Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books.
This pedagogical proposal seeks to enhance a sensitization process intended to support fifth graders in an early development, growth, and expansion of their early critical skills in English by means of the critical literacy approach. For this purpose, interactive e-books appear to motivate learners...
- Autores:
-
Dávila Peña, Alejandra
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/17400
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/17400
- Palabra clave:
- Alfabetización crítica temprana
Aula de inglés como lengua extranjera
Diseño de materiales
Libros electrónicos interactivos
Proceso de sensibilización
Early critical literacy
EFL classroom
Material design
Interactive e-books
Sensitization process
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books. |
| title |
Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books. |
| spellingShingle |
Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books. Alfabetización crítica temprana Aula de inglés como lengua extranjera Diseño de materiales Libros electrónicos interactivos Proceso de sensibilización Early critical literacy EFL classroom Material design Interactive e-books Sensitization process |
| title_short |
Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books. |
| title_full |
Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books. |
| title_fullStr |
Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books. |
| title_full_unstemmed |
Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books. |
| title_sort |
Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books. |
| dc.creator.fl_str_mv |
Dávila Peña, Alejandra |
| dc.contributor.advisor.none.fl_str_mv |
Martínez Cifuentes, Diana |
| dc.contributor.author.none.fl_str_mv |
Dávila Peña, Alejandra |
| dc.subject.spa.fl_str_mv |
Alfabetización crítica temprana Aula de inglés como lengua extranjera Diseño de materiales Libros electrónicos interactivos Proceso de sensibilización |
| topic |
Alfabetización crítica temprana Aula de inglés como lengua extranjera Diseño de materiales Libros electrónicos interactivos Proceso de sensibilización Early critical literacy EFL classroom Material design Interactive e-books Sensitization process |
| dc.subject.keywords.spa.fl_str_mv |
Early critical literacy EFL classroom Material design Interactive e-books Sensitization process |
| description |
This pedagogical proposal seeks to enhance a sensitization process intended to support fifth graders in an early development, growth, and expansion of their early critical skills in English by means of the critical literacy approach. For this purpose, interactive e-books appear to motivate learners in the improvement of both productive and receptive skills and to foster a new way to learn and practice a language. These interactive e-books are digital books designed to include active reader participation through multimodal features and a dynamic flow of information. All these characteristics will help to promote the decoding of texts, reflective processes, critical thinking, and vocabulary acquisition going beyond the traditional reading comprehension methods. Therefore, the critical literacy approach framework is taken and adapted into five sensitization phases composed of twelve lessons, to be presented along with an interactive web page in which students can find the materials and activities intended to be carried out during the complete process. |
| publishDate |
2022 |
| dc.date.accessioned.none.fl_str_mv |
2022-06-15T18:17:51Z |
| dc.date.available.none.fl_str_mv |
2022-06-15T18:17:51Z |
| dc.date.issued.none.fl_str_mv |
2022 |
| dc.type.local.spa.fl_str_mv |
Tesis/Trabajo de grado - Monografía - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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info:eu-repo/semantics/bachelorThesis |
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http://purl.org/coar/resource_type/c_7a1f |
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http://hdl.handle.net/20.500.12209/17400 |
