The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching
Este proyecto de aula se enfocó en la implementación de prácticas orales controladas junto con prácticas de mindfulness en la institución educativa Alfonso Jaramillo Gutiérrez sede La Villa, con el grado 5C. La importancia de este proyecto de aula se basa en el uso globalizado del inglés, el cual se...
- Autores:
-
Guapacha Largo, Diego
- 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:11059/14289
- Acceso en línea:
- https://hdl.handle.net/11059/14289
https://repositorio.utp.edu.co/home
- Palabra clave:
- 370 - Educación::372 - Educación primaria
Metodos de enseñanza
Actividades estudiantiles - Enseñanza elemental
Lenguaje y lenguas - Enseñanza - Metodo bilingüe
Mindfulness
Enseñanza de idiomas
Habilidad para hablar
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching |
| title |
The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching |
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The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching 370 - Educación::372 - Educación primaria Metodos de enseñanza Actividades estudiantiles - Enseñanza elemental Lenguaje y lenguas - Enseñanza - Metodo bilingüe Mindfulness Enseñanza de idiomas Habilidad para hablar |
| title_short |
The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching |
| title_full |
The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching |
| title_fullStr |
The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching |
| title_full_unstemmed |
The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching |
| title_sort |
The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching |
| dc.creator.fl_str_mv |
Guapacha Largo, Diego |
| dc.contributor.advisor.none.fl_str_mv |
Murcia Quintero, Daniel |
| dc.contributor.author.none.fl_str_mv |
Guapacha Largo, Diego |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación::372 - Educación primaria |
| topic |
370 - Educación::372 - Educación primaria Metodos de enseñanza Actividades estudiantiles - Enseñanza elemental Lenguaje y lenguas - Enseñanza - Metodo bilingüe Mindfulness Enseñanza de idiomas Habilidad para hablar |
| dc.subject.lemb.none.fl_str_mv |
Metodos de enseñanza Actividades estudiantiles - Enseñanza elemental Lenguaje y lenguas - Enseñanza - Metodo bilingüe |
| dc.subject.proposal.eng.fl_str_mv |
Mindfulness |
| dc.subject.proposal.spa.fl_str_mv |
Enseñanza de idiomas Habilidad para hablar |
| description |
Este proyecto de aula se enfocó en la implementación de prácticas orales controladas junto con prácticas de mindfulness en la institución educativa Alfonso Jaramillo Gutiérrez sede La Villa, con el grado 5C. La importancia de este proyecto de aula se basa en el uso globalizado del inglés, el cual se reconoce en estos momentos como una lengua franca. En este sentido, hay una necesidad de desarrollar las habilidades orales para expresar auténticamente experiencias, sentimientos e ideas. Esta consideración incentivó el desarrollo de las habilidades comunicativas de inglés a través de diferentes prácticas de mindfulness para promover el uso de experiencias auténticas con vocabulario y estructuras específicas. Para recoger la información de esta implementación, se utilizó los métodos de observaciones, diarios del profesor y artefactos de los estudiantes. Los resultados de este proyecto mostraron que las prácticas de mindfulness crearon un ambiente cálido y seguro donde los estudiantes pudieron participar en actividades orales. Aunque los resultados lingüísticos esperados no se cumplieron, la habilidad oral fue practicada y desarrollada en un bajo nivel. |
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2022 |
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2022-09-26T22:00:32Z |
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2022-09-26T22:00:32Z |
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2022 |
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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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info:eu-repo/semantics/bachelorThesis |
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https://hdl.handle.net/11059/14289 |
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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/11059/14289 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 |
