Communication through blog posts within the multiliteracies approach.
Este trabajo de grado fue realizado con estudiantes de grado cuarto quienes tenían baja producción escrita en inglés y uso limitado de la lengua extranjera para interactuar. Por tal motivo se propone implementar un blog con el objetivo de describir de qué manera este fomenta la comunicación y mejora...
- Autores:
-
Suárez Bedoya, Yuly Paola
- 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:20.500.12209/12094
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/12094
- Palabra clave:
- Comunicación
Habilidades de escritura
Enfoque de multiliteracidades
Blog
Communication
Writing skills
Multiliteracies approach
Blog
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Communication through blog posts within the multiliteracies approach. |
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Communication through blog posts within the multiliteracies approach. Comunicación Habilidades de escritura Enfoque de multiliteracidades Blog Communication Writing skills Multiliteracies approach Blog |
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Communication through blog posts within the multiliteracies approach. |
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Suárez Bedoya, Yuly Paola |
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Mellizo Guaqueta, Nelson |
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Suárez Bedoya, Yuly Paola |
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Comunicación Habilidades de escritura Enfoque de multiliteracidades Blog |
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Comunicación Habilidades de escritura Enfoque de multiliteracidades Blog Communication Writing skills Multiliteracies approach Blog |
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Communication Writing skills Multiliteracies approach Blog |
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Este trabajo de grado fue realizado con estudiantes de grado cuarto quienes tenían baja producción escrita en inglés y uso limitado de la lengua extranjera para interactuar. Por tal motivo se propone implementar un blog con el objetivo de describir de qué manera este fomenta la comunicación y mejora las habilidades con el idioma y de escritura de los estudiantes. Para ello se utiliza el enfoque de multiliteracidades, el cual permite crear significados de múltiples formas teniendo en cuenta las herramientas multimedia y los patrones de experiencia de los estudiantes. La experiencia juega un papel importante ya que les proporciona a los estudiantes una cercanía con su realidad para escribir sobre temas que conocen y motivación para usar el idioma en situaciones comunicativas. |
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Arfé, B., Dockrell, J. E., & De Bernardi, B. (2016). The effect of language specific factors on early written composition: The role of spelling, oral language and text generation skills in a shallow orthography. Reading and Writing, 29(3), 501–527. Brown, D. (2007). Principles of language learning and teaching. New York: Pearson English. Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York Routledge. Byrne, D. (1988). Teaching Writing Skills. Essex: Longman Group UK Limited. Colegio Villemar el Carmen. (2018). Proyecto Educativo Institucional. Bogotá. Cope, B. & Kalantzis, M. (2000). Multiliteracies: literacy learning and the design of social futures. London: Routledge. Cope, B. & Kalantzis, M. (2005). Learning by Design. Common Ground. Cope, B. & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning pedagogies. An International Journal.164 -195. Creswell, J. (2014). Designing Research. Qualitative. Quantitative and mixed method approaches. SAGE Publications, Inc. Danzak, R. L. (2011). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent & Adult Literacy, 55(3), 187-196. Dombey, H. (2013). What we know about teaching writing. Preschool & Primary Education, Vol 1, Issue 1, 22-40. Durga, S & Rao, C. (2018). Developing students' writing skills in English - A process approach. Journal for Research Scholars and Professionals of English Language Teaching. Vol. 2. Fageeh, A. (2011). EFL learners' use of blogging for developing writing skills and enhancing attitudes towards English learning: An exploratory study. Journal of Language and Literature, Vol. 2. No. 1. Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. SAGE publications, INC. USA. Glasow, P. (2005). Fundamentals of Survey Research Methodology. Washington C3 Centre. McLean, Virginia. Gracia, D. (2007). Mass Media in Writing Expression. Universidad Pedagógica Nacional. Tesis de pregrado. Halliday, M. (2007). Language and education. London: Biddies Ltd. Harris, P. (2004). Writing in the Primary School Years. Cengage Learning Australia. Hymes, D. (1972). On Communicative Competence. In: J.B. Pride and J. Holmes (eds) Sociolinguistics. Selected Readings. Harmondsworth: Penguin, pp. 269-293.