The English language learning experiences and career positioning of teacher Luz Marina.
This narrative research study presents an exploration of the experiences of Luz Marina; a middle school English teacher from Cúcuta, focusing on the impact suffered during the first years of her teaching, caused by struggles with her English language acquisition. Additionally, this narrative study d...
- Autores:
-
Sanchez, Yazmin
- 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:11634/32413
- Acceso en línea:
- http://hdl.handle.net/11634/32413
- Palabra clave:
- Communicative abilities
Language acquisition
Narrative research
Life experience
Habilidades comunicacionales
Narrativas
Lengua inglesa
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
| id |
SANTTOMAS2_8892c489de739d0cacc7768211432dea |
|---|---|
| oai_identifier_str |
oai:repository.usta.edu.co:11634/32413 |
| network_acronym_str |
SANTTOMAS2 |
| network_name_str |
Repositorio Institucional USTA |
| repository_id_str |
|
| dc.title.spa.fl_str_mv |
The English language learning experiences and career positioning of teacher Luz Marina. |
| title |
The English language learning experiences and career positioning of teacher Luz Marina. |
| spellingShingle |
The English language learning experiences and career positioning of teacher Luz Marina. Communicative abilities Language acquisition Narrative research Life experience Habilidades comunicacionales Narrativas Lengua inglesa |
| title_short |
The English language learning experiences and career positioning of teacher Luz Marina. |
| title_full |
The English language learning experiences and career positioning of teacher Luz Marina. |
| title_fullStr |
The English language learning experiences and career positioning of teacher Luz Marina. |
| title_full_unstemmed |
The English language learning experiences and career positioning of teacher Luz Marina. |
| title_sort |
The English language learning experiences and career positioning of teacher Luz Marina. |
| dc.creator.fl_str_mv |
Sanchez, Yazmin |
| dc.contributor.advisor.spa.fl_str_mv |
Rodrígiez, Sandra |
| dc.contributor.author.spa.fl_str_mv |
Sanchez, Yazmin |
| dc.contributor.cvlac.spa.fl_str_mv |
http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001216627 |
| dc.subject.keyword.spa.fl_str_mv |
Communicative abilities Language acquisition Narrative research Life experience |
| topic |
Communicative abilities Language acquisition Narrative research Life experience Habilidades comunicacionales Narrativas Lengua inglesa |
| dc.subject.lemb.spa.fl_str_mv |
Habilidades comunicacionales Narrativas Lengua inglesa |
| description |
This narrative research study presents an exploration of the experiences of Luz Marina; a middle school English teacher from Cúcuta, focusing on the impact suffered during the first years of her teaching, caused by struggles with her English language acquisition. Additionally, this narrative study discloses the emotional and ethical motivations this teacher had, in order to go in the to look out for extracurricular English proficiency instruction, which provided her with the needed language training to overcome her limited communicational abilities as well as nourished her with knowledge about international cultures, considering the importance of the sociolinguistic aspect in the English as a foreign language teaching practice. This investigation aims at describing how the participant’s limited confidence in her English language proficiency made her feel anxious and insecure about her professional performance during the inceptive years of her teaching practice. This qualitative study was based on the discourse analysis of the narrated experiences, organized in a chronological set of events, and on the interpretation and description of the subsequent