Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research.

Después de dos años de confinamiento total debido a la pandemia, las escuelas vuelven a abrir sus puertas a estudiantes y profesores evidenciando dificultades en el buen desarrollo del aprendizaje bilingüe por factores intrínsecos y extrínsecos. El presente estudio tiene como objetivo diseñar un ent...

Full description

Autores:: Ardila Márquez, Nathaly
Hernández Henao, Mauricio De Jesús
Contreras Montoya, María José

Tipo de recurso:: Masters Thesis

Fecha de publicación:: 2023

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

id	SANTTOMAS2_93075b222755a0e1749b6cc75689279e
oai_identifier_str	oai:repository.usta.edu.co:11634/50896
network_acronym_str	SANTTOMAS2
network_name_str	Repositorio Institucional USTA
repository_id_str
dc.title.spa.fl_str_mv	Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research.
title	Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research.
spellingShingle	Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research. Learning Bilingual Environments Pedagogy by Project 4 C’s of 21st Century Skills Bilingüismo Educación bilingüe Aptitudes de aprendizaje Ambientes Bilingües de Aprendizaje Pedagogía por Proyecto 4Cs Habilidades del Siglo XXI
title_short	Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research.
title_full	Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research.
title_fullStr	Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research.
title_full_unstemmed	Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research.
title_sort	Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research.
dc.creator.fl_str_mv	Ardila Márquez, Nathaly Hernández Henao, Mauricio De Jesús Contreras Montoya, María José
dc.contributor.advisor.none.fl_str_mv	Rodriguez, Yonier López Urbina, Johanna
dc.contributor.author.none.fl_str_mv	Ardila Márquez, Nathaly Hernández Henao, Mauricio De Jesús Contreras Montoya, María José
dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv	Learning Bilingual Environments Pedagogy by Project 4 C’s of 21st Century Skills
topic	Learning Bilingual Environments Pedagogy by Project 4 C’s of 21st Century Skills Bilingüismo Educación bilingüe Aptitudes de aprendizaje Ambientes Bilingües de Aprendizaje Pedagogía por Proyecto 4Cs Habilidades del Siglo XXI
dc.subject.lemb.spa.fl_str_mv	Bilingüismo Educación bilingüe Aptitudes de aprendizaje
dc.subject.proposal.spa.fl_str_mv	Ambientes Bilingües de Aprendizaje Pedagogía por Proyecto 4Cs Habilidades del Siglo XXI
description	Después de dos años de confinamiento total debido a la pandemia, las escuelas vuelven a abrir sus puertas a estudiantes y profesores evidenciando dificultades en el buen desarrollo del aprendizaje bilingüe por factores intrínsecos y extrínsecos. El presente estudio tiene como objetivo diseñar un entorno de aprendizaje bilingüe desarrollando un proyecto pedagógico enmarcado en las 4 C’s de habilidades del siglo XXI con el fin de mejorar el proceso de enseñanza-aprendizaje del inglés. La investigación exploratoria se realizó en alumnos de 4º grado y dos profesores de inglés en una escuela privada de Norte de Santander. Los datos se recogieron mediante entrevistas y encuestas semiestructuradas. Como resultado, surgieron dos categorías: Primero, las contribuciones y los límites de las creaciones de un entorno bilingüe en el proceso de aprendizaje y aprendizaje de una lengua extranjera; segundo: el desarrollo de las habilidades del siglo XXI a través del aprendizaje basado en proyectos (PBL) enmarcado en un entorno de aprendizaje apropiado para mejorar el proceso de aprendizaje y enseñanza de una segunda lengua. Los hallazgos indican que el diseño de un entorno de aprendizaje basado en los 7 principios propuestos por la OECD favorece el desarrollo de competencias para la vida que ayuden a afrontar los retos de la sociedad actual. Así, involucrar una estrategia pedagógica como la pedagogía de proyecto enmarcada en un entorno adecuado contribuye de manera positiva y efectiva al proceso de aprendizaje y enseñanza de una segunda lengua.
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2023-06-28T13:30:17Z
dc.date.available.none.fl_str_mv	2023-06-28T13:30:17Z
dc.date.issued.none.fl_str_mv	2023-06-15
dc.type.local.spa.fl_str_mv	Tesis de maestría
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/acceptedVersion
dc.type.coar.spa.fl_str_mv	http://purl.org/coar/resource_type/c_bdcc
dc.type.drive.none.fl_str_mv	info:eu-repo/semantics/masterThesis
format	http://purl.org/coar/resource_type/c_bdcc
status_str	acceptedVersion
dc.identifier.citation.spa.fl_str_mv	Ardila Márquez, N., Contreras Montoya, M. J., Hernández Henao, M. J. (2023). Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research. [Trabajo de maestría, Universidad Santo Tomás]. Repositorio institucional.
