Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia
En esta investigación se analizó la incidencia de la estrategia Sister Classroom con respecto a la competencia comunicativa en un grupo de estudiantes de octavo grado de un colegio público bilingüe en Barranquilla, Colombia . La investigación se llevó a cabo mediante un estudio de caso cualitativo u...
- Autores:
-
Padilla Maldonado, Katerine Paola
Caro Almeida, Ronald Javier
Peña Soto, Brian Edgardo
- Tipo de recurso:
- Masters Thesis
- Fecha de publicación:
- 2023
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/48728
- Acceso en línea:
- http://hdl.handle.net/11634/48728
- Palabra clave:
- case study
Sister Classroom strategy
bilingualism
communicative competence
Educación
Educación bilingüe
Comunicación
estudio de caso
estrategia Sister Classroom
bilingüismo
competencia comunicativa
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia |
| title |
Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia |
| spellingShingle |
Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia case study Sister Classroom strategy bilingualism communicative competence Educación Educación bilingüe Comunicación estudio de caso estrategia Sister Classroom bilingüismo competencia comunicativa |
| title_short |
Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia |
| title_full |
Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia |
| title_fullStr |
Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia |
| title_full_unstemmed |
Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia |
| title_sort |
Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia |
| dc.creator.fl_str_mv |
Padilla Maldonado, Katerine Paola Caro Almeida, Ronald Javier Peña Soto, Brian Edgardo |
| dc.contributor.advisor.none.fl_str_mv |
Trujillo Díaz, Laura M. |
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Padilla Maldonado, Katerine Paola Caro Almeida, Ronald Javier Peña Soto, Brian Edgardo |
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https://orcid.org/0000-0002-3343-3473 |
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https://scholar.google.com/citations?hl=es&user=nEl34BkAAAAJ |
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https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001909975 |
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Universidad Santo Tomás |
| dc.subject.keyword.spa.fl_str_mv |
case study Sister Classroom strategy bilingualism communicative competence |
| topic |
case study Sister Classroom strategy bilingualism communicative competence Educación Educación bilingüe Comunicación estudio de caso estrategia Sister Classroom bilingüismo competencia comunicativa |
| dc.subject.lemb.spa.fl_str_mv |
Educación Educación bilingüe Comunicación |
| dc.subject.proposal.spa.fl_str_mv |
estudio de caso estrategia Sister Classroom bilingüismo competencia comunicativa |
| description |
En esta investigación se analizó la incidencia de la estrategia Sister Classroom con respecto a la competencia comunicativa en un grupo de estudiantes de octavo grado de un colegio público bilingüe en Barranquilla, Colombia . La investigación se llevó a cabo mediante un estudio de caso cualitativo utilizando un método de análisis inductivo y utilizando instrumentos mixtos de recopilación de datos, como el análisis de documentos y encuestas escala de Likert. El análisis de los datos evidenció tres aspectos principales que resultaron de la participación de los estudiantes en múltiples sesiones de Sister Classroom: la mejora de la conciencia cultural, la articulación del lenguaje con contextos significativos y la construcción de conexiones interpersonales. Estos a su vez se dividieron en dos subcategorías cada uno para detallar la incidencia en estos aspectos. Se concluyó que estos tres aspectos representaron una gran incidencia en los estudiantes con relación a su competencia comunicativa desde la estrategia Sister Classroom. Gracias a la exposición e interacción con estudiantes de otros países, lograron desarrollar y/o mejorar habilidades culturales, interpersonales y sociolingüísticas que contribuyen al crecimiento del bilingüismo. |
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2023 |
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2023-01-20T13:39:15Z |
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2023-01-20T13:39:15Z |
| dc.date.issued.none.fl_str_mv |
2023-01-18 |
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Tesis de maestría |
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info:eu-repo/semantics/acceptedVersion |
