The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.

ilustraciones, gráficos, tablas

Autores:: Brand Rojas, Jimmy Andrey
Calvache Díaz, Jiverson Farid

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2021

Institución:: Unidad Central del Valle del Cauca

Repositorio:: Repositorio Institucional - Unidad Central del Valle del Cauca

Idioma:: spa

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dc.title.spa.fl_str_mv	The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.
title	The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.
spellingShingle	The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá. Doodling English vocabulary development CLIL ESL
title_short	The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.
title_full	The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.
title_fullStr	The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.
title_full_unstemmed	The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.
title_sort	The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.
dc.creator.fl_str_mv	Brand Rojas, Jimmy Andrey Calvache Díaz, Jiverson Farid
dc.contributor.advisor.none.fl_str_mv	Prada Ruales, Leonardo
dc.contributor.author.none.fl_str_mv	Brand Rojas, Jimmy Andrey Calvache Díaz, Jiverson Farid
dc.subject.proposal.spa.fl_str_mv	Doodling English vocabulary development CLIL ESL
topic	Doodling English vocabulary development CLIL ESL
description	ilustraciones, gráficos, tablas
publishDate	2021
dc.date.issued.none.fl_str_mv	2021
dc.date.accessioned.none.fl_str_mv	2023-05-18T20:43:44Z
dc.date.available.none.fl_str_mv	2023-05-18T20:43:44Z
dc.type.spa.fl_str_mv	bachelor thesis
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado -Monografía - Pregrado
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dc.relation.references.none.fl_str_mv	- Albrechtsen, Dorte, Kirsten Haastrup y Birgit Henriksen (2008). Vocabulary and writing in a first and second language: processes and development. Hampshire: Palgrave Macmillan. https://doi.org/10.1057/9780230593404 - Adoniou, M. (2012). Drawing to support writingdevelopment in English languagelearners. ResearchGate. - Afhami, R., & Tadayon, M. (2016). Doodling Effects on Junior High School Students’ Learning. iJade, 1-11. - Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. New York, NY: Longman. - Andrade, J. (2010). What does doodling do? Applied Cognitive Psychology - Arnheim, R. (1969). Visual thinking. Berkeley, CA: University of California Press. - Aellig, A., Cassady, S., Francis, C., & Toops, D. (2009). Do attention span and doodling relate to ability to learn content from an educational video? Epistimi, 4, 21-24 - Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Representations, 3, 1-5. - Brown, S. (2011) The Miseducation of the Doodle, A List Apart, No. 322, 25 January (online). Available at: http://www.alistapart.com/articles/the-miseducation-of-the-doodle (accessed 19 June 2014). - Brown, S. (2014) The Doodle Revolution: Unlock the Power to Think Differently. Demo Book copyrighted: https://www.amazon.com/Sunni-Brown/ - Bevacqua , O. (2019). Benefits of Doodling Benefits of Doodling. Western Michigan University - ScholarWorks at WMU. - Boggs, J. B., Cohen, J. L., Marchand, G. C. (2017). The Effects of Doodling on Recall Ability. Psychological Thought, 10(1), 206-216. - Castillo Moreno, D. A., & Moya Guzmán, J. L. (2013). Propuesta metodológica para la enseñanza de vocabulario de una lengua