Whole language and multimodal learning to improve Early Writing Skills.
Esta investigación tiene como objetivo principal el diseño de un proyecto de innovación pedagógica para fortalecer la escritura temprana del inglés como lengua extranjera de los estudiantes de primer grado mediante el uso del enfoque de lenguaje completo y estrategias de aprendizaje multimodal. Por...
- Autores:
-
González Mur, Stephania
- 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:20.500.12209/17928
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/17928
- Palabra clave:
- Actividades significativas
Enfoque de lenguaje completo
Evaluación de portafolio
Habilidades de escritura temprana
Inglés como lengua extranjera
Multimodalidad
Unidad didáctica
Didactic unit
Early writing skills
EFL
Meaningful activities
Multimodality
Portfolio assessment
Whole language approach
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Whole language and multimodal learning to improve Early Writing Skills. |
| title |
Whole language and multimodal learning to improve Early Writing Skills. |
| spellingShingle |
Whole language and multimodal learning to improve Early Writing Skills. Actividades significativas Enfoque de lenguaje completo Evaluación de portafolio Habilidades de escritura temprana Inglés como lengua extranjera Multimodalidad Unidad didáctica Didactic unit Early writing skills EFL Meaningful activities Multimodality Portfolio assessment Whole language approach |
| title_short |
Whole language and multimodal learning to improve Early Writing Skills. |
| title_full |
Whole language and multimodal learning to improve Early Writing Skills. |
| title_fullStr |
Whole language and multimodal learning to improve Early Writing Skills. |
| title_full_unstemmed |
Whole language and multimodal learning to improve Early Writing Skills. |
| title_sort |
Whole language and multimodal learning to improve Early Writing Skills. |
| dc.creator.fl_str_mv |
González Mur, Stephania |
| dc.contributor.advisor.none.fl_str_mv |
Martínez Cifuentes, Diana |
| dc.contributor.author.none.fl_str_mv |
González Mur, Stephania |
| dc.subject.spa.fl_str_mv |
Actividades significativas Enfoque de lenguaje completo Evaluación de portafolio Habilidades de escritura temprana Inglés como lengua extranjera Multimodalidad Unidad didáctica |
| topic |
Actividades significativas Enfoque de lenguaje completo Evaluación de portafolio Habilidades de escritura temprana Inglés como lengua extranjera Multimodalidad Unidad didáctica Didactic unit Early writing skills EFL Meaningful activities Multimodality Portfolio assessment Whole language approach |
| dc.subject.keywords.eng.fl_str_mv |
Didactic unit Early writing skills EFL Meaningful activities Multimodality Portfolio assessment Whole language approach |
| description |
Esta investigación tiene como objetivo principal el diseño de un proyecto de innovación pedagógica para fortalecer la escritura temprana del inglés como lengua extranjera de los estudiantes de primer grado mediante el uso del enfoque de lenguaje completo y estrategias de aprendizaje multimodal. Por lo que este proyecto de innovación se basa en la investigación sobre tres conceptos teóricos principales: lenguaje completo, escritura temprana y multimodalidad. Estas conceptualizaciones son clave para la creación de la unidad didáctica presentada en este documento con el fin de introducir a los estudiantes de primer grado a un proceso de escritura temprana en inglés como lengua extranjera a través de medios variados y significativos. |
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2022 |
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2022 |
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2023-01-24T15:19:17Z |
| dc.date.available.none.fl_str_mv |
2023-01-24T15:19:17Z |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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http://hdl.handle.net/20.500.12209/17928 |
