Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”

Autores:: Bernal Salcedo Ángela María
Herrera Orozco Daisy
Sánchez Murcia Yazmin

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2018

Institución:: Universidad del Quindío

Repositorio:: Repositorio Universidad del Quindío

Idioma:: eng

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dc.title.spa.fl_str_mv	Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”
title	Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”
spellingShingle	Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva” Inglés, enseñanza, CLIL, implicaciones pedagógicas, habilidades auditivas y orales, Escuela Nueva.
title_short	Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”
title_full	Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”
title_fullStr	Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”
title_full_unstemmed	Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”
title_sort	Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”
dc.creator.fl_str_mv	Bernal Salcedo Ángela María Herrera Orozco Daisy Sánchez Murcia Yazmin
dc.contributor.advisor.spa.fl_str_mv	Universidad del Quindío - Colombia - Asesor - Luís Fernando Pacheco Pérez
dc.contributor.author.spa.fl_str_mv	Bernal Salcedo Ángela María Herrera Orozco Daisy Sánchez Murcia Yazmin
dc.subject.proposal.spa.fl_str_mv	Inglés, enseñanza, CLIL, implicaciones pedagógicas, habilidades auditivas y orales, Escuela Nueva.
topic	Inglés, enseñanza, CLIL, implicaciones pedagógicas, habilidades auditivas y orales, Escuela Nueva.
description	Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”
publishDate	2018
dc.date.accessioned.spa.fl_str_mv	2018-09-12T20:51:50Z
dc.date.available.spa.fl_str_mv	2018-09-12T20:51:50Z
dc.date.issued.spa.fl_str_mv	2018-05-27
dc.type.spa.fl_str_mv	Trabajo de grado - Pregrado
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url	http://bdigital.uniquindio.edu.co/handle/001/4452
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Buck, G. (2000). Assessing listening. Cambridge: Cambridge University Press. Butzkamm (1998)Guía CLIL, Lifelong learning programme. Colbert &Arboleda, (1990);Universalization of Primary Education in Colombia, The New School Programme. Dewey, J. (1951). Buenos Aires: Losada, S.A. Dewey J. (2002), Democracia y Educación,2002, p. 97 Dewey, J. (1951). Buenos Aires: Losada, S.A. Futonge, Kisito (2005). Using English Videos and Music in EFL, ESL Classrooms. ESL Magazine: Read & Publish ESL articles. Fellows and liu (2008). Research Methods for Construction 3rd Edition. Editorial Wiley Blackwell. González-Gutiérrez, A., Regalado- Cañón, M. J., & Jiménez Espinosa, A. (2015). La pedagogía activa con metodología escuela nueva en Boyacá: el caso de dos municipios. quaest.disput, Vol. 8 (16), 83-10. Howard & Major. (2004); Guidelines for Designing Effective English Language Teaching Materials. Johnson, D. W., & Johnson, R. (2003). Student motivation in cooperative groups: Social interdependence theory. In R. Gillies & A. Ashman (Eds.). Cooperative learning: The 59 social and intellectual outcomes of learning in groups (pp. 136-176). New York: RoutledgeFalmer. Lochmiller, C; Lester, J. (2017) An Introduction to Educational Research.by Sage Publications INC. Matthews & Ross (2010); Research Methods: A Practical Guide for the Social Sciences. Editorial Pearson. Oxford, R. L. (1993). Research Update on Teaching L2 Listening. System, 21 (2). Rico Troncoso, C. (2013). Rasgos caracteristicos de la enseñanza de inglés como lengua extranjera en Colombia. Palabra maestra. Volumen 37. Pag 3-5 Rivers, W.M., & Temperley, M.S. (1978). A practical guide to the teaching of English as a second or foreign language. New York: Oxford University Press. Schiefelbein, E. (1991). In search of the school of the XXI century: Is the Colombian Escuela Nueva the right pathfinder? New York: UNICEF. Saricoban, A. (December 1999). The Teaching of Listening. The Internet TESLJournal. Sun, F. (2010). Pedagogical Implications to Teaching English Writing. Journal of Language Teaching and Research. Tejedor, M. La metodología CLIL y el desarrollo de estrategias de aprendizaje en educación primaria. Universdidad de Valladolid. Vero, E. & Puka, E. (2017). The importance of motivation in an educational environment. (pp. 62)
dc.rights.spa.fl_str_mv	Derechos Reservados - Universidad del Quindío
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dc.publisher.spa.fl_str_mv	Universidad del Quindío
dc.publisher.faculty.spa.fl_str_mv	Educación - Licenciatura en Lenguas Modernas
institution	Universidad del Quindío