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11634/50896
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	Ardila Márquez, N., Contreras Montoya, M. J., Hernández Henao, M. J. (2023). Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research. [Trabajo de maestría, Universidad Santo Tomás]. Repositorio institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
url	http://hdl.handle.net/11634/50896
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.references.spa.fl_str_mv	Aldridge, J. M., & Bianchet, S. (2022). Using student feedback about the learning environment as a starting point for co-construction. Learning Environments Research. .https://link.springer.com/article/10.1007/s10984-021-09403-9 Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., and Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: a case study in Indonesia. https://www.ejecs.org/index.php/JECS/article/view/388 Araque, D. (2021). Module 1. Concepts and Considerations. Informally published work.m Fliphtml5.Com. Retrieved from: https://fliphtml5.com/hpdre/llsx Araque, D. (2021). Module 3. Learning Environment for Educational Change: Moving forward into the Future. Informally published work. Retrieved from: https://fliphtml5.com/hpdre/xymc Araque, D. M. and Rodríguez,S. (2019). Maestría en ambientes bilingües de aprendizaje, estudio de pertinencia. https://repository.usta.edu.co/bitstream/handle/11634/31138/ESTUDIO%20PERTINENCIA_MABA_ARAQUE_M.RODRIGUEZ_S.pdf?sequence=1&isAllowed=y Ardila, A. (2012). Advantages and disadvantages of bilingualism. Forma y Función, 25(2), 99-114. http://www.scielo.org.co/scielo.php?pid=S0120-338X2012000200005&script=sci_abstract Arpin, L. & Capra, L. (2001). L'apprentissage par Projets. https://books.google.com.co/books?hl=es&lr=&id=3gqbs65bZHUC&oi=fnd&pg=PR7&dq=Arpin +et+Capra+L%27apprentissage+par+projets&ots=NJg0aTPdgk&sig=j599HASj_Wp4RmJ1GUU Nlo1u0zQ#v=onepage&q=Arpin%20et%20Capra%20L'apprentissage%20par%20projets&f=false Babatunde A. & Soykan E. (2020): Covid-19 pandemic and online learning: the challenges and opportunities, Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180 Bermúdez Jiménez, J. R., y Y.J. Fandiño Parra (2012). El fenómeno bilingüe: perspectivas y tendencias en bilingüismo. Revista de la Universidad de La Salle. https://ciencia.lasalle.edu.co/cgi/viewcontent.cgi?article=1309&context=ruls Bilgin, R.& Yildiz, Y. (2022) The Views of Instructors in Foreign Language Teaching with Distance Education Model during the Covid 19 Pandemic Process: A Study at Tishk International University in Erbil, Iraq. International Journal of Social Sciences & Educational Studies. https://ijsses.tiu.edu.iq/index.php/volume-9-issue-1-article-9/ Bri, D., García, M., Coll, H., & Lloret, J. (2009). A study of virtual learning environments. Wseas transactions on advances in engineering education, 6(1), 33-43.https://www.academia.edu/6077560/A_Study_of_Virtual_Learning_Environments Broom, D. (2020). Homeschooling during the coronavirus pandemic could change education forever, says the OECD. https://cutt.ly/YVU2YzT Bru et Not, (1987) Où va la pédagogie du projet ?, Editions Universitaires du Sud. https://www.persee.fr/doc/rfp_05567807_1988_num_84_1_2441_t1_0083_0000_1 Bünyamin Çelik, Recep Bilgin & Yunus Yıldız (2022). The Views of Instructors in Foreign Language Teaching with Distance Education Model during the Covid 19 Pandemic Process: A Study at Tishk International University in Erbil, Iraq. http://eprints.tiu.edu.iq/934/1/ijsses.v9i1p148.pdf Cano, M., Angel, L. (1995). Espacio, comunicación y aprendizaje. Serie Práctica N 4. Sevilla: Díada Editorial S.L. Cuban, L. (2004). The Open Classroom: Were Schools Without Walls Just Another Fad?. Education Next, 4(2), 68-71. Doan Thi Hue Dung. "The Advantages and Disadvantages of Virtual Learning." IOSR Journal of Research & Method in Education (IOSR-JRME), 10(3), (2020): pp. 45-48. Erdoğan, V. (2019). Integrating 4C skills of the 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113-124.https://www.ijern.com/journal/2019/November-2019/09.pdf Fishbane, L., & Tomer, A. (2020). As classes move online during COVID-19, what are disconnected students to do? Brookings. https://www.brookings.edu/blog/the-avenue/2020/03/20/as-classes-move-online-during-covid-19-what-are-disconnected-students-to-do/ Huberman et Miles (1993) Analyse des données qualitatives : recueil de nouvelles méthodes.https://www.persee.fr/doc/rfp_05567807_1993_num_105_1_2525_t1_0132_000 0_2. Hyangeun J., Parkb H. & Won Shinc. (2022). Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment. https://www.sciencedirect.com/science/article/abs/pii/S0346251X2200001X KÖKTÜRK, Ş. & Odacıoğlu, M.& Uysal,. (2016). Bilingualism and Bilingual Education, Bilingualism and Translational Action. International Journal of Linguistics. 8. 72. 10.5296/ijl.v8i3.9601. https://www.researchgate.net/publication/304915970_Bilingualism_and_Bilingual_Educati on_Bilingualism_and_Translational_Action Lenis, L. (2013) ¿Qué es la Pedagogía por proyectos? (2). (S.F.). https://sites.google.com/site/indagarendemocracia/diferenciando-pedagogia-por-proyectos/pedagogia-por-proyectos/pedagogia-por-proyectos-continuacion Maheshwari, G. (2021). Factors affecting students’ intentions to undertake online learning: an empirical study in Vietnam. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/s10639-021-10465-8 National Education Association. (2015). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs”. http://www.nea.org/assets/docs/A- Guide-to-Four-Cs.pdf OECD (2017), The OECD Handbook for Innovative Learning Environments, OECD, Publishing, Paris, http://dx.doi.org/9789264277274-en. Onorina P. M. & Botezat (2022). The Impact of the Use of Social Media on Second Language Acquisition. https://www.sciencedirect.com/science/article/pii/S1877050921016604 Ordóñez, C. L. (2011). Education for bilingualism: Connecting Spanish and English from the curriculum, into the classroom, and beyond. Profile Issues in TeachersProfessional Development, 13(2), 147-161. https://acortar.link/irXzGk Partnership for the 21st Century. (2009). P21 framework definitions: Partnership for 21st Century Skills. https://files.eric.ed.gov/fulltext/ED519462.pdf Perrenoud, P. (2008). Dix nouvelles compétences pour enseigner. https://www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/OUVRAGES/Perrenoud_19 99_A.html Perrichon, E. (2009). Perspective actionnelle et pédagogie du projet : De la culture individuelle à la construction d’une culture d’action collective. https://gerflint.fr/Base/Baltique6/perrichon.pdf Roncancio R.D. and Buitrago B. M. (2018). Factores que intervienen en el aprendizaje de inglés en la academia Power English de Zipaquirá . https://repository.ugc.edu.co/handle/11396/4713 Rouvrais, J. O.-M. (2005). Séances de démarrage : mise en exergue des objectifs en pédagogie par projets. ResearchGate. https://www.researchgate.net/publication/267719299_seances_de_demarrage_mise_en_exe rgue_des_objectifs_en_pedagogie_par_projets Rusticus, S. A., Pashootan, T., & Mah, A. (2022). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 1-15. https://link.springer.com/article/10.1007/s10984-022-09410-4 Sánchez, M. P., & de Tembleque, R. R. (1986). La educación bilingüe y el aprendizaje de una segunda lengua: sus características y principios fundamentales. Infancia y aprendizaje, 9(33), 3-25. https://www.tandfonline.com/doi/abs/10.1080/02103702.1986.10822102 Sipra, M. (2013). Contribution of bilingualism in language teaching. English Language Teaching, 6(1). Published by Canadian Center of Science and Education. doi:10.5539/elt.v6n1p56 Tao J. & Gao X. (2022). Teaching and learning languages online: Challenges and responses. https://www.sciencedirect.com/science/article/pii/S0346251X22001002#bib70 UNESCO Perú. (2016). Innovación educativa. Herramientas de apoyo para el trabajo docente. Lima: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247005/PDF/247005spa.pdf.multi Van Roekel, N. P. D. (2008). Technology in schools: The ongoing challenge of access, adequacy and equity. National Education Association, Washington DC. http://www.nea.org/assets/docs/PB19_Technology08.pdf Veliyeva, M. (2015). Bilingualism in education. Theory and Practice in Language Studies, 5(12), 2448. DOI: http://dx.doi.org/10.17507/tpls.0512.03 Villalba, N., & Martínez, A. (2014). Estilos de aprendizaje de segundas lenguas y formación bilingüe consecutiva en educación primaria, secundaria y superior: hacia un estado del arte. Universidad del Valle. https://www.tandfonline.com/doi/abs/10.1080/02103702.1986.10822102 Vive.