extranjera(inglés)en el ciclo 2 del colegio marco tulio fernández. Bogotá. Coyle, D. (2005). CLIL: Planning Tools for Teachers. Nottingham: University of Nottingham - Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Stuttgart, Germany: Ernst Klett Sprachen - Chan, E. (2012) The Negative Effect of Doodling on Visual Recall Task Performance. University of British Columbia, Cognition research report, Vol. 1 - Casal, R. A. (2006). Postgrado en ciencias contables. Obtenido de Marco Metodológico: https://s3.amazonaws.com/academia.edu.documents/60153896/Metodologia_III20190729- 44262-1jpjl8y.pdf?response-content - Creswell, J. (2014). Reserarch Design. Qualitative, Quantitative and Mixed Methods Approaches. Recuperado de http://englishlangkan.com/produk/E%20Book%20Research%20Design%20Cressweell%202014. pdf. - Debes, J. L (1969). The loom of visual literacy. Audiovisual Instruction, 14(8), 25-27. - Davidson, J. (1997). How Drawing in Conjunction with WritingContributes to Literacy. United Federation of Teachers, 36-43. - Duckworth, S. (2019). Sketchnotes for Educators . Obtenido de Connect, Collaborate, Create: https://sylviaduckworth.com/sketchnotes/ - Echeverría, M., Herrera , M., y Segure, J. (2005). TEVI-R test de vocabulario en imágenes. Concepción, Chile: Univerdad de Concepción - Glaser, M. (2008). Drawing is Thinking - García, E. (2015). Adquisición de Vocabulario en Inglés en un Aula de Educación Primaria. UVa PA~LENCIA - Gupta S. (2016) Doodling: The artistry of the roving metaphysical mind. J Mental Health Hum Behavior;21:16-9 - Gonzalez, Ilde (2010) Should Doodling be Encouraged? Does Doodling Improve Academic Retention? (online). Available at: http://benefitsofdoodling.weebly.com/uploads/4/4/1/6/ 4416005/8gpy_gonzalez_reaserchpaper_v07.pdf (accessed 2 July 2014). - Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. (2014). Metodología de la Investigación. México : McGRAW-HILL. - Heller, S. (2015). The Atlantic . Obtenido de The Cognitive Benefits of Doodling: https://artscimedia.case.edu/wp-content/uploads/sites/123/2014/11/12002103/Benefits-ofDoodling.pdf - Hope, G. (2018). Thinking and Learning Through Drawing: In Primary Classrooms. SAGE Publications Ltd - Horton, J. (1983). Visual literacy and visual thinking. In L. Burbank & D. Pett (Eds.), Contributions of the study of visual literacy (pp. 92-106). Blooming, IN: International Visual Literacy Association. -Holmes, F., & Davies, H. (1992). Diccionario de inglés para principiantes. Madrid: Susaeta. - Instituto Colombiano para la Evaluación de la Educación (Icfes). (2021). Informe nacional de resultados (vol. II). - Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon, UK: Oxford - Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon, UK: Oxford - Kerry, S. (2005) Education for the Whole Brain (online). Available at: www.educationreform.net/brain.htm (accessed 16 March 2016) - Lewis, M. (2000). TESK-EJ Teaching English as a Second or Foreign Language. Obtained from Teaching Collocation: Further Developments in the Lexical Approach: http://www.tesl-ej.org/wordpress/issues/volume4/ej16/ej16r12/ - Marsh, D. (2012). Content and Language Integrated Learning (CLIL) A Development Trajectory. Córdoba: Servicio de Publicaciones de la Universidad de Córdoba. - Mates, R. (2016). Teaching maritime English with doodles. Naval Academy Scientific Bulletin, 340-342. - Medina, A., Vargas, W., & Romero, G. (2019). Dramatic Expression: A Strategy for the English Oral Production through the CLIL Approach. International Journal of Education and Learning Systems, 32-42. - Ministerio de Educación Nacional, C. y. (2002). Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación. Derived from https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf - Ministerio de Educación Nacional (2006). NATIONAL BILINGUAL PROGRAM. Obtenido de https://www.mineducacion.gov.co/1759/articles343837_Programa_Nacional_Ingles.pdf - Ministry of Education in Chile (2013). Orientaciones Pedagógicas para implementar Lenguajes Artísticos en la Escuela. Obtenido de https://artistica.mineduc.cl/wpcontent/uploads/sites/58/2016/04/Orientaciones-pedagogicas-para-implementar-lenguajesartisticos-en-la-EScuela.pdf - Ministry of Education in Colombia (2010). Orientaciones Pedagógicas para la Educación Artística en Básica y Media. Obtenido de https://www.mineducacion.gov.co/1621/articles-241907_archivo_pdf_orientaciones_artes.pdf - Nation, P. (2006). How Large a Vocabulary Is Needed For Reading and Listening? The Canadian Modern Language Review, 59–82. - Nation, P. (2013). Teaching Vocabulary. Asian EFL Journal. - Núñez, M. (2007) Variables: Estructure and function in the hypothesis. Investigación Educativa vol. 11 N. º 20, Pag. 163- 179 - Oster, U. (2009). La adquisición de vocabulario en una lengua. PORTA LINGUARUM, 33-50. - Piaget, J. (1991). Seis Estudios de Psicología. Spain : EDITORIAL LABOR, S.A - Pérez-Gracia, E. (2014). Multicultural Education for Language Teacher Education and CLIL. In Conference proceedings ICT for language learning (pp. 42-45). Limena: Libreria universitaria.it Edizioni. - Porras Loyola, D. (2013). Análisis de CLIL (Content Language Integrated Learning) como Metodología para Enseñar Inglés como Segunda Lengua. Madrid: Universidad Internacional de la Rioja "UNIR" - Pineda, Beatriz; de Alvarado, Eva Luz; de Canales, Francisca (1994) Metodología de la investigación, manual para el desarrollo de personal de salud, Segunda edición. Organización Panamericana de la Salud. Washington. - Prasarntong, N., & Dennis, N. (2016). The use of pop-up dictionary for English vocabulary learning for primary school level. International Journal of Research - Granthaalayah , 213-219. - Qutub, A. (2012). Communicating Symbolically: The Significance of Doodling between Symbolic Interaction and Psychoanalytical Perspectives. Colloquy, 72-85 - Romero, M., Vargas , L., & Ospina, P. (2017). Jazz chants as a didactic strategy for learning vocabulary in kindergarteners. INTERNATIONAL JOURNAL OF CURRENT RESEARCH , 60872-60876 -Robinson, P. (1989). A rich view of lexical competence. ELT Journal, 274-282. - Roam, D. (2008) The Back of the Napkin. Solving problems and selling ideas with pictures. Demo Book copyrighted: https://www.amazon.com/-/es/Dan-Roam/ - Rohde, M. (2013). THE SKETCHNOTE HANDBOOK: The illustrated guide to visual note taking. United States: Peachpit Press is a division of Pearson Education. - San Isidro Agrelo, F. X. (2009). UNIR TV. Obtenido de Formal Format Planner - What`s CLIL? the CLIL Module Unit 6: http://tv.unir.net/videos/27992/0/The-CLIL-moduleformal-format - Schott, G. D. (2011) The art of medicine: doodling and the default network of the brain, Lancet, Vol. 378, No. 9797, pp. 1133–4. -Soler, C. M. (2011). Jornadas de Cultura Clásica.com. Obtenido de Fundamentos léxicos en el aula de Clásicas: http://jornadasculturaclasica.blogspot.com/2010/04/fundamentoslexicos-en-el-aula-de.html - Salazar Chica, M., Pérez Tamayo, G., Gónzales Ocampo, D., & Romero Martínez, G. (2019). Analysis of Closed Facebook Communities to Enhance Vocabulary Development in English as a Foreign Language through Flipped Classroom Method. Boletín Redipe 8, 168-179 - Sepesiova, M. (2015). CLIL lesson planning. Presov: ResearchGate. - Singer, J. L. (1966) Daydreaming. New York: Plenum Press. - Smallwood, J., & Schooler, J. (2006). The Restless Mind. Psychological Bulletin, 946 - Sanhueza , C., Ferreira, A., & Sáez, K. (2018). Desarrollo de la competencia léxica a través de estrategias de aprendizaje de vocabulario en aprendientes de inglés como lengua extranjera . Lexis , 273-326. - Schwartz, K. (2015). Making Learning Visible: Doodling Helps Memories Stick. Obtenido de KQED. Inform. Inspire. Involve.: https://www.kqed.org/mindshift/39941/makinglearning-visible-doodling-helps-memories-stick -Tadayon, M. & Afhami, R. (2017). Doodling Effects on Junior High School Students’ Learning. International Journal of Art & Design Education, 36(1), 118- 125.https://doi.org/10.1111/jade.12081 - Tessier Alonso, E. (Julio de 2015). La Expresión Artística bajo la PerspectivaCLIL:Propuesta Educativa para 5º de Educación Primaria. Obtenido de Facultad de Formación del Profesorado y EducaciónTrabajo Fin de Máster en Enseñanza Integrada de la Lengua Inglesa y Contenidos: Educación Infantil y Primaria: https://digibuo.uniovi.es/dspace/bitstream/handle/10651/33186/TFM_Tessier%20Alonso,%20Ev a.pdf;jsessionid=51F610A4CE7EFC626DF122B02BB248A6?sequence=6 - Wewer, T. (2017). An Observation Tool for Comprehensive Pedagogy in Content and Language Integrated Learning (CLIL): Examples for Primary Education. REFLEXION ON PRAXIS, 277-292. - Walker, M. (2012). Visual thinking: Sketching my future as a visual practitioner. Retrieved from http://digitalcommons.buffalostate.edu/creativeprojects/156/ - Wakat, G. (2016). Doodling the Nerves: Surfacing Language Anxiety Experiences in an English Language Classroom. RELC Journal. 48. 10.1177/0033688216649085 - Yenawine, P. (2013). Visual Thinking strategies-using art to deepen learning across school disciplines . Harvard Education Press . - Zeyab, Alaa J A M, (2017) Educational Technology and Visual Literacy: the Effect of Using Doodling on Student Learning Performance. Dissertations. 400. http://digscholarship.unco.edu/dissertations/400
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spelling	Prada Ruales, LeonardoBrand Rojas, Jimmy AndreyCalvache Díaz, Jiverson FaridTuluá, Valle del Cauca, Colombia2023-05-18T20:43:44Z2023-05-18T20:43:44Z2021http://hdl.handle.net/20.500.12993/2887Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasConsidering the English proficiency that elementary students must be placed in according to the Ministerio de Educación Nacional (MEN, 2006) requirements in a bilingual context, it was not met at all. Thus, any teaching strategy which is liable to get students appealed to the act of learning useful English is more than appropriate. Consequently, this study is framed on English vocabulary development as a path to allow the learner a better advancement of a second language. But when it comes to learning new vocabulary in a second language, it is almost well-nigh impossible to assert that this is a piece of cake. As a rule of thumb, students get easily bored when being taught new words belonging to the English language. Therefore, doodling comes in very handy as