Experiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de Cabal
This classroom project was carried out to determine if the experiential approach helped the basic acquisition of English in the mothers of the Madol Foundation. Experiential learning has been implemented around the world so that students learn through their experiences and their interactions with ot...
- Autores:
-
Rodríguez Arteaga, Geraldine
Gómez Duque, Laura
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14747
- Acceso en línea:
- https://hdl.handle.net/11059/14747
https://repositorio.utp.edu.co/home
- Palabra clave:
- 370 - Educación::371 - Escuelas y actividades; educación especial
Aprendizaje significativo
Enseñanza del idioma inglés
Enseñanza experiencial
English vocabulary
Experiential learning
Vulnerable mothers
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Experiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de Cabal |
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Experiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de Cabal |
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Experiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de Cabal 370 - Educación::371 - Escuelas y actividades; educación especial Aprendizaje significativo Enseñanza del idioma inglés Enseñanza experiencial English vocabulary Experiential learning Vulnerable mothers |
| title_short |
Experiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de Cabal |
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Experiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de Cabal |
| title_fullStr |
Experiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de Cabal |
| title_full_unstemmed |
Experiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de Cabal |
| title_sort |
Experiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de Cabal |
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Rodríguez Arteaga, Geraldine Gómez Duque, Laura |
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Arcila Ramírez, Angelica |
| dc.contributor.author.none.fl_str_mv |
Rodríguez Arteaga, Geraldine Gómez Duque, Laura |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación::371 - Escuelas y actividades; educación especial |
| topic |
370 - Educación::371 - Escuelas y actividades; educación especial Aprendizaje significativo Enseñanza del idioma inglés Enseñanza experiencial English vocabulary Experiential learning Vulnerable mothers |
| dc.subject.lemb.none.fl_str_mv |
Aprendizaje significativo Enseñanza del idioma inglés Enseñanza experiencial |
| dc.subject.proposal.eng.fl_str_mv |
English vocabulary Experiential learning Vulnerable mothers |
| description |
This classroom project was carried out to determine if the experiential approach helped the basic acquisition of English in the mothers of the Madol Foundation. Experiential learning has been implemented around the world so that students learn through their experiences and their interactions with others; thus having greater productivity and performance. Consequently, this project sought to teach basic English vocabulary to vulnerable teenage mothers through the integrated approach (listening,speaking,reading and writing) and what they knew to do in different food preparations. There were 10 sessions of two hours each. The instruments that were used to collect the information were students' artifacts, observations and journals. The expected results were that the participants were able to acquire basic knowledge of English vocabulary by implementing experiential learning with the integrated approach to develop the 4 skills. In this way it is expected that they can develop different activities and perhaps they can instill that knowledge in their children. |
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2023 |
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2023-07-24T14:41:07Z |
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2023-07-24T14:41:07Z |
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2023 |
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Trabajo de grado - Pregrado |
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Universidad Tecnológica de Pereira |
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Repositorio Institucional Universidad Tecnológica de Pereira |