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instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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repourl: http://repositorio.pedagogica.edu.co/ |
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http://hdl.handle.net/20.500.12209/17400 |
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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 |
BBC. (2021). Abbie’s bullying story. Learn English Kids | British Council. https://learnenglishkids.britishcouncil.org/video-zone/abbies-bullying-story Behrman, E. H. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adolescent and Adult Literacy, 49(6), 490-498. https://doi.org/10.1598/JAAL.49.6.4 Brewer, J. A. (2007). Introduction to early childhood education: Preschool through primary grades. Pearson Education. https://www.pearson.com/us/higher-education/program/Brewer-Introduction-to-Early-Childhood-Education-Preschool-Through-Primary-Grades-6th-Edition/PGM311006.html Burrell, C., & Trushell, J. (1997). ‘Eye‐candy’ in ‘Interactive Books’– a Wholesome Diet? Reading, 31(2), 3-6. https://doi.org/10.1111/1467-9345.00045 Calderón, O. F. (2017). Second grader’s vocabulary ability within interactive stories. [Undergraduate study. Universidad Pedagógica Nacional]. http://hdl.handle.net/20.500.12209/3172 Cambridge Dictionary. (n.d). Sensitize. Retrieved June 6, 2021, from https://dictionary.cambridge.org/es/diccionario/ingles/sensitize Cárdenas, R. (2009). Tendencias globales y locales en la formación de docentes de lenguas extranjeras. Íkala, revista de lenguaje y cultura, 14(22), 71-106. https://www.redalyc.org/pdf/2550/255020476003.pdf Castaño, J. A. (2016). Literacy rich environments: a tool to foster reading comprehension in EFL. [Undergraduate study. Universidad Pedagógica Nacional]. http://hdl.handle.net/20.500.12209/3253 Clavijo Olarte, A. (2016). English teaching in the elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7-9. https://doi.org/10.14483/calj.v18n1.aa00 Contreras León, J. J., & Chapetón Castro, C. M. (2017). Transforming EFL classroom practices and promoting students’ empowerment: Collaborative learning from a dialogical approach. PROFILE Issues in Teachers’ Professional Development, 19(2), 135-149. http://dx.doi.org/10.15446/profile.v19n2.57811 Edelsky, C. (2006). With literacy and justice for all: rethinking the social in language and education. Routledge. https://books.google.com.co/books?hl=es&lr=&id=1pxsBgAAQBAJ&oi=fnd&pg=PP1&dq=With+literacy+and+justice+for+all:+rethinking+the+social+in+language+and+education.&ots=mE7xqirgcE&sig=6vNszF51y7BZwqEnsGHbjgPUPi8&redir_esc=y#v=onepage&q=With%20literacy%20and%20justice%20for%20all%3A%20rethinking%20the%20social%20in%20language%20and%20education.&f=false Freire, P. (1985). The politics of education: Culture, power, and liberation. Greenwood Publishing Group. https://books.google.com.co/books?hl=es&lr=&id=TvzK9uKs4CIC&oi=fnd&pg=PR3&dq=The+politics+of+education:+Culture,+power,+and+liberation&ots=7YOrk_7MJL&sig=Hw23oenB0tQ6dANOPfiehhn5mL4&redir_esc=y#v=onepage&q=The%20politics%20of%20education%3A%20Culture%2C%20power%2C%20and%20liberation&f=false Freire, P. (2013). Pedagogy of the oppressed (pp. 131-139). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203017609-21/pedagogy-oppressed-paulo-freire Freire, P., & Macedo, D. (1987). Literacy: Reading the Word and the World (1st ed.). Routledge. https://doi.org/10.4324/9780203986103 Gee, J. P. (1998). What is literacy. Negotiating academic literacies: Teaching and learning across languages and cultures, 51-59. https://books.google.com.co/books?hl=es&lr=&id=NKWdDqyJQgIC&oi=fnd&pg=PA51&dq=What+is+literacy.+gee&ots=iUHhpCoMXN&sig=vPaRaXC5I9eRh-sZKd5q0Zqk0xA&redir_esc=y#v=onepage&q=What%20is%20literacy.