a learning tool given the fact that people make use of it as a gesture of visual thinking according to authors. Along these lines, the present study aims at analyzing the incidence of doodling on English vocabulary development through the implementation of a didactic unit using CLIL in fourth-grade students in a bilingual school. As well, the present investigation was subscribed in a quantitative approach adopting the quasi-experimental design and an explanatory scope, in which two groups of fourth-grade belonging to the bilingual sector were taken as experimental and control group, which were preceded by the implementation of a pre-test, exposure to doodling strategy only for the experimental group, and a post-test at the end to determine the incidence of doodling. Finally, the research presented results that the implementation of doodling has a positive impact on the students' vocabulary development.Abstract: / Key words / Introduction / CHAPTER I: PROBLEM STATEMENT / 1.1. Problem description / 1.2. Research question / 1.3. Objectives / 1.3.1. General objective / 1.3.2. Specific objectives / 1.4. Justification / CHAPTER II: REFERENTIAL FRAMEWORK / 2.1. Literature review / 2.2. Theoretical framework / 2.2.1. Doodling / 2.2.2. Doodling in the education field. / 2.2.3. Doodling within vocabulary / 2.2.4. Content and Language Integrated Learning (CLIL) / CHAPTER III: METHODOLOGICAL FRAMEWORK / 3.1. Research approach / 3.2. Research design / 3.3. Research scope / 3.3.1. Variables and hypotheses / 3.4. Population / 3.4.1 Sample and sampling / 3.5. Instruments / 3.6. Data collection procedure: TEVI-R test / 3.6.1. TEVI-R data analysis / 3.7. A didactic sequence unit / CHAPTER IV: DATA ANALYSIS / 4.1. Statistical analysis of the data / 4.1.1. Statistical analysis of the pre-test / 4.2. Contrast analysis / 4.2.1 Analysis of the Mean of the pre-test and post-test results / 4.2.3 Contrast of pre-test and post-test results / 4.2.4 Analysis and contrast of the standard deviation of the pre-test and post-test results / 4.2.5 Strange variables / 4.3. Hypothesis testing / CHAPTER V: DISCUSSION / Conclusions / Suggestions / REFERENCES.Licenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoPDFapplication/pdfspaDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.bachelor thesisTesis/Trabajo de grado -Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/redcol/resource_type/TPLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónDoodlingEnglish vocabulary developmentCLILESL- Albrechtsen, Dorte, Kirsten Haastrup y Birgit Henriksen (2008). Vocabulary and writing in a first and second language: processes and development. Hampshire: Palgrave Macmillan. https://doi.org/10.1057/9780230593404- Adoniou, M. (2012). Drawing to support writingdevelopment in English languagelearners. ResearchGate.- Afhami, R., & Tadayon, M. (2016). Doodling Effects on Junior High School Students’ Learning. iJade, 1-11.- Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. New York, NY: Longman.- Andrade, J. (2010). What does doodling do? Applied Cognitive Psychology- Arnheim, R. (1969). Visual thinking. Berkeley, CA: University of California Press.- Aellig, A., Cassady, S., Francis, C., & Toops, D. (2009). Do attention span and doodling relate to ability to learn content from an educational video? Epistimi, 4, 21-24- Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Representations, 3, 1-5.