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Álava,E.M. Moreno,J.A(2020, Septiembre).El aprendizaje experiencial y su impacto en la educación actual. Revista Cubana de Educación Superior, 39( 3). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0257-43142020000300012 Alaye,A.(2019)The Roles of the Teachers and Students in the Integrative Language Teaching Approach and Factors that Affect the Use of the Approach in Actual Classroom: Review Article. Research on Humanities and Social Sciences. https://core.ac.uk/download/pdf/234676727.pdf Alcaldía Mayor de Bogota D.C. (2018).Orientaciones generales para la legalización de colegios bilingües, instituciones de educación formal oficiales y privadas. https://www.educacionbogota.edu.co/intrased/sites/default/files/inline files/BILINGUISMO%20%281%29.pdf Bernal, C.(07 de mayo de 2017).Aprender haciendo.Neurok. https://neurok.es/aprender-haciendo/ Cameron, L. (2005). Teaching languages to young learners, (7th ed.). United Kingdom: Cambridge University Press.https://doi.org/10.1017/CBO9780511733109 Clarke,D. & Hollingsworth, H.(2002).Elaborating a model of teacher professional growth.Teaching and Teacher Education. 18( 947–967). https://doi.org/10.1016/S0742-051X(02)00053-7 Coyle et al (2010 As cited in Otto,A 2018) Assessing language in CLIL: A review of the literature towards a functional model 11(2), 308-325. DOI: 10.5294/laclil.2018.11.2.6 Cretu.,D.(2019) Pre-service teachers’ perceptions on their practicum in school.The European Proceedings of Sand Behavioural Sciences. https://doi.org/10.15405/epsbs.2019.08.03.49 Eggleston.J. (2018). Teacher Decision-Making in the Classroom: A Collection of Papers. Taylor & Francis. 9780429840166, 0429840160 Erazon, K.L. Moreno, J.(2018).El aprendizaje del inglés como lengua extranjera en adolescentes del Instituto Aismer International [tesis de pregrado, Universidad de la Salle].Repositorio Institucional https://ciencia.lasalle.edu.co/lic_lenguas/880/ Eyring, J. (2002). Experiential and negotiated language learning. Celce, M. Teaching English as a second or foreign language. (333-344). Gagne, R. M., Wager, W.W., Golas, K. C. & Keller, J. M (2005). Principles of Instructional Design (5th edition). California: Wadsworth. https://doi.org/10.1002/pfi.4140440211 Gleason, M. Rubio, J.(2020).Experiential Learning at Universities and its Benefits for Students and Teaching Faculty. Revista Educación, 44(2),19.https://doi.org/10.15517/revedu.v44i2.40197 Gutierrez, M., Romero, M., & Solano, M. (2011). El aprendizaje experiencial como metodología docente: aplicación del método Macbeth. Argos 28(54), 127-158. http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S0254- 16372011000100006&lng=es&tlng=es. Gross, Z., Rutland, S.D. Experiential learning in informal educational settings. Int Rev Educ 63, 1–8 (2017). https://doi.org/10.1007/s11159-017-9625-6 Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall Morine-Greta. (1976). Planning and Problem Solving in Teacher Education. https://doi.org/10.1177/002248718603700306 Murthy, Raghu (2015). Integrated Approach to English Language Teaching in L2 Classroom:A Conceptual Framework.Veda’s Journal of English Language and Literature- JOELL, 2(4), 101-104 http://joell.in/wp-content/uploads/2015/10/Integrated-Approach-to-English Language-Teaching.pdf National Council for Special Education. (12 de marzo de 2014). Literacy and Numeracy for Learning and Life: Supporting the Special School. https://www.sess.ie/lnll_numeracy1 Neely (1986). Planning and Problem Solving in Teacher Education. https://doi.org/10.1177/002248718603700306 Nias, J. (1996). Thinking about Feeling: The Emotion in Teaching. Cambridge Journal of Education, 26, 293-306. https://doi.org/10.1080/0305764960260301 Northern Illinois University. (2012). Center for innovative teaching and learning. Reflective Journals and Learning Logs. https://www.niu.edu/citl/resources/guides/instructional guide/reflective-journals-and-learning-logs.shtm Otto, A. (2019). Evaluación del lenguaje en aprendizaje integrado de contenidos y lenguas extranjeras: una revisión de la literatura hacia un modelo funcional [tesis de maestría,Universidad a Distancia de Madrid, Spain]. https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/9933/pdf Parra, V., Simancas, R. (2015). Aprendizaje del inglés mediado por recursos educativos abiertos y estilos de aprendizaje. [Trabajo de investigación de maestría, Universidad de la Costa]. https://repositorio.cuc.edu.co/bitstream/handle/11323/383/9103100.pdf;jsessionid=611C34C AA5FFD10C4E42CC09BEFA4313?sequence=1 Patiño, D., Sanchez, I.,Cardenas,C., Gonzalez, C.(2017).Dissemination of the Systematization Process of Meaningful English Teaching Experiences in Risaralda. Matices en Lenguas Extranjeras, (10),1-27. https://revistas.unal.edu.co/index.php/male/article/view/59334/62937 Piaget (1896-1980). Simply Psychology. https://www.academia.edu/38975822/Teor%C3%ADa_del_desarrollo_cognitivo_de_ Piaget Ricoy, M. Alvarez, S.