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Padilla Maldonado, K. P., Caro Almeida, R. J. & Peña Soto, B. E. (2022). Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia. [Tesis de grado Universidad Santo Tomás]. Repositorio Institucional |
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http://hdl.handle.net/11634/48728 |
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reponame:Repositorio Institucional Universidad Santo Tomás |
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Padilla Maldonado, K. P., Caro Almeida, R. J. & Peña Soto, B. E. (2022). Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia. [Tesis de grado Universidad Santo Tomás]. Repositorio Institucional reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Akhmedova, M. T. (2022). Communicative Competence Formation in Future Teachers Based on an Integrated Approach. International Journal of Multicultural and Multireligious Understanding. https://ijmmu.com/index.php/ijmmu/article/view/3670/3197 Alcaldía de Barranquilla. (2021, October 28). PRESENTACIÓN PROGRAMA SOY BILINGÜE [Video]. YouTube. https://youtu.be/8agI8Howr1w Alcaldía de Barranquilla. (2022). Barranquilla y el British Council hacen equipo por el bilingüismo. Alcaldía de Barranquilla. https://www.barranquilla.gov.co/educacion/alianza-robustece-bilinguismo-para-estudiantes-distritales Alcaldía de Barranquilla. (2022). Sister Classroom Strategy (SCS) - Pedagogical Outline. Glocal Students’ Strategy Line. Soy Bilingüe Program. Amara, K. (2020). the role of foreign language teaching in enhancing students’ intercultural competence . Near East University Online Journal of Education , 3 (1) , 22-36 https://dergipark.org.tr/en/pub/neuje/issue/52204/682933 Appiah-Kubi, P., & Annan, E. (2020). A review of a collaborative online international learning A review of a collaborative online international learning. Udayton.edu. https://ecommons.udayton.edu/cgi/viewcontent.cgi?article=1002&context=enm_fac_pub Belz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Ben Youssef, A., Dahmani, M., & Ragni, L. (2022). ICT Use, Digital Skills, and Students’ Academic Performance: Exploring the Digital Divide. Information, 13(3), 129. MDPI AG. http://dx.doi.org/10.3390/info13030129 Beneke, J. (2000). Intercultural competence. In U. Bliesener (ed.). Training the trainers. International Business Communication Vol. 5. Köln: Carl Duisberg Verlag, 108-109. Bermudez, J., & Parra, Y. F. (2016). Bilingüismo: definición, perspectivas y retos. Ruta Maestra. https://rutamaestra.santillana.com.co/bilinguismo-definicion-perspectivas-y-retos/ Bowen, G. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 9. 27-40. 10.3316/QRJ0902027. Buena práctica Programa “Soy Bilingüe.” (2022). Contacto Maestro. Colombia Aprende. MinEducación. https://contactomaestro.colombiaaprende.edu.co/experiencias-significativas/buena-practica-programa-soy-bilingue Byram, M. (1997). Teaching and assessing intercultural communicative competence. Christofi, C. (2020). ONLINE INTERCULTURAL COMMUNICATION. Scientific-publications.net. https://www.scientific-publications.net/get/1000044/1600243079490464.pdf Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. https://rm.coe.int/16802fc1bf EDUCA - SOY BILINGÜE. (n.d.). Alcaldía de Barranquilla. http://200.24.48.52/educa/index.php/soy-bilinguee El ideal educativo del nuevo siglo. (2009). MinEducación. https://www.mineducacion.gov.co/1621/article-209856.html Floréz-Montaño, S., Zapata-García, J. y Peláez-Henao, O. (2022). Interculturality in the english teaching and learning processes. Cultura, Educación y Sociedad, 13(2), 163-182. DOI: http://dx.doi.org/10.17981/cultedusoc.13.2.2022.09 Guth, S., & Helm, F. (2010). Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century (Vol. 1). Peter Lang. Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press. Hernandez Sampieri, R. et al. (2014) Metodología de la investigación. 6ta edición.México D.F. McGraw Hill Education. Jones, L. V., & Thissen, D. (2007). A history and overview of psychometrics. In C.R. Rao and S. Sinharay (eds). Handbook of Statistics, 26: Psychometrics (pp.1-27). Amsterdan: North Holland. https://doi.org/10.1016/S0169-7161(06)26001-2 Kohn, K., & Warth, C. (2011). Web Collaboration for Intercultural Language Learning. MV Wissenschaft. https://www.researchgate.net/publication/272741931_Web_Collaboration_for_Intercultural_Language_Learning_A_Guide_for_Language_Teachers_Teacher_Educators_and_Student_Teachers_Insights_from_the_icEurope_Project Ministerio de Educación Nacional (2006) Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf Ministerio de Educación Nacional (2018). Lengua Extranjera. Ministerio de Educación Nacional. https://www.mineducacion.gov.co/1759/w3-article-364450.html?