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Archana, S., & Usha, R. (2016). Role of the Teacher in English Language Teaching (ELT). International Journal of Educational Science and Research (IJESR), 7 (1), 1-3. Afandi, V. (2013). Strategies Used in Teaching Oral Skills in The English Language and their Effect on Pupils’ Performance in Lower Primary Schools in Kakamega County, Kenya. Kenyatta University, 01-110. http://ir-library.ku.ac.ke/handle/123456789/18986 Argungu, Z., Lam, K., Mukhtar, F., & Yan, K., Olalekan, T., Geok, K. (2020). Effectiveness of mindfulness-based cognitive therapy among depressed individuals with disabilities in Nigeria : A Randomized Controlled Trial. Psychiatry Research, 296, https://doi.org/10.1016/j.psychres.2020.113680 Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143. https://doi.org/10.1093/clipsy/bpg015 Baker, W. (2012). Understanding English as a Lingua Franca. International Journal of Applied Linguistics, 22(1). 10.1111/j.1473-4192.2011.00305.x Bastidas Muñoz, J. (2021). Análisis del estado de la literatura académica sobre el Programa Nacional de Bilingüismo de Colombia. [Master’s thesis, Universidad Pablo de Olavide]. doi:10.13140/RG.2.2.34615.85923 Bishop, S. R. et al. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy/bph077 Brown, J. (2017). Questions and Answers about Language Testing Statistics: Developing and Using Rubrics: Analytic or Holistict. Shiken, 21 (2), 20-26. Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211–237. https://doi.org/10.1080/10478400701598298 Cámara de Comercio de Pereira por Risaralda. (n.d). Pereira Bilingüe, Cámara de Comercio de Pereira. https://www.camarapereira.org.co/es/pereira-bilinge-EV2152 Castaño, M. A. (2020). Elementos que afectaron negativamente la ejecución y el desarrollo del Programa Nacional de Bilingüismo en Colombia. [Monografia]. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/34661.M. (2020). Centers for Disease Control and Prevention. (2018, August). Evaluation Briefs #16 Data Collection Methods for Program Evaluation: Observation. https://www.cdc.gov/healthyyouth/evaluation/pdf/brief16.pdf Charoensukmongkol, P. (2014). Benefits of Mindfulness Meditation on Emotional Intelligence, General Self-Efficacy, and Perceived Stress: Evidence from Thailand. Journal of Spirituality in Mental Health, 16 (3), 171–192. 10.1080/19349637.2014.925364 Charoensukmongkol, P. (2019). The role of mindfulness in reducing English language anxiety among Thai college students. International Journal of Bilingual Education and Bilingualism, 22 (4), 414–427. Cheng, Z., & Zhang, P. (2020). Trait Emotional Intelligence and Second Language Performance: A Case Study of Chinese EFL Learners. Journal of Multilingual and Multicultural Development, p. 1-15. Cornbleet, S., & Carter, R. (2001). The Language of Speech and Writing. Inter Text. Correa, D., & González, A. (2016). English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies. Education Policy Analysis Archives 24(83). http://dx.doi.org/10.14507/epaa.24.2459 Díaz, G., & Sanabria, G.P. (2020). Programa Nacional de Bilinguismo y el Nivel de Desempeño en Iglés de los Estudiantes en Colombia. In E. Bocciolesi, D. Bosetto, & S. Bolognini (Eds). Armonización Pedgagógica. Perspectivas e Investigaciones sobre el Futuro del a Educación, 241-253. Cielit University Press. Dakowska, M. (2005). Teaching English as a Foreign Language. A Guide for Professionals. Wydawnictwo Naukowe PWN Davenport, C., & Pagnini, F. (2016). Mindful Learning : A Case Study of Langerian Mindfulness in Schools Mindful Learning : A Case Study of Langerian Mindfulness in Schools. Frontiers in Psychology. 7:1372. https://doi.org/10.3389/fpsyg.2016.01372 Ellis, R. (2012). Language Teaching Research and Language Pedagogy. John Wiley & Sons, Inc. Fattha, S. (2006). The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students. [Doctoral dissertation, Ain Shams University]. ERIC https://eric.ed.gov/?id=ED523922 Gavilán, F. (2008). A Study of the Dominant Type of Technique (Controlled, Semicontrolled and Free) of Two English Teachers from a Languages Teaching Program. Profile Issues in Teachers` Professional Development, (10), 163-180. Ghanizadeh, A., Makiabadi, H., & Navokhi, S. A. (2019). Relating EFL university students’ mindfulness and resilience to self-fulfilment and motivation in learning. In Issues in Educational Research, 29 (3), 695-709. Gorsuch, E. (2019). Acceptability And Outcomes of a Guided-meditation Intervention for School-age Second Language Learners [Doctoral Dissertation, Northeastern University]. Northeastern University Repository. http://hdl.handle.net/2047/D20321221 Gutiérres, D. (2005). Developing Oral Skills Through Communicative and Interactive Tasks. Profile Issues in Teachers` Professional Development, (6), 83-96. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902005000100008#a1 Harmer, J. (2001). The practice of English Language Teaching. Longman Hasibuan, A.R., & Irzawati, I. (2020). Students’ Speaking Anxiety on their Speaking Performance: A Study of EFL Learners. Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019), 394, 101-106. https://doi.org/10.2991/assehr.k.200115.017 Hotimah, H. (2015). The Effectiveness of Monopoly Game for Teaching Writing Descriptive Text (An Experimental Research at First Grade Students of SMP Negeri 2 Banyumas in the Academic Year 2014/2015). [Bachelor’s Thesis, Universitas Muhammadiya Purwokerto]. Repository Universitas Muhammadiya Purwokerto. http://repository.ump.ac.id/id/eprint/1007 Hwaider, S. (2017). Problems of Teaching the Listening Skill to Yemeni EFL Learners. International Journal of Scientific and Research Publications, 7 (6), p. 140-148. Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy/bpg016 Kabat-Zinn, J. (2005). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness (15th anniversary Ed.). Delta Trade Paperback/Bantam Dell. (Original work published 1990) Kawulich, B. (2012) Collecting Data through Observation. In C. Wagner, B. Kawulich, M. Garner (Eds.), Doing Social Research: A global context. London, New York: McGraw Hill Kimble, E. G. (2020). Acceptability and outcomes of a guided-meditation intervention for school-age second language learners [Doctoral dissertation Northeastern University] Kuan, T. -F. (2007). Mindfulness in Early Buddhism: New approaches through Psychology and Textual Analysis of Pali, Chinese, and Sanskrit Sources (1st Ed.). Routledge. https://doi.org/10.4324/9780203936146 Le Gal, D. (2018). English Language Teaching In Colombia: A necessary Paradigm Shift. Matices en Lenguas Extranjeras, 0(12). 156-190. 10.15446/male.n12.73267 Levi, A., & Dannelle, D. (2005). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning, Introduction to Rubrics. Stylus Publishing Madero, F.A. (2018). La habilidad de speaking en inglés, una propuesta lúdica para su desarrollo. Retrieved from http://hdl.handle.net/11371/2120. Marpaung, M., & Sinulingga. (2012). Improving Students’ Writing Recount Text Achievement Through Mind Mapping Technique in Junior High School. REGISTER Journal of English Language Teaching of FBS-Unimed, 1. 10.24114/reg.v1i2.400 Mansfield, G., & Poppi, F. (2011). The English as a Foreign Language/Lingua Franca Debate: Sensitising Teachers of English as a Foreign Language Towards Teaching English as a Lingua Franca. PROFILE, 14(1), 159-172 Michońska-Stadnik, A. (2016). Foreign Language Learning from the Perspective of Individual Well-Being. In D. Gałajda, P. Zakrajewski, & M. Pawlak (Eds), Researching in Second Language Learning and Teaching from a Psycholinguistic Perspective, 3-11. Springer International Publishing Ministerio de Educación Nacional de Colombia. (2015, July). COLOMBIA Very Well! Programa Nacional de Inglés 2015-2025. Retrieved October 11, 2021, from https://www.dropbox.com/s/r63nz4qvyfl1t7x/PROGRAMA%20NACIONAL%20DE%20 INGL% C3%89S%202015-2025.pdf Ministerio de Educación Nacional de Colombia. (n.d.). Strategic Framework. GOV.CO. Retrieved October 11, 2021, from Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness Practice Leads to Increases in Regional Brain Gray Matter Density. Psychiatry Research, 191(1), 36–43. https://doi.org/10.1016/j.pscychresns.2010.08.006 Moafian, F., Khoshsima, H., Fadardi, J. S., & Pagnini, F. (2019). Langerian mindfulness and language learning. Cogent Psychology, 6 (1). https://doi.org/10.1080/23311908.2019.1609242 Mousena, E., & Sidiropoulou, T. (2018). Oral Communication Skills and Pedagogy, New Pedagogical Challenges in the 21st Century - Contributions of Research in Education. IntechOpen, 231-247. http://dx.doi.org/10.5772/intechopen.70831 Mozzon McPherson, M. (2019). Mindfulness and advising in language learning: an alternative theoretical perspective. Mélanges CRAPEL, 40(1), 87-113 Nhat Hanh, T. (2002). Friends on the Path: Living Spiritual Communities. Parallax Press. Namaziandost, E., Abdi, A., & Rahimi, F. (2018). The Effect of Writing Practice on Improving Speaking Skill among Pre-intermediate EFL Learners. Theory and Practice in Language Studies, 8 (12), 1690-1697 Nieto, M.C., & Salazar, L.P. (2019). Desarrollo de la habilidad oral en inglés en los niños de cuarto grado mediante la lúdica como herramienta de aprendizaje. Retrieved from https://ciencia.lasalle.edu.co/lic_lenguas/854 Nunan, D. (2010). A Task-Based Approach to Materials Development. Advances in Language and Literary Studies, 1 (2), 135-160. doi:10.7575/aiac.alls.v.1n.2p.135 Oxfam. (2015). Education for Global Citizenship. Oxfam GB. Piasecka. L. (2016). Teaching Matters: Enjoyment and Job Satisfaction. In D. Gałajda, P. Zakrajewski, & M. Pawlak (Eds), Researching Language Learning and Teaching from a Psycholinguistic Perspective (pp. 167-182). Springer International Publishing Puentes, A. (2007). Los Orígenes del Lenguaje. Alianza Editorial. Rafeael, A. (2007). Desarrollo Cognitivo: Las teorías de Piaget y Vigotsky. In J. Tomás & J. Almenara (Eds), Máster en Paidopsquiatría Módulo 1. Universitat Autònoma de Barcelona & Col·legi Oficial de Psicólogos de Catalunyaa