(2021). La importancia del bilingüismo en la educación. UNIR. https://www.unir.net/educacion/revista/importancia-bilinguismo-educacion/#:~:text=Facilita%20las%20relaciones%20y%20el,desarrollo%20cerebral%20pr eparado%20para%20ello. Zabalza, M. (2003) Innovación en la enseñanza universitaria. Contextos Educativos. Revista de Educación. https://publicaciones.unirioja.es/ojs/index.php/contextos/article/view/531/495
dc.relation.youtube.spa.fl_str_mv	https://youtu.be/wQVqK9CSGqw
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.spa.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	video/mp4
dc.coverage.campus.spa.fl_str_mv	CRAI-USTA Bogotá
dc.publisher.spa.fl_str_mv	Universidad Santo Tomás
dc.publisher.program.spa.fl_str_mv	Maestría Ambientes Bilingües de Aprendizaje
dc.publisher.faculty.spa.fl_str_mv	Facultad Educación
institution	Universidad Santo Tomás
bitstream.url.fl_str_mv	https://repository.usta.edu.co/bitstream/11634/50896/9/2023%20nathaly%20Ardila%20articulo%20principal%20NMM.pdf.jpg https://repository.usta.edu.co/bitstream/11634/50896/10/2023Nathalyardila1%20CARTA%20APROBACI%c3%93N%20CRAI%20-.pdf.jpg https://repository.usta.edu.co/bitstream/11634/50896/11/2023%20Ardila%20Nathaly%202%20carta%20de%20autorizacion.pdf.jpg https://repository.usta.edu.co/bitstream/11634/50896/12/2023%20Hernandez%20Mauricio%202%2c%20carta%20de%20autorizacion.pdf.jpg https://repository.usta.edu.co/bitstream/11634/50896/13/2023%20Maria%20Jose%20Contreras%203%2c%20carta%20de%20autorizacion.pdf.jpg https://repository.usta.edu.co/bitstream/11634/50896/14/2023%20Ardila%20Nathaly%203%20RAE-USTA.pdf.jpg https://repository.usta.edu.co/bitstream/11634/50896/1/2023%20nathaly%20Ardila%20articulo%20principal%20NMM.pdf https://repository.usta.edu.co/bitstream/11634/50896/2/2023Nathalyardila1%20CARTA%20APROBACI%c3%93N%20CRAI%20-.pdf https://repository.usta.edu.co/bitstream/11634/50896/3/2023%20Ardila%20Nathaly%202%20carta%20de%20autorizacion.pdf https://repository.usta.edu.co/bitstream/11634/50896/4/2023%20Hernandez%20Mauricio%202%2c%20carta%20de%20autorizacion.pdf https://repository.usta.edu.co/bitstream/11634/50896/5/2023%20Maria%20Jose%20Contreras%203%2c%20carta%20de%20autorizacion.pdf https://repository.usta.edu.co/bitstream/11634/50896/6/2023%20Ardila%20Nathaly%203%20RAE-USTA.pdf https://repository.usta.edu.co/bitstream/11634/50896/7/license_rdf https://repository.usta.edu.co/bitstream/11634/50896/8/license.txt
bitstream.checksum.fl_str_mv	a5db6f1e00fc0c97ee96709a035f8ffd 4b9fcdfc2945b40e120d07d2040d2815 91377131d18b01a9e9e8ecaeb3b39d6c 66f139e7fba8b357e9e6ebcc042463cb 75359bcca010e16ff2b908cbaab9e566 c12f831aff06429106668ec1efec13e2 4eef63afdf01ecab9e1cde2fa45bd88b 84bfeb965531a6bb42cd1b2b4491376c a370dd0010e8308945b844aaa6595de8 77682da40417dd7c0ad4a880aae86f71 6eaafd3eef9ed142d656c7a212b66118 34c0f9dd1f64e75d08d1ef37060d221e 217700a34da79ed616c2feb68d4c5e06 aedeaf396fcd827b537c73d23464fc27
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5 MD5 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_	1782026193875238912
