Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /

878 KB ; 45 páginas

Autores:: Puche Miranda, Carmen Liliana

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Corporación Universitaria del Caribe - CECAR

Repositorio:: Repositorio Digital CECAR

Idioma:

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dc.title.spa.fl_str_mv	Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /
title	Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /
spellingShingle	Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba / Inglés. Conflicto armado. Lengua extranjera -- Enseñanza. Desafíos. Enseñanza del inglés. Lengua extranjera. Post-conflicto. Zona rural.
title_short	Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /
title_full	Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /
title_fullStr	Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /
title_full_unstemmed	Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /
title_sort	Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /
dc.creator.fl_str_mv	Puche Miranda, Carmen Liliana
dc.contributor.advisor.spa.fl_str_mv	Restrepo Ruiz, Marisela
dc.contributor.author.spa.fl_str_mv	Puche Miranda, Carmen Liliana
dc.subject.lemb.spa.fl_str_mv	Inglés. Conflicto armado. Lengua extranjera -- Enseñanza. Desafíos. Enseñanza del inglés. Lengua extranjera. Post-conflicto. Zona rural.
topic	Inglés. Conflicto armado. Lengua extranjera -- Enseñanza. Desafíos. Enseñanza del inglés. Lengua extranjera. Post-conflicto. Zona rural.
description	878 KB ; 45 páginas
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-08-09T20:21:48Z
dc.date.available.none.fl_str_mv	2024-08-09T20:21:48Z
dc.date.issued.spa.fl_str_mv	2024
dc.type.spa.fl_str_mv	Trabajo de grado - Pregrado
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dc.identifier.barcode.spa.fl_str_mv	T-09165
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dc.relation.references.spa.fl_str_mv	Barowski, J., & Grimsley, S. (29 de 10 de 2021). Focus Groups: Definition & Purpose. Obtenido de https://study.com/: https://study.com/learn/lesson/focus-groups-purpose-advantagesdisadvantages.html Cabrera, J. (2018). Education in Post-Conflict Colombia. USF Scholarship, 71. Caro, C. (2022). Rural Community of Practice in Guatavita: EFL Taught from Challenges to Primary Children. Obtenido de Repository Universidad Pedagógica Nacional: http://repository.pedagogica.edu.co/bitstream/handle/20.500.12209/17927/Rural%20Com munity%20of%20Practice%20in%20Guatavita.pdf?isAllowed=y&sequence=5 CNMH. (14 de 05 de 2019). Centro Nacional de Memoria Histórica. Obtenido de Centro Nacional de Memoria Histórica: https://centrodememoriahistorica.gov.co/tag/tierralta/ CNMH. (14 de May de 2019). Centro Nacional de Memoria Histórica. Obtenido de Centro Nacional de Memoria Histórica: https://centrodememoriahistorica.gov.co/tag/tierralta/ Cruz-Arcila, F. (15 de febrero de 2013). Accounting for Diff erence and Diversity in Language Teaching and Learning in Colombia. Educ.Educ., 16(1), 80-92. Education Northwest. (March de 2016). Culturally Responsive Teaching Education Northwest. Obtenido de Education Northwest: https://educationnorthwest.org/sites/default/files/resources/culturally-responsiveteaching-508.pdf Hernández S. et al. (2016). Metodología de la Investigación. México D.F.: McGraw-Hill. Hernández S., et al. (2016). Metodología de la Investigación. México D.F.: McGraw-Hill. Holguín, B. R. (2016). English language teaching in rural areas: A new challenge for English language teachers in Colombia. Cuadernos de Lingüística Hispánica, págs. 209-222. INESAC. (2023). PEI - Proyecto Educativo Institucional. San Clemente - Tierralta . Jacobs, S. (2016). The Use of Participatory Action Research within Education-Benefits to Skateholders. World Journal of Education. Knott, E., et al. (2022). Interviews in the social sciences. Nature Reviews Methods Primers, 1-15. Law 1651. (2013). Plan Nacional de Bilingüismo. Obtenido de ministerio de educación: https://eco.colombiaaprende.edu.co/aboutbilingualism/?playlist=55b8e92&video=d3092d9 Ley 115. (1994). Ley 115 de 1994. Obtenido de mineducacion.gov.co: https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf Ley 893. (28 de May de 2017). https://www.suin-juriscol.gov.co/. Obtenido de suin-juriscol: https://www.suinjuriscol.gov.co/viewDocument.asp?ruta=Decretos/30030685#:~:text=Cr%C3%A9anse% 20los%20Programas%20de%20Desarrollo,Final%2C%20en%20articulaci%C3%B3n%2 0con%20los Martínez, L. (2007). La Observación y el Diario de Campo en la Definición de Tema de Investigación. Revista perfiles libertadores, 