_noredirect=1 Mora, M. I. B., & Rodríguez, S. M. (2015). Educación intercultural bilingüe: la inclusión del otro. Magisterio.Com.Co. https://www.magisterio.com.co/articulo/educacion-intercultural-bilingue-la-inclusion-del-otro O’Dowd, R. (2007). Online intercultural exchange: An introduction for foreign language teachers (Vol. 15). Multilingual Matters. O’Dowd, R., & Lewis, T. (2016). Online intercultural exchange: Policy, pedagogy, practice (Vol. 4). Routledge. OECD, (2019) Student agency for 2030. Oecd.org. https://www.oecd.org/education/2030-project/teaching-and-learning/learning/student-agency/Student_Agency_for_2030_concept_note.pdf O’Rourke, B. (2007). Models of telecollaboration: eTandem. Languages for Intercultural Communication and Education, 15, 41. Palfreyman, D. (2011). Family, Friends, and Learning Beyond the Classroom: Social Networks and Social Capital in Language Learning. 10.1057/9780230306790_3. Patnaik, S. & Pandey, S. (2019). Case Study Research. 10.1108/978-1-78973-973-220191011 Programa Nacional de Bilingüismo 2004-2019. (n.d.). MinEducación. Retrieved April 12, 2022 https://www.mineducacion.gov.co/1621/articles-132560_recurso_pdf_programa_nacional_bilinguismo.pdf Ribble, M. (2011, October). Excerpted from Digital Citizenship in Schools. ed.Educacion.Uc.Cl. http://oped.educacion.uc.cl/website/images/sitio/formacion/estudios/marcos/ciudadania%20digital/Ribble_Shaaban_2011_Digital_Citizenship_in_Schools.pdf Savignon, S. J. (2017). Communicative Competence. The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0047 Schoch, K. (2020). Case study research. Research design and methods: An applied guide for the scholar-practitioner. (245-258). SAGE Publications. Takahashi, A. & Araujo, L. (2020) Case study research: opening up research opportunities. RAUSP Management Journal, 55(1), 100-111. https://doi.org/10.1108/RAUSP-05-2019-0109 Zavala, V. (n.d.-b). LANGUAGE AS SOCIAL PRACTICE: DECONSTRUCTING BOUNDARIES IN INTERCULTURAL BILINGUAL EDUCATION. https://www.scielo.br/j/tla/a/5xvtQGKZd6qyH8q8xjYY4hk/?lang=en |
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Trujillo Díaz, Laura M.Padilla Maldonado, Katerine PaolaCaro Almeida, Ronald JavierPeña Soto, Brian Edgardohttps://orcid.org/0000-0002-3343-3473https://scholar.google.com/citations?hl=es&user=nEl34BkAAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001909975Universidad Santo Tomás2023-01-20T13:39:15Z2023-01-20T13:39:15Z2023-01-18Padilla Maldonado, K. P., Caro Almeida, R. J. & Peña Soto, B. E. (2022). Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombia. [Tesis de grado Universidad Santo Tomás]. Repositorio Institucionalhttp://hdl.handle.net/11634/48728reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEn esta investigación se analizó la incidencia de la estrategia Sister Classroom con respecto a la competencia comunicativa en un grupo de estudiantes de octavo grado de un colegio público bilingüe en Barranquilla, Colombia . La investigación se llevó a cabo mediante un estudio de caso cualitativo utilizando un método de análisis inductivo y utilizando instrumentos mixtos de recopilación de datos, como el análisis de documentos y encuestas escala de Likert. El análisis de los datos evidenció tres aspectos principales que resultaron de la participación de los estudiantes en múltiples sesiones de Sister Classroom: la mejora de la conciencia cultural, la articulación del lenguaje con contextos significativos y la construcción de conexiones interpersonales. Estos a su vez se dividieron en dos subcategorías cada uno para detallar la incidencia en estos aspectos. Se concluyó que estos tres aspectos representaron una gran incidencia en los estudiantes con relación a su competencia comunicativa desde la estrategia Sister Classroom. Gracias a la exposición e interacción con estudiantes de otros países, lograron desarrollar y/o mejorar habilidades culturales, interpersonales y sociolingüísticas que contribuyen al crecimiento del bilingüismo.This paper examined the incidence of the Sister Classroom strategy in regard to the communicative competence in a group of 8th-grade students of a bilingual public school in Barranquilla, Colombia. The research was conducted through a qualitative case study using an inductive analysis method and employing mixed instruments of data collection such as document analysis and a Likert scale survey. The analysis of the data evidenced three major aspects that resulted from students' participation in multiple Sister Classroom sessions: cultural awareness enhancement, the articulation of language with meaningful contexts, and the construction of interpersonal connections. These at the same time