spelling	Rodriguez, YonierLópez Urbina, JohannaArdila Márquez, NathalyHernández Henao, Mauricio De JesúsContreras Montoya, María JoséUniversidad Santo Tomás2023-06-28T13:30:17Z2023-06-28T13:30:17Z2023-06-15Ardila Márquez, N., Contreras Montoya, M. J., Hernández Henao, M. J. (2023). Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research. [Trabajo de maestría, Universidad Santo Tomás]. Repositorio institucional.http://hdl.handle.net/11634/50896reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coDespués de dos años de confinamiento total debido a la pandemia, las escuelas vuelven a abrir sus puertas a estudiantes y profesores evidenciando dificultades en el buen desarrollo del aprendizaje bilingüe por factores intrínsecos y extrínsecos. El presente estudio tiene como objetivo diseñar un entorno de aprendizaje bilingüe desarrollando un proyecto pedagógico enmarcado en las 4 C’s de habilidades del siglo XXI con el fin de mejorar el proceso de enseñanza-aprendizaje del inglés. La investigación exploratoria se realizó en alumnos de 4º grado y dos profesores de inglés en una escuela privada de Norte de Santander. Los datos se recogieron mediante entrevistas y encuestas semiestructuradas. Como resultado, surgieron dos categorías: Primero, las contribuciones y los límites de las creaciones de un entorno bilingüe en el proceso de aprendizaje y aprendizaje de una lengua extranjera; segundo: el desarrollo de las habilidades del siglo XXI a través del aprendizaje basado en proyectos (PBL) enmarcado en un entorno de aprendizaje apropiado para mejorar el proceso de aprendizaje y enseñanza de una segunda lengua. Los hallazgos indican que el diseño de un entorno de aprendizaje basado en los 7 principios propuestos por la OECD favorece el desarrollo de competencias para la vida que ayuden a afrontar los retos de la sociedad actual. Así, involucrar una estrategia pedagógica como la pedagogía de proyecto enmarcada en un entorno adecuado contribuye de manera positiva y efectiva al proceso de aprendizaje y enseñanza de una segunda lengua.After two years in a total confinement due to the pandemic, schools open their doors again to students and teachers evidencing affection in the good development of bilingual learning by intrinsic and extrinsic factors. The present study is aimed at designing a bilingual learning environment developing a pedagogical project such as the 4 C’s of 21st century skills in order to improve the English teaching-learning process. The exploratory research was conducted on students from 4th grade and two English teachers at a private school in Norte de Santander. The data was collected by semi-structures interviews and surveys. As a result, two categories emerged: First, the contributions and limits of the creations of a bilingual environment in the learning and reaching process of a foreign language; second: the development 21st century skills through a Project Based Learning (PBL) framed in an appropriated learning environment for improving the learning and teaching process of a second language. The findings indicate that the design of a learning environment based on the principles proposed by favor the development of competence for life that help to face the challenges of today’s society. Thus, involving a pedagogical strategy such as project pedagogy framed in an appropriate environment contributes positively and effectively the process of learning and teaching a second language.Magíster en Ambientes Bilingües de AprendizajeMaestríavideo/mp4spaUniversidad Santo TomásMaestría Ambientes Bilingües de AprendizajeFacultad 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_abf2Design of a bilingual learning environment framed in a pedagogical project and the 4 C’s of 21st century skills as a teaching strategy aimed at improving second language learning processes, two primary english teachers from a private school in Norte de Santander (Colombia). An exploratory research.Learning Bilingual EnvironmentsPedagogy by Project4 C’s of 21st Century SkillsBilingüismoEducación bilingüeAptitudes de aprendizajeAmbientes Bilingües de AprendizajePedagogía por Proyecto4Cs Habilidades del Siglo XXITesis de maestríainfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:eu-repo/semantics/masterThesisCRAI-USTA BogotáAldridge, J. M., & Bianchet, S. (2022). Using student feedback about the learning environment as a starting point for co-construction. Learning Environments Research. .https://link.springer.com/article/10.1007/s10984-021-09403-9Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., and Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: a case study in Indonesia. https://www.ejecs.org/index.php/JECS/article/view/388Araque, D. (2021). Module 