73-80. Mejía, A. M. (2013). Mejía, A. M. (2013). Bilingual education in Colombia: The teaching and learning of languages and academic content area knowledge. Bilingual and multilingual education in the 21st century: Lessons from accumulated experience in bilingual and multilingual education, 42-58. MEN. (31 de Diciembre de 2021). Ministerio de Educación Nacional. Obtenido de Ministerio de Educación Nacional: https://educacionrindecuentas.mineducacion.gov.co/pilar-1- educacion-de-calidad/programa-nacional-de-bilinguismo/ MinEducación. (2015). mineducacion.gov.co. Obtenido de www.mineducacion.gov.co: https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdf Monk, D. (2007). Recruiting and Retaining High-Quality Teachers in Rural Areas. The Future of Children, vol. 17 no. 1, 155-174. Montoya G., O. H., & Valencia C., M. I. (2014). La enseñanza del ingles en el departamento del Quindio con metodología de Escuela nueva. revista facultad de educacion. cuadernos interdiciplinarios pedagogicos, 1, 57-68. ONU. (2020). jointsdgfund. Obtenido de jointsdgfund: https://jointsdgfund.org/sustainabledevelopment-goals/goal-4-quality-education Orozco Parra, E. (2020). Teaching English in post-conflict Colombia: Challenges and opportunities. Colombian Applied Linguistics Journal, 157-172. Ortega, Y. (2019). PEACEBUILDING AND SOCIAL JUSTICE IN ENGLISH AS A FOREIGN LANGUAGE: Classroom Experiences from. International Society for Language Studies, págs. 63-90. Pineda, P., & Meier, M. (5 de 2020). Loose Coupling in Curriculum Reforms: Rural Teachers´ Perceptions of Peace Education in Post-Conflict Colombia. Peace and Conflict Studies, 27(1), 3. Obtenido de https://nsuworks.nova.edu/pcs/vol27/iss1/3 Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for nursing practice. Lippincott Williams & Wilkins. Rahman, M. S. (2016). The advantages and disadvantages of using qualitative and quatitative approaches and methods in language "testing and assessment" Reaseach: A literature Review. Journal of Education and Learning, 11. Ramos., B., & Aguirre. (2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica., (27), 209- 222. Ramos-Holgín, B., & Aguirre-Morales, J. (18 de septiembre de 2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica, 27, 209-222. Roldán, Á., & Peláez-Henao, O. (2017). English Language Policy Relevance in a Colombian Rural Area: A Case Study in Antioquia. Íkala, Revista De Lenguaje Y Cultura, 22(1), 121–139. Şahin, İ. (2021). Professional identity development of EFL teachers wo Selltiz, C., et al. (1980). Research Methods in Social Relations. New York: Holt, Rinehart and Winston. Shan, L., & Aziz, A. (2022). A systematic review of teaching English in rural settings: Challenges and solutions. International Journal of Academic Research in Business and Social Sciences 12(6), 1956-1977. Sierra-Gutierrez, D., & Sánchez-Gutiérrez, J. (2022). Challenges and opportunities of teaching English in rural areas of Colombia: A case study. International Journal of Education in Developing Countries, 49-64. Soto, D. (2022). Rural Learners: Culturally Based Materials to Develop EFL Receptive Skills. Repositorio Universidad de Córdoba. Taherdoost, H. (2021). Data Collection Methods and Tools for Research; A Step-by-Step Guide to Choose Data Collection Technique for Academic and Business Research Projects. International Journal of Academic Research in Management (IJARM), 10-38. Tayade, S. (2012). Teaching English in rural Colleges: realities and remedies. Confluence, 330- 335. UNESCO, U. (17 de 03 de 2020). School-based violence in Colombia: links to state-level armed conflict, educational effects and challenges. Obtenido de School-based violence in Colombia: links to state-level armed conflict, educational effects and challenges: https://unesdoc.unesco.org USFCA, U. (08 de 03 de 2023). Education in Post-Conflict Colombia. . Obtenido de Education in Post-Conflict Colombia. : https://repository.usfca.edu/ Varghese. et al. (2023). Quality and Inclusion in Education: The Persisting Challenges. Taylor & Francis. Velez-Rendon, G. (2003). English in Colombia: a sociolinguistic profile. World Englishes, 22(2), 185-198. Villar-Márquez, E. (2010). School-based violence in Colombia: links to state-level armed conflict, educational effects and challenges. UNESCO, 13. WeatherSpark. (2023). weatherspark. Obtenido de weatherspark: https://weatherspark.com/y/21561/Average-Weather-in-Tierralta-Colombia-Year-Round Xu, M., & Storr, G. (2012). Learning the Concept of Researcher as Instrument in Qualitative Research. The Qualitative Report, 1-18.