were divided into two subcategories each to detail the incidence in these aspects. It was concluded that these three aspects represented a great incidence on students in their communicative competence from the Sister Classroom strategy. Thanks to their exposure and interaction with students from other countries, they were able to develop and/or improve cultural, interpersonal, and sociolinguistic skills that contribute to the growth of bilingualism.Magíster en EducaciónMaestríaapplication/pdfspaUniversidad Santo TomásMaestría EducaciónFacultad 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_abf2Analyzing the Incidence of the Sister Classroom Strategy in Regard to the Communicative Competence in 8th-Grade Students from a Bilingual Public School in Barranquilla, Colombiacase studySister Classroom strategybilingualismcommunicative competenceEducaciónEducación bilingüeComunicaciónestudio de casoestrategia Sister Classroombilingüismocompetencia comunicativaTesis de maestríainfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:eu-repo/semantics/masterThesisCRAI-USTA BogotáAkhmedova, M. T. (2022). Communicative Competence Formation in Future Teachers Based on an Integrated Approach. International Journal of Multicultural and Multireligious Understanding. https://ijmmu.com/index.php/ijmmu/article/view/3670/3197Alcaldía de Barranquilla. (2021, October 28). PRESENTACIÓN PROGRAMA SOY BILINGÜE [Video]. YouTube. https://youtu.be/8agI8Howr1wAlcaldía de Barranquilla. (2022). Barranquilla y el British Council hacen equipo por el bilingüismo. Alcaldía de Barranquilla. https://www.barranquilla.gov.co/educacion/alianza-robustece-bilinguismo-para-estudiantes-distritalesAlcaldía de Barranquilla. (2022). Sister Classroom Strategy (SCS) - Pedagogical Outline. Glocal Students’ Strategy Line. Soy Bilingüe Program.Amara, K. (2020). the role of foreign language teaching in enhancing students’ intercultural competence . Near East University Online Journal of Education , 3 (1) , 22-36 https://dergipark.org.tr/en/pub/neuje/issue/52204/682933Appiah-Kubi, P., & Annan, E. (2020). A review of a collaborative online international learning A review of a collaborative online international learning. Udayton.edu. https://ecommons.udayton.edu/cgi/viewcontent.cgi?article=1002&context=enm_fac_pubBelz, J. A. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration.Ben Youssef, A., Dahmani, M., & Ragni, L. (2022). ICT Use, Digital Skills, and Students’ Academic Performance: Exploring the Digital Divide. Information, 13(3), 129. MDPI AG. http://dx.doi.org/10.3390/info13030129Beneke, J. (2000). Intercultural competence. In U. Bliesener (ed.). Training the trainers. International Business Communication Vol. 5. Köln: Carl Duisberg Verlag, 108-109.Bermudez, J., & Parra, Y. F. (2016). Bilingüismo: definición, perspectivas y retos. Ruta Maestra. https://rutamaestra.santillana.com.co/bilinguismo-definicion-perspectivas-y-retos/Bowen, G. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 9. 27-40. 10.3316/QRJ0902027.Buena práctica Programa “Soy Bilingüe.” (2022). Contacto Maestro. Colombia Aprende. MinEducación. https://contactomaestro.colombiaaprende.edu.co/experiencias-significativas/buena-practica-programa-soy-bilingueByram, M. (1997). Teaching and assessing intercultural communicative competence.Christofi, C. (2020). ONLINE INTERCULTURAL COMMUNICATION. Scientific-publications.net. https://www.scientific-publications.net/get/1000044/1600243079490464.pdfCouncil of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. https://rm.coe.int/16802fc1bfEDUCA - SOY BILINGÜE. (n.d.). Alcaldía de Barranquilla. http://200.24.48.52/educa/index.php/soy-bilingueeEl ideal educativo del nuevo siglo. (2009). MinEducación. https://www.mineducacion.gov.co/1621/article-209856.htmlFloréz-Montaño, S., Zapata-García, J. y Peláez-Henao, O. (2022). Interculturality in the english teaching and learning processes. Cultura, Educación y Sociedad, 13(2), 163-182. DOI: http://dx.doi.org/10.17981/cultedusoc.13.2.2022.09Guth, S., & Helm, F. (2010). Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century (Vol. 1). Peter Lang.Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press.Hernandez Sampieri, R. et al. (2014) Metodología de la investigación. 6ta edición.México D.F. McGraw Hill Education.Jones, L. V., & Thissen, D. (2007). A history and overview of psychometrics. In C.R. Rao and S. Sinharay (eds). Handbook of Statistics, 26: Psychometrics (pp.1-27). Amsterdan: North Holland. https://doi.org/10.1016/S0169-7161(06)26001-2Kohn, K., & Warth, C. (2011). Web Collaboration for Intercultural Language Learning. 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