4, 169–174. http://psp-ltd.com/JIEB_51_4_2016.pdfBéchard, J. & Grégoire, D. Archetypes of pedagogical innovation for entrepreneurship in higher education: model and illustrations. In Fayolle, A. (2007). Handbook of Reseach in Entrepreneurship Education: A General Perspective: 1. Edward 73 Elgar Pub. http://www.untagsmd. ac.id/files/Perpustakaan_Digital_1/ENTREPRENEURSHIP%20Handbook %20of%20research%20in%20entrepreneurship%20education.Bezemer, J., & Kress, G. (2008). Writing in Multimodal Texts. Written Communication, 25(2), 166–195. https://doi.org/10.1177/0741088307313177Bustos, F. (2020, Noviembre 24). ¿Cómo está Colombia en el dominio del Inglés? Revista PyM. https://revistapym.com.co/comunicacion/colombia-presenta-unnivel- muy-bajo-en-el-dominio-de-inglesCambridge University Press. (2021). Diary. In Cambridge Dictionary. https://dictionary.cambridge.org/es/diccionario/ingles/diaryCarvalho, A., Teixeira, S. J., Olim, L., Campanella, S. D., & Costa, T. (2020). Pedagogical innovation in higher education and active learning methodologies – a case study. Education + Training, 63(2), 195–213. https://doi.org/10.1108/et- 05-2020-0141Chala, P. A., & Chapetón, C. M. (2012). «EFL argumentative essay writing as a situated-social practice: A review of concepts». Folios, 1(36), 23–36. https://doi.org/10.17227/01234870.36folios23.36Chapetón Castro, C. M., & Chala, P. A. (2013). Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the Textual. Colombian Applied Linguistics Journal, 15(1), 25–42. https://doi.org/10.14483/udistrital.jour.calj.2013.1.a02Correa, D., & Echeverri, S. (2017). Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing Among EFL Preservice Teachers. 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Creating a situated diary through multimodal texts : a genre based approach.

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