Teaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in Dosquebradas
The following classroom project describes the implementation of storytelling to teach English vocabulary to kindergartners. This project was developed at a public school in Dosquebradas, and the implementation was carried out taking into consideration that vocabulary is important in the process of l...
- Autores:
-
Gúzman Bermudez , Laura Michelli
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14087
- Acceso en línea:
- https://hdl.handle.net/11059/14087
https://repositorio.utp.edu.co/home
- Palabra clave:
- 370 - Educación
Storytelling
Vocabulary
Kindergartners
Language
Enseñanza bilingüe
Educación inter-cultural
Lexicología - Lingüistica
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Teaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in Dosquebradas |
| title |
Teaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in Dosquebradas |
| spellingShingle |
Teaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in Dosquebradas 370 - Educación Storytelling Vocabulary Kindergartners Language Enseñanza bilingüe Educación inter-cultural Lexicología - Lingüistica |
| title_short |
Teaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in Dosquebradas |
| title_full |
Teaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in Dosquebradas |
| title_fullStr |
Teaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in Dosquebradas |
| title_full_unstemmed |
Teaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in Dosquebradas |
| title_sort |
Teaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in Dosquebradas |
| dc.creator.fl_str_mv |
Gúzman Bermudez , Laura Michelli |
| dc.contributor.advisor.none.fl_str_mv |
Murcia Quintero , Daniel |
| dc.contributor.author.none.fl_str_mv |
Gúzman Bermudez , Laura Michelli |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación |
| topic |
370 - Educación Storytelling Vocabulary Kindergartners Language Enseñanza bilingüe Educación inter-cultural Lexicología - Lingüistica |
| dc.subject.proposal.eng.fl_str_mv |
Storytelling Vocabulary Kindergartners Language |
| dc.subject.tee.none.fl_str_mv |
Enseñanza bilingüe Educación inter-cultural Lexicología - Lingüistica |
| description |
The following classroom project describes the implementation of storytelling to teach English vocabulary to kindergartners. This project was developed at a public school in Dosquebradas, and the implementation was carried out taking into consideration that vocabulary is important in the process of learning a second language. This classroom project was based on the Engage, Study and Active model, to determine the effectiveness of the use of storytelling to teach vocabulary in a fun and significant manner, helping kindergartners to improve their second language and imagination. High participation and understanding about the topics developed in the classes were shown in the results, but also some disruptive behavior and issues with the use of L1 were evidenced during the implementation of this project. |
| publishDate |
2022 |
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2022-05-10T22:47:09Z |
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2022-05-10T22:47:09Z |
| dc.date.issued.none.fl_str_mv |
2022 |
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Trabajo de grado - Pregrado |
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info:eu-repo/semantics/acceptedVersion |
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acceptedVersion |
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https://hdl.handle.net/11059/14087 |
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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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eng |
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eng |