1. Concepts and Considerations. Informally published work.m Fliphtml5.Com. Retrieved from: https://fliphtml5.com/hpdre/llsxAraque, D. (2021). Module 3. Learning Environment for Educational Change: Moving forward into the Future. Informally published work. Retrieved from: https://fliphtml5.com/hpdre/xymcAraque, D. M. and Rodríguez,S. (2019). Maestría en ambientes bilingües de aprendizaje, estudio de pertinencia. https://repository.usta.edu.co/bitstream/handle/11634/31138/ESTUDIO%20PERTINENCIA_MABA_ARAQUE_M.RODRIGUEZ_S.pdf?sequence=1&isAllowed=yArdila, A. (2012). Advantages and disadvantages of bilingualism. Forma y Función, 25(2), 99-114. http://www.scielo.org.co/scielo.php?pid=S0120-338X2012000200005&script=sci_abstractArpin, L. & Capra, L. (2001). L'apprentissage par Projets. https://books.google.com.co/books?hl=es&lr=&id=3gqbs65bZHUC&oi=fnd&pg=PR7&dq=Arpin +et+Capra+L%27apprentissage+par+projets&ots=NJg0aTPdgk&sig=j599HASj_Wp4RmJ1GUU Nlo1u0zQ#v=onepage&q=Arpin%20et%20Capra%20L'apprentissage%20par%20projets&f=falseBabatunde A. & Soykan E. (2020): Covid-19 pandemic and online learning: the challenges and opportunities, Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180Bermúdez Jiménez, J. R., y Y.J. Fandiño Parra (2012). El fenómeno bilingüe: perspectivas y tendencias en bilingüismo. Revista de la Universidad de La Salle. https://ciencia.lasalle.edu.co/cgi/viewcontent.cgi?article=1309&context=rulsBilgin, R.& Yildiz, Y. (2022) The Views of Instructors in Foreign Language Teaching with Distance Education Model during the Covid 19 Pandemic Process: A Study at Tishk International University in Erbil, Iraq. International Journal of Social Sciences & Educational Studies. https://ijsses.tiu.edu.iq/index.php/volume-9-issue-1-article-9/Bri, D., García, M., Coll, H., & Lloret, J. (2009). A study of virtual learning environments. Wseas transactions on advances in engineering education, 6(1), 33-43.https://www.academia.edu/6077560/A_Study_of_Virtual_Learning_EnvironmentsBroom, D. (2020). Homeschooling during the coronavirus pandemic could change education forever, says the OECD. https://cutt.ly/YVU2YzTBru et Not, (1987) Où va la pédagogie du projet ?, Editions Universitaires du Sud. https://www.persee.fr/doc/rfp_05567807_1988_num_84_1_2441_t1_0083_0000_1Bünyamin Çelik, Recep Bilgin & Yunus Yıldız (2022). The Views of Instructors in Foreign Language Teaching with Distance Education Model during the Covid 19 Pandemic Process: A Study at Tishk International University in Erbil, Iraq. http://eprints.tiu.edu.iq/934/1/ijsses.v9i1p148.pdfCano, M., Angel, L. (1995). Espacio, comunicación y aprendizaje. Serie Práctica N 4. Sevilla: Díada Editorial S.L. Cuban, L. (2004). The Open Classroom: Were Schools Without Walls Just Another Fad?. Education Next, 4(2), 68-71. Doan Thi Hue Dung. "The Advantages and Disadvantages of Virtual Learning." IOSR Journal of Research & Method in Education (IOSR-JRME), 10(3), (2020): pp. 45-48.Erdoğan, V. (2019). Integrating 4C skills of the 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113-124.https://www.ijern.com/journal/2019/November-2019/09.pdfFishbane, L., & Tomer, A. (2020). As classes move online during COVID-19, what are disconnected students to do? Brookings. https://www.brookings.edu/blog/the-avenue/2020/03/20/as-classes-move-online-during-covid-19-what-are-disconnected-students-to-do/Huberman et Miles (1993) Analyse des données qualitatives : recueil de nouvelles méthodes.https://www.persee.fr/doc/rfp_05567807_1993_num_105_1_2525_t1_0132_000 0_2.Hyangeun J., Parkb H. & Won Shinc. (2022). Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment. https://www.sciencedirect.com/science/article/abs/pii/S0346251X2200001XKÖKTÜRK, Ş. & Odacıoğlu, M.& Uysal,. (2016). Bilingualism and Bilingual Education, Bilingualism and Translational Action. International Journal of Linguistics. 8. 72. 