Compromiso a través de experiencias estéticas sobre culturas en el Aula L2

Esta investigación analiza cómo la integración de expresiones artísticas puede promover el compromiso de los estudiantes de inglés mientras utilizan las culturas de L1 y L2 como un contexto enriquecedor y significativo. El estudio se realizó con 20 estudiantes de grado noveno, 8 niñas y 12 niños, de...

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Autores:: Arango Rodriguez, Maria Paula
Moscoso Vargas, Gabriela
Rodriguez Granados, Ingrid Johanna

Tipo de recurso:: https://purl.org/coar/resource_type/c_7a1f

Fecha de publicación:: 2025

Institución:: Universidad El Bosque

Repositorio:: Repositorio U. El Bosque

Idioma:: eng

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dc.title.none.fl_str_mv	Compromiso a través de experiencias estéticas sobre culturas en el Aula L2
dc.title.translated.none.fl_str_mv	Engagement through Aesthetic Cultural Experiences in the L2 Classroom
title	Compromiso a través de experiencias estéticas sobre culturas en el Aula L2
spellingShingle	Compromiso a través de experiencias estéticas sobre culturas en el Aula L2 Cognición Compromiso Comportamiento del alumno Emociones Educación cultural Educación estética 370.1175 Aesthetic education Cognition Cultural education Emotions Engagement Student behavior
title_short	Compromiso a través de experiencias estéticas sobre culturas en el Aula L2
title_full	Compromiso a través de experiencias estéticas sobre culturas en el Aula L2
title_fullStr	Compromiso a través de experiencias estéticas sobre culturas en el Aula L2
title_full_unstemmed	Compromiso a través de experiencias estéticas sobre culturas en el Aula L2
title_sort	Compromiso a través de experiencias estéticas sobre culturas en el Aula L2
dc.creator.fl_str_mv	Arango Rodriguez, Maria Paula Moscoso Vargas, Gabriela Rodriguez Granados, Ingrid Johanna
dc.contributor.advisor.none.fl_str_mv	Rodriguez Granados, Ingrid Johanna
dc.contributor.author.none.fl_str_mv	Arango Rodriguez, Maria Paula Moscoso Vargas, Gabriela Rodriguez Granados, Ingrid Johanna
dc.contributor.orcid.none.fl_str_mv	Arango Rodriguez, Maria Paula [0009-0006-8502-7430] Moscoso Vargas, Gabriela [0009-0008-2063-3071] Rodriguez Granados, Ingrid Johanna [0000-0001-8121-4008]
dc.subject.none.fl_str_mv	Cognición Compromiso Comportamiento del alumno Emociones Educación cultural Educación estética
topic	Cognición Compromiso Comportamiento del alumno Emociones Educación cultural Educación estética 370.1175 Aesthetic education Cognition Cultural education Emotions Engagement Student behavior
dc.subject.ddc.none.fl_str_mv	370.1175
dc.subject.keywords.none.fl_str_mv	Aesthetic education Cognition Cultural education Emotions Engagement Student behavior
description	Esta investigación analiza cómo la integración de expresiones artísticas puede promover el compromiso de los estudiantes de inglés mientras utilizan las culturas de L1 y L2 como un contexto enriquecedor y significativo. El estudio se realizó con 20 estudiantes de grado noveno, 8 niñas y 12 niños, de 13 a 15 años de edad, pertenecientes a un reconocido colegio privado del occidente de Bogotá, Colombia. Su nivel de inglés oscila entre A2 y B1, según el marco MCER. Esta investigación siguió un diseño de investigación acción cualitativa involucrando los siguientes instrumentos: notas de campo y grabaciones de audio de las sesiones de implementación, artefactos de los estudiantes, que evidencian sus expresiones artísticas finales, y entrevistas en parejas y grupales que reflejan los pensamientos y experiencias de los estudiantes con respecto a las actividades. Las conclusiones muestran que los estudiantes se involucraron en tres niveles: conductualmente, ya que participaron activamente en las discusiones y tareas creativas; emocionalmente, ya que expresaron entusiasmo y conexiones personales con las actividades; y cognitivamente, ya que reflexionaron sobre temas culturales y aprendizaje de idiomas. Sugiriendo que la integración de la educación estética en las aulas de inglés mejora la motivación, la conciencia cultural y el desarrollo lingüístico de los estudiantes al crear una experiencia de aprendizaje inmersiva.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-05-08T15:16:39Z
dc.date.available.none.fl_str_mv	2025-05-08T15:16:39Z
dc.date.issued.none.fl_str_mv	2025-05
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language	eng
dc.relation.references.none.fl_str_mv	Akbar, I. (2016). The importance of Language and Culture in the L2 classroom. GRIN Verlag. http://dx.doi.org/10.2139/ssrn.2859865 Appleton, J (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. https://doi.org/10.1002/pits.20303 Bland, J. T. (2018). Authentic participatory engagement: Community action and the foundational principle of maximum feasible participation. Public Administration Quarterly, 42(2), 213–251. https://www.jstor.org/stable/26893927 Bristow, J. (2018). Aestheticism. Victorian Literature and Culture, 46(3-4), 554-558. https://doi.org/10.1017/S1060150318000220 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Brumfit, C. J. (1985). Language and literature teaching: From practice to principle. Pergamon Institute of English. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press. Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters. https://doi.org/10.21832/9781847690807 Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8ª ed.). Routledge. https://doi.org/10.4324/9781315456539 Cook, V. (2001). Using the First Language in the Classroom. Canadian Modern Language Review, 57(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402 Deci, E. L., & Ryan, R. M. (2009). