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dc.contributor.advisorMoya Chaves, Deyanira Sindyspa
dc.contributor.authorRuiz Sarmiento, Claudia PaolaFemenino
dc.date.accessioned2019-10-30T19:26:36Z
dc.date.available2019-10-30T19:26:36Z
dc.date.issued2015-10-21
dc.identifier.urihttps://repositoriosed.educacionbogota.edu.co/handle/001/2908
dc.description151 p.spa
dc.description.abstractThe present qualitative action research study aims at describing and analyzing the promotion of critical literacy (CL) in an EFL class through high school students’ social experiences. Project-based learning was selected to create the instructional design, which presents the implementation of three-cycled project with ninth graders. This project combines students’ interests and needs identified from a needs analysis conducted based on Pineda’s (2000) three step model and on curricular objectives of EFL from a public school in Bogotá, Colombia. The results show it is possible to include students’ experiences in foreign language classes and by reflecting on them in class, in English, it is possible to promote critical literacy, especially when students are agents and active participants into shaping of their own learning. The project concludes with the idea that teachers are presented with the opportunity of changing the traditional methods of learning a language and also that it is necessary to use the immediate knowledge of young students because it is what they are more interested about and where their knowledge of the world comes from.spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherUniversidad Distrital Francisco José de Caldasspa
dc.rights.urihttps://creativecommons.org/licenses/by-nd/4.0/spa
dc.sourcehttp://hdl.handle.net/11349/2310spa
dc.titleNinth graders’ social experiences to promote critical literacy in efl with project-based learning.spa
dc.typeTrabajo de grado - Maestríaspa
dc.description.abstractenglishThe present qualitative action research study aims at describing and analyzing the promotion of critical literacy (CL) in an EFL class through high school students’ social experiences. Project-based learning was selected to create the instructional design, which presents the implementation of three-cycled project with ninth graders. This project combines students’ interests and needs identified from a needs analysis conducted based on Pineda’s (2000) three step model and on curricular objectives of EFL from a public school in Bogotá, Colombia. The results show it is possible to include students’ experiences in foreign language classes and by reflecting on them in class, in English, it is possible to promote critical literacy, especially when students are agents and active participants into shaping of their own learning. The project concludes with the idea that teachers are presented with the opportunity of changing the traditional methods of learning a language and also that it is necessary to use the immediate knowledge of young students because it is what they are more interested about and where their knowledge of the world comes from.spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-SinDerivadasspa
dc.subject.lembLiteracy
dc.subject.lembLearning
dc.type.dcmi-type-vocabularyTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dc.description.degreenameMagíster en Lingüísticaspa
dc.description.degreelevelMaestríaspa
dc.publisher.programMaestría en Lingüísticaspa
dc.subject.keywordsStudents’ Social Experiencesspa
dc.subject.keywordsCritical Literacyspa
dc.subject.keywordsEFL Learningspa
dc.subject.keywordsProject-based Learningspa
dc.description.educationlevelBásica secundariaspa
dc.description.educationareaHumanidades, lengua castellana e idiomas extranjerosspa
dc.description.educationaudienceEstudiantesspa
dc.description.educationresearchEstudio cualitativospa
dc.description.educationsubjectContexto social y comunitariospa
dc.description.educationsubjectCurrículospa
dc.description.educationcommunityAulaspa
dc.description.educationotesDesarrollo de las habilidades de habla en lengua extranjera a través del trabajo en pensamiento crítico con estudiantes de contextos complejos.spa


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