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spelling	Restrepo Ruiz, MariselaPuche Miranda, Carmen Liliana2024-08-09T20:21:48Z2024-08-09T20:21:48Z2024https://repositorio.cecar.edu.co/handle/cecar/10298LCIN-09165 2024https://catalogo.cecar.edu.co/bib/36178T-09165878 KB ; 45 páginasEnseñar inglés como lengua extranjera en áreas rurales posconflicto en Colombia presenta desafíos únicos debido al contexto histórico del conflicto armado y su impacto en la educación. Este proyecto de investigación tiene como objetivo explorar las dificultades enfrentadas al enseñar inglés en Tierralta, un municipio en Córdoba, Colombia, profundamente afectado por la violencia y el desplazamiento. El estudio investigará factores que influyen en los resultados del aprendizaje del idioma, como la exposición limitada al inglés, la falta de recursos y la necesidad de estrategias de enseñanza culturalmente receptivas. Al abordar estos desafíos, la investigación busca contribuir al desarrollo de programas efectivos de inglés en áreas rurales posconflicto, apoyando la educación y el empoderamiento en estas comunidades. El trabajo.Teaching English as a foreign language in post-conflict rural areas in Colombia presents unique challenges due to the historical context of armed conflict and its impact on education. This research project aims to explore the difficulties faced in teaching English in Tierralta, a municipality in Córdoba, Colombia, which has been deeply affected by violence and displacement. The study will investigate factors influencing language learning outcomes, such as limited exposure to English, lack of resources, and the need for culturally responsive teaching strategies. By addressing these challenges, the research seeks to contribute to the development of effective English language programs in post-conflict rural areas, supporting education and empowerment in these communities. El trabajo.PregradoLicenciado en InglésTrabajo de grado(Licenciada en Inglés) --Corporación Universitaria del Caribe. Facultad de Humanidades y Educación. Programa de Licenciatura en Inglés. Sincelejo, 2024.878 KB ; 45 páginasapplication/pdfCorporación Universitaria del Caribe - CECARFacultad de Humanidades y EducaciónSincelejoLicenciatura en Ingléshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_abf2Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /Trabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesishttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_71e4c1898caa6e32Barowski, J., & Grimsley, S. (29 de 10 de 2021). Focus Groups: Definition & Purpose. Obtenido de https://study.com/: https://study.com/learn/lesson/focus-groups-purpose-advantagesdisadvantages.htmlCabrera, J. (2018). Education in Post-Conflict Colombia. USF Scholarship, 71.Caro, C. (2022). Rural Community of Practice in Guatavita: EFL Taught from Challenges to Primary Children. Obtenido de Repository Universidad Pedagógica Nacional: http://repository.pedagogica.edu.co/bitstream/handle/20.500.12209/17927/Rural%20Com munity%20of%20Practice%20in%20Guatavita.pdf?isAllowed=y&sequence=5CNMH. (14 de 05 de 2019). Centro Nacional de Memoria Histórica. Obtenido de Centro Nacional de Memoria Histórica: https://centrodememoriahistorica.gov.co/tag/tierralta/CNMH. (14 de May de 2019). Centro Nacional de Memoria Histórica. Obtenido de Centro Nacional de Memoria Histórica: https://centrodememoriahistorica.gov.co/tag/tierralta/Cruz-Arcila, F. (15 de febrero de 2013). Accounting for Diff erence and Diversity in Language Teaching and Learning in Colombia. Educ.Educ., 16(1), 80-92.Education Northwest. (March de 2016). Culturally Responsive Teaching Education Northwest. Obtenido de Education Northwest: https://educationnorthwest.org/sites/default/files/resources/culturally-responsiveteaching-508.pdfHernández