(2016).Teaching English in the Basic Education of Youth and Adults. Revista mexicana de investigación educativa, 21(69),385- 409.http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405- 66662016000200385 Rivera, A. ( 2022). Desarrollo profesional docente: Etapas e importancia. Luca. https://www.lucaedu.com/desarrollo-profesional docente/#:~:text=Gracias%20al%20desarrollo%20profesional%20docente,formaci%C3%B3n %20continua%20de%20mediano%20plazo. Rosier, J., Slade, C., Perkins, T., Baldwin, C., Coiacetto, E., Budge, T., Harwood, A. (2016). The benefits of embedding experiential learning in the education of planners. Planning Practice & Research, 31(5), 486–499. http://dx.doi.org/10.1080/02697459.2016.1229899 Ruiz, D., & Perez, J. (2012). Aprendizaje experiencial, una herramienta estratégica en el desarrollo de competencias organizacionales.[Tesis de maestría, Universidad Militar Nueva Granada]. Repositorio académico de la Universidad Militar Nueva Granada. https://repository.unimilitar.edu.co/bitstream/handle/10654/9964/RuizPerillaDianaKarina201 2.pdf?isAllowed=y&sequence=2 Singapore Management University. (2021). Centre for teaching excellence. Lesson planning. https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning Sharifi,Negin., Shariati,Mohammad. (2017).Using Experiential Learning to Enhance Students' Foreign Language Proficiency.Translation Journal. https://translationjournal.net/July 2017/using-experiential-learning-to-enhance-students-foreign-language-proficiency.html The National Council for Special Education (2014).Literacy and Numeracy for Learning and Life:Supporting the Special School. Observational Assessment.https://www.sess.ie/lnll_numeracy1 The University of UTAH. (2020). Health University of UTAH. Using Artifacts. https://utah.instructure.com/courses/202492/pages/using-artifacts?module_item_id=1204897 Thomas.(2014).Ancient Imagery Mnemonics. Stanford Encyclopedia of Philosophy.https://plato.stanford.edu/Archives/Win2017/entries/mental-imagery/ancient imagery-mnemonics.htm Unesco. (2021).El derecho a la educación. https://es.unesco.org/themes/derecho-a-educacion |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessArcila Ramírez, AngelicaRodríguez Arteaga, GeraldineGómez Duque, Laura2023-07-24T14:41:07Z2023-07-24T14:41:07Z2023https://hdl.handle.net/11059/14747Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThis classroom project was carried out to determine if the experiential approach helped the basic acquisition of English in the mothers of the Madol Foundation. Experiential learning has been implemented around the world so that students learn through their experiences and their interactions with others; thus having greater productivity and performance. Consequently, this project sought to teach basic English vocabulary to vulnerable teenage mothers through the integrated approach (listening,speaking,reading and writing) and what they knew to do in different food preparations. There were 10 sessions of two hours each. The instruments that were used to collect the information were students' artifacts, observations and journals. The expected results were that the participants were able to acquire basic knowledge of English vocabulary by implementing experiential learning with the integrated approach to develop the 4 skills. In this way it is expected that they can develop different activities and perhaps they can instill that knowledge in their children.Este proyecto de clase se realizó para determinar si el enfoque experiencial ayudó a la adquisición básica del inglés en las madres de la Fundación Madol. El aprendizaje experiencial se ha implementado en todo el mundo para que los estudiantes aprendan a través de sus experiencias y sus interacciones con los demás, teniendo así una mayor productividad y rendimiento. Por lo tanto, este proyecto buscó enseñar vocabulario básico en inglés a madres adolescentes vulnerables a través del enfoque integrado (escuchar, hablar, leer y escribir) y lo que sabían hacer en diferentes preparaciones de alimentos. Hubo 10 sesiones de dos horas cada una. Los instrumentos que se utilizaron para recolectar la información fueron los artefactos de los estudiantes, las observaciones y los diarios. Los resultados esperados fueron que los participantes pudieron adquirir conocimientos básicos de vocabulario en inglés implementando el aprendizaje experiencial con el enfoque integrado para desarrollar las 4 habilidades. De esta forma se espera que puedan desarrollar diferentes actividades y quizás puedan inculcar ese conocimiento a sus hijos.Table of Content Justification ................................................................................................................................5 Teaching Objectives.............................................................................................................11 Learning Objectives .............................................................................................................11 Conceptual Framework............................................................................................................12 Experiential learning.............................................................................................................12 