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01 Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. SAGE. Dreon, R. (2013). Was Art as Experience socially effective? Dewey, the Federal Art Project and Abstract Expressionism. European Journal of Pragmatism and American Philosophy, 5(1), 1-17. https://doi.org/10.4000/ejpap.606 Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum, 51(4), 2–11, 35. https://eric.ed.gov/?id=EJ1020809ERIC Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059 Giroux, H. A. (2005). Schooling and the struggle for public life: Democracy's promise and education's challenge. Paradigm Publishers. Greene, M. (2001). Variations on a blue guitar: The Lincoln Center Institute lectures on aesthetic education. Teachers College Press. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Lawrence Erlbaum Associates. Hanauer, D. I. (2001). Focus-on-cultural understanding: Literary reading in the second language classroom. CAUCE, Revista de Filología y su Didáctica, 24, 389–404. https://doi.org/10.4312/elope.18.2.185-203 Kemmis, S., & McTaggart, R. (1988). The Action Research Planner (3ª ed.). Deakin University Press. Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge. https://doi.org/10.4324/9780203970034 Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Wiley-Blackwell. https://doi.org/10.1002/9781118482070 Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373–388. https://doi.org/10.1007/s10734-004-6779-5 Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33 Rolling, J. H., (2013). Arts-based research primer. Peter Lang. https://doi.org/10.3726/978-1-4539-1086-3 Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press. Rossi, M. (2020). What is beauty? A multidisciplinary approach to aesthetic experience. Cambridge Scholars Publishing. Sardalova, L. (2023). Aesthetic education of students in foreign language lessons in secondary school as a component of multicultural education. SHS Web of Conferences, 172, 1-7. https://doi.org/10.1051/shsconf/202317201011 Shufflebarger, A. M. (2022). Poetry as design in community-based adult ESL classrooms: Meaning-making with creative/aesthetic texts. L2 Journal, 14(3), 7-26. https://doi.org/10.5070/L214354148 Skinner, E., & Pitzer, J. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21-44). Springer. https://doi.org/10.1007/978-1-4614-2018-7_2 Soomro, S. A., Kazemian, B., & Mahar, I. H. (2015). The importance of culture in second and foreign language learning. SRN Electronic Journal, 15(1), 1-10. https://doi.org/10.2139/ssrn.2656713 Süzen, H. N. (2020). Art and aesthetics in higher education. European Journal of Education Studies, 7(6), 335-350. https://eric.ed.gov/?id=ED606059 Vivar, C. G., Arantzamendi, M., López-Dicastillo, O., & Gordo Luis, C.(2010). Grounded theory as a qualitative research methodology in Nursing. Index de Enfermería, 19(4), 283-288. http://dx.doi.org/10.4321/S1132-12962010000300011 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
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spelling	Rodriguez Granados, Ingrid JohannaArango Rodriguez, Maria PaulaMoscoso Vargas, GabrielaRodriguez Granados, Ingrid JohannaArango Rodriguez, Maria Paula [0009-0006-8502-7430]Moscoso Vargas, Gabriela [0009-0008-2063-3071]Rodriguez Granados, Ingrid Johanna [0000-0001-8121-4008]2025-05-08T15:16:39Z2025-05-08T15:16:39Z2025-05https://hdl.handle.net/20.500.12495/14297instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEsta investigación analiza cómo la integración de expresiones artísticas puede promover el compromiso de los estudiantes de inglés mientras utilizan las culturas de L1 y L2 como un contexto enriquecedor y significativo. El estudio se realizó con 20 estudiantes de grado noveno, 8 niñas y 12 niños, de 13 a 15 años de edad, pertenecientes a un reconocido colegio privado del occidente de Bogotá, Colombia. Su nivel de inglés oscila entre A2 y B1, según el marco MCER. Esta investigación siguió un diseño de investigación acción cualitativa involucrando los siguientes instrumentos: notas de campo y grabaciones de audio de las sesiones de implementación, artefactos de los estudiantes, que evidencian sus expresiones artísticas finales, y entrevistas en parejas y grupales que reflejan los pensamientos y experiencias de los estudiantes con respecto a las actividades. Las conclusiones muestran que los estudiantes se involucraron en tres niveles: conductualmente, ya que participaron activamente en las discusiones y tareas creativas; emocionalmente, ya que expresaron entusiasmo y conexiones personales con las actividades; y cognitivamente, ya que reflexionaron sobre temas culturales y aprendizaje de idiomas. Sugiriendo que la integración de la educación estética en las aulas de inglés mejora la motivación, la conciencia cultural y el desarrollo lingüístico de los estudiantes al crear una experiencia de aprendizaje inmersiva.