From The Rural Context to The Multigrade English Class through Radio in Times of Covid

Este estudio de Investigación Acción tiene como objetivo describir el impacto de una implementación pedagógica basada en el enfoque Content Based Instruction - CBI a través de la Radio en tiempos de Covid con un grupo multigrado en la escuela “Escuela Rural Chiniata” ubicada en el área rural del mun...

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Autores:
Martinez, Laura
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2021
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/38811
Acceso en línea:
http://hdl.handle.net/11634/38811
Palabra clave:
multigrade teaching
CBI
radio class
rural context
pandemic
Enseñanza multigrado
CBI
radio clase
contexto rural
pandemia
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
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dc.title.spa.fl_str_mv From The Rural Context to The Multigrade English Class through Radio in Times of Covid
title From The Rural Context to The Multigrade English Class through Radio in Times of Covid
spellingShingle From The Rural Context to The Multigrade English Class through Radio in Times of Covid
multigrade teaching
CBI
radio class
rural context
pandemic
Enseñanza multigrado
CBI
radio clase
contexto rural
pandemia
title_short From The Rural Context to The Multigrade English Class through Radio in Times of Covid
title_full From The Rural Context to The Multigrade English Class through Radio in Times of Covid
title_fullStr From The Rural Context to The Multigrade English Class through Radio in Times of Covid
title_full_unstemmed From The Rural Context to The Multigrade English Class through Radio in Times of Covid
title_sort From The Rural Context to The Multigrade English Class through Radio in Times of Covid
dc.creator.fl_str_mv Martinez, Laura
dc.contributor.advisor.none.fl_str_mv Bernal, Eliana
dc.contributor.author.none.fl_str_mv Martinez, Laura
dc.subject.keyword.spa.fl_str_mv multigrade teaching
CBI
radio class
rural context
pandemic
topic multigrade teaching
CBI
radio class
rural context
pandemic
Enseñanza multigrado
CBI
radio clase
contexto rural
pandemia
dc.subject.proposal.spa.fl_str_mv Enseñanza multigrado
CBI
radio clase
contexto rural
pandemia
description Este estudio de Investigación Acción tiene como objetivo describir el impacto de una implementación pedagógica basada en el enfoque Content Based Instruction - CBI a través de la Radio en tiempos de Covid con un grupo multigrado en la escuela “Escuela Rural Chiniata” ubicada en el área rural del municipio de Guayabal de Siquima - Cundinamarca con 12 alumnos de tercero, cuarto y quinto grado y su maestra, quien es maestra de inglés en formación y la investigadora de este estudio. Todo el proceso se basó en cuatro constructos principales: el inglés rural en Colombia, el aula multigrado, el enfoque Content Based Instruction y las experiencias de enseñanza y aprendizaje a través de la radio. El proceso de investigación siguió el Diseño de Investigación Acción. La recolección de datos se realizó mediante diarios, entrevistas y artefactos que fueron analizados con el proceso de Content Analysis. El análisis de datos mostró que la implementación pedagógica generó diferentes cambios y consideraciones con el grupo multigrado en cuanto a procesos de aprendizaje en el hogar, adquisición del idioma inglés y conocimientos interdisciplinarios, uso de diferentes recursos y comunicación entre docente y alumnos en tiempos de Covid. Además, las familias y personas de la comunidad alrededor de la escuela también tuvieron efectos inesperados con esta implementación.