steps taken to overcome the language difficulties exposed by the participant. The implemented instruments of investigation were developed over class observations, pictures, field notes, and semi-structured one on one interviews between the investigator and the participant. This narrative inquiry has been carried out in conformance with the Research Field: The study of the English Language and its Contexts providing foundation for the Research Subproject: The Voices of the LLEI Realities: Life Stories and Experiences at Universidad Santo Tomas, Distant Education Program. Key words: Communicative abilities, Language acquisition, Narrative research, Life experience. |
| publishDate |
2021 |
| dc.date.accessioned.spa.fl_str_mv |
2021-03-02T15:56:28Z |
| dc.date.available.spa.fl_str_mv |
2021-03-02T15:56:28Z |
| dc.date.issued.spa.fl_str_mv |
2021-02-02 |
| 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 |
| status_str |
acceptedVersion |
| dc.identifier.citation.spa.fl_str_mv |
Sanchez.Y.(2021) The English Language Learning Experiences and Career Positionong of Teacher Luz Marina. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositorio Institucional USTA |
| dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/11634/32413 |
| dc.identifier.reponame.spa.fl_str_mv |
reponame:Repositorio Institucional Universidad Santo Tomás |
| dc.identifier.instname.spa.fl_str_mv |
instname:Universidad Santo Tomás |
| dc.identifier.repourl.spa.fl_str_mv |
repourl:https://repository.usta.edu.co |
| identifier_str_mv |
Sanchez.Y.(2021) The English Language Learning Experiences and Career Positionong of Teacher Luz Marina. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, 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/11634/32413 |
| dc.language.iso.spa.fl_str_mv |
spa |
| language |
spa |
| dc.relation.references.spa.fl_str_mv |
Abe, Y. (2011). Perceptions of Bilingual English Teachers by Teachers and Students. Second Language Studies, 61–106. Allen, M. (2017). Researcher-Participant Relationships. The Sage Enclyclopedia of Communication Research Methods. Andersen, P. A., & Guerrero, L. K. (1998). Principles of communication and emotion in social interaction. In Handbook of communication and emotion: Research, theory, applications, and contexts (pp. 49–96). Academic Press. Arnold, J. (1999). Affect in language learning. Cambridge University Press. Barkhuinzen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Learning Research. Routledge. Bayyurt, Y. (2006). Non‐native english language teachers’ perspective on culture in english as a foreign language classrooms. Teacher Development, 10(2), 233–247. https://doi.org/10.1080/13664530600773366 Bogdan, R., & Biklen, S. (2003). Qualitative Research for Education: An Introducton to Theories and Methods. (A. and B. Bacon (ed.); 4th ed.). Pearson. Bonilla Carvajal, C. A., & Tejada-Sanchez, I. (2016). Unanswered Questions in Colombia’s Foreign Language Education Policy. PROFILE Issues in Teachers’ Professional Development, 18(1), 185–201. https://doi.org/10.15446/profile.v18n1.51996 Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. John Willey & Sons, Inc. Clandinin, D. J., & Murphy, M. (2009). Rational Ontological Commitments in Narrative Research. Educational Researcher. Creswell, J. W., & Poth, Cheryl, N. (2013). Qualitative Inquiry & Research Design: Choosing among five approaches. (I. Sage Publications (ed.); 3rd Editio). Daiute, C. (2014). Narrative Inquiry: A Dinamic Approach. Sage Publications, INC. Dewey, J. (1938). Experience and Education. McMillan. Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative and Mixed Methodologies. Oxford: Oxford University Press. Engin, M. (2011). Research Diary: A tool for Scaffolding. International Journal of Qualitative Methods., 10(3). Eton, C. (2008). A Dynamic Systems Account of Learning a Word:Form Ecology to Form Relations. Applied Linguistics, 29(3), 339–358. Frenzel, A., & Jacob, B. (2009). Antecedents and Effects to teacher’s emotional Experiences: An integrated perspective and empirical test. https://doi.org/10.1007/978-1-4419-0564-2_7 Gomez, M. M. (2017). Review and Analysis of the Colombian Foreign language Bilingualism Policies and Plans. HOW, 24(1). Gonzalez, L. (2010). Hacia una revolución Francesa en la investigación sobre la Didactica del Frances en Colombia. Signo y Pensamiento, XXIX(57), 496–504. Griffee, Dale, T. (2012). An Introduction to Second Language Research Mathods, Design and Data. (1rst.). TESL-EJ Publiations. Jeong-Hee, K. (2016). Understanding Narrative Inquiry. Sage Publications, INC. Kress, G. (2005). Gains and Losses: New Forms of Texts, Knowledge and Learning. Computers and Composition., 22(1), 5–22. Lee, M., Schutz, P. A., & Vlack, S. (2017). Non-native English-speaking teachers’ anxieties and insecurities: Self-perceptions of their communicative limitations: Professional challenges 46 and teacher education. Chapter 6. https://doi.org/10.1515/9781501504143-007 Llurda, E. (2005). Non-native Language Teachers. Perceptions, Challenges and Contributions to the Profession. Springer Science + Business Media, Inc. Méndez, P., Garzón, E., & Noriega-Borja, R. (2019). English Teachers’ Subjectivities: Contesting and Resisting Must-be Discourses. English Language Teaching, 12(3), 65. https://doi.org/10.5539/elt.v12n3p65 Nacional., M. de E. (n.d.). Orientaciones para la Implementación de Proyectos de Fortalecimiento del Inglés en las Entidades Territoriales. Ocampo, J. F. (2002). La Educación en Colombia: Historias, Realidades y Retos. Cooperativa Editorial Magisterio. Oxford, Rebecca, L. (1995). When Emotion Meets (Meta) cognition in Language Learning Histories. Science Direct, 23(7), 581–594. Phal, K. (2004). Narrative, Artifacts and Cultural Identities: An Ethnographic Study of Communicative Practices in Homes. Linguistics and Education, 15(4). Polkinghorne, D. . (1988). Narrative Knowing and the Human Sciences. State University of New York, Press. Polkinghorne, D. E. (1995). Narrative Configuration in Qualitative Analysis. Life History and Narrative, 5–24. Rajagopalan, K. (2005). Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In Non-Native Language Teachers. (pp. 283–303). https://doi.org/10.1007/0-387-24565-0_15 Richards, K. (2003). Qualitative Inquiry in TESOL. Palgrave Macmillan. Rubiano, C. ., Frodden, C., & Cardona, G. (2000). The Impact of the Colombian Framework for English (COFE) project: An Insiders’ Perspective. Íkala, Revista de Lenguaje y Cultura., 5(9–10), 37–54. ShareAmerica. (2019). Helping Children Who Flee Venezuela to Stay in School. September. Sierra, Piedrahíta. Ana, M. (2018). Changing Teaching Practices: The Impact of a Professional Development Program on a English Language Teacher. Íkala, Revista Del Lenguaje y Cultura. 23(1). https://doi.org/DOI: 10.17533/udea.ikala.v23n01a08 Ulrich, K. (2006). How to write your life story. Ivy Press Limited. Usma, J. A. (2009). Education and Language Policy in Colombia: Exploring processes of Inclusion, Exclusion and Stratification, in Times of Global Reform. Profile, 11(1). |
| dc.rights.*.fl_str_mv |
Atribución-NoComercial-SinDerivadas 2.5 Colombia |
| dc.rights.uri.*.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/2.5/co/ |
| dc.rights.local.spa.fl_str_mv |
Abierto (Texto Completo) |
| dc.rights.accessrights.none.fl_str_mv |
info:eu-repo/semantics/openAccess |
| dc.rights.coar.none.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| rights_invalid_str_mv |
Atribución-NoComercial-SinDerivadas 2.5 Colombia http://creativecommons.org/licenses/by-nc-nd/2.5/co/ Abierto (Texto Completo) http://purl.org/coar/access_right/c_abf2 |