S. et al. (2016). Metodología de la Investigación. México D.F.: McGraw-Hill.Hernández S., et al. (2016). Metodología de la Investigación. México D.F.: McGraw-Hill.Holguín, B. R. (2016). English language teaching in rural areas: A new challenge for English language teachers in Colombia. Cuadernos de Lingüística Hispánica, págs. 209-222.INESAC. (2023). PEI - Proyecto Educativo Institucional. San Clemente - Tierralta .Jacobs, S. (2016). The Use of Participatory Action Research within Education-Benefits to Skateholders. World Journal of Education.Knott, E., et al. (2022). Interviews in the social sciences. Nature Reviews Methods Primers, 1-15.Law 1651. (2013). Plan Nacional de Bilingüismo. Obtenido de ministerio de educación: https://eco.colombiaaprende.edu.co/aboutbilingualism/?playlist=55b8e92&video=d3092d9Ley 115. (1994). Ley 115 de 1994. Obtenido de mineducacion.gov.co: https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdfLey 893. (28 de May de 2017). https://www.suin-juriscol.gov.co/. Obtenido de suin-juriscol: https://www.suinjuriscol.gov.co/viewDocument.asp?ruta=Decretos/30030685#:~:text=Cr%C3%A9anse% 20los%20Programas%20de%20Desarrollo,Final%2C%20en%20articulaci%C3%B3n%2 0con%20losMartínez, L. (2007). La Observación y el Diario de Campo en la Definición de Tema de Investigación. Revista perfiles libertadores, 73-80.Mejía, A. M. (2013). Mejía, A. M. (2013). Bilingual education in Colombia: The teaching and learning of languages and academic content area knowledge. Bilingual and multilingual education in the 21st century: Lessons from accumulated experience in bilingual and multilingual education, 42-58.MEN. (31 de Diciembre de 2021). Ministerio de Educación Nacional. Obtenido de Ministerio de Educación Nacional: https://educacionrindecuentas.mineducacion.gov.co/pilar-1- educacion-de-calidad/programa-nacional-de-bilinguismo/MinEducación. (2015). mineducacion.gov.co. Obtenido de www.mineducacion.gov.co: https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdfMonk, D. (2007). Recruiting and Retaining High-Quality Teachers in Rural Areas. The Future of Children, vol. 17 no. 1, 155-174.Montoya G., O. H., & Valencia C., M. I. (2014). La enseñanza del ingles en el departamento del Quindio con metodología de Escuela nueva. revista facultad de educacion. cuadernos interdiciplinarios pedagogicos, 1, 57-68.ONU. (2020). jointsdgfund. Obtenido de jointsdgfund: https://jointsdgfund.org/sustainabledevelopment-goals/goal-4-quality-educationOrozco Parra, E. (2020). Teaching English in post-conflict Colombia: Challenges and opportunities. Colombian Applied Linguistics Journal, 157-172.Ortega, Y. (2019). PEACEBUILDING AND SOCIAL JUSTICE IN ENGLISH AS A FOREIGN LANGUAGE: Classroom Experiences from. International Society for Language Studies, págs. 63-90.Pineda, P., & Meier, M. (5 de 2020). Loose Coupling in Curriculum Reforms: Rural Teachers´ Perceptions of Peace Education in Post-Conflict Colombia. Peace and Conflict Studies, 27(1), 3. Obtenido de https://nsuworks.nova.edu/pcs/vol27/iss1/3Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for nursing practice. Lippincott Williams & Wilkins.Rahman, M. S. (2016). The advantages and disadvantages of using qualitative and quatitative approaches and methods in language "testing and assessment" Reaseach: A literature Review. Journal of Education and Learning, 11.Ramos., B., & Aguirre. (2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica., (27), 209- 222.Ramos-Holgín, B., & Aguirre-Morales, J. (18 de septiembre de 2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica, 27, 209-222.Roldán, Á., & Peláez-Henao, O. (2017). English Language Policy Relevance in a Colombian Rural Area: A Case Study in Antioquia. Íkala, Revista De Lenguaje Y Cultura, 22(1), 121–139.