publishDate 2021
dc.date.issued.none.fl_str_mv 2021-12-20
dc.date.accessioned.none.fl_str_mv 2022-01-17T14:54:55Z
dc.date.available.none.fl_str_mv 2022-01-17T14:54:55Z
dc.type.local.spa.fl_str_mv Trabajo de grado
dc.type.version.none.fl_str_mv info:eu-repo/semantics/acceptedVersion
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.drive.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
format http://purl.org/coar/resource_type/c_7a1f
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dc.identifier.citation.spa.fl_str_mv Martinez, L. (2021). From The Rural Context to The Multigrade English Class through Radio in Times of Covid. [Trabajo de grado, Universidad Santo Tomás] Repositorio Institucional USTA
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11634/38811
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad Santo Tomás
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dc.identifier.repourl.spa.fl_str_mv repourl:https://repository.usta.edu.co
identifier_str_mv Martinez, L. (2021). From The Rural Context to The Multigrade English Class through Radio in Times of Covid. [Trabajo de grado, Universidad Santo Tomás] Repositorio Institucional USTA
reponame:Repositorio Institucional Universidad Santo Tomás
instname:Universidad Santo Tomás
repourl:https://repository.usta.edu.co
url http://hdl.handle.net/11634/38811
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.references.spa.fl_str_mv Bonilla, M., Hernández, E., & Medina, M. (2017). Macroprojects as a New Didactic Proposal for Teaching EFL Research in Distance Education. ICERI2017 Proceedings. Published. https://doi.org/10.21125/iceri.2017.1944
Bonilla, S., & Cruz, F. (2013). Sociocultural factors involved in the teaching of English as foreign language in rural areas of Colombia: An analysis of the impact on teachers’ professional development. Research in Teacher Education, 3(2), 28–33. https://doi.org/10.15123/uel.85w1y
Corporación Memoria y Saber Popular. (n.d.). Bachillerato por Radio: Un camino para democratizar la educación en Colombia. Retrieved October 29, 2020, from http://saberpopular.org/index.php?option=com_content&view=article&id=182:bachillerato-por-radio&catid=42&Itemid=240#:%7E:text=Bachillerato%20por%20Radio%20fue%20una,llamada%20Fondo%20de%20Capacitaci%C3%B3n%20Popular.&text=La%20cobertura%20televisiva%20no%20era,la%20divulgaci%C3%B3n%20de%20los%20programas
Corzo, J. Q., & Lopera, C. J. L. (2016). Content Based Lesson Plans inside the English Rural Classrooms. International Education Studies, 9(11), 130. https://doi.org/10.5539/ies.v9n11p130
Departmental Educational Institution El Trigo. (2019). Institutional Educational Project -PEI. Guayabal de Siquima, Cundinamarca, Colombia
Colombia. Leyes, D. (1994). Ley general de educación: Ley 115 de 1994. Ministerio de Educación Nacional.
Departmental Educational Institution El Trigo. (2017). Malla Curricular- Humanidades, Ingles. Guayabal de Siquima, Cundinamarca, Colombia
Departmental Educational Institution El Trigo. (2020). PMI. Guayabal de Siquima, Cundinamarca, Colombia
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. Google Books. https://books.google.com.co/books?id=XZ4dqBFDiwEC&lpg=PR9&ots=VhLHqaslJh&dq=Ellis%2C%20R.%20R.%2C%20%26%20Ellis%2C%20R.%20(2012).%20Language%20teaching%20research%20and%20language%20pedagogy.&lr&hl=es&pg=PR10#v=onepage&q&f=false
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. JAN Research Methodology, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Hernández Sampieri, R., Fernández Collado, C., Baptista Lucio, P. (2014). Metodología de la investigación: Roberto Hernández Sampieri, Carlos Fernández Collado y Pilar Baptista Lucio (6a. ed. --.). México D.F.: McGraw-Hill.