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spelling	Universidad del Quindío - Colombia - Asesor - Luís Fernando Pacheco PérezBernal Salcedo Ángela MaríaHerrera Orozco DaisySánchez Murcia Yazmin2018-09-12T20:51:50Z2018-09-12T20:51:50Z2018-05-27http://bdigital.uniquindio.edu.co/handle/001/4452Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”The English level in rural schools is low, due to the difficulty that implies to teach the language for some teachers, even when they do not know other methods different to the traditional. The purpose of this research is showing how to teach through the CLIL methodology in a multigrade classroom and the repercussions it carries. Finally, it comes out the pedagogical implications after using English to improve listening and speaking competences under the approach exposed.El nivel de inglés en las escuelas rurales es bajo, debido al grado de dificultad que implica enseñar el idioma para algunos profesores, y mucho más cuando no conocen otros métodos de enseñanza diferente a los tradicionales. El propósito de esta investigación es mostrar cómo enseñar a través de la metodología CLIL en un salón multigrado y algunas de las repercusiones que conlleva. Finalmente, se discuten las implicaciones pedagógicas de la enseñanza del inglés para mejorar las competencias auditivas y orales bajo después de aplicar la metodología propuesta.1. Justification 9 2. Statement of the Problem 10 3. Problematic Question 12PregradoLicenciado en Lenguas Modernasapplication/pdfengUniversidad del QuindíoEducación - Licenciatura en Lenguas ModernasDerechos Reservados - Universidad del Quindíohttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/closedAccessAtribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_14cbPedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”Trabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/draftTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_b1a7d7d4d402bcceInglés, enseñanza, CLIL, implicaciones pedagógicas, habilidades auditivas y orales, Escuela Nueva.Buck, G. (2000). Assessing listening. Cambridge: Cambridge University Press. Butzkamm (1998)Guía CLIL, Lifelong learning programme. Colbert &Arboleda, (1990);Universalization of Primary Education in Colombia, The New School Programme. Dewey, J. (1951). Buenos Aires: Losada, S.A. Dewey J. (2002), Democracia y Educación,2002, p. 97 Dewey, J. (1951). Buenos Aires: Losada, S.A. Futonge, Kisito (2005). Using English Videos and Music in EFL, ESL Classrooms. ESL Magazine: Read & Publish ESL articles. Fellows and liu (2008). Research Methods for Construction 3rd Edition. Editorial Wiley Blackwell. González-Gutiérrez, A., Regalado- Cañón, M. J., & Jiménez Espinosa, A. (2015). La pedagogía activa con metodología escuela nueva en Boyacá: el caso de dos municipios. quaest.disput, Vol. 8 (16), 83-10. Howard & Major. (2004); Guidelines for Designing Effective English Language Teaching Materials. Johnson, D. W., & Johnson, R. (2003). Student motivation in cooperative groups: Social interdependence theory. In R. Gillies & A. Ashman (Eds.). Cooperative learning: The 59 social and intellectual outcomes of learning in groups (pp. 136-176). New York: RoutledgeFalmer. Lochmiller, C; Lester, J. (2017) An Introduction to Educational Research.by Sage Publications INC. Matthews & Ross (2010); Research Methods: A Practical Guide for the Social Sciences. Editorial Pearson. Oxford, R. L. (1993). Research Update on Teaching L2 Listening. System, 21 (2). Rico Troncoso, C. (2013). Rasgos caracteristicos de la enseñanza de inglés como lengua extranjera en Colombia. Palabra maestra. Volumen 37. Pag 3-5 Rivers, W.M., & Temperley, M.S. (1978). A practical guide to the teaching of English as a second or foreign language. New York: Oxford University Press. Schiefelbein, E. (1991). In search of the school of the XXI century: Is the Colombian Escuela Nueva the right pathfinder? New York: UNICEF. Saricoban, A. (December 1999). The Teaching of Listening. The Internet TESLJournal. Sun, F. (2010). Pedagogical Implications to Teaching English Writing. Journal of Language Teaching and Research. Tejedor, M. La metodología CLIL y el desarrollo de estrategias de aprendizaje en educación primaria. Universdidad de Valladolid. Vero, E. & Puka, E. (2017). The importance of motivation in an educational environment. 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Pedagogical implications of implementing a clil approach in english teaching for developing listening and speaking competences in students of rural schools which use a pedagogical model of “escuela nueva”

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