%20gee&f=false Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video production & social change (Vol. 36). Teachers College Press. https://books.google.com.co/books?hl=es&lr=&id=I45lE6sVgggC&oi=fnd&pg=PR7&dq=Teaching+youth+media:+A+critical+guide+to+literacy,+video+production+%26+social+change+&ots=bhvbtgYLmI&sig=x25B8vESlzsJR6uvQsFX5SvJn30&redir_esc=y#v=onepage&q=Teaching%20youth%20media%3A%20A%20critical%20guide%20to%20literacy%2C%20video%20production%20%26%20social%20change&f=false Herrera, I. D. (2020). Storytelling Techniques to Foster Students Productive Skills within a Reflective Process in an EFL Classroom. [Undergraduate study. Universidad Pedagógica Nacional]. http://hdl.handle.net/20.500.12209/12105 Huh, S. (2016). Instructional model of critical literacy in an EFL context: Balancing conventional and critical literacy. Critical Inquiry in Language Studies, 13(3), 210-235. https://doi.org/10.1080/15427587.2016.1154445 IGI Global Dictionary (n.d). What is Interactive Book? Retrieved June 6, 2021, from https://www.igi-global.com/dictionary/interactive-book/50133 Janks, H. (2000). Domination, access, diversity, and design: A synthesis for critical literacy education. Educational Review, 52(2), 175-186. https://doi.org/10.1080/713664035 Karimi, M. N. (2015). EFL Learners' Multiple Documents Literacy: Effects of a Strategy‐Directed Intervention Program. The Modern Language Journal, 99(1), 40-56. https://doi.org/10.1111/modl.12192 Kempe, A. (1993). No single meaning: empowering students to construct socially critical readings of the text. The Australian Journal of Language and Literacy, 16(4), 307–322. https://search.informit.org/doi/10.3316/aeipt.61573 Ley 115 de 1994. Por la cual se expide la ley general de educación. 8 de febrero de 1994. D. O: 41.214. https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf Lightbown, P. M., & Spada, N. (2021). How Languages Are Learned 5th Edition. Oxford university press. https://books.google.com.co/books?hl=es&lr=&id=7GUzEAAAQBAJ&oi=fnd&pg=PT10&dq=Lightbown+%26+Spada.+(1999).+How+languages+are+learned.+Oxford:+Oxford+University+Press.&ots=dHR3iQEBLS&sig=801nNXxgwFJTKx9jaWU2Q53-tms&redir_esc=y#v=onepage&q&f=false Longman Dictionary. (n.d). Sensitize. Retrieved June 6, 2021, from https://www.ldoceonline.com/es-LA/dictionary/sensitize Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent & Adult Literacy, 43(5), 448-461. https://www.jstor.org/stable/40017081 Luke, A., & Dooley, K. T. (2011). Critical literacy and second language learning. Handbook of research on second language teaching and learning. (Vol II). Routledge. https://eprints.qut.edu.au/28199/1/c28199.pdf Ministerio de Educación Nacional (1998). Serie Lineamientos Curriculares: idiomas extranjeros. https://www.mineducacion.gov.co/1759/articles-339975_recurso_7.pdf Ministerio de Educación Nacional (2006). Formar en lenguas extranjeras: Estándares Básicos de Competencias en Lenguas Extranjeras: inglés. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf Ministerio de Educación Nacional (2016). Pedagogical Principles and Guidelines Suggested English Curriculum: Transition to 5th Grades. Booklet for Teachers. https://dokumen.tips/documents/pedagogical-principles-and-guidelines-manuel-santos-caldern-janitza-guerrero.html?page=1 Ministerio de Educación Nacional (2019). Sistema educativo colombiano. https://www.mineducacion.gov.co/portal/Preescolar-basica-y-media/Sistema-de-educacion-basica-y-media/233839:Sistema-educativo-colombiano Rodríguez, A. J., & Torres, C. D. (2018). Critical literacy development with the use of narratives. [Undergraduate study, Universidad Distrital Francisco José de Caldas] http://hdl.handle.net/11349/15184 Ruthirago, D., Julayanont, P. & Kim, J. (2016). Translational Correlation: Migraine. In Conn, M. (Ed.), Conn’s Translational Neuroscience (pp. 159–165). Academic Press. https://doi.org/10.1016/C2014-0-02630-5 Sánchez, A. C., & Obando, G. B. (2008). Is Colombia Ready for "Bilingualism"? Profile Issues in Teachers' Professional Development, (9), 181-195. ISSN 1657-0790. https://www.redalyc.org/articulo.oa?id=169213804011 Sandoval, D. V., & Cuan, S. M. (2018). Ninth graders’ critical literacy awareness through creative problem solving. [Undergraduate study, Universidad Distrital Francisco José de