(Part 1) Jackson, R., Drummond, D., & Camara, S. (2007). What Is Qualitative Research? Qualitative Research Reports in Communication, 8(1), 21–28. Johnson, M. (1999). Communication in the classroom. U.S. Department of Education. Kalivoda, T. (1976). Communication in the foreign language classroom. Hispania. Vol. 59. No. 2, 294-301. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J. Prentice Hall. Kumar, D. (2014). Effectiveness of guided writing in teaching composition. Journal of NELTA Surkhet, Vol. 4, 18-25. Lamprea, A. (2011). The implementation of a social network to foster students’ writing skills in the EFL classroom. Universidad Pedagógica Nacional. Tesis de pregrado. Lunenburg, F. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, Vol. 1, No. 1, 1-11. Mateo, N. (2016). Teaching writing in the primary school. Encuentro, 25, 25-61. McKay, S. (1979). Communicative writing. TESOL Quarterly, Vol. 13, No. 1, 73-80. Miller, J. (2009). Process Writing. Editorial Macmillan. Ministerio de Educación Nacional (1998). Lineamientos Curriculares de Idiomas Extranjeros. Bogotá. Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Bogotá. Ministerio de Educación Nacional. (2016). Derechos Básicos de Aprendizaje: inglés, transición a quinto. Bogotá. Myhill, D., Lines, H. and Watson, A. (2011) Making meaning with grammar: a repertoire of possibilities. Metaphor, Issue 2. Nation, I. (2009). Teaching ESL/EFL Reading and Writing. New York: Routledge. Navarro, D. (2006). The use of guided composition through topics in order to help students develop their writing skills. InterSedes: Revista de las Sedes Regionales, Vol. 7, No. 12, 77-89. Navehebrahim, M. (2011). Multiliteracies approach to empower learning and teaching engagement. Procedia - Social and Behavioral Sciences No. 29 863 – 868. Noytim, U. (2010). Weblogs enhancing EFL students’ English language learning. Procedia Social and Behavioral Sciences, Vol. 2, 1127–1132. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Parada, R. & Quentín, E. (2010). Fostering reading and writing skills in EFL classrooms through a social network site. Universidad Pedagógica Nacional. Tesis de pregrado. Phillips, D. K. & Carr, K. (2010). Becoming a teacher through action research: process, context, and self-study. New York, USA: Taylor & Francis. Pinkman, K. (2005). Using weblogs in the foreign language classroom: Encouraging learner independence. The Jalt Call Journal, Vol. 1, 12-24. Puschmann, C. (2013). Blogging. Pragmatics of Computer-Mediated Communication. 83 - 108. Rajendram, S. (2015). Potentials and challenges of the multiliteracies pedagogy in teaching English language learners. Critical Intersections in Education, Vol. 3, 1-18. Richards, J. (2006). Communicative language teaching today. New York: Cambridge University Press. Rodríguez, M. & Rodríguez J. (2010). Task-based language learning: Old approach, new style. A new lesson to learn. Profile Vol. 12, No. 2, 165-178. Rogers, A. (2008). Using technology to facilitate process writing and interaction among adult students. Profile, Vol 9, 197-218. Rojas, G. (2011). Writing using blogs: A way to engage Colombian adolescents in meaningful communication. Profile, Vol. 13, No. 2, 11-27. Schmerbeck, N. & Lucht, F. (2017). Creating meaning through multimodality: Multiliteracies assessment and photo projects for online portfolios. Die Unterrichtspraxis/Teaching German. Suleiman, M. (2000). The process and product of writing: Implications for elementary school teachers. Association for Bilingual Education Conference. Thurmond, V. (2001). The Point of Triangulation. Journal of Nursing Scholarship, 33(3), 253-258. Tudor, I. (2001). Visions of learning in the dynamics of the language classroom. Cambridge, UK: Cambridge University Press. Valdés, G., Haro, P., & Echevarriarza, M. (1992). The development of writing abilities in a foreign language: Contributions toward a general theory of L2 writing. The Modern Language Journal. Vol. 76, No. 3, 333-352. Velentzas, J. & Broni, G. (2015). Communication cycle: Definition, process, models and examples. Recent Advances in Financial Planning and Product Development. Vera, E., Chapetón, C. & Buitrago, Z. (2018) An Informed and Reflective Approach to Language Teaching and Material Design. Bogotá: Universidad Pedagógica Nacional. Widdoson, H. (1978). Teaching English as Communication. New York: Oxford University Press. Willis, J. (1996). A Framework for Task-based Learning. Essex: Longman. Xin, Z. (2007). Reflective thinking on communicative teaching in writing. US-China Education Review, Vol. 4, No.5, 19-25. Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, Vol. 16, No. 2, 195-209. |