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eng |
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eng |
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Bouchey B., Castek J., Thygeson J. (2021) Multimodal Learning. In: Ryoo J., Winkelmann K. (eds) Innovative Learning Environments in STEM Higher Education. SpringerBriefs in Statistics. Springer. https://doi.org/10.1007/978-3-030-58948-6_3 Brower, J.A. (2007). Introduction to early childhood education. 6th Ed. Pearson. Cabell, S., Tortorelli, L., & Gerde, H. (2013). How Do I Write…? Scaffolding Preschoolers' Early Writing Skills. The Reading Teacher, 66(8), 650-659. https://doi.org/10.1002/trtr.1173 Chen, L. C., Cheng, J. C., & Chou, M. J. (2016). Literacy development in preschool children: A whole language curriculum. European Journal of Language Studies. 3(1), 24 - 49. http://www.idpublications.org/wp-content/uploads/2016/01/Full-Paper-LITERACY-DEVELOPMENT-IN-PRESCHOOL-CHILDREN-A-WHOLE-LANGUAGE-CURRICULUM.pdf Clavijo, A. (2016). English teaching in elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7–10. https://doi.org/10.14483/calj.v18n1.aa00 Cormane, S. E. (2021). Vocabulary Learning through Activities Framed within Multimodality. Repositorio UPN. http://hdl.handle.net/20.500.12209/13422 Davis, M. H., & Ponnamperuma, G. G. (2005). Portfolio assessment. Journal of Veterinary Medical Education, 32(3), 279-284. https://jvme.utpjournals.press/doi/pdf/10.3138/jvme.32.3.279 Dixon, J., & Tuladhar, S. (1996). Whole Language: an integrated approach to reading and writing. Action-Learning Manuals for Adult Literacy, 4. https://scholarworks.umass.edu/cie_actionlearningmanual/4/ Ivanič, R. (2004). Discourses of writing and learning to write. Language and education, 18(3), 220-245. https://eprints.lancs.ac.uk/id/eprint/3948/1/ivanic1.pdf Fauzi, C. (2020). The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English. Jurnal Pendidikan Usia Dini, 14(1), 94-108. http://journal.unj.ac.id/unj/index.php/jpud/article/view/14753/8598 Fonseca, A. (2017). Using visual literacy to increase motivation and develop writing skills. Repositorio institucional UPN. http://hdl.handle.net/20.500.12209/10023. Gómez, D. H. A., & Puentes, E. T. (2017). Unidades didácticas. Herramientas de la enseñanza. Noria Investigación Educativa, 1(1), 41-47. Harmey, S; Wilkinson, I; (2019) A Critical Review of the Logics of Inquiry in Studies of Early Writing Development. Journal of Writing Research , 11(1), 299-336. https://discovery.ucl.ac.uk/id/eprint/10068203/ Jayaraj, P.K. (2020) Whole language approach and multilingual pedagogy in schools. Language and Language Teaching, 9(1). 77-79. ISSN 2277-307X. http://publications.azimpremjifoundation.org/2194/ Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review Of Research In Education, 32(1), 241-267. https://www.semanticscholar.org/paper/Multimodality-and-Literacy-in-School-Classrooms-Jewitt/4ef004a7f6d1a75c14073bd7e779ba6bb097cab2 Koniaturrohmah, B. (2018). Improving Reading and Writing Achievements through Whole Language Approach. LINGUA: Jurnal Bahasa dan Sastra, 19(1), 28-37. https://ejournal.unsri.ac.id/index.php/lingua/article/view/11033/0 Kurniawati, A. B., & Sumantri, M. S. (2021). Development of Whole Language-Bases Instructional Models to Improve Commencement Literacy Skills. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 4447-4460.https://turcomat.org/index.php/turkbilmat/article/view/8431 Ladino, S. M. (2020). The use of storytelling for English teaching as a foreign language in seven (7) to nine (9) years old children. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/33875. Le Gal, D. (2018). English Language Teaching in Colombia: A Necessary Paradigm Shift. Matices en Lenguas Extranjeras, (12), 154-187. https://doi.org/10.15446/male.n12.73267 Lee, Y. J. (2019). Integrating Multimodal Technologies with VARK Strategies for Learning and Teaching EFL Presentation: An Investigation into Learners' Achievements and Perceptions of the Learning Process. Australian Journal of Applied Linguistics, 2(1), 17-31. https://eric.ed.gov/?id=EJ1244431 Ley 1651 de 2013. Ley de bilingüismo. 12 de Julio de 2013. https://www.mineducacion.gov.co/1759/w3-article-381602.html?_noredirect=1 López Ladino, M. M. (2017). Multimodal storytelling as moments of critical literacy and multimodal composing in the ESL preschool classroom. Master 's thesis, Escuela de Educación y Pedagogía. https://repository.upb.edu.co/handle/20.500.11912/3737 Marchetti, L., & Cullen, P. (2016). A multimodal approach in the classroom for creative learning and teaching. CASALC Review, Czech and Slovak Association of Language Centres, (41), 39-51. https://docplayer.net/36106808-A-multimodal-approach-in-the-classroom-for-creative-learning-and-teaching.html Ministerio de Educación Nacional (MEN). (2006). Estándares Básicos de Competencias en lenguas extranjeras: Inglés. https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdf Ministerio de Educación Nacional (MEN). (2014). Colombia Very Well, Programa Nacional de Inglés. Bogotá D.C. Colombia. https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdf Mogollón, J. S. (2019). Children's poetry: a way to develop writing production. Repositorio Institucional UPN.http://hdl.handle.net/20.500.12209/10317. Moreno García, J. M. (1967). Introducción al estudio del concepto de 'unidad didáctica'. Vida escolar. Péfaur, B. C., Pérez, K. D. V. C., & Vega, J. E. P. (2016). La sistematización de la unidad didáctica en educación ambiental: una aproximación desde una experiencia en la ruralidad. Educere, 20(66), 249-257. https://www.redalyc.org/pdf/356/35649692006.pdf Santosa, I., Nurkhamidah, N., & Wulandari, R. (2021). Identifying The Criteria of Designing Augmented Reality for Vocabulary Learning in Primary School. JISIP (Jurnal Ilmu Sosial dan Pendidikan), 5(4), 1553 - 1561. http://ejournal.mandalanursa.org/index.php/JISIP/article/view/2634/2078 Shirvan, M. E. (2016). Whole Language. In A Synthetic Approach To Methods In Language Teaching. (pp. 111 - 118). University of Bojnord. https://www.researchgate.net/publication/311229588_A_Synthetic_Approach_to_Methods_in_Language_Teaching-Finalized-_1 Suárez, Y. P. (2020). Communication through blog posts within the multiliteracies approach. Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/12094. Tassoni, P. (2016). Unit 1. In Tassoni, P., Baker, M. B., Burnham, M. L., & Hucker, M. K. (eds). BTEC Nationals Children's Play, Learning and Development Student Book. (pp. 2, 27). Pearson Education. |
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Martínez Cifuentes, DianaGonzález Mur, StephaniaBogotá, ColombiaColombia 2010-20222023-01-24T15:19:17Z2023-01-24T15:19:17Z2022http://hdl.handle.net/20.500.12209/17928instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta investigación tiene como objetivo principal el diseño de un proyecto de innovación pedagógica para fortalecer la escritura temprana del inglés como lengua extranjera de los estudiantes de primer grado mediante el uso del enfoque de lenguaje completo y estrategias de aprendizaje multimodal. Por lo que este proyecto de innovación se basa en la investigación sobre tres conceptos teóricos principales: lenguaje completo, escritura temprana y multimodalidad. Estas conceptualizaciones son clave para la creación de la unidad didáctica presentada en este documento con el fin de introducir a los estudiantes de primer grado a un proceso de escritura temprana en inglés como lengua extranjera a través de medios variados y significativos.Submitted by Stephania González Mur (sgonzalezm@upn.edu.co) on 2022-11-29T23:44:42Z No. of bitstreams: 2 whole language and multimodal learning.pdf: 5737781 bytes, checksum: 124cfb724cd9c18dcffc995bc244b777 