10.5296/ijl.v8i3.9601. https://www.researchgate.net/publication/304915970_Bilingualism_and_Bilingual_Educati on_Bilingualism_and_Translational_ActionLenis, L. (2013) ¿Qué es la Pedagogía por proyectos? (2). (S.F.). https://sites.google.com/site/indagarendemocracia/diferenciando-pedagogia-por-proyectos/pedagogia-por-proyectos/pedagogia-por-proyectos-continuacionMaheshwari, G. (2021). Factors affecting students’ intentions to undertake online learning: an empirical study in Vietnam. https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/s10639-021-10465-8National Education Association. (2015). Preparing 21st century students for a global society: An educator’s guide to the “Four Cs”. http://www.nea.org/assets/docs/A- Guide-to-Four-Cs.pdfOECD (2017), The OECD Handbook for Innovative Learning Environments, OECD, Publishing, Paris, http://dx.doi.org/9789264277274-en.Onorina P. M. & Botezat (2022). The Impact of the Use of Social Media on Second Language Acquisition. https://www.sciencedirect.com/science/article/pii/S1877050921016604Ordóñez, C. L. (2011). Education for bilingualism: Connecting Spanish and English from the curriculum, into the classroom, and beyond. Profile Issues in TeachersProfessional Development, 13(2), 147-161. https://acortar.link/irXzGkPartnership for the 21st Century. (2009). P21 framework definitions: Partnership for 21st Century Skills. https://files.eric.ed.gov/fulltext/ED519462.pdfPerrenoud, P. (2008). Dix nouvelles compétences pour enseigner. https://www.unige.ch/fapse/SSE/teachers/perrenoud/php_main/OUVRAGES/Perrenoud_19 99_A.htmlPerrichon, E. (2009). Perspective actionnelle et pédagogie du projet : De la culture individuelle à la construction d’une culture d’action collective. https://gerflint.fr/Base/Baltique6/perrichon.pdfRoncancio R.D. and Buitrago B. M. (2018). Factores que intervienen en el aprendizaje de inglés en la academia Power English de Zipaquirá . https://repository.ugc.edu.co/handle/11396/4713Rouvrais, J. O.-M. (2005). Séances de démarrage : mise en exergue des objectifs en pédagogie par projets. ResearchGate. https://www.researchgate.net/publication/267719299_seances_de_demarrage_mise_en_exe rgue_des_objectifs_en_pedagogie_par_projetsRusticus, S. A., Pashootan, T., & Mah, A. (2022). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 1-15. https://link.springer.com/article/10.1007/s10984-022-09410-4Sánchez, M. P., & de Tembleque, R. R. (1986). La educación bilingüe y el aprendizaje de una segunda lengua: sus características y principios fundamentales. Infancia y aprendizaje, 9(33), 3-25. https://www.tandfonline.com/doi/abs/10.1080/02103702.1986.10822102Sipra, M. (2013). Contribution of bilingualism in language teaching. English Language Teaching, 6(1). Published by Canadian Center of Science and Education. doi:10.5539/elt.v6n1p56Tao J. & Gao X. (2022). Teaching and learning languages online: Challenges and responses. https://www.sciencedirect.com/science/article/pii/S0346251X22001002#bib70UNESCO Perú. (2016). Innovación educativa. Herramientas de apoyo para el trabajo docente. Lima: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000247005/PDF/247005spa.pdf.multiVan Roekel, N. P. D. (2008). Technology in schools: The ongoing challenge of access, adequacy and equity. National Education Association, Washington DC. http://www.nea.org/assets/docs/PB19_Technology08.pdfVeliyeva, M. (2015). Bilingualism in education. Theory and Practice in Language Studies, 5(12), 2448. DOI: http://dx.doi.org/10.17507/tpls.0512.03Villalba, N., & Martínez, A. (2014). Estilos de aprendizaje de segundas lenguas y formación bilingüe consecutiva en educación primaria, secundaria y superior: hacia un estado del arte. Universidad del Valle. https://www.tandfonline.com/doi/abs/10.1080/02103702.1986.10822102Vive.