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Ahmad, B & Jusoff, K. (2009). Teachers’ code switching in classroom instructions for low English proficient learners. English Language Teaching, 2(2), 49-55. doi: 10.5539/elt.v2n2p4 Ayala, Z. & Álvarez, V. (2005). Is Colombia Ready for “Bilingualism”?.SciELO Colombia. Is Colombia Ready for “Bilingualism”? (scielo.org.co) Barreras, A. (2010). How to use tales for the teaching of vocabulary and grammar in a primary education English class. How to use tales for the teaching of vocabulary and grammar in a primary education English class - Document - Gale Academic OneFile Blachowicz, C. L. Z. & Fisher, P. (2000). Vocabulary instruction. In Barr, R., Mosenthal, P., Pearson, P. S. and Kamil, M. (Eds.). Handbook of Reading Research, Volume3. White. Bowes, T. & Marks, J. (1994).Inside teaching: options for English Language Teachers. Macmillan Education Australia. Bryant, C. (2014). 7 Ways to teach your kids storytelling. 7 Ways to teach your kids storytelling – SheKnows Cobo-Lewis A., Eilers R. E., Pearson B. Z., & Umbel V. C. (2002). Interdependence of Spanish and English knowledge in language and literacy among bilingual children. In D. K. Oller & R. E. Eilers (Eds.), Language and literacy in bilingual children. Clevedon: Multilingual Matters. Chomsky, N. (1959). Review of Skinner's Verbal Behavior, Language, 35: 26-58. Crowley, K. & Smith, L. (2010). First Language Acquisition, The Critical Period Hypothesis. Language Acquisition Part 6 Diamond, L. & Gutlohn, L. (2006). Vocabulary Handbook.Consortium on Reading Excellence, Inc. Teaching Vocabulary | Reading Rockets Deylamsalehi, A. Barjasteh & H. Vaseghi, R. (2015). Anchoring Effects of English Vocabulary Instruction. Anchoring Effects of English Vocabulary Instruction: The Case of Pre University Students | Deylamsalehi | Advances in Language and Literary Studies (aiac.org.au) Ellis, R. (1994). The study of second language acquisition. OUP. Espinosa, L. M. (2007). "Second language acquisition in early childhood" Early Childhood Education: An International Encyclopedia. ESA: A teaching methodology For many years Teachers of English have (n.d.). International TEFL and TESOL Training (ittt) ESA: A teaching methodology Ralph Braswell (teflcorp.com) Fandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., Lugo-Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educ. Educ. Vol. 15, No. 3, 363-381. Retos del Programa Nacional de Bilingüismo: Colombia Bilingüe (scielo.org.co) Galeote, M. (2002). Adquisición del lenguaje. Problemas, investigación y perspectivas. Madrid: Ediciones Pirámide. Gates, A., & Bocker, E. (1923). A study of initial stages in reading by preschool children. Teachers College Record, 24, 469-688 Gomez, J. (2014). Citizen Competences storytelling for vocabulary building in english. Prezi Blog. Citizen Competences storytelling for vocabulary building in e by JANNETH GOMEZ (prezi.com) Harmer, J. (2001) How to teach english. 4th edition. Hubba, M. & Freed, J. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. "Learner-Centered Assessment on College Campuses: Shifting the Focus fr" by Mary E. Huba and Jann E. Freed (georgiasouthern.edu) Jiménez, P. (2014). Exploring students' reactions when working teaching materials designed on their own interests. Cuadernos de Lingüística Hispánica, 25, 201-222. Tunja: Uptc. Kimppa, L. (2017). Rapid formation and activation of lexical memory traces in human neocortex (Unpublished doctoral dissertation). University of Helsinki, Helsinki, Finland Kinder, J.(1953). Audio-Visual Research: Where to Find It. Audio Visual Communication Review, 1(4), 234–241. http://www.jstor.org/stable/30216692 Miller, S & Pennycuff, L (2008).The Power of Story: Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 36 - 43 Microsoft Word - JCPE_2008-01-06.doc (wm.edu) Ministerio de Educación Nacional (2014). Programa Nacional de Inglés 2015-2025 https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdf Moon, J. & Maeng, U (2012). The effects of storytelling and story singing on L2 reading comprehension. Primary English Education Vol. 18, No. 2. [PDF] The effects of storytelling and storysinging on L2 reading comprehension - Free Download PDF (silo.tips) Mudambi, S. (2015). Bringing vocabulary instruction back into our schools. Web Resources. When Old Becomes New - NAESP Nushi, M. & Jenabzadeh, H. (2016). Teaching and learning academic vocabulary. Vol. 40, No. 2. (PDF) Teaching and Learning Academic Vocabulary (researchgate.net) O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524490 Porras, N. (2010). Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language. (PDF) Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language (researchgate.net) Recursos del Programa Nacional de Bilingüismo (PNB) (2014). Gobierno de Colombia. Recursos del Programa Nacional de Bilingüismo | Colombia Aprende Rafik, M. (2005). Storytelling and vocabulary acquisition at the elementary level. (PDF) AND VOCABULARY ACQUISITION AT THE ELEMENTARY LEVEL | Mohamed Rafik Fadel - Academia.edu Rezende, C. (2016). The role of storytelling on language learning: A literature Review. The role of storytelling in language learning: A literature review - Journal ... (readkong.com) Sert, O (2005). The functions of code switching in ELT classrooms, Hacettepe University, Turkey. The internet TESL journal – for teachers of english as a second language. http://iteslj.org/Articles/Sert-CodeSwitching.html (2010/09/12) Shefelbine, J. (1990). Student factors related to variability in learning word meanings from context. Student Factors Related to Variability in Learning Word Meanings from Context - John L. Shefelbine, 1990 (sagepub.com) Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.199-227). Cambridge: Cambridge University Press Surdyk, A. (2007). The nature and goals of the Polish Game Research Society and prospects for game research in Poland, the culture-forming function of games., A. Surdyk, J. Szeja (ed.) Game as a medium, text and ritual (vol. 1). Poznań: Academic Publishing House of Adam Mickiewicz University The Components of Effective Vocabulary Instruction (n.d.). Colorin Colorado, a bilingual site for educators and families of English language learners. The Components of Effective Vocabulary Instruction | Colorín Colorado (colorincolorado.org) What is a word bank? (n.d.). Teaching Resources.Twinkl USA. What is a Word Bank? - Answered - Twinkl Teaching Wiki 4 Components of Effective Vocabulary Instruction (2015). National Association of Elementary School Principals .Volume 38, Issue 9 https://www.naesp.org/resource/4-components-of-effective-vocabulary-instructio |
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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/openAccessMurcia Quintero , DanielGúzman Bermudez , Laura Michelli2022-05-10T22:47:09Z2022-05-10T22:47:09Z2022https://hdl.handle.net/11059/14087Universidad Tecnológica de PereiraRepositorio institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThe following classroom project describes the implementation of storytelling to teach English vocabulary to kindergartners. This project was developed at a public school in Dosquebradas, and the implementation was carried out taking into consideration that vocabulary is important in the process of learning a second language. This classroom project was based on the Engage, Study and Active model, to determine the effectiveness of the use of storytelling to teach vocabulary in a fun and significant manner, helping kindergartners to improve their second language and imagination. High participation and understanding about the topics developed in the classes were shown in the results, but also some disruptive behavior and issues with the use of L1 were evidenced during the implementation of this project.El siguiente proyecto de aula describe la implementación de la narración de cuentos para enseñar vocabulario a los niños de Jardín infantil. Este proyecto se desarrolló en un colegio público de Dosquebradas, y la implementación se llevó a cabo teniendo en cuenta que el vocabulario es importante en el proceso de aprendizaje de una segunda lengua. Esta investigación se basó en el modelo Engage, Study, Active, para determinar la efectividad del uso de la narración para enseñar vocabulario de una manera divertida y significativa, ayudando a los niños de Jardín a mejorar su segundo idioma e imaginación. Durante la implementación de este proyecto, los resultados mostraron una alta participación y comprensión sobre los temas desarrollados en las clases, pero también se evidenciaron algunos comportamientos disruptivos y problemas con el uso de L1.Table of Content Abstract 5 Resumen 6 Introduction 7 Justification 9 Objectives 12 General 12 Teaching objectives 12 Learning Objectives 12 Specific 12 Teaching objectives 12 Learning Objectives 12 Literature Review 12 Conceptual Framework 15 Vocabulary 16 Components of vocabulary 16 Vocabulary strategies 17 Storytelling 18 Teaching of Storytelling 19 Lesson plan task based on storytelling 20 Methodology 22 Context and Setting 22 Participants 22 Design 23 Development and Implementation 24 Methods and Data Analysis 24 Results 29 4 Linguistic outcomes 29 Family word set identification 29 Pronunciation drills of specific vocabulary 32 Professional Growth 35 Lesson design 35 Managing Disruptive Behavior 37 Students’ Responses 38 Effectivity of storytelling to learn vocabulary. 