Background knowledge in english reading alongside visuals to promote critical thinking.
El presente trabajo de grado es una investigación acción de tipo cualitativa que se realizó en el colegio técnico Domingo Faustino Sarmiento, en la sede B con estudiantes de tercero (301). En este estudio la enseñanza del inglés se basó principalmente en la lectura de textos junto con imágenes, esto...
- Autores:
-
Farfán Zabala, Jhon Alexander
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/9986
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/9986
- Palabra clave:
- Colegio Técnico Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - Bogotá
Enseñanza del inglés
Pensamiento crítico
Vocabulario - Desarrollo
Investigación acción - Metodología
- Rights
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Background knowledge in english reading alongside visuals to promote critical thinking. |
| title |
Background knowledge in english reading alongside visuals to promote critical thinking. |
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Background knowledge in english reading alongside visuals to promote critical thinking. Colegio Técnico Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - Bogotá Enseñanza del inglés Pensamiento crítico Vocabulario - Desarrollo Investigación acción - Metodología |
| title_short |
Background knowledge in english reading alongside visuals to promote critical thinking. |
| title_full |
Background knowledge in english reading alongside visuals to promote critical thinking. |
| title_fullStr |
Background knowledge in english reading alongside visuals to promote critical thinking. |
| title_full_unstemmed |
Background knowledge in english reading alongside visuals to promote critical thinking. |
| title_sort |
Background knowledge in english reading alongside visuals to promote critical thinking. |
| dc.creator.fl_str_mv |
Farfán Zabala, Jhon Alexander |
| dc.contributor.advisor.spa.fl_str_mv |
Mellizo Guaqueta, Nelson |
| dc.contributor.author.spa.fl_str_mv |
Farfán Zabala, Jhon Alexander |
| dc.subject.spa.fl_str_mv |
Colegio Técnico Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - Bogotá Enseñanza del inglés Pensamiento crítico Vocabulario - Desarrollo Investigación acción - Metodología |
| topic |
Colegio Técnico Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - Bogotá Enseñanza del inglés Pensamiento crítico Vocabulario - Desarrollo Investigación acción - Metodología |
| description |
El presente trabajo de grado es una investigación acción de tipo cualitativa que se realizó en el colegio técnico Domingo Faustino Sarmiento, en la sede B con estudiantes de tercero (301). En este estudio la enseñanza del inglés se basó principalmente en la lectura de textos junto con imágenes, estos basados en problemáticas sociales para promover una perspectiva crítica inicial en los estudiantes. Para conseguir lo anterior, se adoptó la lectura basada en los conocimientos previos del lector, en donde aspectos como la edad, el género, la cultura y el uso de lengua tienen un papel relevante en el entendimiento de un texto. Puesto que los estudiantes no tenían un gran dominio del inglés, los textos trabajados en clase siempre fueron acompañados por ayudas visuales que llevaron a los estudiantes a comprender los textos, activar conocimientos previos y proponer soluciones frente a las situaciones abordadas. |
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2017 |
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2017 |
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2019-07-31T12:22:40Z |
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2019-07-31T12:22:40Z |
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Airasian, P., and Gay, LR. (n.d) Action research. Retrieved from http://www.wou.edu/~girodm/library/ch9.pdf Avgerinou, M. (2002). A review of the concept of visual literacy. British Journal of Educational Technology, 28(4), 280 – 291. Bada, S. (2015). Constructivism learning theory: a paradigm for teaching and learning. IOSR Journal of Research & Method in Education, 6, 66-70. Bamford, A. (2003). The visual literacy white paper. Australia. Adobe Systems Pty Ltd. Benavides, D., Murcia, L., and Niño, M. (2009). Observing before learning: visual material for the learning of English as a Foreign Language. HOW, 16, 93-111. Bloom, B. (1956). Taxonomy of educational objectives. Michigan, United States of America. Colegio Técnico Domingo Faustino Sarmiento IED. (2016). Plan anual de asignatura. Colegio Técnico Domingo Faustino Sarmiento IED. (2016). PEI: “Calidad educativa para la formación integral y laboral. Community Handbook (pp. 7 – 13). Subdirección de imprenta distrital. Bogotá, Colombia. Dilley, A., Kaufman, J., Kennedy, C., and Plucker, J. What we know about critical thinking. Massachusetts: P21. Ferrance, F. (2000). Action research. LAB - Brown University. Gómez, L., and Leal, M. (2015). Encouraging Critical Thinking Development in an EFL Classroom through Urban Legends. Folios. (43). 