Şahin, İ. (2021). Professional identity development of EFL teachers woSelltiz, C., et al. (1980). Research Methods in Social Relations. New York: Holt, Rinehart and Winston.Shan, L., & Aziz, A. (2022). A systematic review of teaching English in rural settings: Challenges and solutions. International Journal of Academic Research in Business and Social Sciences 12(6), 1956-1977.Sierra-Gutierrez, D., & Sánchez-Gutiérrez, J. (2022). Challenges and opportunities of teaching English in rural areas of Colombia: A case study. International Journal of Education in Developing Countries, 49-64.Soto, D. (2022). Rural Learners: Culturally Based Materials to Develop EFL Receptive Skills. Repositorio Universidad de Córdoba.Taherdoost, H. (2021). Data Collection Methods and Tools for Research; A Step-by-Step Guide to Choose Data Collection Technique for Academic and Business Research Projects. International Journal of Academic Research in Management (IJARM), 10-38.Tayade, S. (2012). Teaching English in rural Colleges: realities and remedies. Confluence, 330- 335.UNESCO, U. (17 de 03 de 2020). School-based violence in Colombia: links to state-level armed conflict, educational effects and challenges. Obtenido de School-based violence in Colombia: links to state-level armed conflict, educational effects and challenges: https://unesdoc.unesco.orgUSFCA, U. (08 de 03 de 2023). Education in Post-Conflict Colombia. . Obtenido de Education in Post-Conflict Colombia. : https://repository.usfca.edu/Varghese. et al. (2023). Quality and Inclusion in Education: The Persisting Challenges. Taylor & Francis.Velez-Rendon, G. (2003). English in Colombia: a sociolinguistic profile. World Englishes, 22(2), 185-198.Villar-Márquez, E. (2010). School-based violence in Colombia: links to state-level armed conflict, educational effects and challenges. UNESCO, 13.WeatherSpark. (2023). weatherspark. Obtenido de weatherspark: https://weatherspark.com/y/21561/Average-Weather-in-Tierralta-Colombia-Year-RoundXu, M., & Storr, G. (2012). Learning the Concept of Researcher as Instrument in Qualitative Research. The Qualitative Report, 1-18.Inglés.Conflicto armado.Lengua extranjera -- Enseñanza.Desafíos.Enseñanza del inglés.Lengua extranjera.Post-conflicto.Zona rural.ORIGINALCHALLENGES WHEN TEACHING EFL IN A POST-CONFLICT RURAL AREA TO FOSTER QUALITY EDUCATION AND REDUCE INEQUALITIES.pdfapplication/pdf898337https://repositorio.cecar.edu.co/bitstreams/29b5c173-9b63-431e-af32-eaa374544d99/download6566263535d0339a9c3e1f07faa7e581MD51TEXTCHALLENGES WHEN TEACHING EFL IN A POST-CONFLICT RURAL AREA TO FOSTER QUALITY EDUCATION AND REDUCE INEQUALITIES.pdf.txtCHALLENGES WHEN TEACHING EFL IN A POST-CONFLICT RURAL AREA TO FOSTER QUALITY EDUCATION AND REDUCE INEQUALITIES.pdf.txtExtracted texttext/plain82081https://repositorio.cecar.edu.co/bitstreams/9d5e3603-595a-410d-bf83-03e4ed87da66/download4bfca0765af8ebb0cc4c0ed9f08a1eb8MD52THUMBNAILCHALLENGES WHEN TEACHING EFL IN A POST-CONFLICT RURAL AREA TO FOSTER QUALITY EDUCATION AND REDUCE INEQUALITIES.pdf.jpgCHALLENGES WHEN TEACHING EFL IN A POST-CONFLICT RURAL AREA TO FOSTER QUALITY EDUCATION AND REDUCE INEQUALITIES.pdf.jpgGenerated Thumbnailimage/jpeg6644https://repositorio.cecar.edu.co/bitstreams/694934fc-196c-42c1-99ec-0caaefb7d5e8/downloadfde39ee85a868ea4b0cd0a8d96bfb446MD53cecar/10298oai:repositorio.cecar.edu.co:cecar/102982024-08-14 03:01:45.048https://creativecommons.org/licenses/by-nc-nd/4.0/open.accesshttps://repositorio.cecar.edu.coRepositorio Digital de la Corporación Universitaria Del Caribe (Cecar)biblioteca@cecar.edu.co

Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /

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