Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombia
Este proyecto de investigación cualitativa empleó un estudio exploratorio con el fin de abordar las prácticas de translanguaging en un Ambiente Bilingüe Virtual de Aprendizaje (ABVA) de educación superior establecido en diversas regiones de Colombia, a través de un cuestionario abierto y en línea y...
- Autores:
-
Carrero Corzo, Luz Marina
Salas Martínez, May Lays
Oliveros Rodríguez, Zuly Rocío
- Tipo de recurso:
- Masters Thesis
- Fecha de publicación:
- 2023
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Universidad Santo Tomás
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/50897
- Acceso en línea:
- http://hdl.handle.net/11634/50897
- Palabra clave:
- translanguaging
higher education
Bilingual Virtual Learning Environment (BVLE)
multicultural context
monolingual perspective
exploratory study
Bilingüismo
Educación bilingüe
Aptitudes de aprendizaje
translanguaging
educación superior
Ambiente Bilingüe Virtual de Aprendizaje (ABVA)
contexto multicultural
perspectiva monolingüe
estudio exploratorio
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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dc.title.spa.fl_str_mv |
Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombia |
title |
Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombia |
spellingShingle |
Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombia translanguaging higher education Bilingual Virtual Learning Environment (BVLE) multicultural context monolingual perspective exploratory study Bilingüismo Educación bilingüe Aptitudes de aprendizaje translanguaging educación superior Ambiente Bilingüe Virtual de Aprendizaje (ABVA) contexto multicultural perspectiva monolingüe estudio exploratorio |
title_short |
Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombia |
title_full |
Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombia |
title_fullStr |
Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombia |
title_full_unstemmed |
Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombia |
title_sort |
Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombia |
dc.creator.fl_str_mv |
Carrero Corzo, Luz Marina Salas Martínez, May Lays Oliveros Rodríguez, Zuly Rocío |
dc.contributor.advisor.none.fl_str_mv |
Rodriguez, Sandra Milena Trujillo, Laura Manuela |
dc.contributor.author.none.fl_str_mv |
Carrero Corzo, Luz Marina Salas Martínez, May Lays Oliveros Rodríguez, Zuly Rocío |
dc.contributor.orcid.spa.fl_str_mv |
https://orcid.org/0000-0003-1142-0791 https://orcid.org/0000-0002-5295-6616 |
dc.contributor.orcid.none.fl_str_mv |
https://orcid.org/0000-0003-2096-5427 |
dc.contributor.corporatename.spa.fl_str_mv |
Universidad Santo Tomás |
dc.subject.keyword.spa.fl_str_mv |
translanguaging higher education Bilingual Virtual Learning Environment (BVLE) multicultural context monolingual perspective exploratory study |
topic |
translanguaging higher education Bilingual Virtual Learning Environment (BVLE) multicultural context monolingual perspective exploratory study Bilingüismo Educación bilingüe Aptitudes de aprendizaje translanguaging educación superior Ambiente Bilingüe Virtual de Aprendizaje (ABVA) contexto multicultural perspectiva monolingüe estudio exploratorio |
dc.subject.lemb.spa.fl_str_mv |
Bilingüismo Educación bilingüe Aptitudes de aprendizaje |
dc.subject.proposal.spa.fl_str_mv |
translanguaging educación superior Ambiente Bilingüe Virtual de Aprendizaje (ABVA) contexto multicultural perspectiva monolingüe estudio exploratorio |
description |
Este proyecto de investigación cualitativa empleó un estudio exploratorio con el fin de abordar las prácticas de translanguaging en un Ambiente Bilingüe Virtual de Aprendizaje (ABVA) de educación superior establecido en diversas regiones de Colombia, a través de un cuestionario abierto y en línea y la observación como técnica para alcanzar tres objetivos: explorar la relevancia de las prácticas de translanguaging en un escenario de educación superior, diseñar una propuesta con dichas prácticas adaptadas y pensadas para el contexto de estudio y determinar la influencia de la implementación de las prácticas seleccionadas. Este proyecto surgió de la necesidad de superar una perspectiva monolingüe y analizar las percepciones de los aprendices sobre el aprovechamiento de ambas lenguas -inglés y español- en un ABVA y las tensiones relacionadas con el bilingüismo en este contexto multicultural. Como resultado, este estudio espera que todos los participantes y agentes de la educación superior reflexionen sobre sus roles a la hora de explorar nuevos enfoques pedagógicos en el aprendizaje bilingüe. |