Rambe, S. (2019). Total Physical Response. English Education English Journal of Teaching and Learning, 7 (1), 45-58. Renukadevi, D. (2014). The Role of Listening in Language Acquisition; the Challenges & Strategies in Teaching Listening. International Journal of Education and Information Studies, 4 (1), p. 59-63 Ríos, Y. (2013). Orality Teaching in Colombia: Current State and Perspectives. Pedagógicos, 6, 43-57. Rojas, A. A. (2020). Mindfulness-based Social Emotional Interventions for Recognition and Modification of Aggressive Behaviors in Preschoolers. In Josephine Taylor (Ed), Mindful Learning: Research on Learner Awareness, Metacognition, and Learning Strategies, 233- 255. Institución Universitaria Colombo Americana - ÚNICA Saehu, A., Sariyati, I., & Syah, M. Total Physical Response Method for Mastering English Vocabulary [Conference]. In 2nd International Conference on Sociology Education (ICSE 2017), pages 73-76. Schonert-Reichl. A. K., & Roeser. W. R. (Eds). (2016). Handbook of Mindfulness in Education. Integrating Theory and Research into Practice. Mindfulness in Behavioural Health. h ttps://doi.org/10.1007/978-1-4939-3506-2_18 Schwind, J. K., Mccay, E., Beanlands, H., Martin, L. S., Martin, J., & Binder, M. (2016). Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. https://doi.org/10.1016/j.nedt.2016.12.017 Selinker, L. (1972). Interlanguage. IRAL; International Review of Applied Linguistics in Language Teaching, 10(3), 209-231. Shonin, E., Van Gordo, W., & Griffiths, M. D. (2014). The emerging role of Buddhism in clinical psychology: Towards effective integration. Psychology of Religion and Spirituality, 6 (2), 123-127. https://doi.org/10.1037/a0035859 Shonin, E., Van Gordo, W., & Singh, N. N. (Eds.). (2015). Buddhist Foundations of Mindfulness. Mindfulness in Behavioural Health. https://doi.org/10.1007/978-3-319-18591-0_11 Suminih, S. (2017). The Effectiveness of Using Chain Picture in Teaching Speaking. [Dissertation, Institute for Islamic Studies Sultan Maulana Hasanuddin Banten]. UIN IR Repository http://repository.uinbanten.ac.id/id/eprint/682 Torres, A.F. (2018). ENGLISH FOR GLOBAL CITIZENS? Non-native English Teachers’ Perspectives on Teaching English as a Lingua Franca in a Bilingual School in Cali. Universidad Icesi, 1-58. http://repository.icesi.edu.co/biblioteca_digital/handle/10906/84574 UNESCO (2015). Education 2030, Incheon Declaration and Framework for Action. For the Implementation of Sustainable Development Goal 4, Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All. ED 2016/WS/28. UNESCO. (2017, December 20). What UNESCO does on education policy and planning. https://en.unesco.org/themes/education-policy-planning/action Viviane, A. (2020). Promoting TPR (Total Physical Response) Method in Teaching Vocabulary for EFL Beginners in Benin Secondary Schools. International Journal of Applied Linguistics & English Literature, 9 (6), 23-31. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.6p.23 Wang, Y., & Liu, C. (2016). Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.08 Wiegerová, A. (2013). Teacher Journal as a Research Instrument (Research - The First Year in the Life in Primary School through the Eyes of Novice Teachers). STUDIA EDUKACYJNE, 237-252. Yu, M. (2013). Teaching Grammar Using Focus on Form Approach in Communicative Language Teaching for Korean Middle School Students. University of Wisconsin-River Falls. http://digital.library.wisc.edu/1793/65529 Zeilhofer, L. (2020). Mindfulness in the foreign language classroom: Influence on academic achievement and awareness. Language Teaching Research. https://doi.org/10.1177/1362168820934624 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessMurcia Quintero, DanielGuapacha Largo, Diego2022-09-26T22:00:32Z2022-09-26T22:00:32Z2022https://hdl.handle.net/11059/14289Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeEste proyecto de aula se enfocó en la implementación de prácticas orales controladas junto con prácticas de mindfulness en la institución educativa Alfonso Jaramillo Gutiérrez sede La Villa, con el grado 5C. La importancia de este proyecto de aula se basa en el uso globalizado del inglés, el cual se reconoce en estos momentos como una lengua franca. En este sentido, hay una necesidad de desarrollar las habilidades orales para expresar auténticamente experiencias, sentimientos e ideas. Esta consideración incentivó el desarrollo de las habilidades comunicativas de inglés a través de diferentes prácticas de mindfulness para promover el uso de experiencias auténticas con vocabulario y estructuras específicas. Para recoger la información de esta implementación, se utilizó los métodos de observaciones, diarios del profesor y artefactos de los estudiantes. Los resultados de este proyecto mostraron que las prácticas de mindfulness crearon un ambiente