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésThis research analyzes how the integration of artistic expressions can promote these EFL students’ engagement while using L1 and L2 cultures as an enriching and meaningful context. The study was conducted with 20 ninth-grade students, 8 girls and 12 boys, from 13 to 15 years old who belong to a recognized private school in the western area of Bogotá, Colombia. Their English proficiency level ranges from A2 to B1, according to the CEFR framework. This research followed a qualitative action design involving the following instruments: field notes and audio recordings from the sessions of the implementation, students’ artifacts, which evidence their final artistic expressions, and pair and group interviews reflecting students’ thoughts and experiences with the activities. Conclusions show that students engaged in three levels: behaviorally, as they actively participated in discussions and creative tasks; emotionally, as they expressed enthusiasm and personal connections to the activities; and cognitively, as they reflected on cultural themes and language learning. Suggesting that integrating aesthetic education into EFL classrooms enhances student motivation, cultural awareness, and linguistic development by creating an immersive learning experience.application/pdfAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Acceso cerradoinfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbCogniciónCompromisoComportamiento del alumnoEmocionesEducación culturalEducación estética370.1175Aesthetic educationCognitionCultural educationEmotionsEngagementStudent behaviorCompromiso a través de experiencias estéticas sobre culturas en el Aula L2Engagement through Aesthetic Cultural Experiences in the L2 ClassroomLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAkbar, I. (2016). The importance of Language and Culture in the L2 classroom. GRIN Verlag. http://dx.doi.org/10.2139/ssrn.2859865Appleton, J (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386. https://doi.org/10.1002/pits.20303Bland, J. T. (2018). Authentic participatory engagement: Community action and the foundational principle of maximum feasible participation. Public Administration Quarterly, 42(2), 213–251. https://www.jstor.org/stable/26893927Bristow, J. (2018). Aestheticism. Victorian Literature and Culture, 46(3-4), 554-558. https://doi.org/10.1017/S1060150318000220Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oaBrumfit, C. J. (1985). Language and literature teaching: From practice to principle. Pergamon Institute of English.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press.Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters. https://doi.org/10.21832/9781847690807Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8ª ed.). Routledge. https://doi.org/10.4324/9781315456539Cook, V. (2001). Using the First Language in the Classroom. Canadian Modern Language Review, 57(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402Deci, E. L., & Ryan, R. M. (2009). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. SAGE.Dreon, R. (2013). Was Art as Experience socially effective? Dewey, the Federal Art Project and Abstract Expressionism. European Journal of Pragmatism and American Philosophy, 5(1), 1-17. https://doi.org/10.4000/ejpap.606Frank, J. (2013). Raising cultural awareness in the English language classroom. English Teaching Forum, 51(4), 2–11, 35. https://eric.ed.gov/?id=EJ1020809ERICFredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059Giroux, H. A. (2005). Schooling and the struggle for public life: Democracy's promise and education's challenge. Paradigm Publishers.Greene, M. (2001). Variations on a blue guitar: The Lincoln Center Institute lectures on aesthetic education. Teachers College Press.Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Lawrence Erlbaum Associates.Hanauer, D. I. (2001). Focus-on-cultural understanding: Literary reading in the second language classroom. CAUCE, Revista de Filología y su Didáctica, 24, 389–404. https://doi.org/10.4312/elope.18.2.185-203Kemmis, S., & McTaggart, R. (1988). The Action Research Planner (3ª ed.). Deakin University Press.Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge. https://doi.org/10.4324/9780203970034Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Wiley-Blackwell. https://doi.org/10.1002/9781118482070Meyer, J. H. F., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373–388. https://doi.org/10.1007/s10734-004-6779-5Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33Rolling, J. H., (2013). Arts-based research primer. Peter Lang. https://doi.org/10.3726/978-1-4539-1086-3Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.Rossi, M. (2020). What is beauty? A multidisciplinary approach to aesthetic experience. Cambridge Scholars Publishing.Sardalova, L. (2023). Aesthetic education of students in foreign language lessons in secondary school as a component of multicultural education. SHS Web of Conferences, 172, 1-7. https://doi.org/10.1051/shsconf/202317201011Shufflebarger, A. M. (2022). Poetry as design in community-based adult ESL classrooms: Meaning-making with creative/aesthetic texts. L2 Journal, 14(3), 7-26. https://doi.org/10.5070/L214354148Skinner, E., & Pitzer, J. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21-44). Springer. https://doi.org/10.1007/978-1-4614-2018-7_2Soomro, S. A., Kazemian, B., & Mahar, I. H. (2015). The importance of culture in second and foreign language learning. SRN Electronic Journal, 15(1), 1-10. https://doi.org/10.2139/ssrn.2656713Süzen, H. N. (2020). Art and aesthetics in higher education. European Journal of Education Studies, 7(6), 335-350. https://eric.ed.gov/?id=ED606059Vivar, C. G., Arantzamendi, M., López-Dicastillo, O., & Gordo Luis, C.(2010). Grounded theory as a qualitative research methodology in Nursing. Index de Enfermería, 19(4), 283-288. http://dx.doi.org/10.4321/S1132-12962010000300011Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. 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