38 Effects of L1 instructions in L2 vocabulary learning process. 39 Conclusions 41 Limitations 43 References 45PregradoIngeniero(a) de Sistemas y Computación82 Páginasapplication/pdfengUniversidad Tecnológica de PereiraIngeniería de Sistemas y ComputaciónFacultad de IngenieríasPereira370 - EducaciónStorytellingVocabularyKindergartnersLanguageEnseñanza bilingüeEducación inter-culturalLexicología - LingüisticaTeaching Vocabulary Through Storytelling to Kindergarten Students from a Public School in DosquebradasTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAhmad, B & Jusoff, K. (2009). Teachers’ code switching in classroom instructions for low English proficient learners. English Language Teaching, 2(2), 49-55. doi: 10.5539/elt.v2n2p4Ayala, Z. & Álvarez, V. (2005). Is Colombia Ready for “Bilingualism”?.SciELO Colombia. Is Colombia Ready for “Bilingualism”? (scielo.org.co)Barreras, A. (2010). How to use tales for the teaching of vocabulary and grammar in a primary education English class. How to use tales for the teaching of vocabulary and grammar in a primary education English class - Document - Gale Academic OneFileBlachowicz, C. L. Z. & Fisher, P. (2000). Vocabulary instruction. In Barr, R., Mosenthal, P., Pearson, P. S. and Kamil, M. (Eds.). Handbook of Reading Research, Volume3. White.Bowes, T. & Marks, J. (1994).Inside teaching: options for English Language Teachers. Macmillan Education Australia.Bryant, C. (2014). 7 Ways to teach your kids storytelling. 7 Ways to teach your kids storytelling – SheKnowsCobo-Lewis A., Eilers R. E., Pearson B. Z., & Umbel V. C. (2002). Interdependence of Spanish and English knowledge in language and literacy among bilingual children. In D. K. Oller & R. E. Eilers (Eds.), Language and literacy in bilingual children. Clevedon: Multilingual Matters.Chomsky, N. (1959). Review of Skinner's Verbal Behavior, Language, 35: 26-58.Crowley, K. & Smith, L. (2010). First Language Acquisition, The Critical Period Hypothesis. Language Acquisition Part 6Diamond, L. & Gutlohn, L. (2006). Vocabulary Handbook.Consortium on Reading Excellence, Inc. Teaching Vocabulary | Reading RocketsDeylamsalehi, A. Barjasteh & H. Vaseghi, R. (2015). Anchoring Effects of English Vocabulary Instruction. Anchoring Effects of English Vocabulary Instruction: The Case of Pre University Students | Deylamsalehi | Advances in Language and Literary Studies (aiac.org.au)Ellis, R. (1994). The study of second language acquisition. OUP. Espinosa, L. M. (2007). "Second language acquisition in early childhood" Early Childhood Education: An International Encyclopedia.ESA: A teaching methodology For many years Teachers of English have (n.d.). International TEFL and TESOL Training (ittt) ESA: A teaching methodology Ralph Braswell (teflcorp.com)Fandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., Lugo-Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educ. Educ. Vol. 15, No. 3, 363-381. Retos del Programa Nacional de Bilingüismo: Colombia Bilingüe (scielo.org.co)Galeote, M. (2002). Adquisición del lenguaje. Problemas, investigación y perspectivas. Madrid: Ediciones Pirámide.Gates, A., & Bocker, E. (1923). A study of initial stages in reading by preschool children. Teachers College Record, 24, 469-688Gomez, J. (2014). Citizen Competences storytelling for vocabulary building in english. Prezi Blog. Citizen Competences storytelling for vocabulary building in e by JANNETH GOMEZ (prezi.com)Harmer, J. (2001) How to teach english. 4th edition.Hubba, M. & Freed, J. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. "Learner-Centered Assessment on College Campuses: Shifting the Focus fr" by Mary E. Huba and Jann E. Freed (georgiasouthern.edu)Jiménez, P. (2014). Exploring students' reactions when working teaching materials designed on their own interests. Cuadernos de Lingüística Hispánica, 25, 201-222. Tunja: Uptc.Kimppa, L. (2017). Rapid formation and activation of lexical memory traces in human neocortex (Unpublished doctoral dissertation). University of Helsinki, Helsinki, FinlandKinder, J.(1953). Audio-Visual Research: Where to Find It. Audio Visual Communication Review, 1(4), 234–241. http://www.jstor.org/stable/30216692Miller, S & Pennycuff, L (2008).The Power of Story: Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education Vol. 1, No. 1 (May 2008) 36 - 43 Microsoft Word - JCPE_2008-01-06.doc (wm.edu)Ministerio de Educación Nacional (2014). Programa Nacional de Inglés 2015-2025 https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdfMoon, J. & Maeng, U (2012). The effects of storytelling and story singing on L2 reading comprehension. Primary English Education Vol. 18, No. 2. [PDF] The effects of storytelling and storysinging on L2 reading comprehension - Free Download PDF (silo.tips)Mudambi, S. (2015). Bringing vocabulary instruction back into our schools. Web Resources. When Old Becomes New - NAESPNushi, M. & Jenabzadeh, H. (2016). Teaching and learning academic vocabulary. Vol. 40, No. 2. (PDF) Teaching and Learning Academic Vocabulary (researchgate.net)O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524490Porras, N. (2010). Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language. (PDF) Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language (researchgate.net)Recursos del Programa Nacional de Bilingüismo (PNB) (2014). Gobierno de Colombia. Recursos del Programa Nacional de Bilingüismo | Colombia AprendeRafik, M. (2005). Storytelling and vocabulary acquisition at the elementary level. (PDF) AND VOCABULARY ACQUISITION AT THE ELEMENTARY LEVEL | Mohamed Rafik Fadel - Academia.eduRezende, C. (2016). The role of storytelling on language learning: A literature Review. The role of storytelling in language learning: A literature review - Journal ... (readkong.com)Sert, O (2005). The functions of code switching in ELT classrooms, Hacettepe University, Turkey. The internet TESL journal – for teachers of english as a second language. http://iteslj.org/Articles/Sert-CodeSwitching.html (2010/09/12)Shefelbine, J. (1990). Student factors related to variability in learning word meanings from context. Student Factors Related to Variability in Learning Word Meanings from Context - John L. Shefelbine, 1990 (sagepub.com)Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp.199-227). Cambridge: Cambridge University PressSurdyk, A. (2007). The nature and goals of the Polish Game Research Society and prospects for game research in Poland, the culture-forming function of games., A. Surdyk, J. Szeja (ed.) Game as a medium, text and ritual (vol. 1). Poznań: Academic Publishing House of Adam Mickiewicz UniversityThe Components of Effective Vocabulary Instruction (n.d.). Colorin Colorado, a bilingual site for educators and families of English language learners. The Components of Effective Vocabulary Instruction | Colorín Colorado (colorincolorado.org)What is a word bank? (n.d.). Teaching Resources.Twinkl USA. What is a Word Bank? - Answered - Twinkl Teaching Wiki4 Components of Effective Vocabulary Instruction (2015). National Association of Elementary School Principals .Volume 38, Issue 9 https://www.naesp.org/resource/4-components-of-effective-vocabulary-instructioPublicationORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf1032656https://dspace7-utp.metabuscador.org/bitstreams/e49f0cb9-d337-4373-bb8e-99266f2c174e/download244260d73a0c4b961c3247b828671b81MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/70d40ba0-0ee0-45a6-9d31-4fb9aa734dd1/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain92324https://dspace7-utp.metabuscador.org/bitstreams/6954e69d-b5c1-4c27-8747-9169804af428/download6125cc1715223a54717d3352ee1059cbMD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5396https://dspace7-utp.metabuscador.org/bitstreams/dfc044bd-9fc8-4b05-bbe3-4c5a237e4f06/download7f1cb4da5d1bd08693fd974d278a469eMD5411059/14087oai:dspace7-utp.metabuscador.org:11059/140872024-09-05 17:18:37.716https://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 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