| eu_rights_str_mv |
openAccess |
| dc.format.mimetype.spa.fl_str_mv |
application/pdf |
| dc.coverage.campus.spa.fl_str_mv |
CRAI-USTA Duad |
| dc.publisher.spa.fl_str_mv |
Universidad Santo Tomás |
| dc.publisher.program.spa.fl_str_mv |
Pregrado Licenciatura en Lengua Extranjera - Inglés |
| dc.publisher.faculty.spa.fl_str_mv |
Facultad de Educación |
| institution |
Universidad Santo Tomás |
| bitstream.url.fl_str_mv |
https://repository.usta.edu.co/bitstream/11634/32413/1/2021yazminsanchez.pdf https://repository.usta.edu.co/bitstream/11634/32413/2/Carta%20Aprobaci%c3%b3n%20Facultad.pdf https://repository.usta.edu.co/bitstream/11634/32413/3/Carta%20Derechos%20de%20Autor.pdf https://repository.usta.edu.co/bitstream/11634/32413/4/license_rdf https://repository.usta.edu.co/bitstream/11634/32413/5/license.txt https://repository.usta.edu.co/bitstream/11634/32413/6/2021yazminsanchez.pdf.jpg https://repository.usta.edu.co/bitstream/11634/32413/7/Carta%20Aprobaci%c3%b3n%20Facultad.pdf.jpg https://repository.usta.edu.co/bitstream/11634/32413/8/Carta%20Derechos%20de%20Autor.pdf.jpg |
| bitstream.checksum.fl_str_mv |
dcb93569559e3f3aa6d8437042c01da1 bc3a39ce801afe94404dc87016d89cf1 025273d70d46a8950df838e18a477d9e 217700a34da79ed616c2feb68d4c5e06 aedeaf396fcd827b537c73d23464fc27 3836d0b851b305a0fc464aaaf1342f92 8b44924bcb064780905553f74b2a4c29 fa43c8731386d9431a92b379e8b3818c |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio Universidad Santo Tomás |
| repository.mail.fl_str_mv |
repositorio@usantotomas.edu.co |
| _version_ |
1782026410397794304 |
| spelling |
Rodrígiez, SandraSanchez, Yazminhttp://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00012166272021-03-02T15:56:28Z2021-03-02T15:56:28Z2021-02-02Sanchez.Y.(2021) The English Language Learning Experiences and Career Positionong of Teacher Luz Marina. [Trabajo de grado, Licenciatura en Lenguas Extranjeras Inglés, Universidad Santo Tomás] Repositorio Institucional USTAhttp://hdl.handle.net/11634/32413reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coThis narrative research study presents an exploration of the experiences of Luz Marina; a middle school English teacher from Cúcuta, focusing on the impact suffered during the first years of her teaching, caused by struggles with her English language acquisition. Additionally, this narrative study discloses the emotional and ethical motivations this teacher had, in order to go in the to look out for extracurricular English proficiency instruction, which provided her with the needed language training to overcome her limited communicational abilities as well as nourished her with knowledge about international cultures, considering the importance of the sociolinguistic aspect in the English as a foreign language teaching practice. This investigation aims at describing how the participant’s limited confidence in her English language proficiency made her feel anxious and insecure about her professional performance during the inceptive years of her teaching practice. This qualitative study was based on the discourse analysis of the narrated experiences, organized in a chronological set of events, and on the interpretation and description of the subsequent steps taken to overcome the language difficulties exposed by the participant. The implemented instruments of investigation were developed over class observations, pictures, field notes, and semi-structured one on one interviews between the investigator and the participant. This narrative inquiry has been carried out in conformance with the Research Field: The study of the English Language and its Contexts providing foundation for the Research Subproject: The Voices of the LLEI Realities: Life Stories and Experiences at Universidad Santo Tomas, Distant Education Program. Key words: Communicative abilities, Language acquisition, Narrative research, Life experience.