Definitions of the authors .....................................................................................................12 Approaches established by the authors ..............................................................................13 Mnemonic activity.................................................................................................................15 Teaching English with an integrated approach ...................................................................16 How to plan classes with the integrated approach..............................................................17 Benefits of the integrated approach.....................................................................................19 Literature Review.....................................................................................................................21 Methodology.............................................................................................................................26 Setting ..................................................................................................................................26 Participants...........................................................................................................................27 Practitioners .........................................................................................................................27 Instructional Design..............................................................................................................27 Instruments and reflection....................................................................................................28 Students’ Artifacts.............................................................................................................28 Observation ......................................................................................................................29 Journal ..............................................................................................................................29 Results .....................................................................................................................................30 Linguistic Outcomes.............................................................................................................30 Professional Growth.............................................................................................................36 Practitioners’ decision making while planning .................................................................37 Practitioners’ Decision Making in the Classroom.............................................................39 Practitioners’ Feelings ......................................................................................................41 Students’ Responses ...........................................................................................................43 Limitations................................................................................................................................46 Conclusions..............................................................................................................................47 Refenrencias ............................................................................................................................49 Apendices ................................................................................................................................54PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés56 Páginasapplication/pdfspaUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y Humanidades370 - Educación::371 - Escuelas y actividades; educación especialAprendizaje significativoEnseñanza del idioma inglésEnseñanza experiencialEnglish vocabularyExperiential learningVulnerable mothersExperiential teaching as a means to promote english on teenage mothers from a foundation in Santa Rosa de CabalTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisÁlava,E.M. Moreno,J.A(2020, Septiembre).El aprendizaje experiencial y su impacto en la educación actual. Revista Cubana de Educación Superior, 39( 3). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0257-43142020000300012Alaye,A.(2019)The Roles of the Teachers and Students in the Integrative Language Teaching Approach and Factors that Affect the Use of the Approach in Actual Classroom: Review Article. Research on Humanities and Social Sciences. https://core.ac.uk/download/pdf/234676727.pdfAlcaldía Mayor de Bogota D.C. (2018).Orientaciones generales para la legalización de colegios bilingües, instituciones de educación formal oficiales y privadas. https://www.educacionbogota.edu.co/intrased/sites/default/files/inline files/BILINGUISMO%20%281%29.pdfBernal, C.