Hidalgo Dávila, H., & Caicedo Vela, M. (2011). A Case Study on Content Based Instruction for Primary School Children. HOW, 18(1), 112-134. ISSN: 0120-5927. Retrieved from https://www.redalyc.org/articulo.oa?id=499450717008
Ho, B., & Richards, J. (1993). Reflective thinking through teacher journal writing: Myths and Realities. Research Gate. https://www.researchgate.net/publication/268044907_Reflective_Thinking_Through_Teacher_Journal_Writing_Myths_and_Realities
Hyry-Beihammer, E. K., & Hascher, T. (2015a). Multi-grade teaching practices in Austrian and Finnish primary schools. International Journal of Educational Research, 74, 104–113. https://doi.org/10.1016/j.ijer.2015.07.002
Hyry-Beihammer, E. K., & Hascher, T. (2015b). Multigrade Teaching in Primary Education as a Promising Pedagogy for Teacher Education in Austria and Finland. International Teacher Education: Promising Pedagogies (Part C), 89–113. https://doi.org/10.1108/s1479-368720150000022005
Kennedy, D. (2018). The New School. Journal of Philosophy of Education, 52(1), 105–125. https://doi.org/10.1111/1467-9752.12277
Kivunja, C., & Sims, M. (2015). Perceptions of Multigrade Teaching: A Narrative Inquiry into the Voices of Stakeholders in Multigrade Contexts in Rural Zambia. Higher Education Studies, 5(2), 10–20. https://doi.org/10.5539/hes.v5n2p10
McNulty Ferri, M. (2010). Action Research Topics and Questions in a Foreign Languages Teaching Practicum in Colombia. Íkala, revista de lenguaje y cultura, 15(24), 207-230. ISSN: 0123-3432. Retrieved from https://www.redalyc.org/articulo.oa?id=255020327008
Ministry of National Education. (2002). Modelos Educativos Flexibles - Ministerio de Educación Nacional de Colombia. Ministerio de Educación Nacional. https://www.mineducacion.gov.co/1759/w3-propertyvalue-55270.html?_noredirect=1
Ministry of National Education. (2015). Estrategias Educativas Flexibles | Colombia Aprende. Colombia Aprende. http://aprende.colombiaaprende.edu.co/es/node/86998
Odera, F. (2010). ERIC - ED529920 - Learning English Language by Radio in Primary Schools in Kenya, Online Submission, 2011. ERIC. https://eric.ed.gov/?id=ED529920
Quintero, K. (2020, May 2). En medio de la cuarentena, vuelve la educación por radio a Boyacá. ELESPECTADOR.COM. https://www.elespectador.com/colombia/mas-regiones/en-medio-de-la-cuarentena-vuelve-la-educacion-por-radio-a-boyaca-article-917469/
Ramos Holguín, B., & Aguirre Morales, J. (2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica, 27, 209. https://doi.org/10.19053/0121053x.4217
Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning. Profile: Issues in Teachers´ Professional Development, 20(2), 95–109. https://doi.org/10.15446/profile.v20n2.63845
Unesco Principal Regional Office for Asia and the Pacific. (1989). Multigrade Teaching in Single Teacher Primary Schools. Google Books. https://books.google.com.co/books/about/Multigrade_Teaching_in_Single_Teacher_Pr.html?id=0IucAAAAMAAJ&redir_esc=y
Wigerová, A. (2013). Teacher journal as a research instrument (research – the first year in the life in primary school through the eyes of novice teachers). Studia Edukacyjne, 27, 237–252. Retrieved from https://www.semanticscholar.org/paper/Teacher-journal-as-a-research-instrument-(research-Wiegerov%C3%A1/e79e3b82436ecb15f2588db2f8ba003d92b6ac11#citing-papers
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spelling Bernal, ElianaMartinez, Laura2022-01-17T14:54:55Z2022-01-17T14:54:55Z2021-12-20Martinez, L. (2021). From The Rural Context to The Multigrade English Class through Radio in Times of Covid. [Trabajo de grado, Universidad Santo Tomás] Repositorio Institucional USTAhttp://hdl.handle.net/11634/38811reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste estudio de Investigación Acción tiene como objetivo describir el impacto de una implementación pedagógica basada en el enfoque Content Based Instruction - CBI a través de la Radio en tiempos de Covid con un grupo multigrado en la escuela “Escuela Rural Chiniata” ubicada en el área rural del municipio de Guayabal de Siquima - Cundinamarca con 12 alumnos de tercero, cuarto y quinto grado y su maestra, quien es maestra de inglés en formación y la investigadora de este estudio. Todo el proceso se basó en cuatro constructos principales: el inglés rural en Colombia, el aula multigrado, el enfoque Content Based Instruction y las experiencias de enseñanza y aprendizaje a través de la radio. El proceso de investigación siguió el Diseño de Investigación Acción. La recolección de datos se realizó mediante diarios, entrevistas y artefactos que fueron analizados con el proceso de Content Analysis. El análisis de datos mostró que la implementación pedagógica generó diferentes cambios y consideraciones con el grupo multigrado en cuanto a procesos de aprendizaje en el hogar, adquisición del idioma inglés y conocimientos interdisciplinarios, uso de diferentes recursos y comunicación entre docente y alumnos en tiempos de Covid. Además, las familias y personas de la comunidad alrededor de la escuela también tuvieron efectos inesperados con esta implementación.This Action Research study aims to describe the impact of a pedagogical implementation based on the Content-Based Instruction- CBI approach through radio in times of Covid with a multigrade group in the school “Escuela Rural Chiniata” located in the rural area of the municipality of Guayabal de Siquima – Cundinamarca with 12 third, fourth, and fifth graders and their teacher, who is a pre-service English teacher and the researcher in this study. All the process was based on four main constructs: rural English in Colombia, the multigrade classroom, the Content Based Instruction approach, and experiences of teaching and learning through radio. The research process followed the Action Research Design. The data collection was done using journals, interviews, and artifacts which were analyzed with a Content Analysis process. The data analysis showed that the pedagogical implementation generated different changes and considerations with the multigrade group in terms of learning processes at home, acquisition of English language and interdisciplinary knowledge, use of different resources, and communication between teacher and students in times of Covid. Besides, the families and community people around the school had unexpected achievements.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2From The Rural Context to The Multigrade English Class through Radio in Times of Covidmultigrade teachingCBIradio classrural contextpandemicEnseñanza multigradoCBIradio clasecontexto ruralpandemiaTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadBonilla, M., Hernández, E., & Medina, M. (2017). Macroprojects as a New Didactic Proposal for Teaching EFL Research in Distance Education. ICERI2017 Proceedings. Published. https://doi.org/10.21125/iceri.2017.1944Bonilla, S., & Cruz, F. (2013). Sociocultural factors involved in the teaching of English as foreign language in rural areas of Colombia: An analysis of the impact on teachers’ professional development. Research in Teacher Education, 3(2), 28–33. https://doi.org/10.15123/uel.85w1yCorporación Memoria y Saber Popular. (n.d.). Bachillerato por Radio: Un camino para democratizar la educación en Colombia. Retrieved October 29, 2020, from http://saberpopular.org/index.php?option=com_content&view=article&id=182:bachillerato-por-radio&catid=42&Itemid=240#:%7E:text=Bachillerato%20por%20Radio%20fue%20una,llamada%20Fondo%20de%20Capacitaci%C3%B3n%20Popular.&text=La%20cobertura%20televisiva%20no%20era,la%20divulgaci%C3%B3n%20de%20los%20programasCorzo, J. Q., & Lopera, C. J. L. (2016). Content Based Lesson Plans inside the English Rural Classrooms. International Education Studies, 9(11), 130. https://doi.org/10.5539/ies.v9n11p130Departmental Educational Institution El Trigo. (2019). Institutional Educational Project -PEI. Guayabal de Siquima, Cundinamarca, ColombiaColombia. Leyes, D. (1994). Ley general de educación: Ley 115 de 1994. Ministerio de Educación Nacional.Departmental Educational Institution El Trigo. (2017). Malla Curricular- Humanidades, Ingles. Guayabal de Siquima, Cundinamarca, ColombiaDepartmental Educational Institution El Trigo. (2020). PMI. Guayabal de Siquima, Cundinamarca, ColombiaEllis, R. (2012). Language Teaching Research and Language Pedagogy. Google Books. https://books.google.com.co/books?id=XZ4dqBFDiwEC&lpg=PR9&ots=VhLHqaslJh&dq=Ellis%2C%20R.