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...

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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:: Universidad Santo Tomás

Idioma:: spa

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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
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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.
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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
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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
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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). 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