publishDate |
2023 |
dc.date.accessioned.none.fl_str_mv |
2023-06-28T13:38:08Z |
dc.date.available.none.fl_str_mv |
2023-06-28T13:38:08Z |
dc.date.issued.none.fl_str_mv |
2023-06-27 |
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 |
Carrero Corzo, L. M., Salas Martinez, M. L., Oliveros Rodriguez, Z. R. (2023). Addressing Translanguaging Practices at Higher Education in a Bilingual Virtual Learning Environment involving Learners from Diverse Regions of Colombia. [Trabajo de maestría, Universidad Santo Tomás]. Repositorio institucional. |
dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/11634/50897 |
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 |
Carrero Corzo, L. M., Salas Martinez, M. L., Oliveros Rodriguez, Z. R. (2023). Addressing Translanguaging Practices at Higher Education in a Bilingual Virtual Learning Environment involving Learners from Diverse Regions of Colombia. [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/11634/50897 |
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spa |
language |
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dc.relation.references.spa.fl_str_mv |
Acuerdo Superior No. 459 por el cual se actualizan los lineamientos para el reconocimiento de la competencia dentro del programa de formación Open Lingua en la Universidad Cooperativa de Colombia, 14 de mayo de 2019, https://www.ucc.edu.co/asuntos-legales/AcuerdosSuperiores2019/Acuerdo_459_de_2019.pdf Acuerdo Superior No. 503 por medio del cual se declara la política de inclusión e interculturalidad de la Universidad Cooperativa de Colombia, 10 de septiembre de 2019, https://www.ucc.edu.co/asuntos-legales/AcuerdosSuperiores2019/Acuerdo_503_de_2019.pdf Araque, D. M. (2022). Los Smart Classroom y Ambientes de Aprendizaje Híbridos ¿Dónde está la innovación?. Sol de Aquino, (21), 58-61. Araque -Torres, D. M., & Rodríguez, S. M. (2021). Alcance local y global de la virtualidad para la formación posgradual en bilingüismo: estudio de necesidades de la Universidad Santo Tomás. Virtualmente, 9(2), 1–22. https://doi.org/10.21158/2357514x.v9.n2.2021.3247 Ayu, M. (2020). Online learning: Leading e-learning at higher education. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 7 (1), 47-54. DOI: https://doi.org/10.36706/jele.v7i1.11515 Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). Clevedon: Multilingual Matters. Barahona, M. (2020). The potential of translanguaging as a core teaching practice in an EFL context. System (Linköping), 95, 102368–. https://doi.org/10.1016/j.system.2020.102368 Bates, A.W. (2019). Chapter 6: Building an effective learning environment (pp. 263-312). Tony Bates Associates Ltd. Teaching in a Digital Age – Second Edition. Vancouver, B.C. https://pressbooks.bccampus.ca/teachinginadigitalagev2/ Batthyány, K., Cabrera, M., Alesina, L., Bertoni, M., Mascheroni, P., Moreira, N., & Rojo, V. (2011). Metodología de la investigación para las ciencias sociales: apuntes para un curso inicial. Universidad de la Republica. https://search-ebscohost-com.crai-ustadigital.usantotomas.edu.co/login.aspx?direct=true&db=edselb&AN=edselb.31010&lang=es&site=eds-live&scope=site Bonilla, M., & Rodríguez, S. (2012). Educación intercultural bilingüe: la inclusión del otro. Revista Internacional Magisterio, Volumen (58), 32-37. Bonilla Carvajal, C. A., & Tejada-Sánchez, 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 Caruso, E. (2018). Translanguaging in higher education: Using several languages for the analysis of academic content in the teaching and learning process. Language Learning in Higher Education, 8(1), 65-90. https://doi.org/10.1515/cercles-2018-0004 Casado, M. A., & Dereshiwsky, M. I. (2007). Cultural Diversity in Higher Education: Implications for Hospitality Programs. Education, 128(2), 294–306. Cifuentes, R. (2011). Diseño de Proyectos de Investigación cualitativa. (1ª ed). Centro de publicaciones educativas y Material Didáctico. Danladi, S. S. (2013). Language policy: Nigeria and the role of English language in the 21st century. European Scientific Journal, 9(17). Daniel, S. M., & Pacheco, M. B. (2016). Translanguaging Practices and Perspectives of Four Multilingual Teens. Journal of Adolescent & Adult Literacy, 59(6), 653–663. http://www.jstor.org/stable/44011328 Dewaele, JM. (2018). Online Questionnaires. In: Phakiti, A., De Costa, P., Plonsky, L., Starfield, S. (eds) The Palgrave Handbook of Applied Linguistics Research Methodology. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59900-1_13 De Mejía, A. M. (2006). Bilingual Education in Colombia: Towards a Recognition of Languages, Cultures, and Identities. De Mejía, A. M. (2016). Language education and multilingualism in Colombia: crossing the divide, Language and Education, 31:3, 249-262, DOI: 10.1080/09500782.2016.1261897 Doiz, A., & Lasagabaster, D. (2017). Teachers’ beliefs about translanguaging practices. Translanguaging in higher education: Beyond monolingual ideologies, 157-176. Freire P.; Shor I. (2014). Miedo y osadia: la cotidianidad del docente que se arriesga a practicar una pedagogía transformadora. Siglo 21 editores. Garcia Benito, A. (2009). La competencia intercultural y el papel del profesor de lenguas extranjeras. In El profesor de español LE-L2: Actas del XIX Congreso Internacional de la Asociación para la Enseñanza del Español como Lengua Extranjera (ASELE): Cáceres, 24-27 de septiembre de 2008 (pp. 493-506). Garcia, O. (2009, December 9). Reimagining Bilinguals in Education for the 21st Century. [Video]. YouTube. http://www.youtube.com/watch?v=rVI41CMw6HM Garcia, O., & Baetens, H. (2009). Bilingual Education in the 21st Century: A Global Perspective. Ofelia García with contributions by Hugo Baetens Beardsmore. Editorial Wiley-Blackwell. García, O., & Kano, N. (2014). Translanguaging as process and pedagogy: Developing the English writing of Japanese students in the US. The multilingual turn in languages education: Opportunities and challenges, 258-277. García, O. & Wei, L., (2014). Translanguaging: language bilingualism and education. Palgrave Macmillan. Guerrero Nieto, C. H. (2008). Bilingual Colombia: What does it mean to be bilingual within the framework of the National Plan of Bilingualism? PROFILE Issues in Teachers’ Professional Development, 10, 27-45. Halasa, N. H., & Al-Manaseer, M. (2012). The Use of the First Language in Second Language Learning Reconsidered. College Student Journal, 46(1). Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press. Retrieved from https://eric.ed.gov/?id=ED482612 Heraud, R., Gibbons, A., Breen, G., Deerness, S., Gilligan, M. J., & Denton, A. (2019). Politics and place: Listening to the built learning environment. Policy Futures in Education, 17(4), 474-488. https://doi.org/10.1177/147821031877711 Hora, M. T., Smolarek, B. B., Martin, K. N., & Scrivener, L. (2019). Exploring the Situated and Cultural Aspects of Communication in the Professions: Implications for Teaching, Student Employability, and Equity in Higher Education. American Educational Research Journal, 56(6), 2221–2261. https://doi.org/10.2307/45220708 Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1–10. https://doi.org/10.1016/j.langcom.2017.12.001 Joynes, C., Rossignoli, S., & Fenyiwa Amonoo-Kuofi, E. (2019). 21st Century Skills: Evidence of issues in definition, demand and delivery for development contexts (K4D Helpdesk Report). Brighton, UK: Institute of Development Studies. Kranich, S., Hampel, E., & Bruns, H. (2020). Changes in the modal domain in different varieties of English as potential effects of democratization. Language Sciences, 79, 101271. Kumi-Yeboah, A., Dogbey, J., Yuan, G., & Smith, P. (2020). Cultural diversity in online education: An exploration of instructors’ perceptions and challenges. Teachers College Record, 122(7), 1-46. Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: developing its conceptualization and contextualization, Educational Research and Evaluation, 18:7, 655-670, DOI: 10.1080/13803611.2012.718490 Martínez Caro, E., & Gallego Rodríguez, A. (2003). Estilos de aprendizaje y e-learning. Hacia un mayor rendimiento académico. Martínez, S. L. R. (2016). Bilingualism in Colombian higher education. Enletawa Journal, 9(2), 91-108. Mason, R., & Rennie, F. (2006). Elearning: The Key Concepts (1st ed.). Routledge. https://doi.org/10.4324/9780203099483 Maxwell, J. A. (2019). Diseño de investigación cualitativa. Barcelona, Editorial Gedisa. Recuperado de https://elibro.net/en/ereader/usta/127783?page=13. Medina, R. (2019). "How Translanguaging can Transform Teacher Education: Using Communicative Repertoires for Teacher Education in Colombia". College of Education Working Papers Series. 