Perceptions of cognitive intercultural skills through exposure to summer learning camp activities
This paper will discuss the usefulness of a summer learning program as a means to report on the perceptions of cognitive intercultural skills, namely, cultural self-awareness, and culture/general/culture-specific knowledge. The samples of this research include pre-service teachers from the program o...
- Autores:
-
Díaz Vega, Anggie Daniela
Grajales Díaz, Luisa Fernanda
Hoyos Pipicano, Yimmy Alexander
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2016
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14276
- Acceso en línea:
- https://hdl.handle.net/11059/14276
https://repositorio.utp.edu.co/home
- Palabra clave:
- 370 - Educación::371 - Escuelas y actividades; educación especial
Cursos de verano
Cooperación cultural
Intercambio de estudiantes
Competencia intercultural
Campamento de verano
Conocimiento general
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Perceptions of cognitive intercultural skills through exposure to summer learning camp activities |
| title |
Perceptions of cognitive intercultural skills through exposure to summer learning camp activities |
| spellingShingle |
Perceptions of cognitive intercultural skills through exposure to summer learning camp activities 370 - Educación::371 - Escuelas y actividades; educación especial Cursos de verano Cooperación cultural Intercambio de estudiantes Competencia intercultural Campamento de verano Conocimiento general |
| title_short |
Perceptions of cognitive intercultural skills through exposure to summer learning camp activities |
| title_full |
Perceptions of cognitive intercultural skills through exposure to summer learning camp activities |
| title_fullStr |
Perceptions of cognitive intercultural skills through exposure to summer learning camp activities |
| title_full_unstemmed |
Perceptions of cognitive intercultural skills through exposure to summer learning camp activities |
| title_sort |
Perceptions of cognitive intercultural skills through exposure to summer learning camp activities |
| dc.creator.fl_str_mv |
Díaz Vega, Anggie Daniela Grajales Díaz, Luisa Fernanda Hoyos Pipicano, Yimmy Alexander |
| dc.contributor.advisor.none.fl_str_mv |
Sanchez Castaño, Isabel Cristina |
| dc.contributor.author.none.fl_str_mv |
Díaz Vega, Anggie Daniela Grajales Díaz, Luisa Fernanda Hoyos Pipicano, Yimmy Alexander |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación::371 - Escuelas y actividades; educación especial |
| topic |
370 - Educación::371 - Escuelas y actividades; educación especial Cursos de verano Cooperación cultural Intercambio de estudiantes Competencia intercultural Campamento de verano Conocimiento general |
| dc.subject.lemb.none.fl_str_mv |
Cursos de verano Cooperación cultural Intercambio de estudiantes |
| dc.subject.proposal.spa.fl_str_mv |
Competencia intercultural Campamento de verano Conocimiento general |
| description |
This paper will discuss the usefulness of a summer learning program as a means to report on the perceptions of cognitive intercultural skills, namely, cultural self-awareness, and culture/general/culture-specific knowledge. The samples of this research include pre-service teachers from the program of Bachelor of Education in English Language and two visitors from Germany and USA. They have an average age of 22 years old; three of them are women and seven are men. Data were collected through observation, stimulated recall interviews, and reflective journal methods. Results evidenced cultural differences among participants for establishing interpersonal relationships, and strengthening regarding culture-general and culture-specific knowledge by means of situations that promote spontaneous interactions such as mealtimes. Therefore, this research concluded that cultural exchanging among participants contributed to evidence campers’ perceptions in regard to the cognitive skills. Additionally, summer learning camps appear to be an effective strategy that could be implemented in other teaching programs in Colombia as means to promote intercultural competence since participants have the opportunity to interact directly with speakers from other cultures. That is to say, it is it essential to have foreigners in this type of programs. |
| publishDate |
2016 |
| dc.date.issued.none.fl_str_mv |
2016 |
| dc.date.accessioned.none.fl_str_mv |
2022-09-21T21:30:32Z |
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2022-09-21T21:30:32Z |
| dc.type.none.fl_str_mv |
Trabajo de grado - Pregrado |
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info:eu-repo/semantics/acceptedVersion |
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http://purl.org/coar/resource_type/c_7a1f |
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Text |