%20R.%2C%20%26%20Ellis%2C%20R.%20(2012).%20Language%20teaching%20research%20and%20language%20pedagogy.&lr&hl=es&pg=PR10#v=onepage&q&f=falseElo, S., & Kyngäs, H. (2008). The qualitative content analysis process. JAN Research Methodology, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.xHernández Sampieri, R., Fernández Collado, C., Baptista Lucio, P. (2014). Metodología de la investigación: Roberto Hernández Sampieri, Carlos Fernández Collado y Pilar Baptista Lucio (6a. ed. --.). México D.F.: McGraw-Hill.Hidalgo Dávila, H., & Caicedo Vela, M. (2011). A Case Study on Content Based Instruction for Primary School Children. HOW, 18(1), 112-134. ISSN: 0120-5927. Retrieved from https://www.redalyc.org/articulo.oa?id=499450717008Ho, B., & Richards, J. (1993). Reflective thinking through teacher journal writing: Myths and Realities. Research Gate. https://www.researchgate.net/publication/268044907_Reflective_Thinking_Through_Teacher_Journal_Writing_Myths_and_RealitiesHyry-Beihammer, E. K., & Hascher, T. (2015a). Multi-grade teaching practices in Austrian and Finnish primary schools. International Journal of Educational Research, 74, 104–113. https://doi.org/10.1016/j.ijer.2015.07.002Hyry-Beihammer, E. K., & Hascher, T. (2015b). Multigrade Teaching in Primary Education as a Promising Pedagogy for Teacher Education in Austria and Finland. International Teacher Education: Promising Pedagogies (Part C), 89–113. https://doi.org/10.1108/s1479-368720150000022005Kennedy, D. (2018). The New School. Journal of Philosophy of Education, 52(1), 105–125. https://doi.org/10.1111/1467-9752.12277Kivunja, C., & Sims, M. (2015). Perceptions of Multigrade Teaching: A Narrative Inquiry into the Voices of Stakeholders in Multigrade Contexts in Rural Zambia. Higher Education Studies, 5(2), 10–20. https://doi.org/10.5539/hes.v5n2p10McNulty Ferri, M. (2010). Action Research Topics and Questions in a Foreign Languages Teaching Practicum in Colombia. Íkala, revista de lenguaje y cultura, 15(24), 207-230. ISSN: 0123-3432. Retrieved from https://www.redalyc.org/articulo.oa?id=255020327008Ministry of National Education. (2002). Modelos Educativos Flexibles - Ministerio de Educación Nacional de Colombia. Ministerio de Educación Nacional. https://www.mineducacion.gov.co/1759/w3-propertyvalue-55270.html?_noredirect=1Ministry of National Education. (2015). Estrategias Educativas Flexibles | Colombia Aprende. Colombia Aprende. http://aprende.colombiaaprende.edu.co/es/node/86998Odera, F. (2010). ERIC - ED529920 - Learning English Language by Radio in Primary Schools in Kenya, Online Submission, 2011. ERIC. https://eric.ed.gov/?id=ED529920Quintero, K. (2020, May 2). En medio de la cuarentena, vuelve la educación por radio a Boyacá. ELESPECTADOR.COM. https://www.elespectador.com/colombia/mas-regiones/en-medio-de-la-cuarentena-vuelve-la-educacion-por-radio-a-boyaca-article-917469/Ramos Holguín, B., & Aguirre Morales, J. (2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica, 27, 209. https://doi.org/10.19053/0121053x.4217Suárez Ramírez, I. R., & Rodríguez, S. M. (2018). Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning. Profile: Issues in Teachers´ Professional Development, 20(2), 95–109. https://doi.org/10.15446/profile.v20n2.63845Unesco Principal Regional Office for Asia and the Pacific. (1989). Multigrade Teaching in Single Teacher Primary Schools. Google Books. https://books.google.com.co/books/about/Multigrade_Teaching_in_Single_Teacher_Pr.html?id=0IucAAAAMAAJ&redir_esc=yWigerová, A. (2013). Teacher journal as a research instrument (research – the first year in the life in primary school through the eyes of novice teachers). Studia Edukacyjne, 27, 237–252. 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