(2021). La importancia del bilingüismo en la educación. UNIR. https://www.unir.net/educacion/revista/importancia-bilinguismo-educacion/#:~:text=Facilita%20las%20relaciones%20y%20el,desarrollo%20cerebral%20pr eparado%20para%20ello.Zabalza, M. (2003) Innovación en la enseñanza universitaria. Contextos Educativos. Revista de Educación. https://publicaciones.unirioja.es/ojs/index.php/contextos/article/view/531/495https://youtu.be/wQVqK9CSGqwTHUMBNAIL2023 nathaly Ardila articulo principal NMM.pdf.jpg2023 nathaly Ardila articulo principal NMM.pdf.jpgIM Thumbnailimage/jpeg8441https://repository.usta.edu.co/bitstream/11634/50896/9/2023%20nathaly%20Ardila%20articulo%20principal%20NMM.pdf.jpga5db6f1e00fc0c97ee96709a035f8ffdMD59open access2023Nathalyardila1 CARTA APROBACIÓN CRAI -.pdf.jpg2023Nathalyardila1 CARTA APROBACIÓN CRAI -.pdf.jpgIM Thumbnailimage/jpeg6934https://repository.usta.edu.co/bitstream/11634/50896/10/2023Nathalyardila1%20CARTA%20APROBACI%c3%93N%20CRAI%20-.pdf.jpg4b9fcdfc2945b40e120d07d2040d2815MD510open access2023 Ardila Nathaly 2 carta de autorizacion.pdf.jpg2023 Ardila Nathaly 2 carta de autorizacion.pdf.jpgIM Thumbnailimage/jpeg8218https://repository.usta.edu.co/bitstream/11634/50896/11/2023%20Ardila%20Nathaly%202%20carta%20de%20autorizacion.pdf.jpg91377131d18b01a9e9e8ecaeb3b39d6cMD511open access2023 Hernandez Mauricio 2, carta de autorizacion.pdf.jpg2023 Hernandez Mauricio 2, carta de autorizacion.pdf.jpgIM Thumbnailimage/jpeg8337https://repository.usta.edu.co/bitstream/11634/50896/12/2023%20Hernandez%20Mauricio%202%2c%20carta%20de%20autorizacion.pdf.jpg66f139e7fba8b357e9e6ebcc042463cbMD512open access2023 Maria Jose Contreras 3, carta de autorizacion.pdf.jpg2023 Maria Jose Contreras 3, carta de autorizacion.pdf.jpgIM Thumbnailimage/jpeg8199https://repository.usta.edu.co/bitstream/11634/50896/13/2023%20Maria%20Jose%20Contreras%203%2c%20carta%20de%20autorizacion.pdf.jpg75359bcca010e16ff2b908cbaab9e566MD513open access2023 Ardila Nathaly 3 RAE-USTA.pdf.jpg2023 Ardila Nathaly 3 RAE-USTA.pdf.jpgIM Thumbnailimage/jpeg11195https://repository.usta.edu.co/bitstream/11634/50896/14/2023%20Ardila%20Nathaly%203%20RAE-USTA.pdf.jpgc12f831aff06429106668ec1efec13e2MD514open accessORIGINAL2023 nathaly Ardila articulo principal NMM.pdf2023 nathaly Ardila articulo principal NMM.pdfArticulo principalapplication/pdf1351813https://repository.usta.edu.co/bitstream/11634/50896/1/2023%20nathaly%20Ardila%20articulo%20principal%20NMM.pdf4eef63afdf01ecab9e1cde2fa45bd88bMD51open access2023Nathalyardila1 CARTA APROBACIÓN CRAI -.pdf2023Nathalyardila1 CARTA APROBACIÓN CRAI -.pdfCarta aceptación Facultadapplication/pdf122631https://repository.usta.edu.co/bitstream/11634/50896/2/2023Nathalyardila1%20CARTA%20APROBACI%c3%93N%20CRAI%20-.pdf84bfeb965531a6bb42cd1b2b4491376cMD52metadata only access2023 Ardila Nathaly 2 carta de autorizacion.pdf2023 Ardila Nathaly 2 carta de autorizacion.pdfCarta autorizacion 1application/pdf107211https://repository.usta.edu.co/bitstream/11634/50896/3/2023%20Ardila%20Nathaly%202%20carta%20de%20autorizacion.pdfa370dd0010e8308945b844aaa6595de8MD53metadata only access2023 Hernandez Mauricio 2, carta de autorizacion.pdf2023 Hernandez Mauricio 2, carta de autorizacion.pdfCarta autorización 2application/pdf108380https://repository.usta.edu.co/bitstream/11634/50896/4/2023%20Hernandez%20Mauricio%202%2c%20carta%20de%20autorizacion.pdf77682da40417dd7c0ad4a880aae86f71MD54metadata only access2023 Maria Jose Contreras 3, carta de autorizacion.pdf2023 Maria Jose Contreras 3, carta de autorizacion.pdfCarta autorización 3application/pdf106522https://repository.usta.edu.co/bitstream/11634/50896/5/2023%20Maria%20Jose%20Contreras%203%2c%20carta%20de%20autorizacion.pdf6eaafd3eef9ed142d656c7a212b66118MD55metadata only access2023 Ardila Nathaly 3 RAE-USTA.pdf2023 Ardila Nathaly 3 RAE-USTA.pdfRAE-USTAapplication/pdf109254https://repository.usta.edu.co/bitstream/11634/50896/6/2023%20Ardila%20Nathaly%203%20RAE-USTA.pdf34c0f9dd1f64e75d08d1ef37060d221eMD56open accessCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repository.usta.edu.co/bitstream/11634/50896/7/license_rdf217700a34da79ed616c2feb68d4c5e06MD57open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8807https://repository.usta.edu.co/bitstream/11634/50896/8/license.txtaedeaf396fcd827b537c73d23464fc27MD58open access11634/50896oai:repository.usta.edu.co:11634/508962023-06-29 03:03:39.172open accessRepositorio Universidad Santo Tomásrepositorio@usantotomas.edu.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

Publicaciones similares