Multisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public school
This classroom project implemented multisensory activities to promote English speaking skills in a public school from Pereira, Risaralda. For the development of this project, a Multisensory Strategy was applied in order to implement 12 sessions with fourth graders. By the use of journals, class obse...
- Autores:
-
Marin Gómez, Vannesa
Velásquez Quintero, Maira Marcela
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14686
- Acceso en línea:
- https://hdl.handle.net/11059/14686
https://repositorio.utp.edu.co/home
- Palabra clave:
- 420 - Inglés e inglés antiguo
Estrategias de enseñanza
Desarrollo de habilidades lingüísticas
Método multisensorial en la enseñanza de idiomas
Foreign Language Teaching
Multisensory Learning
Sensory Experience
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Multisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public school |
| title |
Multisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public school |
| spellingShingle |
Multisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public school 420 - Inglés e inglés antiguo Estrategias de enseñanza Desarrollo de habilidades lingüísticas Método multisensorial en la enseñanza de idiomas Foreign Language Teaching Multisensory Learning Sensory Experience |
| title_short |
Multisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public school |
| title_full |
Multisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public school |
| title_fullStr |
Multisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public school |
| title_full_unstemmed |
Multisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public school |
| title_sort |
Multisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public school |
| dc.creator.fl_str_mv |
Marin Gómez, Vannesa Velásquez Quintero, Maira Marcela |
| dc.contributor.advisor.none.fl_str_mv |
Hoyos Serna, Danny Andrés |
| dc.contributor.author.none.fl_str_mv |
Marin Gómez, Vannesa Velásquez Quintero, Maira Marcela |
| dc.subject.ddc.none.fl_str_mv |
420 - Inglés e inglés antiguo |
| topic |
420 - Inglés e inglés antiguo Estrategias de enseñanza Desarrollo de habilidades lingüísticas Método multisensorial en la enseñanza de idiomas Foreign Language Teaching Multisensory Learning Sensory Experience |
| dc.subject.lemb.none.fl_str_mv |
Estrategias de enseñanza Desarrollo de habilidades lingüísticas Método multisensorial en la enseñanza de idiomas |
| dc.subject.proposal.spa.fl_str_mv |
Foreign Language Teaching Multisensory Learning Sensory Experience |
| description |
This classroom project implemented multisensory activities to promote English speaking skills in a public school from Pereira, Risaralda. For the development of this project, a Multisensory Strategy was applied in order to implement 12 sessions with fourth graders. By the use of journals, class observa;ons, and students’ artfacts, data from the process were collected, which were analyzed to examine to what extent the applica;on of mul;sensory s;muli was effec;ve in students. The results of the present study demonstrated that mul;sensory s;muli are a useful tool that professors from the Licenciatura program, prac;;oners, and teachers from schools can use in their English classes to promote students’ English speaking skills, integrate new vocabulary, and increase their par;cipa;on in classroom activities by s;mula;ng their senses. |
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2023 |
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2023-06-01T13:18:43Z |
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2023-06-01T13:18:43Z |
| dc.date.issued.none.fl_str_mv |
2023 |
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Trabajo de grado - Pregrado |
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https://hdl.handle.net/11059/14686 |
