Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.

Esta investigación se llevó a cabo en el Liceo Femenino Mercedes Nariño, con 28 estudiantes de cuarto grado. El objetivo principal de la investigación fue explorar el impacto del translanguaging y total physical response en la adquisición de vocabulario de estudiantes de EFL. Para ello, se implement...

Full description

Autores:: Basto Pérez, Henry Felipe

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

id	RPEDAGO2_e0408bf217c248b2cbc816f0a5c8eae9
oai_identifier_str	oai:repository.pedagogica.edu.co:20.500.12209/21191
network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv	Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.
title	Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.
spellingShingle	Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom. Translanguaging Respuesta física total Adquisición de vocabulario Ingles como lengua extranjera Translanguaging Vocabulary acquisition Total physical response English as a foreign language
title_short	Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.
title_full	Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.
title_fullStr	Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.
title_full_unstemmed	Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.
title_sort	Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.
dc.creator.fl_str_mv	Basto Pérez, Henry Felipe
dc.contributor.advisor.spa.fl_str_mv	Mellizo Guaqueta, Nelson
dc.contributor.author.none.fl_str_mv	Basto Pérez, Henry Felipe
dc.subject.spa.fl_str_mv	Translanguaging Respuesta física total Adquisición de vocabulario Ingles como lengua extranjera
topic	Translanguaging Respuesta física total Adquisición de vocabulario Ingles como lengua extranjera Translanguaging Vocabulary acquisition Total physical response English as a foreign language
dc.subject.keywords.eng.fl_str_mv	Translanguaging Vocabulary acquisition Total physical response English as a foreign language
description	Esta investigación se llevó a cabo en el Liceo Femenino Mercedes Nariño, con 28 estudiantes de cuarto grado. El objetivo principal de la investigación fue explorar el impacto del translanguaging y total physical response en la adquisición de vocabulario de estudiantes de EFL. Para ello, se implementaron 14 actividades divididas en tres fases, utilizando instrumentos como talleres, pruebas y notas de campo. Finalmente, mediante triangulación, el análisis resultó en una mejora significativa en la calidad y el entusiasmo de los estudiantes con su proceso de adquisición de vocabulario. En conclusión, la investigación demuestra las oportunidades y los aspectos más destacados de este enfoque de TPR (translanguaging) como estrategia para mejorar el vocabulario en inglés.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-06-20T15:27:41Z
dc.date.available.none.fl_str_mv	2025-06-20T15:27:41Z
dc.date.issued.none.fl_str_mv	2025
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
format	http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/21191
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/21191
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	Asher, J. (1982). Learning Another Language Through actions: the complete teacher's guidebook. Los Gatos, California: Sky Oaks Productions, Inc. Asher, J. J. (1969). The total physical response approach to second language learning. The modern language journal, 53(1), 3-17. August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The Critical Role of Vocabulary Development for English Language Learners. Learning Disabilities Research & Practice, 20(1), 50-57. Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of language Teaching and Research, 9(4), 849-855 Baker, C. & Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism. Bayona, S. (2022). Promoting English vocabulary learning through the Total Physical Response (TPR) method in fifth-grade students at a public school in San Gil, Santander (Colombia). Blackledge, A., & Creese, A. (2017). Translanguaging and the body. International Journal of multilingualism, 14(3), 250-268.Bristol, UK: Multilingual Matters. British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.). London, UK: Author Brown, D. (2007). Teaching by Principles: An Interactive Approach to language pedagogy. Pearson Education ESL. Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied linguistics review, 2(2011). Cardona Alvarez, H. D. (2020). Translanguaging in the EFL classroom: its usage, purpose, advantages, and disadvantages as perceived by a group of EFL learners and their educator. Clark, J. S., Porath, S., Thiele, J., & Jobe, M. (2020). Action research. New Prairie Press. Cristancho Segura, Y. V. (2016). Fostering vocabulary learning through a cultural context and ICTS resources in an EFL classroom. Recovered from: repository.pedagogica.edu.co Conforme, D. F. I., Romero, A. L. C., Romero, D. C., & Laz, E. M. S. A. (2019). Application of diagnostic assessment on beginning school year. International research journal of management, IT and social sciences, 6(5), 53-59. Decarrico, J. S. (2001). Vocabulary learning and teaching. Teaching English as a second or foreign language, 3. DeJaeghere, J., Morrow, V., Richardson, D., Hinton, R., & Munoz Boudet, A. (2020). Guidance Note on Qualitative Research in Education: Considerations for Best Practice. In Department for International Development, prepared for Building Evidence in Education (BE). Department for International Development, prepared for Building Evidence in Education (BE2). Donkoh, S., & Mensah, J. (2023). Application of triangulation in qualitative research. Journal of Applied Biotechnology and Bioengineering, 10(1), 6 Farah Mahmood, D. Z. B., Iqbal, M. J., & Hameed, M. (2024). A DESCRIPTION OF THE EFFECTS OF TRANSLANGUAGING ON ENGLISH PRONUNCIATION OF UNDERGRADS. Journal of Applied Linguistics and TESOL (JALT), 7(4), 1628-1642. Farrell, T. S. (2002). Lesson planning. Methodology in language teaching: An anthology of current practice, 11(2), 30-39. Garcia, R. (1985, 1988). Instructor's notebook: How to apply TPR for best results. Los Gatos, California: Sky Oaks Productions, Inc. Ghafar, Z. N., & Raheem, B. R. (2023). Factors Affecting Speaking Proficiency in English Language Learning: A general overview of the speaking skill. Journal of Social Science (JoSS), 2(6), 507-518. Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-ROYAL (Research on Youth and Language), 1(2). Haenen, J. (2001). Outlining the teaching–learning process: Piotr Gal'perin's contribution. Learning and instruction, 11(2), 157-170. Hassan, E. M. I. (2014). Pronunciation problems: A case study of English language students at Sudan University of Science and Technology. English Language and Literature Studies, 4 (4), 31. Heale, R., & Forbes, D. (2013). Understanding triangulation in research. Evidence-based nursing, 16(4), 98-98. Irwin, A., & Bednarz, N. (1998). Constructivism and education: Beyond epistemological correctness. Constructivism and education, 3-20. Jensen, L. (2001). Planning lessons. Teaching English as a second or foreign language (Third edit, pp. 403–413). Singapura: Tomson Learning. Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied linguistics, 19(3), 357-377. Larochelle, M., Bednarz, N., & Garrison, J. W. (Eds.). (1998). Constructivism and education. Cambridge University Press. Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In C. Lauren and M. Nordman (Eds.) Special language: From Ley 115 de 1994. Por la cual se expide la Ley General de Educación. 8 de febrero de 1994. D.O. No 41214 Liceo Femenino Mercedes Nariño. (2018) Manual de Convivencia. Bogotá D.C. Liceo Femenino Mercedes Nariño Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching, 13(3-4), 221-246. Ministerio de Educación. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf Morocho Morocho, S. J., & Lojano Morocho, D. M. (2024). The influence of the Total Physical Response (TPR) method in the development of students’ English vocabulary from fifth grade at a public school in Ecuador (Bachelor's thesis, Universidad Nacional de Educación). Nation, I. S., & Carter, R. (Eds.). (1989). Vocabulary acquisition. Free University Press. Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10, 93-106. Neuman, S. B., & Dwyer, J. (2009). Missing in Action: vocabulary Instruction in Pre‐K. The reading teacher, 62(5), 384-392. Nuraeni, C. (2019). Using total physical response (TPR) method on young learners English language teaching. Metathesis: Journal of English Language, Literature, and Teaching, 3(1), 26-34. Oranga, J., & Gisore, B. (2023). Action research in education. Open Access Library Journal, 10(7), 1-10. Ørngreen, R., & Levinsen, K. T. (2017). Workshops as a research methodology. Electronic Journal of E-learning, 15(1), 70-81 Ortega, Y. (2019). “Teacher,¿ puedo hablar en español?” A reflection on plurilingualism and translanguaging practices in EFL. Profile Issues in Teacher Professional Development, 21(2), 155-170. Oxford, R., & Scarcella, R. (1994). Second Language Vocabulary Learning among Adults: State of the Art in Vocabulary Instruction. System, 231-243 Poza, L. (2017). Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education, 6(2). Sariyati, I. (2013). The effectiveness of TPR (Total Physical Response) method in English vocabulary mastery of elementary school children. PAROLE: Journal of Linguistics and Education, 3(1 April), 50-64. Scheinvar, E., & do Nascimento, M. L. (2017). Field diary: The author as a protagonist. Revista Pesquisas e Práticas Psicossociais, 12(4), 7-7. Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921 Seals, C. A. (2021). Benefits of translanguaging pedagogy and practice. Scottish Languages Review, 36, 1-8. Stroud, R. (2014). Student Engagement in Learning Vocabulary with CALL. Research publishing. net Taherdoost, H. (2022). What are different research approaches? Comprehensive Review of Qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1), 53-63. Widodo, H. P. (2005). Teaching children using a total physical response (TPR) method: Rethinking. Bahasa dan seni, 33(2), 235-248. Williams, C. (2002). A Language Gained: A Study of Language Immersion at 11–16 Years of Age. Bangor, UK: School of Education. www.bangor.ac.uk/education-and-human-development/publications/Language_Gained%20.pdf Wood D, Bruner J, Ross G (1976) The role of tutoring in problem solving. J Child Psychol 17:89–100
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons.none.fl_str_mv	Attribution-NonCommercial-NoDerivatives 4.0 International
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 Attribution-NonCommercial-NoDerivatives 4.0 International
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	Universidad Pedagógica Nacional
dc.publisher.program.spa.fl_str_mv	Licenciatura en Español y Lenguas Extranjeras
dc.publisher.faculty.spa.fl_str_mv	Facultad de Humanidades
institution	Universidad Pedagógica Nacional
bitstream.url.fl_str_mv	http://repository.pedagogica.edu.co/bitstream/20.500.12209/21191/5/Total%20Physical%20Response%20as%20a%20translanguaging%20strategy.pdf.jpg http://repository.pedagogica.edu.co/bitstream/20.500.12209/21191/3/license.txt http://repository.pedagogica.edu.co/bitstream/20.500.12209/21191/4/202503250112993-06%20JUN%2025%20HENRY%20BASTO.pdf http://repository.pedagogica.edu.co/bitstream/20.500.12209/21191/1/Total%20Physical%20Response%20as%20a%20translanguaging%20strategy.pdf
bitstream.checksum.fl_str_mv	1ced66c33db5a58a2807a6313c3ce4f0 8a4605be74aa9ea9d79846c1fba20a33 b5c2fe729aa390347a5ddc3d13829d81 dba8b131f11703dedf4515d3695da52c
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv	repositorio@pedagogica.edu.co
_version_	1836753107901480960