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info:eu-repo/semantics/bachelorThesis |
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acceptedVersion |
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https://hdl.handle.net/11059/14276 |
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Universidad Tecnológica de Pereira |
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Repositorio Institucional Universidad Tecnológica de Pereira |
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https://repositorio.utp.edu.co/home |
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https://hdl.handle.net/11059/14276 https://repositorio.utp.edu.co/home |
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Universidad Tecnológica de Pereira Repositorio Institucional Universidad Tecnológica de Pereira |
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eng |
| language |
eng |
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Agar, M. H. (1996). The professional stranger: An informal introduction to ethnography. Aleidine J. Moeller Kristen Nugent. (2002). Building intercultural competence in the language classroom. 2014, de University of Nebraska-Lincoln Retrieved from: http://www.csctfl.org/documents/2014Report/Chapter_1_Moeller.pdf Allen, L. Q. (2000), Culture and the Ethnographic Interview in Foreign Language Teacher Development. Foreign Language Annals, 33: 51–57. doi: 10.1111/j.1944- 9720.2000.tb00889. Angen, MJ. (2000). evaluating interpretive inquiry: Reviewing the validity debate and opening the dialogue. Qualitative Health Research. 10(3) pp. 378-395. Baker, C. (2011). Foundations of bilingual education and bilingualism (Vol. 79). Multilingual matters. Barletta M. (2009) PROFILE Issues in Teachers' Professional Development, Intercultural Competence: Another Challenge Vol 11, No 1: http://www.revistas.unal.edu.co/index.php/profile/article/view/10552/36788 Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass Publishers. Bennett, M. J. (2004). Becoming interculturally competent. In J.S. Wurzel (Ed.), toward multiculturalism: A reader in multicultural education, 2, 62-77.Retrived from: http://www.csctfl.org/documents/2014Report/Chapter_1_Moeller.pdf Birgit W. (2013) International Co-ordinator Training for Schools: Byram’s Model of Intercultural Communicative competence (1997). State Seminar for Initial Teacher Training (Realschule) Reutlingen Germany. Bober, P. P. (2001). Art, culture, and cuisine: ancient and medieval gastronomy. University of Chicago Press. Borman, G.D. (2000). The effects of summer school:Questions answered, questions raised.Monographs of the Society for Research in Child Development, 65(1), 119–127. Boss, S. and J. Railsback. 2002. Summer school programs: A look at the research, implications for practice, and program sampler. By Request. Portland, OR: Northwest Regional Educational Laboratory Borman, G.D. (2000). The effects of summer school:Questions answered, questions raised.Monographs of the Society for Research in Child Development, 65(1), 119–127. Brookhart, S. M. (2007). Expanding views about formative classroom assessment: A review of the literature. Formative classroom assessment: Theory into practice, 43-62. “camp, n.” OED Online. November 2015. Oxford University Press. 30 November 2015< http://www.oxforddictionaries.com/definition/english/camp>. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters. Byram, M., & Nichols, A. (Eds.). (2001). Developing intercultural competence in practice (Vol. 1). Multilingual Matters. Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters Callahan, C. (1997, March). How to choose a summer program [Electronic version]. Parenting for High Potential. Washington, DC: National Association for Gifted Children. Retrieved December 12, 2015, from: http://www.whatkidscando.org/archives/whatslearned/NRELreport.pdf Chen, G. M., &Starosta, W. (1998). A review of the concept of intercultural awareness. Child, J., &Kieser, A. (2003). Organization and managerial roles in British and West German companies: An examination of the culture-free thesis.Comparative Management: Critical Perspectives on Business and Management, 20. Conner, M. W., & Ludwig, B. (1974). Language Camp Guidelines. Die Unterrichtspraxis / Teaching German, 7(2), 137–140. http://doi.org/10.2307/3529091 Denzin NK, Lincoln YS (eds.). Handbook of Qualitative Research. London: Sage Publications, 2000. DeWalt, K. M., DeWalt, B. R., & Wayland, C. B. (1998)."Participant observation."In H. R. Bernard (Ed.), Handbook of methods in cultural anthropology. Pp: 259-299. Walnut Creek, CA: AltaMira Press Fantini, A. E., Arias-Galicia, F., & Guay, D. (2001). Globalization and 21st century competencies: Challenges for North American higher education. Western Interstate Commission for Higher Education. Feuer, A. (2009). School's out for the summer: A cross-cultural comparison of second language learning in informal settings. International Journal of Bilingual Education and Bilingualism, 12(6), 651-665 Funkhouser, J., Fiester, L., O’Brien, E., & Weiner, L. (1995). Extending learning time for disadvantaged students: An idea book. Vol. 2: Profiles of promising practices. Washington, DC: U.S. Department of Education. García, O. (2008). Bilingual Education in the 21st Century: A Global Perspective. Wiley Blackwell. Gare, G. (1988). What Are Cognitive Skills in Children? - Development, Definition & Training. 