- Brown, S. (2011) The Miseducation of the Doodle, A List Apart, No. 322, 25 January (online). Available at: http://www.alistapart.com/articles/the-miseducation-of-the-doodle (accessed 19 June 2014).- Brown, S. (2014) The Doodle Revolution: Unlock the Power to Think Differently. Demo Book copyrighted: https://www.amazon.com/Sunni-Brown/- Bevacqua , O. (2019). Benefits of Doodling Benefits of Doodling. Western Michigan University - ScholarWorks at WMU.- Boggs, J. B., Cohen, J. L., Marchand, G. C. (2017). The Effects of Doodling on Recall Ability. Psychological Thought, 10(1), 206-216.- Castillo Moreno, D. A., & Moya Guzmán, J. L. (2013). Propuesta metodológica para la enseñanza de vocabulario de una lengua extranjera(inglés)en el ciclo 2 del colegio marco tulio fernández. Bogotá.Coyle, D. (2005). CLIL: Planning Tools for Teachers. Nottingham: University of Nottingham- Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Stuttgart, Germany: Ernst Klett Sprachen- Chan, E. (2012) The Negative Effect of Doodling on Visual Recall Task Performance. University of British Columbia, Cognition research report, Vol. 1- Casal, R. A. (2006). Postgrado en ciencias contables. Obtenido de Marco Metodológico: https://s3.amazonaws.com/academia.edu.documents/60153896/Metodologia_III20190729- 44262-1jpjl8y.pdf?response-content- Creswell, J. (2014). Reserarch Design. Qualitative, Quantitative and Mixed Methods Approaches. Recuperado de http://englishlangkan.com/produk/E%20Book%20Research%20Design%20Cressweell%202014. pdf.- Debes, J. L (1969). The loom of visual literacy. Audiovisual Instruction, 14(8), 25-27.- Davidson, J. (1997). How Drawing in Conjunction with WritingContributes to Literacy. United Federation of Teachers, 36-43.- Duckworth, S. (2019). Sketchnotes for Educators . Obtenido de Connect, Collaborate, Create: https://sylviaduckworth.com/sketchnotes/- Echeverría, M., Herrera , M., y Segure, J. (2005). TEVI-R test de vocabulario en imágenes. Concepción, Chile: Univerdad de Concepción- Glaser, M. (2008). Drawing is Thinking- García, E. (2015). Adquisición de Vocabulario en Inglés en un Aula de Educación Primaria. UVa PA~LENCIA- Gupta S. (2016) Doodling: The artistry of the roving metaphysical mind. J Mental Health Hum Behavior;21:16-9- Gonzalez, Ilde (2010) Should Doodling be Encouraged? Does Doodling Improve Academic Retention? (online). Available at: http://benefitsofdoodling.weebly.com/uploads/4/4/1/6/ 4416005/8gpy_gonzalez_reaserchpaper_v07.pdf (accessed 2 July 2014).- Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. (2014). Metodología de la Investigación. México : McGRAW-HILL.- Heller, S. (2015). The Atlantic . Obtenido de The Cognitive Benefits of Doodling: https://artscimedia.case.edu/wp-content/uploads/sites/123/2014/11/12002103/Benefits-ofDoodling.pdf- Hope, G. (2018). Thinking and Learning Through Drawing: In Primary Classrooms. 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Dissertations. 400. http://digscholarship.unco.edu/dissertations/400Público generalPregradoEspecializaciónTHUMBNAILT00032024.pdf.jpgT00032024.pdf.jpgimage/jpeg124633https://repositorio.uceva.edu.co/bitstream/20.500.12993/2887/4/T00032024.pdf.jpg6f67c0aa8fe43ef9cab5d1b9326a8c82MD54open accessORIGINALT00032024.pdfT00032024.pdfTrabajo de gradoapplication/pdf5448014https://repositorio.uceva.edu.co/bitstream/20.500.12993/2887/1/T00032024.pdfa5e9efb25ff9def6322cac858b49956bMD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-82246https://repositorio.uceva.edu.co/bitstream/20.500.12993/2887/2/license.txt539f860dd4806a8c969d9f2c175f6a03MD52open