cálido y seguro donde los estudiantes pudieron participar en actividades orales. Aunque los resultados lingüísticos esperados no se cumplieron, la habilidad oral fue practicada y desarrollada en un bajo nivel.This classroom project aimed to implement controlled oral practices along with mindfulness practices with fifth graders at the Institución Educativa Bilingüe Alfonso Jaramillo Gutiérrez at the La Villa campus. The importance of this project relies on the globalized use of the English language, which is recognized as a lingua franca. In this sense, there is a need to develop speaking skills to communicate authentic experiences, feelings, and ideas. This consideration encouraged the development of English-speaking skills through diverse mindfulness practices to elicit authentic experiences using specific language structures and vocabulary. To collect the information of this implementation, this project used observations, teacher journals, and students’ artefacts methods. The results of this project showed that mindfulness practices could create a warm and comfortable space where students could participate in speaking activities. Despite the expectation of linguistic results were not achieved, the speaking skill was practised and developed at a lower level.Table of Content Justification…………………………………………………………………………………………………9 Objectives……………………………………………………………………………………………………13 TEACHING OBJECTIVES…………………………………………………………………………………………………..13 LEARNING OBJECTIVES…………………………………………………………………………………………………..13 Conceptual Framework……….…………………………………………………..…………………..14 WHAT IS MINDFULNESS?………………………………………………………………….…………………………….14 Definition of Mindfulness…………………………………………………………………………………………..15 Mindfulness-Based Interventions………………………………………..…………………………………….17 Mindfulness in Education………………………-………………………………………………………………..18 Mindfulness in Foreign Language Education………………………………………..………………….. 19 LANGUAGE TEACHING DEFINITION…………………………………………………………………………………..20 What is Language Teaching?…………………………………………………………………………………...20 English as a Foreign Language…………………………………………………………………………………21 Teaching English as a Foreign Language…………………………………………………………………..22 WHAT IS THE SPEAKING SKILL IN THE LANGUAGE?………………..……………………………………………23 WHAT IS CONTROLLED PRACTICE?……………………………………………………………………………..…....24 WHAT IS THE LISTENING SKILL?……………………………………………………………………………..…........25 WHAT IS THE WRITING SKILL?……………………………………………………………………………..…..........26 WHAT ARE AUDIO-VISUAL MATERIALS?…....………………………………………………………………..…....27 WHAT IS THE TOTAL PHYSICAL RESPONSE METHOD?…………………………………………………………..28 Literature Review…..…………………………….....…………………………………………………31 Methodology……………………………………………………………………………………………....35 CONTEXT………………………………………………………………………………………………………………………35 SETTING……………………………………………………………………………………………………………………….36 MINDFULNESS AND LANGUAGE TEACHING 4 PARTICIPANTS……………………………………………………………………………………………………………...37 Students…………………………………………………………………………………………………………….……37 Practitioner………………………………………………………………………………………………………….…37 Mentor…….………………………………………………………………………………………………………….…38 INSTRUCTIONAL DESIGN……....……………………………………………………………………………………….38 DEVELOPMENT AND IMPLEMENTATION….........………………………………………………………………..…42 RESOURCES…………………………………………………………………………………………………………………..44 INSTRUMENTS TO COLLECT INFORMATION OF THE PROJECT………...……………………………………….44 Observation……………………………………………………………………………………………………………..44 Teacher Journal……………………………………………………………………………………………………....45 Students’ Artifacts………..………………………………………………………………………………………….45 Results........……………………………………………………………………………………………....47 PROFESSIONAL GROWTH……………………………………………………...……………………………………….47 Lesson Planning and Executing………………………………………………………………………………..47 Musical instruments used in the classroom………………..………..…………………………………....51 Collaborative Work……………………………..………………………………………………………………....53 Distracted behaviour during the Interventions………………………………………………………….55 STUDENTS’ RESPONSE…………………………………………………………...……………………………………….58 LINGUISTIC OUTCOMES………………………………………………………...……………………………………….62 Strengths………………………………………………………………………………………………………………..62 Challenges……………………………..………………………………………………………………………………..67 Conclusions…..……........…………………………………………………………………….…………71 Implications and Recommendations…………….…………………………………..……………75 References…….…........…………………………………………………………………..……………..78 Appendices………………………………………………………………………………………………….88 APPENDIX A: TEACHER JOURNAL ………………………………….………...……………………………………….88 MINDFULNESS AND LANGUAGE TEACHING 5 APPENDIX B: OBSERVATIONS…….………………………………….………...……………………………………...88 APPENDIX C: PHOTOS AND VIDEOS COMPILATION…….………….……...