spelling	Mellizo Guaqueta, NelsonBasto Pérez, Henry Felipe2025-06-20T15:27:41Z2025-06-20T15:27:41Z2025http://hdl.handle.net/20.500.12209/21191instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta investigación se llevó a cabo en el Liceo Femenino Mercedes Nariño, con 28 estudiantes de cuarto grado. El objetivo principal de la investigación fue explorar el impacto del translanguaging y total physical response en la adquisición de vocabulario de estudiantes de EFL. Para ello, se implementaron 14 actividades divididas en tres fases, utilizando instrumentos como talleres, pruebas y notas de campo. Finalmente, mediante triangulación, el análisis resultó en una mejora significativa en la calidad y el entusiasmo de los estudiantes con su proceso de adquisición de vocabulario. En conclusión, la investigación demuestra las oportunidades y los aspectos más destacados de este enfoque de TPR (translanguaging) como estrategia para mejorar el vocabulario en inglés.Submitted by Henry Basto (hfbastop@upn.edu.co) on 2025-06-06T23:46:05Z No. of bitstreams: 2 Total Physical Response as a translanguaging strategy.pdf: 1892118 bytes, checksum: dba8b131f11703dedf4515d3695da52c (MD5) Licencia de Uso.pdf: 1439075 bytes, checksum: b5c2fe729aa390347a5ddc3d13829d81 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto falta el punto final en el titulo incluido en la metadata. Por favor ajustar y volver a enviar. on 2025-06-07T15:23:12Z (GMT)Submitted by Henry Basto (hfbastop@upn.edu.co) on 2025-06-07T15:28:39Z No. of bitstreams: 2 Total Physical Response as a translanguaging strategy.pdf: 1892118 bytes, checksum: dba8b131f11703dedf4515d3695da52c (MD5) Licencia de Uso.pdf: 1439075 bytes, checksum: b5c2fe729aa390347a5ddc3d13829d81 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2025-06-07T15:37:49Z (GMT) No. of bitstreams: 2 Total Physical Response as a translanguaging strategy.pdf: 1892118 bytes, checksum: dba8b131f11703dedf4515d3695da52c (MD5) Licencia de Uso.pdf: 1439075 bytes, checksum: b5c2fe729aa390347a5ddc3d13829d81 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2025-06-20T15:27:41Z (GMT) No. of bitstreams: 2 Total Physical Response as a translanguaging strategy.pdf: 1892118 bytes, checksum: dba8b131f11703dedf4515d3695da52c (MD5) Licencia de Uso.pdf: 1439075 bytes, checksum: b5c2fe729aa390347a5ddc3d13829d81 (MD5)Made available in DSpace on 2025-06-20T15:27:41Z (GMT). No. of bitstreams: 2 Total Physical Response as a translanguaging strategy.pdf: 1892118 bytes, checksum: dba8b131f11703dedf4515d3695da52c (MD5) Licencia de Uso.pdf: 1439075 bytes, checksum: b5c2fe729aa390347a5ddc3d13829d81 (MD5) Previous issue date: 2025Licenciado en Español y Lenguas ExtranjerasPregradoThis research was conducted at the Liceo Femenino Mercedes Nariño, with 28th students from fourth grade. The focus of the investigation was to explore the impact of translanguaging and total physical response on the vocabulary acquisition of EFL learners. To do so, the implementation consisted of fourteen activities in three phases, using instruments such as workshops, tests and field notes. Finally, through triangulation, the analysis resulted in a significant improvement in the students’ vocabulary acquisition process. To conclude, the research states the opportunities and highlights of this TPR – translanguaging approach as a strategy to improve English vocabulary.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad 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 InternationalTranslanguagingRespuesta física totalAdquisición de vocabularioIngles como lengua extranjeraTranslanguagingVocabulary acquisitionTotal physical responseEnglish as a foreign languageTotal physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAsher, J. (1982). Learning Another Language Through actions: the complete teacher's guidebook. Los Gatos, California: Sky Oaks Productions, Inc.Asher, J. J. (1969). The total physical response approach to second language learning. The modern language journal, 53(1), 3-17.August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The Critical Role of Vocabulary Development for English Language Learners. Learning Disabilities Research & Practice, 20(1), 50-57.Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of language Teaching and Research, 9(4), 849-855Baker, C. & Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism.Bayona, S. (2022). Promoting English vocabulary learning through the Total Physical Response (TPR) method in fifth-grade students at a public school in San Gil, Santander (Colombia).Blackledge, A., & Creese, A. (2017). Translanguaging and the body. International Journal of multilingualism, 14(3), 250-268.Bristol, UK: Multilingual Matters.British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.). London, UK: AuthorBrown, D. (2007). Teaching by Principles: An Interactive Approach to language pedagogy. Pearson Education ESL.Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied linguistics review, 2(2011).Cardona Alvarez, H. D. (2020). Translanguaging in the EFL classroom: its usage, purpose, advantages, and disadvantages as perceived by a group of EFL learners and their educator.Clark, J. S., Porath, S., Thiele, J., & Jobe, M. (2020). Action research. New Prairie Press.Cristancho Segura, Y. V. (2016). Fostering vocabulary learning through a cultural context and ICTS resources in an EFL classroom. Recovered from: repository.pedagogica.edu.coConforme, D. F. I., Romero, A. L. C., Romero, D. C., & Laz, E. M. S. A. (2019). Application of diagnostic assessment on beginning school year. International research journal of management, IT and social sciences, 6(5), 53-59.Decarrico, J. S. (2001). Vocabulary learning and teaching. Teaching English as a second or foreign language, 3.DeJaeghere, J., Morrow, V., Richardson, D., Hinton, R., & Munoz Boudet, A. (2020). Guidance Note on Qualitative Research in Education: Considerations for Best Practice. In Department for International Development, prepared for Building Evidence in Education (BE). Department for International Development, prepared for Building Evidence in Education (BE2).Donkoh, S., & Mensah, J. (2023). Application of triangulation in qualitative research. Journal of Applied Biotechnology and Bioengineering, 10(1), 6Farah Mahmood, D. Z. B., Iqbal, M. J., & Hameed, M. (2024). A DESCRIPTION OF THE EFFECTS OF TRANSLANGUAGING ON ENGLISH PRONUNCIATION OF UNDERGRADS. Journal of Applied Linguistics and TESOL (JALT), 7(4), 1628-1642.Farrell, T. S. (2002). Lesson planning. Methodology in language teaching: An anthology of current practice, 11(2), 30-39.Garcia, R. (1985, 1988). Instructor's notebook: How to apply TPR for best results. Los Gatos, California: Sky Oaks Productions, Inc.Ghafar, Z. N., & Raheem, B. R. (2023). Factors Affecting Speaking Proficiency in English Language Learning: A general overview of the speaking skill. Journal of Social Science (JoSS), 2(6), 507-518.Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning strategies. Novitas-ROYAL (Research on Youth and Language), 1(2).Haenen, J. (2001). Outlining the teaching–learning process: Piotr Gal'perin's contribution. Learning and instruction, 11(2), 157-170.Hassan, E. M. I. (2014). Pronunciation problems: A case study of English language students at Sudan University of Science and Technology. English Language and Literature Studies, 4 (4), 31.Heale, R., & Forbes, D. (2013). Understanding triangulation in research. Evidence-based nursing, 16(4), 98-98.Irwin, A., & Bednarz, N. (1998). Constructivism and education: Beyond epistemological correctness. Constructivism and education, 3-20.Jensen, L. (2001). Planning lessons. Teaching English as a second or foreign language (Third edit, pp. 403–413). Singapura: Tomson Learning.Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied linguistics, 19(3), 357-377.Larochelle, M., Bednarz, N., & Garrison, J. W. (Eds.). (1998). Constructivism and education. Cambridge University Press.Laufer, B. (1989). What percentage of text-lexis is essential for comprehension? In C. Lauren and M. Nordman (Eds.) Special language: FromLey 115 de 1994. Por la cual se expide la Ley General de Educación. 8 de febrero de 1994. D.O. No 41214Liceo Femenino Mercedes Nariño. (2018) Manual de Convivencia. Bogotá D.C. Liceo Femenino Mercedes NariñoMeara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching, 13(3-4), 221-246.Ministerio de Educación. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdfMorocho Morocho, S. J., & Lojano Morocho, D. M. (2024). The influence of the Total Physical Response (TPR) method in the development of students’ English vocabulary from fifth grade at a public school in Ecuador (Bachelor's thesis, Universidad Nacional de Educación).Nation, I. S., & Carter, R. (Eds.). (1989). Vocabulary acquisition. Free University Press.Naylor, S. & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10, 93-106.Neuman, S. B., & Dwyer, J. (2009). Missing in Action: vocabulary Instruction in Pre‐K. The reading teacher, 62(5), 384-392.Nuraeni, C. (2019). Using total physical response (TPR) method on young learners English language teaching. Metathesis: Journal of English Language, Literature, and Teaching, 3(1), 26-34.Oranga, J., & Gisore, B. (2023). Action research in education. Open Access Library Journal, 10(7), 1-10.Ørngreen, R., & Levinsen, K. T. (2017). Workshops as a research methodology. Electronic Journal of E-learning, 15(1), 70-81Ortega, Y. (2019). “Teacher,¿ puedo hablar en español?” A reflection on plurilingualism and translanguaging practices in EFL. Profile Issues in Teacher Professional Development, 21(2), 155-170.Oxford, R., & Scarcella, R. (1994). Second Language Vocabulary Learning among Adults: State of the Art in Vocabulary Instruction. System, 231-243Poza, L. (2017). Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education, 6(2).Sariyati, I. (2013). The effectiveness of TPR (Total Physical Response) method in English vocabulary mastery of elementary school children. PAROLE: Journal of Linguistics and Education, 3(1 April), 50-64.Scheinvar, E., & do Nascimento, M. L. (2017). Field diary: The author as a protagonist. Revista Pesquisas e Práticas Psicossociais, 12(4), 7-7.Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363. https://doi.org/10.1177/1362168808089921Seals, C. A. (2021). Benefits of translanguaging pedagogy and practice. Scottish Languages Review, 36, 1-8.Stroud, R. (2014). Student Engagement in Learning Vocabulary with CALL. Research publishing. netTaherdoost, H. (2022). What are different research approaches? Comprehensive Review of Qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1), 53-63.Widodo, H. P. (2005). Teaching children using a total physical response (TPR) method: Rethinking. Bahasa dan seni, 33(2), 235-248.Williams, C. (2002). A Language Gained: A Study of Language Immersion at 11–16 Years of Age. Bangor, UK: School of Education. www.bangor.ac.uk/education-and-human-development/publications/Language_Gained%20.pdfWood D, Bruner J, Ross G (1976) The role of tutoring in problem solving. J Child Psychol 17:89–100THUMBNAILTotal Physical Response as a translanguaging strategy.pdf.jpgTotal Physical Response as a translanguaging strategy.pdf.jpgIM Thumbnailimage/jpeg2859http://repository.pedagogica.edu.co/bitstream/20.500.12209/21191/5/Total%20Physical%20Response%20as%20a%20translanguaging%20strategy.pdf.jpg1ced66c33db5a58a2807a6313c3ce4f0MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/21191/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202503250112993-06 JUN 25 HENRY BASTO.pdf202503250112993-06 JUN 25 HENRY BASTO.pdfLICENCIA APROBADAapplication/pdf1439075http://repository.pedagogica.edu.co/bitstream/20.500.12209/21191/4/202503250112993-06%20JUN%2025%20HENRY%20BASTO.pdfb5c2fe729aa390347a5ddc3d13829d81MD54ORIGINALTotal Physical Response as a translanguaging strategy.pdfTotal Physical Response as a translanguaging strategy.pdfapplication/pdf1892118http://repository.pedagogica.edu.co/bitstream/20.500.12209/21191/1/Total%20Physical%20Response%20as%20a%20translanguaging%20strategy.pdfdba8b131f11703dedf4515d3695da52cMD5120.500.12209/21191oai:repository.pedagogica.edu.co:20.500.12209/211912025-06-20 23:00:55.919Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Total physical response as a translanguaging strategy for vocabulary acquisition in a 4th grade classroom.

Publicaciones similares