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_abf2The English language learning experiences and career positioning of teacher Luz Marina.Communicative abilitiesLanguage acquisitionNarrative researchLife experienceHabilidades comunicacionalesNarrativasLengua inglesaTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadAbe, Y. (2011). Perceptions of Bilingual English Teachers by Teachers and Students. Second Language Studies, 61–106.Allen, M. (2017). Researcher-Participant Relationships. The Sage Enclyclopedia of Communication Research Methods.Andersen, P. A., & Guerrero, L. K. (1998). Principles of communication and emotion in social interaction. In Handbook of communication and emotion: Research, theory, applications, and contexts (pp. 49–96). Academic Press.Arnold, J. (1999). Affect in language learning. Cambridge University Press.Barkhuinzen, G., Benson, P., & Chik, A. (2014). Narrative Inquiry in Language Teaching and Learning Research. Routledge.Bayyurt, Y. (2006). Non‐native english language teachers’ perspective on culture in english as a foreign language classrooms. Teacher Development, 10(2), 233–247. https://doi.org/10.1080/13664530600773366Bogdan, R., & Biklen, S. (2003). Qualitative Research for Education: An Introducton to Theories and Methods. (A. and B. Bacon (ed.); 4th ed.). Pearson.Bonilla Carvajal, C. A., & Tejada-Sanchez, I. (2016). Unanswered Questions in Colombia’s Foreign Language Education Policy. PROFILE Issues in Teachers’ Professional Development, 18(1), 185–201. https://doi.org/10.15446/profile.v18n1.51996Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. John Willey & Sons, Inc.Clandinin, D. J., & Murphy, M. (2009). Rational Ontological Commitments in Narrative Research. Educational Researcher.Creswell, J. W., & Poth, Cheryl, N. (2013). Qualitative Inquiry & Research Design: Choosing among five approaches. (I. Sage Publications (ed.); 3rd Editio).Daiute, C. (2014). Narrative Inquiry: A Dinamic Approach. Sage Publications, INC.Dewey, J. (1938). Experience and Education. McMillan.Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative and Mixed Methodologies. Oxford: Oxford University Press.Engin, M. (2011). Research Diary: A tool for Scaffolding. International Journal of Qualitative Methods., 10(3).Eton, C. (2008). A Dynamic Systems Account of Learning a Word:Form Ecology to Form Relations. Applied Linguistics, 29(3), 339–358.Frenzel, A., & Jacob, B. (2009). Antecedents and Effects to teacher’s emotional Experiences: An integrated perspective and empirical test. https://doi.org/10.1007/978-1-4419-0564-2_7Gomez, M. M. (2017). Review and Analysis of the Colombian Foreign language Bilingualism Policies and Plans. HOW, 24(1).Gonzalez, L. (2010). Hacia una revolución Francesa en la investigación sobre la Didactica del Frances en Colombia. Signo y Pensamiento, XXIX(57), 496–504.Griffee, Dale, T. (2012). An Introduction to Second Language Research Mathods, Design and Data. (1rst.). TESL-EJ Publiations.Jeong-Hee, K. (2016). Understanding Narrative Inquiry. Sage Publications, INC.Kress, G. (2005). Gains and Losses: New Forms of Texts, Knowledge and Learning. Computers and Composition., 22(1), 5–22.Lee, M., Schutz, P. A., & Vlack, S. (2017). Non-native English-speaking teachers’ anxieties and insecurities: Self-perceptions of their communicative limitations: Professional challenges 46 and teacher education. Chapter 6. https://doi.org/10.1515/9781501504143-007Llurda, E. (2005). Non-native Language Teachers. Perceptions, Challenges and Contributions to the Profession. Springer Science + Business Media, Inc.Méndez, P., Garzón, E., & Noriega-Borja, R. (2019). English