1995, students’ worldwide Sitio web: http://study.com/academy/lesson/what-are cognitive-skills-in-children-development-definition-training.ht Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language research. Routledge. Gill Ereaut. (2002). analysis and interpretation in qualitative market research. 2003, de Sage publication ltd retrieved from: https://goo.gl/gl1rMB Gudykunst, W. B. (2003). Cross-cultural and intercultural communication. Sage. Guo-Ming Chen (2012) The Impact of New Media on Intercultural Communication in Global Context. Communication Studies Faculty Publications. Taken from: http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1012&context=com_facpubs Haire, M., Ghiselli, E., & Porter, L. (1966). Managerial thinking: an international study. New York: Wiley. Hofstede, Hart, D., & Fegley, S. (1997, August). Children's self-awareness and self-understanding in cultural context. EMORY SYMPOSIA IN COGNITION, 7, 128-153. Henry, G. B. (1986). Cultural Diversity Awareness Inventory= Inventario Sobre el Reconocimiento de Diversas Culturas. Hernandez, E., & Valdez, S. (2010). El papel del profesor en el desarrollo de la competencia intercultural. Algunas propuestas didácticas. Decires, Revista Del Centro De Enseñanza Para Extranjeros, 12. Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading, MA: Addison-Wesley Howell, Joseph T. (1972). Hard Living on Clay Street: Portraits of Blue Collar Families. Prospect Heights, Illinois: Waveland Press, Inc. pp. 392–403. ISBN 0881335266. Hymes, D. (1966). Language in culture and society. Harper and Row Kachru, B. B. (1990). The alchemy of English: The spread, functions, and models of non-native Englishes. University of Illinois Press. Knafl, K., Deatrick, J. A., & Gallo, A. M. (1989). The interplay of concepts, data, and methods in the development of the family management style framework. Journal of family nursing. 2008 Nov; 14(4): 412–428. doi: 10.1177/1074840708327138 Kawulich, B. (2006). La observación participante como método de recolección de datos. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (Vol. 6, No. 2, pp. 2-05) Kazuma. M (2013) Integral theory conference academic presentation: Global Integral Competence for Cosmopolitan Communication. Web site: http://www.academia.edu/4644499/Global_Integral_Competence_for_Cosmopolitan_Co mmunication Kim, R. K. (2004). Intercultural communication competence (Doctoral dissertation, UNIVERSITY OF HAWAI'I). Kurtz, T. (2011). A typology for the case study in social science following a review of definition, discourse and structure". Qualitative Inquiry 17 (6): 511– 521.doi:10.1177/1077800411409884. Lambert, W. E. (1973). Culture and language as factors in learning and education. Lustig, M. W., & Koester, J. (1993). Interpersonal competence: Interpersonal communications across cultures. Mack, N., Woodsong, C., MacQueen, K. M., Guest, G., &Namey, E. (2005). Qualitative research methods: a data collector’s field guide. Marx, Helen A, (2008). Please mind the gap: A pre-service teacher's intercultural development during a study abroad program. Doctoral Dissertations. Paper AAI3313285. Retrieved from: http://digitalcommons.uconn.edu/dissertations/AAI3313285/http://unesdoc.unesco.org/im ages/0021/002197/219768e.pdf McLaughlin, B., &Pitcock, S. (2009). Building quality in summer learning programs: Approaches and recommendations. White Paper commissioned by the Wallace Foundation. Baltimore: National Summer Learning Association. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.".Jossey-Bass Publishers, 350 Sansome St, San Francisco, CA 94104. Merriam, S. (2009). Qualitative research. A guide to design and implementation.989 Market Street, San Francisco. Mulhall, A. (2003). In the field: notes on observation in qualitative research. Journal of advanced nursing, 41(3), 306-313 Nguyen, N. T., McFadden, A., Tangen, D. J., &Beutel, D. A. (2013). Video-stimulated recall interviews in qualitative research. Pearce, W. B. (1989). Communication and the human condition. SIU Press. Pechurina A. (2016) Material Cultures, Migrations, and Identities: What the Eye Cannot See, Capitule 5: Food and cooking practices. Saee- Jhon, Routledge, 2012. China and the Global Economy in the 21st Century Volumen 107 de Routledge Studies in the Growth Economies of Asia. ISBN 1136654925, 9781136654923 Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL quarterly, 261-277. Stock, W. A. (1994).Systematic coding for research synthesis. The handbook of research synthesis, 236, 125e138. Suarez-Orozco, M., C. Suarez-Orozco., and D. Qin- Hilliard (2004). Minding the global: Education, culture and globalization in the new millennium. In globalization: Culture and education in the new millennium. M. Suarez-Orozco., and D. Qin- Hilliard, eds. Berkeley and Los Angeles: University of California Press. Tadmor, C. T., & Tetlock, P. E. (2006). Biculturalism a model of the effects of second-culture exposure on acculturation and integrative complexity. Journal of Cross-Cultural Psychology, 37(2), 173-190.tudy. Asian EFL Jounal, 7(4), 85-108. Torres-Martínez, Sergio. 2016. Cultural understanding in foreign language teaching in Colombia: Reflections from the Expanding Circle. Unpublished manuscript: DOI 10.13140/RG.2.1.2665.1368 UNESCO (2013). Intercultural Competences, Conceptual and Operational Framework. Report prepared for UNESCO Experts Meeting on Intercultural Competences. Intersectoral Platform for a Culture of Peace and Non-Violence, Bureau for Strategic Planning. pg: 16- 17. Wighting, M. J., Nisbet, D. L., &Tindall, E. R. (2005). Exploring a summer English language camp experience in China: A descriptive case study. Asian EFL Jounal, 7(4), 85-108. Waxer, L. A. (2010). The City of Musical Memory: Salsa, Record Grooves and Popular Culture in Cali, Colombia. Wesleyan University Press. Wehbe F. (2013) Running head: THE ROLE INTERCULTURAL COMPETENCE PLAYS IN LANGUAGE TEACHING Wighting, M. J., Nisbet, D. L., & Tindall, E. R. (2005). Exploring a summer English language camp experience in China: A descriptive case s Napier-Fitzpatrick P. (2013) The Etiquette School of New York ,The Art of the Meal: Simple Etiquette for Simply Everyone. Yang, K & Miller, G.J.(2008). Handbook of research methods in public Wiseman, R. L., & Koester, J. (Eds.). (1993). Intercultural communication competence. Newbury Park, CA: Sage. |
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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/openAccessSanchez Castaño, Isabel CristinaDíaz Vega, Anggie DanielaGrajales Díaz, Luisa FernandaHoyos Pipicano, Yimmy Alexander2022-09-21T21:30:32Z2022-09-21T21:30:32Z2016https://hdl.handle.net/11059/14276Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThis paper will discuss the usefulness of a summer learning program as a means to report on the perceptions of cognitive intercultural skills, namely, cultural self-awareness, and culture/general/culture-specific knowledge. The samples of this research include pre-service teachers from the program of Bachelor of Education in English Language and two visitors from Germany and USA. They have an average age of 22 years old; three of them are women and seven are men. Data were collected through observation, stimulated recall interviews, and reflective journal methods. Results evidenced cultural differences among participants for establishing interpersonal relationships, and strengthening regarding culture-general and culture-specific knowledge by means of situations that promote spontaneous interactions such as mealtimes. Therefore, this research concluded that cultural exchanging among participants contributed to evidence campers’ perceptions in regard to the cognitive skills. Additionally, summer learning camps appear to be an effective strategy that could be implemented in other teaching programs in Colombia as means to promote intercultural competence since participants have the opportunity to interact directly with speakers from other cultures. That is to say, it is it essential to have foreigners in this type of programs.Este artículo discutirá la utilidad de un programa de aprendizaje de verano, así como un informe sobre las percepciones de las habilidades cognitivas interculturales. Las muestras de esta investigación incluyen maestros en formación del programa de Licenciatura en Lengua Inglesa y dos visitantes de Alemania y Estados Unidos. Con una edad promedio de 22 años. La observación, las entrevistas de recuerdo estimulado, y journals reflexivos. Los resultados evidenciaron diferencias culturales entre los participantes para establecer relaciones interpersonales y reforzar el conocimiento cultural-general y específico de la cultura mediante situaciones que promueven interacciones espontáneas como las comidas. Por lo tanto, esta investigación concluyó que el intercambio cultural entre los participantes contribuyó a la evidencia de las percepciones en las habilidades cognitivas. Además, los campamentos de aprendizaje de verano parecen ser una estrategia efectiva que podría implementarse en otros programas de enseñanza en Colombia, lo que significa promover la competencia intercultural ya que los participantes tienen la oportunidad de interactuar directamente con hablantes de otras culturas. Es decir, es esencial tener extranjeros en este tipo de programas.Table of Contents 1. Statement of the Problem.....................................................................................................................9 2. Research Questions ........................................................................................................................... 