access20.500.12993/2887oai:repositorio.uceva.edu.co:20.500.12993/28872024-07-26 09:54:53.017open accessRepositorio Institucional Unidad Central del Valle del Caucabiblioteca@uceva.edu.coTWFuaWZpZXN0byBtaSB2b2x1bnRhZCBkZSBhdXRvcml6YXIgYSBsYSBVbmlkYWQgQ2VudHJhbCBkZWwgVmFsbGUgZGVsIENhdWNhLCBsYSAKcmVwcm9kdWNjacOzbiB5IGNvbXVuaWNhY2nDs24gcMO6YmxpY2EgaW5jbHVpZGEgbGEgcHVlc3RhIGEgZGlzcG9zaWNpw7NuIGRlIGxhIG9icmEgCmVuIG1lZGlvcyBkaWdpdGFsZXMsIGhhY2llbmRvIHVzbyBkZSBsb3MgZGVyZWNob3MgcGF0cmltb25pYWxlcyBjb25zYWdyYWRvcyBlbiAKZWwgYXJ0w61jdWxvIDcyIGRlIGxhIExleSAyMyBkZSAxOTgyLCBwcm9kdWN0byBkZSBtaSBhY3RpdmlkYWQgYWNhZMOpbWljYSAKaW52ZXN0aWdhdGl2YSBlbiBsYSBVbmlkYWQgQ2VudHJhbCBkZWwgVmFsbGUgZGVsIENhdWNhLiBFbiBjb25zZWN1ZW5jaWEsIGxhIApJbnN0aXR1Y2nDs24gYWNhZMOpbWljYSwgcXVlZGEgZmFjdWx0YWRhIHBhcmEgZGFyIGEgY29ub2NlciBsYSBvYnJhIHBvciBkaXZlcnNvcyAKbWVkaW9zLCBlbiBzdXMgYWN0aXZpZGFkZXMgZGUgaW52ZXN0aWdhY2nDs24sIGRvY2VuY2lhIHkgcHVibGljYWNpw7NuLiBMYSAKYXV0b3JpemFjacOzbiBvdG9yZ2FkYSBzZSBhanVzdGEgYSBsbyBxdWUgZXN0YWJsZWNlIGxhIExleSAyMyBkZSAxOTgyLiBDb24gdG9kbywgCmVuIG1pIGNvbmRpY2nDs24gZGUgYXV0b3IgbWUgcmVzZXJ2byBsb3MgZGVyZWNob3MgbW9yYWxlcyBkZSBsYSBvYnJhIGFudGVzIApjaXRhZGEgY29uIGFycmVnbG8gYWwgYXJ0w61jdWxvIDMwIGRlIGxhIExleSAyMyBkZSAxOTgyLiBFbiBjb25jb3JkYW5jaWEgc3VzY3JpYm8gCmVzdGUgZG9jdW1lbnRvIHkgaGFnbyBlbnRyZWdhIGRlbCBlamVtcGxhciByZXNwZWN0aXZvIHkgZGUgc3VzIGFuZXhvcyBkZWwgc2VyIGVsIApjYXNvLCBlbiBmb3JtYXRvIGRpZ2l0YWwgbyBlbGVjdHLDs25pY28gKENELVJPTSBvIERWRCkgeSBhdXRvcml6byBhIGxhIFVDRVZBLCAKcGFyYSBxdWUgZW4gbG9zIHTDqXJtaW5vcyBlc3RhYmxlY2lkb3MgZW4gbGEgTGV5IDIzIGRlIDE5ODIsIExleSA0NCBkZSAxOTkzLCB5IApkZW3DoXMgbm9ybWFzIGdlbmVyYWxlcyBzb2JyZSBsYSBtYXRlcmlhLCB1dGlsaWNlIHkgdXNlIGVuIHRvZGFzIHN1cyBmb3JtYXMsIGxhIApvYnJhIG1lZGlhbnRlIHJlcHJvZHVjY2nDs24sIGNvbXVuaWNhY2nDs24gcMO6YmxpY2EsIHRyYW5zZm9ybWFjacOzbiBkZSBmb3JtYXRvIHkgCmRpc3RyaWJ1Y2nDs24gKHkgZGVtw6FzIGFjdGl2aWRhZGVzIHF1ZSBubyB0ZW5nYW4gw6FuaW1vIGRlIGx1Y3JvKSBlbiB2aXJ0dWQgZGUgbG9zIApkZXJlY2hvcyBwYXRyaW1vbmlhbGVzIHF1ZSBtZSBjb3JyZXNwb25kZW4gY29tbyBjcmVhZG9yIGRlIGxhIG9icmEgb2JqZXRvIGRlbCAKcHJlc2VudGUgZG9jdW1lbnRvLiBQQVLDgUdSQUZPOiBMYSBwcmVzZW50ZSBhdXRvcml6YWNpw7NuIHNlIGhhY2UgZXh0ZW5zaXZhIG5vIApzw7NsbyBhIGxhcyBmYWN1bHRhZGVzIHkgZGVyZWNob3MgZGUgdXNvIHNvYnJlIGxhIG9icmEgZW4gZm9ybWF0byBvIHNvcG9ydGUgCm1hdGVyaWFsLCBzaW5vIHRhbWJpw6luIHBhcmEgZm9ybWF0byB2aXJ0dWFsLCBlbGVjdHLDs25pY28sIGRpZ2l0YWwsIMOzcHRpY28sIHVzb3MgCmVuIHJlZCwgaW50ZXJuZXQsIGV4dHJhbmV0LCBpbnRyYW5ldCwgZXRjLiwgeSBlbiBnZW5lcmFsIHBhcmEgY3VhbHF1aWVyIGZvcm1hdG8gCmNvbm9jaWRvIG8gcG9yIGNvbm9jZXIuCgpFTCBBVVRPUiAtIEVTVFVESUFOVEVTLCBtYW5pZmllc3RhIHF1ZSBsYSBvYnJhIG9iamV0byBkZSBsYSBwcmVzZW50ZSAKYXV0b3JpemFjacOzbiBlcyBvcmlnaW5hbCwgZGUgc3UgZXhjbHVzaXZhIGF1dG9yw61hIHkgbGEgcmVhbGl6w7Mgc2luIHZpb2xhciBvIAp1c3VycGFyIGRlcmVjaG9zIGRlIGF1dG9yIGRlIHRlcmNlcm9zLiBQQVLDgUdSQUZPOiBFbiBjYXNvIGRlIHByZXNlbnRhcnNlIApjdWFscXVpZXIgcmVjbGFtYWNpw7NuIG8gYWNjacOzbiBwb3IgcGFydGUgZGUgdW4gdGVyY2VybyBlbiBjdWFudG8gYSBsb3MgZGVyZWNob3MgCmRlIGF1dG9yIHNvYnJlIGxhIG9icmEgZW4gY3Vlc3Rpw7NuLCBFTCBFU1RVRElBTlRFIC0gQVVUT1IsIGFzdW1pcsOhIHRvZGEgbGEgCnJlc3BvbnNhYmlsaWRhZCwgeSBzYWxkcsOhIGVuIGRlZmVuc2EgZGUgbG9zIGRlcmVjaG9zIGFxdcOtIGF1dG9yaXphZG9zOyBwYXJhIAp0b2RvcyBsb3MgZWZlY3RvcyBsYSBVbml2ZXJzaWRhZCBhY3TDumEgY29tbyB1biB0ZXJjZXJvIGRlIGJ1ZW5hIGZlLgo=

The Incidence of doodling on english vocabulary development in fourth-graders through a didactic unit sequence using CLIL in a Bilingual School in Tuluá.

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