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Mellizo Guaqueta, NelsonSuárez Bedoya, Yuly PaolaBogotá2019 - 20202020-08-05T01:56:00Z2020-08-05T01:56:00Z2020http://hdl.handle.net/20.500.12209/12094instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este trabajo de grado fue realizado con estudiantes de grado cuarto quienes tenían baja producción escrita en inglés y uso limitado de la lengua extranjera para interactuar. Por tal motivo se propone implementar un blog con el objetivo de describir de qué manera este fomenta la comunicación y mejora las habilidades con el idioma y de escritura de los estudiantes. Para ello se utiliza el enfoque de multiliteracidades, el cual permite crear significados de múltiples formas teniendo en cuenta las herramientas multimedia y los patrones de experiencia de los estudiantes. La experiencia juega un papel importante ya que les proporciona a los estudiantes una cercanía con su realidad para escribir sobre temas que conocen y motivación para usar el idioma en situaciones comunicativas.Submitted by Yuly Paola Suarez Bedoya (del_ypsuarezb434@pedagogica.edu.co) on 2020-08-02T19:23:38Z No. of bitstreams: 2 SUAREZ YULY_TRABAJO DE GRADO_INGLES.pdf: 2888712 bytes, checksum: a794092b674e0062ac1177985b6167ab (MD5) SUAREZ YULY_LICENCIA DE USO.pdf: 183110 bytes, checksum: 81c25cca6cb9dc86fb1be17b51f038a6 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2020-08-03T19:08:27Z (GMT) No. of bitstreams: 2 SUAREZ YULY_TRABAJO DE GRADO_INGLES.pdf: 2888712 bytes, checksum: a794092b674e0062ac1177985b6167ab (MD5) SUAREZ YULY_LICENCIA DE USO.pdf: 183110 bytes, checksum: 81c25cca6cb9dc86fb1be17b51f038a6 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2020-08-05T01:56:00Z (GMT) No. of bitstreams: 2 SUAREZ YULY_TRABAJO DE GRADO_INGLES.pdf: 2888712 bytes, checksum: a794092b674e0062ac1177985b6167ab (MD5) SUAREZ YULY_LICENCIA DE USO.pdf: 183110 bytes, checksum: 81c25cca6cb9dc86fb1be17b51f038a6 (MD5)Made available in DSpace on 2020-08-05T01:56:00Z (GMT). No. of bitstreams: 2 SUAREZ YULY_TRABAJO DE GRADO_INGLES.pdf: 2888712 bytes, checksum: a794092b674e0062ac1177985b6167ab (MD5) SUAREZ YULY_LICENCIA DE USO.pdf: 183110 bytes, checksum: 81c25cca6cb9dc86fb1be17b51f038a6 (MD5) Previous issue date: 2020Universidad Pedagógica NacionalLicenciado en Español e InglésTesis de pregradoPDFapplication/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 NacionalComunicaciónHabilidades de escrituraEnfoque de multiliteracidadesBlogCommunicationWriting skillsMultiliteracies approachBlogCommunication through blog posts within the multiliteracies approach.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionArfé, B., Dockrell, J. E., & De Bernardi, B. (2016). The effect of language specific factors on early written composition: The role of spelling, oral language and text generation skills in a shallow orthography. Reading and Writing, 29(3), 501–527.Brown, D. (2007). Principles of language learning and teaching. New York: Pearson English.Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York Routledge.Byrne, D. (1988). Teaching Writing Skills. Essex: Longman Group UK Limited.Colegio Villemar el Carmen. (2018). Proyecto Educativo Institucional. Bogotá.Cope, B. & Kalantzis, M. (2000). Multiliteracies: literacy learning and the design of social futures. London: Routledge.Cope, B. & Kalantzis, M. (2005). Learning by Design. Common Ground.Cope, B. & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning pedagogies. An International Journal.164 -195.Creswell, J. (2014). Designing Research. Qualitative. Quantitative and mixed method approaches. SAGE Publications, Inc.Danzak, R. L. (2011). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent & Adult Literacy, 55(3), 187-196.Dombey, H. (2013). What we know about teaching writing. Preschool & Primary Education, Vol 1, Issue 1, 22-40.Durga, S & Rao, C. (2018). Developing students' writing skills in English - A process approach. Journal for Research Scholars and Professionals of English Language Teaching. Vol. 2.Fageeh, A. (2011). EFL learners' use of blogging for developing writing skills and enhancing attitudes towards English learning: An exploratory study. Journal of Language and Literature, Vol. 2. No. 1.Given, L. M. (2008). The SAGE Encyclopedia of Qualitative Research Methods. SAGE publications, INC. USA.Glasow, P. (2005). Fundamentals of Survey Research Methodology. Washington C3 Centre. McLean, Virginia.Gracia, D. (2007). Mass Media in Writing Expression. Universidad Pedagógica Nacional. Tesis de pregrado.Halliday, M. (2007). Language and education. London: Biddies Ltd.Harris, P. (2004). Writing in the Primary School Years. Cengage Learning Australia.Hymes, D. (1972). On Communicative Competence. In: J.B. Pride and J. Holmes (eds) Sociolinguistics. Selected Readings. Harmondsworth: Penguin, pp. 269-293.