1. https://doi.org/10.7275/4e8j-e116. MEN (2020). Estandares básicos de competencias en Lenguas Extranjeras. https://www.mineducacion.gov.co/portal/men/Publicaciones/Guias/115174:Guia-No-22-Estandares-Basicos-de-Competencias-en-Lenguas-Extranjeras-Ingles OECD (2023). Equity and Inclusion in Education: Finding Strength through Diversity, OECD Publishing, Paris. https://doi.org/10.1787/e9072e21-en Ortega, Y., (2019). “Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL. PROFILE Issues in Teachers’ Professional Development, 21(2), 155–170. https://doi.org/10.15446/profile.v21n2.74091 Ortiz Ocaña, Arias López, M. I., & Pedrozo Conedo, Z. E. (2018). Decolonialidad de la educación : emergencia/urgencia de una pedagogía decolonial. Universidad del Magdalena. Pelletier, K., McCormack, M., Reeves, J., Robert, J., & Arbino, N. (2022). 2022 EDUCAUSE Horizon Report. https://library.educause.edu/resources/2022/4/2022-educause-horizon-report-teaching-and-learning-edition Programa Nacional de Bilingüismo: Colombia 2004–2019, by Ministerio de Educación Nacional, 2009, (https://bit.ly/3h1Bnif). Rodríguez, S., & Araque, D. (2021). Maestría en ambientes bilingües de aprendizaje. Universidad Santo Tomás. https://doi.org/10.15332/dt.inv.2021.01748 Rodríguez (2022). Modulo 2. Integración de una Perspectiva Holística en los ABA. Maestría en Ambientes Bilingües de Aprendizaje- https://fliphtml5.com/afqfp/amdy Rojas de Escalona, B. (2010). Investigación Cualitativa Fundamentos y Praxis. (2ª ed.). Fondo Editorial de la Universidad Pedagógica Experimental Libertador. Sterzuk, A. (2015). ‘The standard remains the same’: language standardization, race, and othering in higher education, Journal of Multilingual and Multicultural Development, 36:1, 53-66, DOI: 10.1080/01434632.2014.892501 https://doi.org/10.1080/01434632.2014.892501 Tesar, M. (2020). “Towards a Post-Covid-19 ‘new Normality?’: Physical and Social Distancing, the Move to Online and Higher Education.” Policy Future in Education 18 (5): 556–559. Todd, A. (Ed.), Boivin, P. (Ed.), Báez Ramírez, J. (Ed.), Surian, A., Markauskaite , L., Billett, S., Hofmann, R., Felix, S., Tomasik, M., van Campen, C., Koh, E., Gegenfurtner , A., Newell, S. J., Wijnia, L., Muukkonen, H., & Detienne, L. (2019). 21st Century Learning Environments: LLLP Position Paper 2019. Lifelong Learning Platform. https://lllplatform.eu/news/new-lllp-position-paper-21st-century-learning-environments/ Tupas R., & Martin I.P. (2016) Bilingual and Mother Tongue-Based Multilingual Education in the Philippines. In: Garcia O., Lin A., May S. (eds) Bilingual and Multilingual Education. Encyclopedia of Language and Education (3rd ed.). Springer, Cham. https://link-springer-com.crai-ustadigital.usantotomas.edu.co/referenceworkentry/10.1007/978-3-319-02324-3_18-1 Trujillo, L. M. (2020). Inquiring EFL teacher educators' beliefs regarding interculturality in two undergraduate English language teaching programs in Colombia. http://hdl.handle.net/20.500.12209/12382 UNESCO. (2021). Global education monitoring report 2021/2: non-state actors in education: Who chooses? Who loses? UNESCO (2022) La encrucijada de la educación en América Latina y el Caribe: informe regional de monitoreo ODS4-Educación 2030 Disponible aquí: https://unesdoc.unesco.org/ark:/48223/pf0000382636 Usma Wilches, J. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile, 11(1), 123-141. https://revistas.unal.edu.co/index.php/profile/article/view/10551/36787 Wang, W., & Curdt-Christiansen, X. L. (2019). Translanguaging in a Chinese–English bilingual education program: a university-classroom ethnography. International Journal of Bilingual Education and Bilingualism, 22(3), 322–337. https://doi.org/10.1080/13670050.2018.1526254 Walsh, C. (2012). Interculturalidad, crítica y (de) colonialidad: ensayos desde Abya Yala. Editorial Abya-Yala. https://catoute.unileon.es/permalink/34BUC_ULE/ar7q83/alma991008731030905772 Wei, L., & García, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC Journal, 53(2), 313-324. https://doi.org/10.1177/00336882221092841 Williams, C. (2012). The national immersion scheme guidance for teachers on subject language threshold: Accelerating the process of reaching the threshold. Bangor, Wales: The Welsh Language Board. Zabala, V. (2018). Language as Social Practice: Deconstructing Boundaries in Intercultural Bilingual Education.https://www.scielo.br/j/tla/a/5xvtQGKZd6qyH8q8xjYY4hk/?lang=en |