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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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Universidad Tecnológica de Pereira Repositorio Institucional Universidad Tecnológica de Pereira |
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eng |
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eng |
| dc.relation.references.none.fl_str_mv |
Alber, R. (2017, March 16). Updating an Age-Old Class Activity. Edutopia. https://www.edutopia.org/blog/updating-age-old-class-activity-rebecca-alber Baines, L. (2008). A Teacher's Guide to Multisensory Learning. Improving Literacy by Engaging the Senses. (p. 148). http://www.daneshnamehicsa.ir/userfiles/files/1/13-%20A%20Teacher%27s%20Guid e%20to%20Multisensory%20Learning_%20Improving%20Literacy%20by%20Engag ing%20the%20Senses.pdf Broadbent, H., White, H., Mareschal, D., & Kirkham, N. (2018). Incidental Learning in a Multisensory Environment across Childhood. https://doi.org/10.1111/desc.12554 Brown, H. (2015). Teaching Speaking. Pearson Education ESL, Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.) (pp. 345-388). Burns, A,. & Joyce, H. (1997). Focus on Speaking. Sydney: National Center for English Language Teaching and Research. Cambridge. (2017). Global Teaching Speaking Survey: The results. https://www.cambridge.org/elt/blog/2017/11/06/teaching-speaking-survey-results/ Colegio Sueños Infantiles. (n.d.). Educación Infantil en Bucaramanga, Modelo Pedagógico. https://www.colsuenosinfantiles.edu.co Coombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. University of Michigan. Dos Caleñas son Pioneras en la Creación de Aulas Multisensoriales en Colombia. (2014, April 9). El Pueblo. http://elpueblo.com.co/dos-calenas-son-pioneras-en-la-creacion-de-aulas-multise nsoriales-en-colombia/ Dudovskiy, J. (2022, January). Observation. https://research-methodology.net/research-methods/qualitative-research/observation/ Echeverri, S. (2016). Implementation of Multi-Sensory Input Activities as an Engaging Supportive Tool to Promote the Development of Vocabulary in English as a Foreign Language in Young Learners. https://hdl.handle.net/11059/6408 EF English Proficiency Index. (2022). The World’s Largest Ranking of Countries and Regions by English Skills. https://www.ef.com/wwen/epi/ Escuela Nemomarlin. (2019). Estimulación Sensorial en las Escuelas Nemomarlin. https://escuelanemomarlin.com/estimulacion-sensorial-en-las-escuelas-nemomarlin/ Flom, R,. & Hyde, D. (2021). Recent Advances in Multisensory Development, Journal of Experimental Child Psychology, 201. https://doi.org/10.1016/j.jecp.2020.104983 Granadino, Jardín Infantil Bilingüe. (2007). Programa Estimulación Granadino. https://granadino.edu.co/programa-de-estimulacion/ Harmer, J. (1998). How to Teach Speaking. J. Harmer (Eds.), How to Teach English. (pp. 87-96). Longman. Harmer, J. (2001). Speaking. J. Harmer (Eds.), The Practice of English Language Teaching. (3rd ed., pp. 269-276). Longman. Hernández, K., Martínez, A., & Muñoz, C. (2017). Teaching English through Multisensory Activities in a Public School. https://hdl.handle.net/11059/9095 Integrating Early Childhood Development (ECD) activities into Nutrition Programmes in Emergencies (2016). World Health Organization. https://cdn.who.int/media/docs/default-source/documents/publications/integrating-earl y-childhood-development-emergenciesaccd2fb8-4ea0-4764-85bc-95e5a253f11f.pdf?s fvrsn=2aeeb478_1&download=true Korkmaz, S., & Karatepe, C. (2018). The Impact of Multi-sensory Language Teaching on Young English Learners’ Achievement in Reading Skills. Novitas-ROYAL, 12(2), 80-95. https://files.eric.ed.gov/fulltext/EJ1195281.pdf Leong, L., & Ahmadi, S. (2017). An Analysis of Factors Influencing Learner’s English Speaking Skill. International