137-152 Goodman, K. (1967). Reading: a psycholinguistic game. Journal of the Reading Specialist. 126- 135. Gregersen, T. (2007). Language learning beyond words: incorporating body language into classroom activities. Reflections on English Language Teaching, 6, (1). 51-64 Hancock, B. Ockleford, E. Windridge, K. (2009). An Introduction to Qualitative Research. The NIHR RDS EM / YH. Kalmbach, D. Carr, P. (2010). Becoming a teacher through action research. Routledge. Kemmis, S. (2007). Action research as a practice-changing practice. Krashen, S. (2009). Principles and practice in second language acquisition. California -First internet edition. Krashen, S., and Terrel, T. (1995). The natural approach: language acquisition in the classroom. Prentice Hall Europe. Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy: an overview. In Theory into practice. Revising Bloom’s Taxonomy. (212-218). Lee, H. (2011). Using picture books in EFL college reading classrooms. Lipman, M. (1988). Critical thinking: What can it be? Association for supervision and curriculum development. Markle, T., Rich, Pand West, R. (2011). Beyond transcription: technology, change, and refinement of method. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(3). Matthews, T., and Palmer, M. (2015). Learning to see the infinite: measuring visual literacy skills in a 1st year seminar course. Journal of the Scholarship of Teaching and Learning, 15(1). 1-9. Mikhailova, T. (2008). Improving students’ Reading Skills through the use of the WFR activities. HOW, 15, 49-62. Mikulecky, B. (2008). Teaching reading in a second language. Pearson. Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguaje, matemáticas, ciencias y ciudadanas. Ministerio de Educación Nacional – Colombia. Moore, B., and Parker, R. (2009). Critical Thinking. New York: The Mcgraw Hill Companies. Paivio, A. (2006). Dual coding theory and education. Retrieved from http://coral.ufsm.br/tielletcab/Apostilas/DCT_Paivio.pdf Porras, N. (2009). Teaching English through stories: a meaningful and fun way for children to learn the language. PROFILE, 12(1), 95-106. Quinn, M. (1999). Enhancing the Quality and Credibility of Qualitative. Health Services Research. 1189 – 1208. Ruiz, S. (2013). Working by projects: A way to Enrich Critical Thinking and the Writing Process in a Third Grade EFL Classroom. Colombian Applied Linguistics Journal. 15(2), 205-220 Sarmiento, M. (2010). A guided reading of images: a strategy to develop critical thinking and communicative skills. Colombian Applied Linguistics Journal.12(2), 72-86. Seglem, R., and Witte, S. (2009). You gotta see it to believe it: teaching visual literacy in the English classroom. Journal of Adolescent & Adult Literacy,53(53), 216–226 Sjøberg, S. (2007). Constructivism and learning. International Encyclopaedia of Education. Norwey – Elsevier Sternberg, R. (1986). Critical thinking: its nature, measurement and improvement. Washington, DC: National Institute of Education. Stokes, S. (n.d.) Visual literacy in teaching and learning: a literature perspective. Electronic Journal for the Integration of Technology in Education, Vol. 1 (1). Suba: Estratificación Socioeconómica Urbana. (2013). Retrieved from http://www.sdp.gov.co/portal/page/portal/PortalSDP/InformacionTomaDecisiones/Estrati ficacion_Socioeconomica/Mapas/IE003-LocSuba-V02.pdf Suryanto. (2014). How can visual literacy support English language teaching? Lingua, Jurnal Bahasa & Sastra, 15(1), 35 – 43. Taber, S. (2011). Constructivism as educational theory: contingency in learning, and optimally guided instruction. Educational Theory, 39-61. Thornbury, A. (2007). How to teach vocabulary. Malaysia. Pearson – Longman. Urquhart, A. H., and Weir, C. J. (1998). Reading in a second language: Process, product, and practice. London and New York: Longman. Varaprasad, C. (2009). Teaching reading in an ESL and EFL setting: a comparison. ELTWorldOnline.com, 1. Vygotsky, L. (1930). Mind in society: the development of higher psychological processes. Harvard University Press. Villanueva, E. 2006. Applying current approaches to the teaching of reading. English Teaching Forum. (1). 