13 2.1 General question......................................................................................................................... 13 2.2 Specific questions........................................................................................................................ 13 2.3 Objectives.................................................................................................................................... 13 3. Theoretical Framework...................................................................................................................... 14 3.1 Introduction ................................................................................................................................. 14 3.3 What are the “components saviors”? ............................................................................................ 16 3.4 Cognitive Skills........................................................................................................................... 18 3.4.1 Cultural self-awareness. ........................................................................................................ 18 3.4.2 Culture-general knowledge.................................................................................................... 19 3.4.3 Culture- specific knowledge. ................................................................................................. 19 3.5 What is a summer learning camp?................................................................................................ 20 4. Literature Review.............................................................................................................................. 22 5. Methodology ..................................................................................................................................... 26 5.1 Introduction ................................................................................................................................. 26 5.2 Type of Research ......................................................................................................................... 26 5.3 Type of study............................................................................................................................... 27 5.4 Context........................................................................................................................................ 27 5.5 Setting ......................................................................................................................................... 28 7 5.6 Participants.................................................................................................................................. 29 5.6.1 Pre-service teachers............................................................................................................... 30 5.6.2 Visitors. ................................................................................................................................ 31 5.6.3 Staff members....................................................................................................................... 32 5.7 Researchers’ role ......................................................................................................................... 32 5.8 Methods for data collection.......................................................................................................... 33 5.8.1 Observation........................................................................................................................... 33 5.8.2 Stimulated recall. .................................................................................................................. 34 5.8.3 Reflective journal.................................................................................................................. 35 5.9 Data analysis ............................................................................................................................... 36 6. Ethical Considerations....................................................................................................................... 