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 734806 bytes, checksum: 5ab88d8afa24f02eeaacd4249aa2bf19 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-11-30T00:58:18Z (GMT) No. of bitstreams: 2 whole language and multimodal learning.pdf: 5737781 bytes, checksum: 124cfb724cd9c18dcffc995bc244b777 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 734806 bytes, checksum: 5ab88d8afa24f02eeaacd4249aa2bf19 (MD5)Rejected by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co), reason: El año de la portada debe ser 2022 on 2023-01-23T19:50:12Z (GMT)Submitted by Stephania González Mur (sgonzalezm@upn.edu.co) on 2023-01-23T23:29:43Z No. of bitstreams: 2 whole language and multimodal learning.pdf: 5737913 bytes, checksum: e40371ea6c0e99767e85d2396dfe7212 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 721250 bytes, checksum: ecc3da2dbf8e5f9d01bb0dba720ff834 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-01-24T15:06:09Z (GMT) No. of bitstreams: 2 whole language and multimodal learning.pdf: 5737913 bytes, checksum: e40371ea6c0e99767e85d2396dfe7212 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 721250 bytes, checksum: ecc3da2dbf8e5f9d01bb0dba720ff834 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2023-01-24T15:19:17Z (GMT) No. of bitstreams: 2 whole language and multimodal learning.pdf: 5737913 bytes, checksum: e40371ea6c0e99767e85d2396dfe7212 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 721250 bytes, checksum: ecc3da2dbf8e5f9d01bb0dba720ff834 (MD5)Made available in DSpace on 2023-01-24T15:19:17Z (GMT). No. of bitstreams: 2 whole language and multimodal learning.pdf: 5737913 bytes, checksum: e40371ea6c0e99767e85d2396dfe7212 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 721250 bytes, checksum: ecc3da2dbf8e5f9d01bb0dba720ff834 (MD5) Previous issue date: 2022Licenciado en Español e InglésPregradoThis research has as its main goal the design of a pedagogical innovation project to strengthen first graders’ EFL early writing using the whole language approach and multimodal learning strategies. Therefore, this innovation project is built upon research regarding three main theoretical concepts: whole language, early writing, and multimodality. These conceptualizations are key to the creation of the didactic unit presented in this document with the goal of introducing first graders to an EFL early writing process through varied and meaningful means.application/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 InternationalActividades significativasEnfoque de lenguaje completoEvaluación de portafolioHabilidades de escritura tempranaInglés como lengua extranjeraMultimodalidadUnidad didácticaDidactic unitEarly writing skillsEFLMeaningful activitiesMultimodalityPortfolio assessmentWhole language approachWhole language and multimodal learning to improve Early Writing Skills.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBouchey B., Castek J., Thygeson J. (2021) Multimodal Learning. In: Ryoo J., Winkelmann K. (eds) Innovative Learning Environments in STEM Higher Education. SpringerBriefs in Statistics. Springer. https://doi.org/10.1007/978-3-030-58948-6_3Brower, J.A. (2007). Introduction to early childhood education. 6th Ed. Pearson.Cabell, S., Tortorelli, L., & Gerde, H. (2013). How Do I Write…? Scaffolding Preschoolers' Early Writing Skills. The Reading Teacher, 66(8), 650-659. https://doi.org/10.1002/trtr.1173Chen, L. C., Cheng, J. C., & Chou, M. J. (2016). Literacy development in preschool children: A whole language curriculum. European Journal of Language Studies. 