8-15. Wolfinger, H. (2002). On writing field notes: collection strategies and background expectancies. Qualitative Research, 2(1), 85-95. Wright, A. (1997). Pictures for language learning. Cambridge, United Kingdom: Cambridge University Press. Yanow, D. (2004). Studying physical artifacts: An interpretive approach. In Rafaeli, A., and Prat, M. Artifacts and organizations: beyond mere symbolism. (pp. 41-60). New Jersey, United States: Lawrence Erlbawn Associates, Inc. |
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Mellizo Guaqueta, NelsonFarfán Zabala, Jhon Alexander2019-07-31T12:22:40Z2019-07-31T12:22:40Z2017TE-21476http://hdl.handle.net/20.500.12209/9986instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El presente trabajo de grado es una investigación acción de tipo cualitativa que se realizó en el colegio técnico Domingo Faustino Sarmiento, en la sede B con estudiantes de tercero (301). En este estudio la enseñanza del inglés se basó principalmente en la lectura de textos junto con imágenes, estos basados en problemáticas sociales para promover una perspectiva crítica inicial en los estudiantes. Para conseguir lo anterior, se adoptó la lectura basada en los conocimientos previos del lector, en donde aspectos como la edad, el género, la cultura y el uso de lengua tienen un papel relevante en el entendimiento de un texto. Puesto que los estudiantes no tenían un gran dominio del inglés, los textos trabajados en clase siempre fueron acompañados por ayudas visuales que llevaron a los estudiantes a comprender los textos, activar conocimientos previos y proponer soluciones frente a las situaciones abordadas.Submitted by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-05-17T14:09:41Z No. of bitstreams: 1 TE-21476.pdf: 1844538 bytes, checksum: deda4d72a668bb12b51854ba9e76e663 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2019-07-31T12:22:40Z (GMT) No. of bitstreams: 1 TE-21476.pdf: 1844538 bytes, checksum: deda4d72a668bb12b51854ba9e76e663 (MD5)Made available in DSpace on 2019-07-31T12:22:40Z (GMT). No. of bitstreams: 1 TE-21476.pdf: 1844538 bytes, checksum: deda4d72a668bb12b51854ba9e76e663 (MD5)Licenciado 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 NacionalColegio Técnico Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - BogotáEnseñanza del inglésPensamiento críticoVocabulario - DesarrolloInvestigación acción - MetodologíaBackground knowledge in english reading alongside visuals to promote critical thinking.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAirasian, P., and Gay, LR. (n.d) Action research. Retrieved from http://www.wou.edu/~girodm/library/ch9.pdfAvgerinou, M. (2002). A review of the concept of visual literacy. British Journal of Educational Technology, 28(4), 280 – 291.Bada, S. (2015). Constructivism learning theory: a paradigm for teaching and learning. IOSR Journal of Research & Method in Education, 6, 66-70.Bamford, A. (2003). The visual literacy white paper. Australia. Adobe Systems Pty Ltd.Benavides, D., Murcia, L., and Niño, M. (2009). Observing before learning: visual material for the learning of English as a Foreign Language. HOW, 16, 93-111.Bloom, B. (1956). Taxonomy of educational objectives. Michigan, United States of America.Colegio Técnico Domingo Faustino Sarmiento IED. (2016). Plan anual de asignatura.Colegio Técnico Domingo Faustino Sarmiento IED. (2016). PEI: “Calidad educativa para la formación integral y laboral. Community Handbook (pp. 7 – 13). Subdirección de imprenta distrital. Bogotá, Colombia.Dilley, A., Kaufman, J., Kennedy, C., and Plucker, J. What we know about critical thinking. Massachusetts: P21.Ferrance, F. (2000). Action research. LAB - Brown University.Gómez, L., and Leal, M. (2015). Encouraging Critical Thinking Development in an EFL Classroom through Urban Legends. Folios. (43). 137-152Goodman, K. (1967). Reading: a psycholinguistic game. Journal of the Reading Specialist. 126- 135.Gregersen, T. (2007). Language learning beyond words: incorporating body language into classroom activities. Reflections on English Language Teaching, 6, (1). 