Teachers’ Subjectivities: Contesting and Resisting Must-be Discourses. English Language Teaching, 12(3), 65. https://doi.org/10.5539/elt.v12n3p65Nacional., M. de E. (n.d.). Orientaciones para la Implementación de Proyectos de Fortalecimiento del Inglés en las Entidades Territoriales.Ocampo, J. F. (2002). La Educación en Colombia: Historias, Realidades y Retos. Cooperativa Editorial Magisterio.Oxford, Rebecca, L. (1995). When Emotion Meets (Meta) cognition in Language Learning Histories. Science Direct, 23(7), 581–594.Phal, K. (2004). Narrative, Artifacts and Cultural Identities: An Ethnographic Study of Communicative Practices in Homes. Linguistics and Education, 15(4).Polkinghorne, D. . (1988). Narrative Knowing and the Human Sciences. State University of New York, Press.Polkinghorne, D. E. (1995). Narrative Configuration in Qualitative Analysis. Life History and Narrative, 5–24.Rajagopalan, K. (2005). Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research. In Non-Native Language Teachers. (pp. 283–303). https://doi.org/10.1007/0-387-24565-0_15Richards, K. (2003). Qualitative Inquiry in TESOL. Palgrave Macmillan.Rubiano, C. ., Frodden, C., & Cardona, G. (2000). The Impact of the Colombian Framework for English (COFE) project: An Insiders’ Perspective. Íkala, Revista de Lenguaje y Cultura., 5(9–10), 37–54.ShareAmerica. (2019). Helping Children Who Flee Venezuela to Stay in School. September.Sierra, Piedrahíta. Ana, M. (2018). Changing Teaching Practices: The Impact of a Professional Development Program on a English Language Teacher. Íkala, Revista Del Lenguaje y Cultura. 23(1). https://doi.org/DOI: 10.17533/udea.ikala.v23n01a08Ulrich, K. (2006). How to write your life story. Ivy Press Limited.Usma, J. A. (2009). Education and Language Policy in Colombia: Exploring processes of Inclusion, Exclusion and Stratification, in Times of Global Reform. Profile, 11(1).ORIGINAL2021yazminsanchez.pdf2021yazminsanchez.pdfTrabajo de Gradoapplication/pdf1452263https://repository.usta.edu.co/bitstream/11634/32413/1/2021yazminsanchez.pdfdcb93569559e3f3aa6d8437042c01da1MD51open accessCarta Aprobación Facultad.pdfCarta Aprobación Facultad.pdfCarta Aprobación Facultadapplication/pdf407681https://repository.usta.edu.co/bitstream/11634/32413/2/Carta%20Aprobaci%c3%b3n%20Facultad.pdfbc3a39ce801afe94404dc87016d89cf1MD52metadata only accessCarta Derechos de Autor.pdfCarta Derechos de Autor.pdfCarta Derechos de Autorapplication/pdf97107https://repository.usta.edu.co/bitstream/11634/32413/3/Carta%20Derechos%20de%20Autor.pdf025273d70d46a8950df838e18a477d9eMD53metadata only accessCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repository.usta.edu.co/bitstream/11634/32413/4/license_rdf217700a34da79ed616c2feb68d4c5e06MD54open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8807https://repository.usta.edu.co/bitstream/11634/32413/5/license.txtaedeaf396fcd827b537c73d23464fc27MD55open accessTHUMBNAIL2021yazminsanchez.pdf.jpg2021yazminsanchez.pdf.jpgIM Thumbnailimage/jpeg5240https://repository.usta.edu.co/bitstream/11634/32413/6/2021yazminsanchez.pdf.jpg3836d0b851b305a0fc464aaaf1342f92MD56open accessCarta Aprobación Facultad.pdf.jpgCarta Aprobación Facultad.pdf.jpgIM Thumbnailimage/jpeg9503https://repository.usta.edu.co/bitstream/11634/32413/7/Carta%20Aprobaci%c3%b3n%20Facultad.pdf.jpg8b44924bcb064780905553f74b2a4c29MD57open accessCarta Derechos de Autor.pdf.jpgCarta Derechos de Autor.pdf.jpgIM Thumbnailimage/jpeg7704https://repository.usta.edu.co/bitstream/11634/32413/8/Carta%20Derechos%20de%20Autor.pdf.jpgfa43c8731386d9431a92b379e8b3818cMD58open access11634/32413oai:repository.usta.edu.co:11634/324132023-01-07 03:16:36.503open accessRepositorio Universidad Santo Tomásrepositorio@usantotomas.edu.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 |