………………………………………88PregradoLicenciado(a) en Bilingüismo con Énfasis en Inglés89 Páginasapplication/pdfengUniversidad Tecnológica de PereiraLicenciatura en Bilingüismo con Énfasis en InglésFacultad de Bellas Artes y HumanidadesPereira370 - Educación::372 - Educación primariaMetodos de enseñanzaActividades estudiantiles - Enseñanza elementalLenguaje y lenguas - Enseñanza - Metodo bilingüeMindfulnessEnseñanza de idiomasHabilidad para hablarThe articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teachingTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisArchana, S., & Usha, R. 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16:45:12.922https://creativecommons.org/licenses/by-nc-nd/4.0/open.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de 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luY29ycG9yYWRhIGVuIGxhcyBPYnJhcyBDb2xlY3RpdmFzLgoKYi4JRGlzdHJpYnVpciBjb3BpYXMgbyBmb25vZ3JhbWFzIGRlIGxhcyBPYnJhcywgZXhoaWJpcmxhcyBww7pibGljYW1lbnRlLCBlamVjdXRhcmxhcyBww7pibGljYW1lbnRlIHkvbyBwb25lcmxhcyBhIGRpc3Bvc2ljacOzbiBww7pibGljYSwgaW5jbHV5w6luZG9sYXMgY29tbyBpbmNvcnBvcmFkYXMgZW4gT2JyYXMgQ29sZWN0aXZhcywgc2Vnw7puIGNvcnJlc3BvbmRhLgoKYy4JRGlzdHJpYnVpciBjb3BpYXMgZGUgbGFzIE9icmFzIERlcml2YWRhcyBxdWUgc2UgZ2VuZXJlbiwgZXhoaWJpcmxhcyBww7pibGljYW1lbnRlLCBlamVjdXRhcmxhcyBww7pibGljYW1lbnRlIHkvbyBwb25lcmxhcyBhIGRpc3Bvc2ljacOzbiBww7pibGljYS4KTG9zIGRlcmVjaG9zIG1lbmNpb25hZG9zIGFudGVyaW9ybWVudGUgcHVlZGVuIHNlciBlamVyY2lkb3MgZW4gdG9kb3MgbG9zIG1lZGlvcyB5IGZvcm1hdG9zLCBhY3R1YWxtZW50ZSBjb25vY2lkb3MgbyBxdWUgc2UgaW52ZW50ZW4gZW4gZWwgZnV0dXJvLiBMb3MgZGVyZWNob3MgYW50ZXMgbWVuY2lvbmFkb3MgaW5jbHV5ZW4gZWwgZGVyZWNobyBhIHJlYWxpemFyIGRpY2hhcyBtb2RpZmljYWNpb25lcyBlbiBsYSBtZWRpZGEgcXVlIHNlYW4gdMOpY25pY2FtZW50ZSBuZWNlc2FyaWFzIHBhcmEgZWplcmNlciBsb3MgZGVyZWNob3MgZW4gb3RybyBtZWRpbyBvIGZvcm1hdG9zLCBwZXJvIGRlIG90cmEgbWFuZXJhIHVzdGVkIG5vIGVzdMOhIGF1dG9yaXphZG8gcGFyYSByZWFsaXphciBvYnJhcyBkZXJpdmFkYXMuIFRvZG9zIGxvcyBkZXJlY2hvcyBubyBvdG9yZ2Fkb3MgZXhwcmVzYW1lbnRlIHBvciBlbCBMaWNlbmNpYW50ZSBxdWVkYW4gcG9yIGVzdGUgbWVkaW8gcmVzZXJ2YWRvcywgaW5jbHV5ZW5kbyBwZXJvIHNpbiBsaW1pdGFyc2UgYSBhcXVlbGxvcyBxdWUgc2UgbWVuY2lvbmFuIGVuIGxhcyBzZWNjaW9uZXMgNChkKSB5IDQoZSkuCgo0LiBSZXN0cmljY2lvbmVzLgpMYSBsaWNlbmNpYSBvdG9yZ2FkYSBlbiBsYSBhbnRlcmlvciBTZWNjacOzbiAzIGVzdMOhIGV4cHJlc2FtZW50ZSBzdWpldGEgeSBsaW1pdGFkYSBwb3IgbGFzIHNpZ3VpZW50ZXMgcmVzdHJpY2Npb25lczoKCmEuCVVzdGVkIHB1ZWRlIGRpc3RyaWJ1aXIsIGV4aGliaXIgcMO6YmxpY2FtZW50ZSwgZWplY3V0YXIgcMO6YmxpY2FtZW50ZSwgbyBwb25lciBhIGRpc3Bvc2ljacOzbiBww7pibGljYSBsYSBPYnJhIHPDs2xvIGJham8gbGFzIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEsIHkgVXN0ZWQgZGViZSBpbmNsdWlyIHVuYSBjb3BpYSBkZSBlc3RhIGxpY2VuY2lhIG8gZGVsIElkZW50aWZpY2Fkb3IgVW5pdmVyc2FsIGRlIFJlY3Vyc29zIGRlIGxhIG1pc21hIGNvbiBjYWRhIGNvcGlhIGRlIGxhIE9icmEgcXVlIGRpc3RyaWJ1eWEsIGV4aGliYSBww7pibGljYW1lbnRlLCBlamVjdXRlIHDDumJsaWNhbWVudGUgbyBwb25nYSBhIGRpc3Bvc2ljacOzbiBww7pibGljYS4gTm8gZXMgcG9zaWJsZSBvZnJlY2VyIG8gaW1wb25lciBuaW5ndW5hIGNvbmRpY2nDs24gc29icmUgbGEgT2JyYSBxdWUgYWx0ZXJlIG8gbGltaXRlIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhIG8gZWwgZWplcmNpY2lvIGRlIGxvcyBkZXJlY2hvcyBkZSBsb3MgZGVzdGluYXRhcmlvcyBvdG9yZ2Fkb3MgZW4gZXN0ZSBkb2N1bWVudG8uIE5vIGVzIHBvc2libGUgc3VibGljZW5jaWFyIGxhIE9icmEuIFVzdGVkIGRlYmUgbWFudGVuZXIgaW50YWN0b3MgdG9kb3MgbG9zIGF2aXNvcyBxdWUgaGFnYW4gcmVmZXJlbmNpYSBhIGVzdGEgTGljZW5jaWEgeSBhIGxhIGNsw6F1c3VsYSBkZSBsaW1pdGFjacOzbiBkZSBnYXJhbnTDrWFzLiBVc3RlZCBubyBwdWVkZSBkaXN0cmlidWlyLCBleGhpYmlyIHDDumJsaWNhbWVudGUsIGVqZWN1dGFyIHDDumJsaWNhbWVudGUsIG8gcG9uZXIgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBjb24gYWxndW5hIG1lZGlkYSB0ZWNub2zDs2dpY2EgcXVlIGNvbnRyb2xlIGVsIGFjY2VzbyBvIGxhIHV0aWxpemFjacOzbiBkZSBlbGxhIGRlIHVuYSBmb3JtYSBxdWUgc2VhIGluY29uc2lzdGVudGUgY29uIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhLiBMbyBhbnRlcmlvciBzZSBhcGxpY2EgYSBsYSBPYnJhIGluY29ycG9yYWRhIGEgdW5hIE9icmEgQ29sZWN0aXZhLCBwZXJvIGVzdG8gbm8gZXhpZ2UgcXVlIGxhIE9icmEgQ29sZWN0aXZhIGFwYXJ0ZSBkZSBsYSBvYnJhIG1pc21hIHF1ZWRlIHN1amV0YSBhIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhLiBTaSBVc3RlZCBjcmVhIHVuYSBPYnJhIENvbGVjdGl2YSwgcHJldmlvIGF2aXNvIGRlIGN1YWxxdWllciBMaWNlbmNpYW50ZSBkZWJlLCBlbiBsYSBtZWRpZGEgZGUgbG8gcG9zaWJsZSwgZWxpbWluYXIgZGUgbGEgT2JyYSBDb2xlY3RpdmEgY3VhbHF1aWVyIHJlZmVyZW5jaWEgYSBkaWNobyBMaWNlbmNpYW50ZSBvIGFsIEF1dG9yIE9yaWdpbmFsLCBzZWfDum4gbG8gc29saWNpdGFkbyBwb3IgZWwgTGljZW5jaWFudGUgeSBjb25mb3JtZSBsbyBleGlnZSBsYSBjbMOhdXN1bGEgNChjKS4KCmIuCVVzdGVkIG5vIHB1ZWRlIGVqZXJjZXIgbmluZ3VubyBkZSBsb3MgZGVyZWNob3MgcXVlIGxlIGhhbiBzaWRvIG90b3JnYWRvcyBlbiBsYSBTZWNjacOzbiAzIHByZWNlZGVudGUgZGUgbW9kbyBxdWUgZXN0w6luIHByaW5jaXBhbG1lbnRlIGRlc3RpbmFkb3MgbyBkaXJlY3RhbWVudGUgZGlyaWdpZG9zIGEgY29uc2VndWlyIHVuIHByb3ZlY2hvIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLiBFbCBpbnRlcmNhbWJpbyBkZSBsYSBPYnJhIHBvciBvdHJhcyBvYnJhcyBwcm90ZWdpZGFzIHBvciBkZXJlY2hvcyBkZSBhdXRvciwgeWEgc2VhIGEgdHJhdsOpcyBkZSB1biBzaXN0ZW1hIHBhcmEgY29tcGFydGlyIGFyY2hpdm9zIGRpZ2l0YWxlcyAoZGlnaXRhbCBmaWxlLXNoYXJpbmcpIG8gZGUgY3VhbHF1aWVyIG90cmEgbWFuZXJhIG5vIHNlcsOhIGNvbnNpZGVyYWRvIGNvbW8gZXN0YXIgZGVzdGluYWRvIHByaW5jaXBhbG1lbnRlIG8gZGlyaWdpZG8gZGlyZWN0YW1lbnRlIGEgY29uc2VndWlyIHVuIHByb3ZlY2hvIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLCBzaWVtcHJlIHF1ZSBubyBzZSByZWFsaWNlIHVuIHBhZ28gbWVkaWFudGUgdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIGVuIHJlbGFjacOzbiBjb24gZWwgaW50ZXJjYW1iaW8gZGUgb2JyYXMgcHJvdGVnaWRhcyBwb3IgZWwgZGVyZWNobyBkZSBhdXRvci4KCmMuCVNpIHVzdGVkIGRpc3RyaWJ1eWUsIGV4aGliZSBww7pibGljYW1lbnRlLCBlamVjdXRhIHDDumJsaWNhbWVudGUgbyBlamVjdXRhIHDDumJsaWNhbWVudGUgZW4gZm9ybWEgZGlnaXRhbCBsYSBPYnJhIG8gY3VhbHF1aWVyIE9icmEgRGVyaXZhZGEgdSBPYnJhIENvbGVjdGl2YSwgVXN0ZWQgZGViZSBtYW50ZW5lciBpbnRhY3RhIHRvZGEgbGEgaW5mb3JtYWNpw7NuIGRlIGRlcmVjaG8gZGUgYXV0b3IgZGUgbGEgT2JyYSB5IHByb3BvcmNpb25hciwgZGUgZm9ybWEgcmF6b25hYmxlIHNlZ8O6biBlbCBtZWRpbyBvIG1hbmVyYSBxdWUgVXN0ZWQgZXN0w6kgdXRpbGl6YW5kbzogKGkpIGVsIG5vbWJyZSBkZWwgQXV0b3IgT3JpZ2luYWwgc2kgZXN0w6EgcHJvdmlzdG8gKG8gc2V1ZMOzbmltbywgc2kgZnVlcmUgYXBsaWNhYmxlKSwgeS9vIChpaSkgZWwgbm9tYnJlIGRlIGxhIHBhcnRlIG8gbGFzIHBhcnRlcyBxdWUgZWwgQXV0b3IgT3JpZ2luYWwgeS9vIGVsIExpY2VuY2lhbnRlIGh1YmllcmVuIGRlc2lnbmFkbyBwYXJhIGxhIGF0cmlidWNpw7NuICh2LmcuLCB1biBpbnN0aXR1dG8gcGF0cm9jaW5hZG9yLCBlZGl0b3JpYWwsIHB1YmxpY2FjacOzbikgZW4gbGEgaW5mb3JtYWNpw7NuIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZWwgTGljZW5jaWFudGUsIHTDqXJtaW5vcyBkZSBzZXJ2aWNpb3MgbyBkZSBvdHJhcyBmb3JtYXMgcmF6b25hYmxlczsgZWwgdMOtdHVsbyBkZSBsYSBPYnJhIHNpIGVzdMOhIHByb3Zpc3RvOyBlbiBsYSBtZWRpZGEgZGUgbG8gcmF6b25hYmxlbWVudGUgZmFjdGlibGUgeSwgc2kgZXN0w6EgcHJvdmlzdG8sIGVsIElkZW50aWZpY2Fkb3IgVW5pZm9ybWUgZGUgUmVjdXJzb3MgKFVuaWZvcm0gUmVzb3VyY2UgSWRlbnRpZmllcikgcXVlIGVsIExpY2VuY2lhbnRlIGVzcGVjaWZpY2EgcGFyYSBzZXIgYXNvY2lhZG8gY29uIGxhIE9icmEsIHNhbHZvIHF1ZSB0YWwgVVJJIG5vIHNlIHJlZmllcmEgYSBsYSBub3RhIHNvYnJlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBvIGEgbGEgaW5mb3JtYWNpw7NuIHNvYnJlIGVsIGxpY2VuY2lhbWllbnRvIGRlIGxhIE9icmE7IHkgZW4gZWwgY2FzbyBkZSB1bmEgT2JyYSBEZXJpdmFkYSwgYXRyaWJ1aXIgZWwgY3LDqWRpdG8gaWRlbnRpZmljYW5kbyBlbCB1c28gZGUgbGEgT2JyYSBlbiBsYSBPYnJhIERlcml2YWRhICh2LmcuLCAiVHJhZHVjY2nDs24gRnJhbmNlc2EgZGUgbGEgT2JyYSBkZWwgQXV0b3IgT3JpZ2luYWwsIiBvICJHdWnDs24gQ2luZW1hdG9ncsOhZmljbyBiYXNhZG8gZW4gbGEgT2JyYSBvcmlnaW5hbCBkZWwgQXV0b3IgT3JpZ2luYWwiKS4gVGFsIGNyw6lkaXRvIHB1ZWRlIHNlciBpbXBsZW1lbnRhZG8gZGUgY3VhbHF1aWVyIGZvcm1hIHJhem9uYWJsZTsgZW4gZWwgY2Fzbywgc2luIGVtYmFyZ28sIGRlIE9icmFzIERlcml2YWRhcyB1IE9icmFzIENvbGVjdGl2YXMsIHRhbCBjcsOpZGl0byBhcGFyZWNlcsOhLCBjb21vIG3DrW5pbW8sIGRvbmRlIGFwYXJlY2UgZWwgY3LDqWRpdG8gZGUgY3VhbHF1aWVyIG90cm8gYXV0b3IgY29tcGFyYWJsZSB5IGRlIHVuYSBtYW5lcmEsIGFsIG1lbm9zLCB0YW4gZGVzdGFjYWRhIGNvbW8gZWwgY3LDqWRpdG8gZGUgb3RybyBhdXRvciBjb21wYXJhYmxlLgoKZC4JUGFyYSBldml0YXIgdG9kYSBjb25mdXNpw7NuLCBlbCBMaWNlbmNpYW50ZSBhY2xhcmEgcXVlLCBjdWFuZG8gbGEgb2JyYSBlcyB1bmEgY29tcG9zaWNpw7NuIG11c2ljYWw6CgppLglSZWdhbMOtYXMgcG9yIGludGVycHJldGFjacOzbiB5IGVqZWN1Y2nDs24gYmFqbyBsaWNlbmNpYXMgZ2VuZXJhbGVzLiBFbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIGF1dG9yaXphciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgeSBkZSByZWNvbGVjdGFyLCBzZWEgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgU0FZQ08pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIG8gcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIChwb3IgZWplbXBsbyBXZWJjYXN0KSBsaWNlbmNpYWRhIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcywgc2kgbGEgaW50ZXJwcmV0YWNpw7NuIG8gZWplY3VjacOzbiBkZSBsYSBvYnJhIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBvcmllbnRhZGEgcG9yIG8gZGlyaWdpZGEgYSBsYSBvYnRlbmNpw7NuIGRlIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLgoKaWkuCVJlZ2Fsw61hcyBwb3IgRm9ub2dyYW1hcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSByZWNvbGVjdGFyLCBpbmRpdmlkdWFsbWVudGUgbyBhIHRyYXbDqXMgZGUgdW5hIHNvY2llZGFkIGRlIGdlc3Rpw7NuIGNvbGVjdGl2YSBkZSBkZXJlY2hvcyBkZSBhdXRvciB5IGRlcmVjaG9zIGNvbmV4b3MgKHBvciBlamVtcGxvLCBsb3MgY29uc2FncmFkb3MgcG9yIGxhIFNBWUNPKSwgdW5hIGFnZW5jaWEgZGUgZGVyZWNob3MgbXVzaWNhbGVzIG8gYWxnw7puIGFnZW50ZSBkZXNpZ25hZG8sIGxhcyByZWdhbMOtYXMgcG9yIGN1YWxxdWllciBmb25vZ3JhbWEgcXVlIFVzdGVkIGNyZWUgYSBwYXJ0aXIgZGUgbGEgb2JyYSAo4oCcdmVyc2nDs24gY292ZXLigJ0pIHkgZGlzdHJpYnV5YSwgZW4gbG9zIHTDqXJtaW5vcyBkZWwgcsOpZ2ltZW4gZGUgZGVyZWNob3MgZGUgYXV0b3IsIHNpIGxhIGNyZWFjacOzbiBvIGRpc3RyaWJ1Y2nDs24gZGUgZXNhIHZlcnNpw7NuIGNvdmVyIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkZXN0aW5hZGEgbyBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuCgplLglHZXN0acOzbiBkZSBEZXJlY2hvcyBkZSBBdXRvciBzb2JyZSBJbnRlcnByZXRhY2lvbmVzIHkgRWplY3VjaW9uZXMgRGlnaXRhbGVzIChXZWJDYXN0aW5nKS4gUGFyYSBldml0YXIgdG9kYSBjb25mdXNpw7NuLCBlbCBMaWNlbmNpYW50ZSBhY2xhcmEgcXVlLCBjdWFuZG8gbGEgb2JyYSBzZWEgdW4gZm9ub2dyYW1hLCBlbCBMaWNlbmNpYW50ZSBzZSByZXNlcnZhIGVsIGRlcmVjaG8gZXhjbHVzaXZvIGRlIGF1dG9yaXphciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpIHkgZGUgcmVjb2xlY3RhciwgaW5kaXZpZHVhbG1lbnRlIG8gYSB0cmF2w6lzIGRlIHVuYSBzb2NpZWRhZCBkZSBnZXN0acOzbiBjb2xlY3RpdmEgZGUgZGVyZWNob3MgZGUgYXV0b3IgeSBkZXJlY2hvcyBjb25leG9zIChwb3IgZWplbXBsbywgQUNJTlBSTyksIGxhcyByZWdhbMOtYXMgcG9yIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIChwb3IgZWplbXBsbywgd2ViY2FzdCksIHN1amV0YSBhIGxhcyBkaXNwb3NpY2lvbmVzIGFwbGljYWJsZXMgZGVsIHLDqWdpbWVuIGRlIERlcmVjaG8gZGUgQXV0b3IsIHNpIGVzdGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuCgo1LiBSZXByZXNlbnRhY2lvbmVzLCBHYXJhbnTDrWFzIHkgTGltaXRhY2lvbmVzIGRlIFJlc3BvbnNhYmlsaWRhZC4KQSBNRU5PUyBRVUUgTEFTIFBBUlRFUyBMTyBBQ09SREFSQU4gREUgT1RSQSBGT1JNQSBQT1IgRVNDUklUTywgRUwgTElDRU5DSUFOVEUgT0ZSRUNFIExBIE9CUkEgKEVOIEVMIEVTVEFETyBFTiBFTCBRVUUgU0UgRU5DVUVOVFJBKSDigJxUQUwgQ1VBTOKAnSwgU0lOIEJSSU5EQVIgR0FSQU5Uw41BUyBERSBDTEFTRSBBTEdVTkEgUkVTUEVDVE8gREUgTEEgT0JSQSwgWUEgU0VBIEVYUFJFU0EsIElNUEzDjUNJVEEsIExFR0FMIE8gQ1VBTFFVSUVSQSBPVFJBLCBJTkNMVVlFTkRPLCBTSU4gTElNSVRBUlNFIEEgRUxMQVMsIEdBUkFOVMONQVMgREUgVElUVUxBUklEQUQsIENPTUVSQ0lBQklMSURBRCwgQURBUFRBQklMSURBRCBPIEFERUNVQUNJw5NOIEEgUFJPUMOTU0lUTyBERVRFUk1JTkFETywgQVVTRU5DSUEgREUgSU5GUkFDQ0nDk04sIERFIEFVU0VOQ0lBIERFIERFRkVDVE9TIExBVEVOVEVTIE8gREUgT1RSTyBUSVBPLCBPIExBIFBSRVNFTkNJQSBPIEFVU0VOQ0lBIERFIEVSUk9SRVMsIFNFQU4gTyBOTyBERVNDVUJSSUJMRVMgKFBVRURBTiBPIE5PIFNFUiBFU1RPUyBERVNDVUJJRVJUT1MpLiBBTEdVTkFTIEpVUklTRElDQ0lPTkVTIE5PIFBFUk1JVEVOIExBIEVYQ0xVU0nDk04gREUgR0FSQU5Uw41BUyBJTVBMw41DSVRBUywgRU4gQ1VZTyBDQVNPIEVTVEEgRVhDTFVTScOTTiBQVUVERSBOTyBBUExJQ0FSU0UgQSBVU1RFRC4KCjYuIExpbWl0YWNpw7NuIGRlIHJlc3BvbnNhYmlsaWRhZC4KQSBNRU5PUyBRVUUgTE8gRVhJSkEgRVhQUkVTQU1FTlRFIExBIExFWSBBUExJQ0FCTEUsIEVMIExJQ0VOQ0lBTlRFIE5PIFNFUsOBIFJFU1BPTlNBQkxFIEFOVEUgVVNURUQgUE9SIERBw5FPIEFMR1VOTywgU0VBIFBPUiBSRVNQT05TQUJJTElEQUQgRVhUUkFDT05UUkFDVFVBTCwgUFJFQ09OVFJBQ1RVQUwgTyBDT05UUkFDVFVBTCwgT0JKRVRJVkEgTyBTVUJKRVRJVkEsIFNFIFRSQVRFIERFIERBw5FPUyBNT1JBTEVTIE8gUEFUUklNT05JQUxFUywgRElSRUNUT1MgTyBJTkRJUkVDVE9TLCBQUkVWSVNUT1MgTyBJTVBSRVZJU1RPUyBQUk9EVUNJRE9TIFBPUiBFTCBVU08gREUgRVNUQSBMSUNFTkNJQSBPIERFIExBIE9CUkEsIEFVTiBDVUFORE8gRUwgTElDRU5DSUFOVEUgSEFZQSBTSURPIEFEVkVSVElETyBERSBMQSBQT1NJQklMSURBRCBERSBESUNIT1MgREHDkU9TLiBBTEdVTkFTIExFWUVTIE5PIFBFUk1JVEVOIExBIEVYQ0xVU0nDk04gREUgQ0lFUlRBIFJFU1BPTlNBQklMSURBRCwgRU4gQ1VZTyBDQVNPIEVTVEEgRVhDTFVTScOTTiBQVUVERSBOTyBBUExJQ0FSU0UgQSBVU1RFRC4KCjcuIFTDqXJtaW5vLgoKYS4JRXN0YSBMaWNlbmNpYSB5IGxvcyBkZXJlY2hvcyBvdG9yZ2Fkb3MgZW4gdmlydHVkIGRlIGVsbGEgdGVybWluYXLDoW4gYXV0b23DoXRpY2FtZW50ZSBzaSBVc3RlZCBpbmZyaW5nZSBhbGd1bmEgY29uZGljacOzbiBlc3RhYmxlY2lkYSBlbiBlbGxhLiBTaW4gZW1iYXJnbywgbG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgcXVlIGhhbiByZWNpYmlkbyBPYnJhcyBEZXJpdmFkYXMgbyBDb2xlY3RpdmFzIGRlIFVzdGVkIGRlIGNvbmZvcm1pZGFkIGNvbiBlc3RhIExpY2VuY2lhLCBubyB2ZXLDoW4gdGVybWluYWRhcyBzdXMgbGljZW5jaWFzLCBzaWVtcHJlIHF1ZSBlc3RvcyBpbmRpdmlkdW9zIG8gZW50aWRhZGVzIHNpZ2FuIGN1bXBsaWVuZG8gw61udGVncmFtZW50ZSBsYXMgY29uZGljaW9uZXMgZGUgZXN0YXMgbGljZW5jaWFzLiBMYXMgU2VjY2lvbmVzIDEsIDIsIDUsIDYsIDcsIHkgOCBzdWJzaXN0aXLDoW4gYSBjdWFscXVpZXIgdGVybWluYWNpw7NuIGRlIGVzdGEgTGljZW5jaWEuCgpiLglTdWpldGEgYSBsYXMgY29uZGljaW9uZXMgeSB0w6lybWlub3MgYW50ZXJpb3JlcywgbGEgbGljZW5jaWEgb3RvcmdhZGEgYXF1w60gZXMgcGVycGV0dWEgKGR1cmFudGUgZWwgcGVyw61vZG8gZGUgdmlnZW5jaWEgZGUgbG9zIGRlcmVjaG9zIGRlIGF1dG9yIGRlIGxhIG9icmEpLiBObyBvYnN0YW50ZSBsbyBhbnRlcmlvciwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGEgcHVibGljYXIgeS9vIGVzdHJlbmFyIGxhIE9icmEgYmFqbyBjb25kaWNpb25lcyBkZSBsaWNlbmNpYSBkaWZlcmVudGVzIG8gYSBkZWphciBkZSBkaXN0cmlidWlybGEgZW4gbG9zIHTDqXJtaW5vcyBkZSBlc3RhIExpY2VuY2lhIGVuIGN1YWxxdWllciBtb21lbnRvOyBlbiBlbCBlbnRlbmRpZG8sIHNpbiBlbWJhcmdvLCBxdWUgZXNhIGVsZWNjacOzbiBubyBzZXJ2aXLDoSBwYXJhIHJldm9jYXIgZXN0YSBsaWNlbmNpYSBvIHF1ZSBkZWJhIHNlciBvdG9yZ2FkYSAsIGJham8gbG9zIHTDqXJtaW5vcyBkZSBlc3RhIGxpY2VuY2lhKSwgeSBlc3RhIGxpY2VuY2lhIGNvbnRpbnVhcsOhIGVuIHBsZW5vIHZpZ29yIHkgZWZlY3RvIGEgbWVub3MgcXVlIHNlYSB0ZXJtaW5hZGEgY29tbyBzZSBleHByZXNhIGF0csOhcy4gTGEgTGljZW5jaWEgcmV2b2NhZGEgY29udGludWFyw6Egc2llbmRvIHBsZW5hbWVudGUgdmlnZW50ZSB5IGVmZWN0aXZhIHNpIG5vIHNlIGxlIGRhIHTDqXJtaW5vIGVuIGxhcyBjb25kaWNpb25lcyBpbmRpY2FkYXMgYW50ZXJpb3JtZW50ZS4KCjguIFZhcmlvcy4KCmEuCUNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuCgpiLglTaSBhbGd1bmEgZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgcmVzdWx0YSBpbnZhbGlkYWRhIG8gbm8gZXhpZ2libGUsIHNlZ8O6biBsYSBsZWdpc2xhY2nDs24gdmlnZW50ZSwgZXN0byBubyBhZmVjdGFyw6EgbmkgbGEgdmFsaWRleiBuaSBsYSBhcGxpY2FiaWxpZGFkIGRlbCByZXN0byBkZSBjb25kaWNpb25lcyBkZSBlc3RhIExpY2VuY2lhIHksIHNpbiBhY2Npw7NuIGFkaWNpb25hbCBwb3IgcGFydGUgZGUgbG9zIHN1amV0b3MgZGUgZXN0ZSBhY3VlcmRvLCBhcXXDqWxsYSBzZSBlbnRlbmRlcsOhIHJlZm9ybWFkYSBsbyBtw61uaW1vIG5lY2VzYXJpbyBwYXJhIGhhY2VyIHF1ZSBkaWNoYSBkaXNwb3NpY2nDs24gc2VhIHbDoWxpZGEgeSBleGlnaWJsZS4KCmMuCU5pbmfDum4gdMOpcm1pbm8gbyBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSBzZSBlc3RpbWFyw6EgcmVudW5jaWFkYSB5IG5pbmd1bmEgdmlvbGFjacOzbiBkZSBlbGxhIHNlcsOhIGNvbnNlbnRpZGEgYSBtZW5vcyBxdWUgZXNhIHJlbnVuY2lhIG8gY29uc2VudGltaWVudG8gc2VhIG90b3JnYWRvIHBvciBlc2NyaXRvIHkgZmlybWFkbyBwb3IgbGEgcGFydGUgcXVlIHJlbnVuY2llIG8gY29uc2llbnRhLgoKZC4JRXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLgo= 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