51-64Hancock, B. Ockleford, E. Windridge, K. (2009). An Introduction to Qualitative Research. The NIHR RDS EM / YH.Kalmbach, D. Carr, P. (2010). Becoming a teacher through action research. Routledge.Kemmis, S. (2007). Action research as a practice-changing practice.Krashen, S. (2009). Principles and practice in second language acquisition. California -First internet edition.Krashen, S., and Terrel, T. (1995). The natural approach: language acquisition in the classroom. Prentice Hall Europe.Krathwohl, D. (2002). A Revision of Bloom’s Taxonomy: an overview. In Theory into practice. Revising Bloom’s Taxonomy. (212-218).Lee, H. (2011). Using picture books in EFL college reading classrooms.Lipman, M. (1988). Critical thinking: What can it be? Association for supervision and curriculum development.Markle, T., Rich, Pand West, R. (2011). Beyond transcription: technology, change, and refinement of method. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(3).Matthews, T., and Palmer, M. (2015). Learning to see the infinite: measuring visual literacy skills in a 1st year seminar course. Journal of the Scholarship of Teaching and Learning, 15(1). 1-9.Mikhailova, T. (2008). Improving students’ Reading Skills through the use of the WFR activities. HOW, 15, 49-62.Mikulecky, B. (2008). Teaching reading in a second language. Pearson.Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguaje, matemáticas, ciencias y ciudadanas. Ministerio de Educación Nacional – Colombia.Moore, B., and Parker, R. (2009). Critical Thinking. New York: The Mcgraw Hill Companies.Paivio, A. (2006). Dual coding theory and education. Retrieved from http://coral.ufsm.br/tielletcab/Apostilas/DCT_Paivio.pdfPorras, N. (2009). Teaching English through stories: a meaningful and fun way for children to learn the language. PROFILE, 12(1), 95-106.Quinn, M. (1999). Enhancing the Quality and Credibility of Qualitative. Health Services Research. 1189 – 1208.Ruiz, S. (2013). Working by projects: A way to Enrich Critical Thinking and the Writing Process in a Third Grade EFL Classroom. Colombian Applied Linguistics Journal. 15(2), 205-220Sarmiento, M. (2010). A guided reading of images: a strategy to develop critical thinking and communicative skills. Colombian Applied Linguistics Journal.12(2), 72-86.Seglem, R., and Witte, S. (2009). You gotta see it to believe it: teaching visual literacy in the English classroom. Journal of Adolescent & Adult Literacy,53(53), 216–226Sjøberg, S. (2007). Constructivism and learning. International Encyclopaedia of Education. Norwey – ElsevierSternberg, R. (1986). Critical thinking: its nature, measurement and improvement. Washington, DC: National Institute of Education.Stokes, S. (n.d.) Visual literacy in teaching and learning: a literature perspective. Electronic Journal for the Integration of Technology in Education, Vol. 1 (1).Suba: Estratificación Socioeconómica Urbana. (2013). Retrieved from http://www.sdp.gov.co/portal/page/portal/PortalSDP/InformacionTomaDecisiones/Estrati ficacion_Socioeconomica/Mapas/IE003-LocSuba-V02.pdfSuryanto. (2014). How can visual literacy support English language teaching? Lingua, Jurnal Bahasa & Sastra, 15(1), 35 – 43.Taber, S. (2011). Constructivism as educational theory: contingency in learning, and optimally guided instruction. Educational Theory, 39-61.Thornbury, A. (2007). How to teach vocabulary. Malaysia. Pearson – Longman.Urquhart, A. H., and Weir, C. J. (1998). Reading in a second language: Process, product, and practice. London and New York: Longman.Varaprasad, C. (2009). Teaching reading in an ESL and EFL setting: a comparison. ELTWorldOnline.com, 1.Vygotsky, L. (1930). Mind in society: the development of higher psychological processes. Harvard University Press.Villanueva, E. 2006. Applying current approaches to the teaching of reading. English Teaching Forum. (1). 8-15.Wolfinger, H. (2002). On writing field notes: collection strategies and background expectancies. Qualitative Research, 2(1), 85-95.Wright, A. (1997). Pictures for language learning. Cambridge, United Kingdom: Cambridge University Press.Yanow, D. (2004). Studying physical artifacts: An interpretive approach. In Rafaeli, A., and Prat, M. Artifacts and organizations: beyond mere symbolism. (pp. 41-60). 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