(Part 1)Jackson, R., Drummond, D., & Camara, S. (2007). What Is Qualitative Research? Qualitative Research Reports in Communication, 8(1), 21–28.Johnson, M. (1999). Communication in the classroom. U.S. Department of Education.Kalivoda, T. (1976). Communication in the foreign language classroom. Hispania. Vol. 59. No. 2, 294-301.Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, N.J. Prentice Hall.Kumar, D. (2014). Effectiveness of guided writing in teaching composition. Journal of NELTA Surkhet, Vol. 4, 18-25.Lamprea, A. (2011). The implementation of a social network to foster students’ writing skills in the EFL classroom. Universidad Pedagógica Nacional. Tesis de pregrado.Lunenburg, F. (2010). Communication: The process, barriers, and improving effectiveness. Schooling, Vol. 1, No. 1, 1-11.Mateo, N. (2016). Teaching writing in the primary school. Encuentro, 25, 25-61.McKay, S. (1979). Communicative writing. TESOL Quarterly, Vol. 13, No. 1, 73-80.Miller, J. (2009). Process Writing. Editorial Macmillan.Ministerio de Educación Nacional (1998). Lineamientos Curriculares de Idiomas Extranjeros. Bogotá.Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Bogotá.Ministerio de Educación Nacional. (2016). Derechos Básicos de Aprendizaje: inglés, transición a quinto. Bogotá.Myhill, D., Lines, H. and Watson, A. (2011) Making meaning with grammar: a repertoire of possibilities. Metaphor, Issue 2.Nation, I. (2009). Teaching ESL/EFL Reading and Writing. New York: Routledge.Navarro, D. (2006). The use of guided composition through topics in order to help students develop their writing skills. InterSedes: Revista de las Sedes Regionales, Vol. 7, No. 12, 77-89.Navehebrahim, M. (2011). Multiliteracies approach to empower learning and teaching engagement. Procedia - Social and Behavioral Sciences No. 29 863 – 868.Noytim, U. (2010). Weblogs enhancing EFL students’ English language learning. Procedia Social and Behavioral Sciences, Vol. 2, 1127–1132.Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.Parada, R. & Quentín, E. (2010). Fostering reading and writing skills in EFL classrooms through a social network site. Universidad Pedagógica Nacional. Tesis de pregrado.Phillips, D. K. & Carr, K. (2010). Becoming a teacher through action research: process, context, and self-study. New York, USA: Taylor & Francis.Pinkman, K. (2005). Using weblogs in the foreign language classroom: Encouraging learner independence. The Jalt Call Journal, Vol. 1, 12-24.Puschmann, C. (2013). Blogging. Pragmatics of Computer-Mediated Communication. 83 - 108.Rajendram, S. (2015). Potentials and challenges of the multiliteracies pedagogy in teaching English language learners. Critical Intersections in Education, Vol. 3, 1-18.Richards, J. (2006). Communicative language teaching today. New York: Cambridge University Press.Rodríguez, M. & Rodríguez J. (2010). Task-based language learning: Old approach, new style. A new lesson to learn. Profile Vol. 12, No. 2, 165-178.Rogers, A. (2008). Using technology to facilitate process writing and interaction among adult students. Profile, Vol 9, 197-218.Rojas, G. (2011). Writing using blogs: A way to engage Colombian adolescents in meaningful communication. Profile, Vol. 13, No. 2, 11-27.Schmerbeck, N. & Lucht, F. (2017). Creating meaning through multimodality: Multiliteracies assessment and photo projects for online portfolios. Die Unterrichtspraxis/Teaching German.Suleiman, M. (2000). The process and product of writing: Implications for elementary school teachers. Association for Bilingual Education Conference.Thurmond, V. (2001). The Point of Triangulation. Journal of Nursing Scholarship, 33(3), 253-258.Tudor, I. (2001). Visions of learning in the dynamics of the language classroom. Cambridge, UK: Cambridge University Press.Valdés, G., Haro, P., & Echevarriarza, M. (1992). The development of writing abilities in a foreign language: Contributions toward a general theory of L2 writing. The Modern Language Journal. Vol. 76, No. 3, 333-352.Velentzas, J. & Broni, G. (2015). Communication cycle: Definition, process, models and examples. Recent Advances in Financial Planning and Product Development.Vera, E., Chapetón, C. & Buitrago, Z. (2018) An Informed and Reflective Approach to Language Teaching and Material Design. Bogotá: Universidad Pedagógica Nacional.Widdoson, H. (1978). Teaching English as Communication. New York: Oxford University Press.Willis, J. (1996). A Framework for Task-based Learning. Essex: Longman.Xin, Z. (2007). Reflective thinking on communicative teaching in writing. US-China Education Review, Vol. 4, No.5, 19-25.Zamel, V. (1982). Writing: The process of discovering meaning. 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