Caldas] http://hdl.handle.net/11349/7657 Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching with interactive picture e‐books in grades K–6. The Reading Teacher, 66(8), 615-624. https://doi.org/10.1002/trtr.1168 Secretaría de Educación Bogotá (2020). Conoce nuestras cifras. https://www.educacionbogota.edu.co/portal_institucional/conoce-nuestras-cifras#1 Tassoni, P. (2016). BTEC National Children's Play, Learning and Development Student Book. Pearson Education. https://www.pearsonschoolsandfecolleges.co.uk/fe-vocational/subjects/childcare/btec-nationals-in-childrens-play-learning-and-development/btec-national-childrens-play-learning-and-development-student-book-1 Tomlinson, B. (Ed.). (2011). Materials development in language teaching (2nd ed.). Cambridge University Press. http://kutubxona.adu.uz/kutubxona/90materialsdevelopmentpdf.pdf Torres, N. A. (2018). Co-constructing realities: fostering literacy in EFL 11th graders as a situated social practice. [Undergraduate study. Universidad Pedagógica Nacional]. http://hdl.handle.net/20.500.12209/11011 UNICEF Colombia (2020). Educación. https://www.unicef.org/colombia/educacion Vásquez, V. M. (2017). Critical Literacy. In Oxford Research Encyclopedia of Education. American University. https://doi.org/10.1093/acrefore/9780190264093.013.20 Vera Rodríguez, E., Chapetón, C. M., & Buitrago Escobar, Z. R. (2018). An Informed and Reflective Approach to Language Teaching and Material Design. Universidad Pedagógica Nacional. https://books.google.com.co/books?hl=es&lr=&id=-nbEDwAAQBAJ&oi=fnd&pg=PA19&dq=An+Informed+and+Reflective+Approach+to+Language+Teaching+and+Material+Design.&ots=9FommueX6c&sig=1snhKDFyHcQ7yL0TuNXhCvu89_0&redir_esc=y#v=onepage&q=An%20Informed%20and%20Reflective%20Approach%20to%20Language%20Teaching%20and%20Material%20Design.&f=false |
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Martínez Cifuentes, DianaDávila Peña, Alejandra2022-06-15T18:17:51Z2022-06-15T18:17:51Z2022http://hdl.handle.net/20.500.12209/17400instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This pedagogical proposal seeks to enhance a sensitization process intended to support fifth graders in an early development, growth, and expansion of their early critical skills in English by means of the critical literacy approach. For this purpose, interactive e-books appear to motivate learners in the improvement of both productive and receptive skills and to foster a new way to learn and practice a language. These interactive e-books are digital books designed to include active reader participation through multimodal features and a dynamic flow of information. All these characteristics will help to promote the decoding of texts, reflective processes, critical thinking, and vocabulary acquisition going beyond the traditional reading comprehension methods. Therefore, the critical literacy approach framework is taken and adapted into five sensitization phases composed of twelve lessons, to be presented along with an interactive web page in which students can find the materials and activities intended to be carried out during the complete process.Submitted by Alejandra Dávila Peña (adavilap@upn.edu.co) on 2022-06-03T13:56:30Z No. of bitstreams: 2 Development of early critical.pdf: 3853027 bytes, checksum: c89b626c7655e449d716fb26530100ae (MD5) Licencia de uso.pdf: 563215 bytes, checksum: a6f794ee3b523ad732359a523a559132 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto, el título consignado en la metadata no contienen las mayúsculas usadas en la portada del trabajo. Por favor unificar y enviar de nuevo. on 2022-06-03T21:33:32Z (GMT)Submitted by Alejandra Dávila Peña (adavilap@upn.edu.co) on 2022-06-04T04:52:10Z No. of bitstreams: 2 Development of early critical.pdf: 3853027 bytes, checksum: c89b626c7655e449d716fb26530100ae (MD5) Licencia de uso.pdf: 563215 bytes, checksum: a6f794ee3b523ad732359a523a559132 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-06-04T17:59:21Z (GMT) No. of bitstreams: 2 Development of early critical.pdf: 3853027 bytes, checksum: c89b626c7655e449d716fb26530100ae (MD5) Licencia de uso.pdf: 563215 bytes, checksum: a6f794ee3b523ad732359a523a559132 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2022-06-15T18:17:51Z (GMT) No. of bitstreams: 2 Development of early critical.pdf: 3853027 bytes, checksum: c89b626c7655e449d716fb26530100ae (MD5) Licencia de uso.pdf: 563215 bytes, checksum: a6f794ee3b523ad732359a523a559132 (MD5)Made available in DSpace on 2022-06-15T18:17:51Z (GMT). No. of bitstreams: 2 Development of early critical.pdf: 3853027 bytes, checksum: c89b626c7655e449d716fb26530100ae (MD5) Licencia de uso.pdf: 563215 bytes, checksum: a6f794ee3b523ad732359a523a559132 (MD5) Previous issue date: 2022Licenciado 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 InternationalAlfabetización crítica tempranaAula de inglés como lengua extranjeraDiseño de materialesLibros electrónicos interactivosProceso de sensibilizaciónEarly critical literacyEFL classroomMaterial designInteractive e-booksSensitization processDevelopment of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBBC. (2021). Abbie’s bullying story. Learn English Kids | British Council. https://learnenglishkids.britishcouncil.org/video-zone/abbies-bullying-storyBehrman, E. H. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adolescent and Adult Literacy, 49(6), 490-498. https://doi.org/10.1598/JAAL.49.6.4Brewer, J. A. (2007). Introduction to early childhood education: Preschool through primary grades. Pearson Education. https://www.pearson.com/us/higher-education/program/Brewer-Introduction-to-Early-Childhood-Education-Preschool-Through-Primary-Grades-6th-Edition/PGM311006.htmlBurrell, C., & Trushell, J. (1997). ‘Eye‐candy’ in ‘Interactive Books’– a Wholesome Diet? Reading, 31(2), 3-6. https://doi.org/10.1111/1467-9345.00045Calderón, O. F. (2017). Second grader’s vocabulary ability within interactive stories. [Undergraduate study. Universidad Pedagógica Nacional]. http://hdl.handle.net/20.500.12209/3172Cambridge Dictionary. (n.d). Sensitize. Retrieved June 6, 2021, from https://dictionary.cambridge.org/es/diccionario/ingles/sensitizeCárdenas, R. (2009). Tendencias globales y locales en la formación de docentes de lenguas extranjeras. Íkala, revista de lenguaje y cultura, 14(22), 71-106. https://www.redalyc.org/pdf/2550/255020476003.pdfCastaño, J. A. (2016). Literacy rich environments: a tool to foster reading comprehension in EFL. [Undergraduate study. Universidad Pedagógica Nacional]. http://hdl.handle.net/20.500.12209/3253Clavijo Olarte, A. (2016). English teaching in the elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7-9. https://doi.org/10.14483/calj.v18n1.aa00Contreras León, J. J., & Chapetón Castro, C. M. (2017). Transforming EFL classroom practices and promoting students’ empowerment: Collaborative learning from a dialogical approach. PROFILE Issues in Teachers’ Professional Development, 19(2), 135-149. http://dx.doi.org/10.15446/profile.v19n2.57811Edelsky, C. (2006). With literacy and justice for all: rethinking the social in language and education. Routledge. https://books.google.com.co/books?hl=es&lr=&id=1pxsBgAAQBAJ&oi=fnd&pg=PP1&dq=With+literacy+and+justice+for+all:+rethinking+the+social+in+language+and+education.&ots=mE7xqirgcE&sig=6vNszF51y7BZwqEnsGHbjgPUPi8&redir_esc=y#v=onepage&q=With%20literacy%20and%20justice%20for%20all%3A%20rethinking%20the%20social%20in%20language%20and%20education.&f=falseFreire, P. (1985). The politics of education: Culture, power, and liberation. Greenwood Publishing Group. https://books.google.com.co/books?hl=es&lr=&id=TvzK9uKs4CIC&oi=fnd&pg=PR3&dq=The+politics+of+education:+Culture,+power,+and+liberation&ots=7YOrk_7MJL&sig=Hw23oenB0tQ6dANOPfiehhn5mL4&redir_esc=y#v=onepage&q=The%20politics%20of%20education%3A%20Culture%2C%20power%2C%20and%20liberation&f=falseFreire, P. (2013). 