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Rodriguez, Sandra MilenaTrujillo, Laura ManuelaCarrero Corzo, Luz MarinaSalas Martínez, May LaysOliveros Rodríguez, Zuly Rocíohttps://orcid.org/0000-0003-1142-0791https://orcid.org/0000-0002-5295-6616https://orcid.org/0000-0003-2096-5427Universidad Santo Tomás2023-06-28T13:38:08Z2023-06-28T13:38:08Z2023-06-27Carrero Corzo, L. M., Salas Martinez, M. L., Oliveros Rodriguez, Z. R. (2023). Addressing Translanguaging Practices at Higher Education in a Bilingual Virtual Learning Environment involving Learners from Diverse Regions of Colombia. [Trabajo de maestría, Universidad Santo Tomás]. Repositorio institucional.http://hdl.handle.net/11634/50897reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste proyecto de investigación cualitativa empleó un estudio exploratorio con el fin de abordar las prácticas de translanguaging en un Ambiente Bilingüe Virtual de Aprendizaje (ABVA) de educación superior establecido en diversas regiones de Colombia, a través de un cuestionario abierto y en línea y la observación como técnica para alcanzar tres objetivos: explorar la relevancia de las prácticas de translanguaging en un escenario de educación superior, diseñar una propuesta con dichas prácticas adaptadas y pensadas para el contexto de estudio y determinar la influencia de la implementación de las prácticas seleccionadas. Este proyecto surgió de la necesidad de superar una perspectiva monolingüe y analizar las percepciones de los aprendices sobre el aprovechamiento de ambas lenguas -inglés y español- en un ABVA y las tensiones relacionadas con el bilingüismo en este contexto multicultural. Como resultado, este estudio espera que todos los participantes y agentes de la educación superior reflexionen sobre sus roles a la hora de explorar nuevos enfoques pedagógicos en el aprendizaje bilingüe.This qualitative research project employed an exploratory study aiming to address translanguaging practices in a Bilingual Virtual Learning Environment (BVLE) of higher education settled in diverse regions of Colombia, through an open online questionnaire and the observation technique for achieving three goals: to explore the relevance of translanguaging practices in a higher education setting, to design a proposal with those practices adapted and thought up to the study context and to determine the implementation’s influence on the selected practices. This project arose from the need to overcome a monolingual perspective and analyze the perceptions of students about taking advantage of both languages -English and Spanish- in BVLE and the tensions related to bilingualism in this multicultural context. As a result, this study expects all the participants and agents of higher education to reflect upon bilingualism, and their roles when exploring new pedagogical approaches in language learning.Magíster en Ambientes Bilingües de AprendizajeMaestríaapplication/pdfspaUniversidad 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_abf2Addressing translanguaging practices at higher education in a bilingual virtual learning environment involving learners from diverse regions of Colombiatranslanguaginghigher educationBilingual Virtual Learning Environment (BVLE)multicultural contextmonolingual perspectiveexploratory studyBilingüismoEducación bilingüeAptitudes de aprendizajetranslanguagingeducación superiorAmbiente Bilingüe Virtual de Aprendizaje (ABVA)contexto multiculturalperspectiva monolingüeestudio exploratorioTesis de maestríainfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:eu-repo/semantics/masterThesisCRAI-USTA BogotáAcuerdo Superior No. 459 por el cual se actualizan los lineamientos para el reconocimiento de la competencia dentro del programa de formación Open Lingua en la Universidad Cooperativa de Colombia, 14 de mayo de 2019, https://www.ucc.edu.co/asuntos-legales/AcuerdosSuperiores2019/Acuerdo_459_de_2019.pdfAcuerdo Superior No. 503 por medio del cual se declara la política de inclusión e interculturalidad de la Universidad Cooperativa de Colombia, 10 de septiembre de 2019, https://www.ucc.edu.co/asuntos-legales/AcuerdosSuperiores2019/Acuerdo_503_de_2019.pdfAraque, D. 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