Journal of Research in English Education. (p. 34). https://ijreeonline.com/files/site1/user_files_68bcd6/eng/sma1357-A-10-26-1-fefa0eb. pdf Maximising the Role of Multisensory Stimulation in Infant Development. (n.d.). Johnson’s Science of the Senses. https://www.rcm.org.uk/media/2214/science-of-the-senses-multisensory-stimulation.p df Manja, S. A., Masnan, A. H., Che Mustafa, M., & Abdullah, N. (2022). Multi-Sensory Activity in Early Childhood Education: Teachers’ Perception on The Importance of Activity Implementation. Jurnal Penyelidikan Sains Sosial (JOSSR), 5(16), 9 - 17 http://www.jossr.com/PDF/JOSSR-2022-16-09-02.pdf Murphy, N. (1997). A Multisensory vs. Conventional Approach to Teaching Spelling. https://files.eric.ed.gov/fulltext/ED405564.pdf Murray, M., Lewkowicz, D., Amedi, A., & Wallace, M. (2016). Multisensory Processes: A Balancing Act across the Lifespan, Trends in Neurosciences. 39(8), 567-579. https://doi.org/10.1016/j.tins.2016.05.003 Myréen, S. (2015, January). Foreign Language Learning in the Multisensory Space. Exploring the foreign language learner’s intrinsic motivation. https://www.researchgate.net/publication/320041536 Rao, S. (2019). The Importance of Speaking Skills in English Classrooms. King Faisal University. (p. 8). https://www.researchgate.net/publication/334283040_THE_IMPORTANCE_OF_SPE AKING_SKILLS_IN_ENGLISH_CLASSROOMS |
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Facultad de Bellas Artes y Humanidades |
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Pereira |
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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/openAccessHoyos Serna, Danny AndrésMarin Gómez, VannesaVelásquez Quintero, Maira Marcela2023-06-01T13:18:43Z2023-06-01T13:18:43Z2023https://hdl.handle.net/11059/14686Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThis classroom project implemented multisensory activities to promote English speaking skills in a public school from Pereira, Risaralda. For the development of this project, a Multisensory Strategy was applied in order to implement 12 sessions with fourth graders. By the use of journals, class observa;ons, and students’ artfacts, data from the process were collected, which were analyzed to examine to what extent the applica;on of mul;sensory s;muli was effec;ve in students. The results of the present study demonstrated that mul;sensory s;muli are a useful tool that professors from the Licenciatura program, prac;;oners, and teachers from schools can use in their English classes to promote students’ English speaking skills, integrate new vocabulary, and increase their par;cipa;on in classroom activities by s;mula;ng their senses.Este proyecto de aula implementó actividades multisensoriales para promover la habilidad conversacional en inglés en un colegio público de Pereira, Risaralda. Para el desarrollo de este proyecto, se aplicó una Estrategia Multisensorial con el fin de implementar 12 sesiones con estudiantes de cuarto grado. Mediante el uso de diarios, observaciones de clase y los productos de los estudiantes, se recogieron los datos del proceso, los cuales fueron analizados, para examinar en qué medida la aplicación de los esJmulos multisensoriales fue efectiva en los estudiantes. Los resultados del presente estudio demostraron que los estímulos multisensoriales son una herramienta útil que los docentes del programa de Licenciatura, los practicantes y los maestros de las escuelas pueden utilizar en sus clases de inglés para promover en los estudiantes la habilidad de habla en inglés, integrar nuevo vocabulario y aumentar su participación en las actividades de clase mediante la estimulación de sus sentidos.Table of Content Justification 9 Objectives 15 Teaching objectives 15 Learning objectives 15 Conceptual Framework 16 Multisensory Stimuli 16 