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Domination, access, diversity, and design: A synthesis for critical literacy education. Educational Review, 52(2), 175-186. https://doi.org/10.1080/713664035Karimi, M. N. (2015). EFL Learners' Multiple Documents Literacy: Effects of a Strategy‐Directed Intervention Program. The Modern Language Journal, 99(1), 40-56. https://doi.org/10.1111/modl.12192Kempe, A. (1993). No single meaning: empowering students to construct socially critical readings of the text. The Australian Journal of Language and Literacy, 16(4), 307–322. https://search.informit.org/doi/10.3316/aeipt.61573Ley 115 de 1994. Por la cual se expide la ley general de educación. 8 de febrero de 1994. D. O: 41.214. https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdfLightbown, P. M., & Spada, N. (2021). How Languages Are Learned 5th Edition. 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(Ed.), Conn’s Translational Neuroscience (pp. 159–165). Academic Press. https://doi.org/10.1016/C2014-0-02630-5Sánchez, A. C., & Obando, G. B. (2008). Is Colombia Ready for "Bilingualism"? Profile Issues in Teachers' Professional Development, (9), 181-195. ISSN 1657-0790. https://www.redalyc.org/articulo.oa?id=169213804011Sandoval, D. V., & Cuan, S. M. (2018). Ninth graders’ critical literacy awareness through creative problem solving. [Undergraduate study, Universidad Distrital Francisco José de Caldas] http://hdl.handle.net/11349/7657Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching with interactive picture e‐books in grades K–6. The Reading Teacher, 66(8), 615-624. https://doi.org/10.1002/trtr.1168Secretaría de Educación Bogotá (2020). Conoce nuestras cifras. https://www.educacionbogota.edu.co/portal_institucional/conoce-nuestras-cifras#1Tassoni, P. (2016). BTEC National Children's Play, Learning and Development Student Book. Pearson Education. https://www.pearsonschoolsandfecolleges.co.uk/fe-vocational/subjects/childcare/btec-nationals-in-childrens-play-learning-and-development/btec-national-childrens-play-learning-and-development-student-book-1Tomlinson, B. (Ed.). (2011). Materials development in language teaching (2nd ed.). Cambridge University Press. http://kutubxona.adu.uz/kutubxona/90materialsdevelopmentpdf.pdfTorres, N. A. (2018). Co-constructing realities: fostering literacy in EFL 11th graders as a situated social practice. [Undergraduate study. Universidad Pedagógica Nacional]. http://hdl.handle.net/20.500.12209/11011UNICEF Colombia (2020). Educación. https://www.unicef.org/colombia/educacionVásquez, V. M. (2017). Critical Literacy. In Oxford Research Encyclopedia of Education. American University. https://doi.org/10.1093/acrefore/9780190264093.013.20Vera Rodríguez, E., Chapetón, C. M., & Buitrago Escobar, Z. R. (2018). An Informed and Reflective Approach to Language Teaching and Material Design. Universidad Pedagógica Nacional. https://books.google.com.co/books?hl=es&lr=&id=-nbEDwAAQBAJ&oi=fnd&pg=PA19&dq=An+Informed+and+Reflective+Approach+to+Language+Teaching+and+Material+Design.&ots=9FommueX6c&sig=1snhKDFyHcQ7yL0TuNXhCvu89_0&redir_esc=y#v=onepage&q=An%20Informed%20and%20Reflective%20Approach%20to%20Language%20Teaching%20and%20Material%20Design.&f=falseTHUMBNAILDevelopment of early critical.pdf.jpgDevelopment of early critical.pdf.jpgIM Thumbnailimage/jpeg6487http://repository.pedagogica.edu.co/bitstream/20.500.12209/17400/5/Development%20of%20early%20critical.pdf.jpg8e5b6760981bc82495575ed1a6d89144MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/17400/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202203250096963-03JUN22-ALEJANDRADAVILA.pdf202203250096963-03JUN22-ALEJANDRADAVILA.pdfLICENCIA APROBADAapplication/pdf563215http://repository.pedagogica.edu.co/bitstream/20.500.12209/17400/4/202203250096963-03JUN22-ALEJANDRADAVILA.pdfa6f794ee3b523ad732359a523a559132MD54ORIGINALDevelopment of early critical.pdfDevelopment of early critical.pdfapplication/pdf3853027http://repository.pedagogica.edu.co/bitstream/20.500.12209/17400/1/Development%20of%20early%20critical.pdfc89b626c7655e449d716fb26530100aeMD5120.500.12209/17400oai:repository.pedagogica.edu.co:20.500.12209/174002022-06-15 23:01:09.393Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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 |