(07 de mayo de 2017).Aprender haciendo.Neurok. https://neurok.es/aprender-haciendo/Cameron, L. (2005). Teaching languages to young learners, (7th ed.). United Kingdom: Cambridge University Press.https://doi.org/10.1017/CBO9780511733109Clarke,D. & Hollingsworth, H.(2002).Elaborating a model of teacher professional growth.Teaching and Teacher Education. 18( 947–967). https://doi.org/10.1016/S0742-051X(02)00053-7Coyle et al (2010 As cited in Otto,A 2018) Assessing language in CLIL: A review of the literature towards a functional model 11(2), 308-325. DOI: 10.5294/laclil.2018.11.2.6Cretu.,D.(2019) Pre-service teachers’ perceptions on their practicum in school.The European Proceedings of Sand Behavioural Sciences. https://doi.org/10.15405/epsbs.2019.08.03.49Eggleston.J. (2018). Teacher Decision-Making in the Classroom: A Collection of Papers. Taylor & Francis. 9780429840166, 0429840160Erazon, K.L. Moreno, J.(2018).El aprendizaje del inglés como lengua extranjera en adolescentes del Instituto Aismer International [tesis de pregrado, Universidad de la Salle].Repositorio Institucional https://ciencia.lasalle.edu.co/lic_lenguas/880/Eyring, J. (2002). Experiential and negotiated language learning. Celce, M. Teaching English as a second or foreign language. (333-344).Gagne, R. M., Wager, W.W., Golas, K. C. & Keller, J. M (2005). Principles of Instructional Design (5th edition). California: Wadsworth. https://doi.org/10.1002/pfi.4140440211Gleason, M. Rubio, J.(2020).Experiential Learning at Universities and its Benefits for Students and Teaching Faculty. Revista Educación, 44(2),19.https://doi.org/10.15517/revedu.v44i2.40197Gutierrez, M., Romero, M., & Solano, M. (2011). El aprendizaje experiencial como metodología docente: aplicación del método Macbeth. Argos 28(54), 127-158. http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S0254- 16372011000100006&lng=es&tlng=es.Gross, Z., Rutland, S.D. Experiential learning in informal educational settings. Int Rev Educ 63, 1–8 (2017). https://doi.org/10.1007/s11159-017-9625-6Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-HallMorine-Greta. (1976). Planning and Problem Solving in Teacher Education. https://doi.org/10.1177/002248718603700306Murthy, Raghu (2015). Integrated Approach to English Language Teaching in L2 Classroom:A Conceptual Framework.Veda’s Journal of English Language and Literature- JOELL, 2(4), 101-104 http://joell.in/wp-content/uploads/2015/10/Integrated-Approach-to-English Language-Teaching.pdfNational Council for Special Education. (12 de marzo de 2014). Literacy and Numeracy for Learning and Life: Supporting the Special School. https://www.sess.ie/lnll_numeracy1Neely (1986). Planning and Problem Solving in Teacher Education. https://doi.org/10.1177/002248718603700306Nias, J. (1996). Thinking about Feeling: The Emotion in Teaching. Cambridge Journal of Education, 26, 293-306. https://doi.org/10.1080/0305764960260301Northern Illinois University. (2012). Center for innovative teaching and learning. Reflective Journals and Learning Logs. https://www.niu.edu/citl/resources/guides/instructional guide/reflective-journals-and-learning-logs.shtmOtto, A. (2019). Evaluación del lenguaje en aprendizaje integrado de contenidos y lenguas extranjeras: una revisión de la literatura hacia un modelo funcional [tesis de maestría,Universidad a Distancia de Madrid, Spain]. https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/9933/pdfParra, V., Simancas, R. (2015). Aprendizaje del inglés mediado por recursos educativos abiertos y estilos de aprendizaje. [Trabajo de investigación de maestría, Universidad de la Costa]. https://repositorio.cuc.edu.co/bitstream/handle/11323/383/9103100.pdf;jsessionid=611C34C AA5FFD10C4E42CC09BEFA4313?sequence=1Patiño, D., Sanchez, I.,Cardenas,C., Gonzalez, C.(2017).Dissemination of the Systematization Process of Meaningful English Teaching Experiences in Risaralda. 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(2021).El derecho a la educación. https://es.unesco.org/themes/derecho-a-educacionORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf758335https://dspace7-utp.metabuscador.org/bitstreams/c90d02a6-9d5b-4a72-aed4-9fc0cd8c231e/download5a54435f5284f44bd38fe3d9c70dd62cMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/632725a5-8651-4c0d-83bf-8cdfd1e7f79e/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain83468https://dspace7-utp.metabuscador.org/bitstreams/5f829448-67a5-4dc8-a1c7-ac2b383302f6/download7ebdd0fff7f778b7189a680b29c8d7b5MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5570https://dspace7-utp.metabuscador.org/bitstreams/e13acc64-04bc-4942-ae37-239ef7eff62a/download3be076d1310c2bf5d820c04ac00faef0MD5411059/14747oai:dspace7-utp.metabuscador.org:11059/147472023-07-25 03:00:30.696https://creativecommons.org/licenses/by-nc-nd/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de Pereirabdigital@metabiblioteca.com |