VARK (Visual, Aural, Reading or Write and Kinesthetic) Theory 17 Types of Multisensory Stimuli 18 Touch (Tactile Stimulation) 18 Sight (Visual Stimulation) 19 Hearing (Auditory Stimulation) 19 Smell (Olfactory Stimulation) 19 Taste (Oral/Speech Stimulation) 19 Characteristics of Multisensory Stimuli 20 Benefits in Learning of Multisensory Stimuli 20 Speaking 21 Elements of Speaking 22 Language Features 22 Connected speech 23 Expressive devices 23 Lexis and grammar 23 Negotiation language 23 Mental / Social Processing 23 Language processing 23 Interacting with others 23 Information processing 24 Oral and Interaction Skills 24 Oral skills 24 Interaction skills 24 Types of Speaking 24 Monologues 25 Dialogues 25 How to Teach Speaking 25 Rehearsal 26 Feedback 26 Engagement 26 Topic and task based activities 26 Discussion activities 26 Role play 27 Literature Review 28 Methodology 32 Context 32 MULTISENSORY STIMULI AND TEACHING SPEAKING SKILLS 8 Setting 32 Participants 32 Students 33 Practitioners 33 Assessment 33 Reflection 34 Journals 34 Observations 34 Students’ Artifacts 34 Instructional Design 35 Methodological Approach 35 Implementation 36 Results 37 Students’ Responses 37 Speaking 37 Students’ Motivation 39 Activities 40 Linguistic Outcomes 43 The Use of Vocabulary 43 Development of Students’ Oral Skills 44 Performance of Dialogues and Monologues 46 Professional Growth 48 Planning Multisensory Activities 48 Teaching Speaking Skills 50 Conclusions 53 Limitations and Recommendations 57 Implications 59 References 61 Appendices 66 Appendix A: Lesson plan sample 66 Appendix B: Materials for developing the lessons. 71PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés72 Páginasapplication/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira420 - Inglés e inglés antiguoEstrategias de enseñanzaDesarrollo de habilidades lingüísticasMétodo multisensorial en la enseñanza de idiomasForeign Language TeachingMultisensory LearningSensory ExperienceMultisensory stimuli as a strategy to teach english speaking skills to fourth graders from a public schoolTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAlber, R. (2017, March 16). Updating an Age-Old Class Activity. Edutopia. https://www.edutopia.org/blog/updating-age-old-class-activity-rebecca-alberBaines, L. (2008). A Teacher's Guide to Multisensory Learning. Improving Literacy by Engaging the Senses. (p. 148). http://www.daneshnamehicsa.ir/userfiles/files/1/13-%20A%20Teacher%27s%20Guid e%20to%20Multisensory%20Learning_%20Improving%20Literacy%20by%20Engag ing%20the%20Senses.pdfBroadbent, H., White, H., Mareschal, D., & Kirkham, N. (2018). Incidental Learning in a Multisensory Environment across Childhood. https://doi.org/10.1111/desc.12554Brown, H. (2015). Teaching Speaking. Pearson Education ESL, Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.) (pp. 345-388).Burns, A,. & Joyce, H. (1997). Focus on Speaking. Sydney: National Center for English Language Teaching and Research.Cambridge. (2017). Global Teaching Speaking Survey: The results. https://www.cambridge.org/elt/blog/2017/11/06/teaching-speaking-survey-results/Colegio Sueños Infantiles. (n.d.). Educación Infantil en Bucaramanga, Modelo Pedagógico. https://www.colsuenosinfantiles.edu.coCoombe, C., Folse, K., & Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. University of Michigan.Dos Caleñas son Pioneras en la Creación de Aulas Multisensoriales en Colombia. (2014, April 9). El Pueblo. http://elpueblo.com.co/dos-calenas-son-pioneras-en-la-creacion-de-aulas-multise nsoriales-en-colombia/Dudovskiy, J. (2022, January). Observation. https://research-methodology.net/research-methods/qualitative-research/observation/Echeverri, S. (2016). Implementation of Multi-Sensory Input Activities as an Engaging Supportive Tool to Promote the Development of Vocabulary in English as a Foreign