3(1), 24 - 49. http://www.idpublications.org/wp-content/uploads/2016/01/Full-Paper-LITERACY-DEVELOPMENT-IN-PRESCHOOL-CHILDREN-A-WHOLE-LANGUAGE-CURRICULUM.pdfClavijo, A. (2016). English teaching in elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7–10. https://doi.org/10.14483/calj.v18n1.aa00Cormane, S. E. (2021). Vocabulary Learning through Activities Framed within Multimodality. Repositorio UPN. http://hdl.handle.net/20.500.12209/13422Davis, M. H., & Ponnamperuma, G. G. (2005). Portfolio assessment. Journal of Veterinary Medical Education, 32(3), 279-284. https://jvme.utpjournals.press/doi/pdf/10.3138/jvme.32.3.279Dixon, J., & Tuladhar, S. (1996). Whole Language: an integrated approach to reading and writing. Action-Learning Manuals for Adult Literacy, 4. https://scholarworks.umass.edu/cie_actionlearningmanual/4/Ivanič, R. (2004). Discourses of writing and learning to write. Language and education, 18(3), 220-245. https://eprints.lancs.ac.uk/id/eprint/3948/1/ivanic1.pdfFauzi, C. (2020). The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English. Jurnal Pendidikan Usia Dini, 14(1), 94-108. http://journal.unj.ac.id/unj/index.php/jpud/article/view/14753/8598Fonseca, A. (2017). Using visual literacy to increase motivation and develop writing skills. Repositorio institucional UPN. http://hdl.handle.net/20.500.12209/10023.Gómez, D. H. A., & Puentes, E. T. (2017). Unidades didácticas. Herramientas de la enseñanza. Noria Investigación Educativa, 1(1), 41-47.Harmey, S; Wilkinson, I; (2019) A Critical Review of the Logics of Inquiry in Studies of Early Writing Development. Journal of Writing Research , 11(1), 299-336. https://discovery.ucl.ac.uk/id/eprint/10068203/Jayaraj, P.K. (2020) Whole language approach and multilingual pedagogy in schools. Language and Language Teaching, 9(1). 77-79. ISSN 2277-307X. http://publications.azimpremjifoundation.org/2194/Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review Of Research In Education, 32(1), 241-267. https://www.semanticscholar.org/paper/Multimodality-and-Literacy-in-School-Classrooms-Jewitt/4ef004a7f6d1a75c14073bd7e779ba6bb097cab2Koniaturrohmah, B. (2018). Improving Reading and Writing Achievements through Whole Language Approach. LINGUA: Jurnal Bahasa dan Sastra, 19(1), 28-37. https://ejournal.unsri.ac.id/index.php/lingua/article/view/11033/0Kurniawati, A. B., & Sumantri, M. S. (2021). Development of Whole Language-Bases Instructional Models to Improve Commencement Literacy Skills. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 4447-4460.https://turcomat.org/index.php/turkbilmat/article/view/8431Ladino, S. M. (2020). The use of storytelling for English teaching as a foreign language in seven (7) to nine (9) years old children. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/33875.Le Gal, D. (2018). English Language Teaching in Colombia: A Necessary Paradigm Shift. Matices en Lenguas Extranjeras, (12), 154-187. https://doi.org/10.15446/male.n12.73267Lee, Y. J. (2019). Integrating Multimodal Technologies with VARK Strategies for Learning and Teaching EFL Presentation: An Investigation into Learners' Achievements and Perceptions of the Learning Process. Australian Journal of Applied Linguistics, 2(1), 17-31. https://eric.ed.gov/?id=EJ1244431Ley 1651 de 2013. Ley de bilingüismo. 12 de Julio de 2013. https://www.mineducacion.gov.co/1759/w3-article-381602.html?_noredirect=1López Ladino, M. M. (2017). Multimodal storytelling as moments of critical literacy and multimodal composing in the ESL preschool classroom. Master 's thesis, Escuela de Educación y Pedagogía. https://repository.upb.edu.co/handle/20.500.11912/3737Marchetti, L., & Cullen, P. (2016). A multimodal approach in the classroom for creative learning and teaching. CASALC Review, Czech and Slovak Association of Language Centres, (41), 39-51. https://docplayer.net/36106808-A-multimodal-approach-in-the-classroom-for-creative-learning-and-teaching.htmlMinisterio de Educación Nacional (MEN). (2006). Estándares Básicos de Competencias en lenguas extranjeras: Inglés. https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdfMinisterio de Educación Nacional (MEN). (2014). 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