37 7. Results .............................................................................................................................................. 40 7.1 Participants’ Perceptions about their own and other Cultures........................................................ 40 7.1.1 Participants’ perceptions about the cultural differences among interpersonal relationships. .... 40 7.1.2 Participant’s perceptions about culture general and specific knowledge. ................................ 45 7.2 The Importance of Knowing about General Aspects of the own and other Cultures ...................... 51 7.2.1 Lack of participants’ knowledge regarding their own culture. ................................................ 51 7.2.2 Participants’ perceptions on the role of culture for teaching purposes..................................... 57 7.2.3 Participants’ learnt knowledge about the own and the other culture through spontaneous and planned interactions. ...................................................................................................................... 61 8. Implications....................................................................................................................................... 67 8.1 Pedagogical Implications ............................................................................................................. 67 8 8.2 Research Implications.................................................................................................................. 68 9. Limitations....................................................................................................................................... 69 10. Conclusions..................................................................................................................................... 71 11. References....................................................................................................................................... 74 12. Appendixes...................................................................................................................................... 83PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés104application/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira370 - Educación::371 - Escuelas y actividades; educación especialCursos de veranoCooperación culturalIntercambio de estudiantesCompetencia interculturalCampamento de veranoConocimiento generalPerceptions of cognitive intercultural skills through exposure to summer learning camp activitiesTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAgar, M. H. (1996). The professional stranger: An informal introduction to ethnography.Aleidine J. Moeller Kristen Nugent. (2002). Building intercultural competence in the language classroom. 2014, de University of Nebraska-LincolnRetrieved from: http://www.csctfl.org/documents/2014Report/Chapter_1_Moeller.pdfAllen, L. Q. (2000), Culture and the Ethnographic Interview in Foreign Language Teacher Development. Foreign Language Annals, 33: 51–57. doi: 10.1111/j.1944- 9720.2000.tb00889.Angen, MJ. (2000). evaluating interpretive inquiry: Reviewing the validity debate and opening the dialogue. Qualitative Health Research. 10(3) pp. 378-395.Baker, C. (2011). Foundations of bilingual education and bilingualism (Vol. 79). Multilingual matters.Barletta M. (2009) PROFILE Issues in Teachers' Professional Development, Intercultural Competence: Another Challenge Vol 11, No 1: http://www.revistas.unal.edu.co/index.php/profile/article/view/10552/36788Bean, J. C. (1996). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. 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Newbury Park, CA: Sage.PublicationORIGINALTrabajo de Grado.pdfTrabajo de Grado.pdfapplication/pdf774881https://dspace7-utp.metabuscador.org/bitstreams/15f9b3ae-a66d-46fd-ba2c-98d9d889f91c/downloadf926079e20b31f38e2df136504cfda76MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/354eb76f-20e6-4621-bad0-9d2a255b98f5/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTrabajo de Grado.pdf.txtTrabajo de Grado.pdf.txtExtracted texttext/plain173127https://dspace7-utp.metabuscador.org/bitstreams/69ce0877-5569-4055-b73d-2e0246a779ac/downloadd8a25019f93b64a7999bdab3c39bc473MD53THUMBNAILTrabajo de Grado.pdf.jpgTrabajo de Grado.pdf.jpgGenerated Thumbnailimage/jpeg5529https://dspace7-utp.metabuscador.org/bitstreams/26eab110-0ed5-44ae-a7a7-392e27e25f67/downloade304c622c34fe763903c8e53639a3560MD5411059/14276oai:dspace7-utp.metabuscador.org:11059/142762024-09-05 16:52:02.626https://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. 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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 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