Language in Young Learners. https://hdl.handle.net/11059/6408EF English Proficiency Index. (2022). The World’s Largest Ranking of Countries and Regions by English Skills. https://www.ef.com/wwen/epi/Escuela Nemomarlin. (2019). Estimulación Sensorial en las Escuelas Nemomarlin. https://escuelanemomarlin.com/estimulacion-sensorial-en-las-escuelas-nemomarlin/Flom, R,. & Hyde, D. (2021). Recent Advances in Multisensory Development, Journal of Experimental Child Psychology, 201. https://doi.org/10.1016/j.jecp.2020.104983Granadino, Jardín Infantil Bilingüe. (2007). Programa Estimulación Granadino. https://granadino.edu.co/programa-de-estimulacion/Harmer, J. (1998). How to Teach Speaking. J. Harmer (Eds.), How to Teach English. (pp. 87-96). Longman.Harmer, J. (2001). Speaking. J. Harmer (Eds.), The Practice of English Language Teaching. (3rd ed., pp. 269-276). Longman.Hernández, K., Martínez, A., & Muñoz, C. (2017). Teaching English through Multisensory Activities in a Public School. https://hdl.handle.net/11059/9095Integrating Early Childhood Development (ECD) activities into Nutrition Programmes in Emergencies (2016). World Health Organization. https://cdn.who.int/media/docs/default-source/documents/publications/integrating-earl y-childhood-development-emergenciesaccd2fb8-4ea0-4764-85bc-95e5a253f11f.pdf?s fvrsn=2aeeb478_1&download=trueKorkmaz, S., & Karatepe, C. (2018). The Impact of Multi-sensory Language Teaching on Young English Learners’ Achievement in Reading Skills. Novitas-ROYAL, 12(2), 80-95. https://files.eric.ed.gov/fulltext/EJ1195281.pdfLeong, L., & Ahmadi, S. (2017). An Analysis of Factors Influencing Learner’s English Speaking Skill. International Journal of Research in English Education. (p. 34). https://ijreeonline.com/files/site1/user_files_68bcd6/eng/sma1357-A-10-26-1-fefa0eb. pdfMaximising the Role of Multisensory Stimulation in Infant Development. (n.d.). Johnson’s Science of the Senses. https://www.rcm.org.uk/media/2214/science-of-the-senses-multisensory-stimulation.p dfManja, S. A., Masnan, A. H., Che Mustafa, M., & Abdullah, N. (2022). Multi-Sensory Activity in Early Childhood Education: Teachers’ Perception on The Importance of Activity Implementation. Jurnal Penyelidikan Sains Sosial (JOSSR), 5(16), 9 - 17 http://www.jossr.com/PDF/JOSSR-2022-16-09-02.pdfMurphy, N. (1997). A Multisensory vs. Conventional Approach to Teaching Spelling. https://files.eric.ed.gov/fulltext/ED405564.pdfMurray, M., Lewkowicz, D., Amedi, A., & Wallace, M. (2016). Multisensory Processes: A Balancing Act across the Lifespan, Trends in Neurosciences. 39(8), 567-579. https://doi.org/10.1016/j.tins.2016.05.003Myréen, S. (2015, January). Foreign Language Learning in the Multisensory Space. Exploring the foreign language learner’s intrinsic motivation. https://www.researchgate.net/publication/320041536Rao, S. (2019). The Importance of Speaking Skills in English Classrooms. King Faisal University. (p. 8). https://www.researchgate.net/publication/334283040_THE_IMPORTANCE_OF_SPE AKING_SKILLS_IN_ENGLISH_CLASSROOMSORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf10658209https://dspace7-utp.metabuscador.org/bitstreams/ac1bb145-e7b9-40d6-8174-79b8f8f26c3a/download7396f58641eba82f6125673f79138cdeMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/2404236b-b9de-4b97-aff2-642b2c4d73e7/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain112424https://dspace7-utp.metabuscador.org/bitstreams/7b84b9cf-6a18-4a53-8e0e-f9035abf6f5d/downloadd276da9234d5d540874d50a81e1326d5MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5736https://dspace7-utp.metabuscador.org/bitstreams/20f33edf-490d-4bd6-94fa-6b4a44be4ee7/download58661ba05f4be74ab935d69799279337MD5411059/14686oai:dspace7-utp.metabuscador.org:11059/146862023-06-15 08:05:31.831https://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 |