Mostrar el registro sencillo del ítem
Illustrated fables: a meaningful resource to approach VYLs to EFL
dc.contributor.advisor | Montaño Moreno, Johanna | spa |
dc.contributor.author | Orozco Forero, Jonh Sebastian | spa |
dc.coverage.spatial | Bogotá | spa |
dc.coverage.temporal | 2019-2020 | spa |
dc.date.accessioned | 2020-08-05T20:28:36Z | |
dc.date.available | 2020-08-05T20:28:36Z | |
dc.date.issued | 2020 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12209/12114 | |
dc.description.abstract | El presente estudio es una investigación cualitativa enmarcada dentro de los principios de la investigación-acción, cuyo propósito fue el de implementar las fábulas ilustradas como un recurso significativo para acercar, por primera vez, a los estudiantes de primer grado del colegio Prado Veraniego al inglés como lengua extranjera. Así, el proceso de intervención estuvo compuesto de tres ciclos en los que se utilizaron algunos instrumentos para la recolección de datos tales como, los diarios de campo, grabaciones, encuestas y artefactos para obtener información de los participantes, la cual fue posteriormente examinada bajo el método de la triangulación para analizar sus respuestas a las fábulas ilustradas y para describir el desarrollo de habilidades en lengua extranjera haciendo uso de éstas. Además, el trabajo con las fábulas ilustradas se realizó a través de una secuencia de lectura de tres niveles (antes, durante y después) Adicionalmente, los resultados evidencian que las fábulas ilustradas no solo contribuyeron al desarrollo del reconocimiento y el llamado de vocabulario, y una conciencia inicial sobre pronunciación, al igual que a establecer una relación entre el texto y el mundo, lo que puede entenderse como reflexiones a partir de una perspectiva cultural, y un refinamiento de la habilidad motriz fina, promovida por las actividades realizadas durante el estudio. | spa |
dc.description.sponsorship | Universidad Pedagógica Nacional | spa |
dc.description.sponsorship | I.E.D Prado Veraniego | spa |
dc.format | spa | |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | spa | |
dc.publisher | Universidad Pedagógica Nacional | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.source | reponame:Repositorio Institucional de la Universidad Pedagógica Nacional | spa |
dc.source | instname:Universidad Pedagógica Nacional | spa |
dc.subject | Alfabetización visual | spa |
dc.subject | Fábulas ilustradas | spa |
dc.subject | Inglés como lengua extranjera | spa |
dc.subject | Acercamiento inicial | spa |
dc.title | Illustrated fables: a meaningful resource to approach VYLs to EFL | spa |
dc.type | info:eu-repo/semantics/bachelorThesis | |
dc.publisher.program | Licenciatura en Español e Inglés | spa |
dc.subject.keywords | Visual literacy | eng |
dc.subject.keywords | Illustrated fables | eng |
dc.subject.keywords | English as a foreign language | eng |
dc.subject.keywords | Initial approach | eng |
dc.rights.access | Acceso abierto | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
dc.relation.references | Abrar, M. (2016). Learning from Fables: Moral Values in Three Selected English Stories. DINAMIKA ILMU, 16(1, 2016). doi:10.21093/di.v16i1.250 | |
dc.relation.references | Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III, 21-34. doi:10.20472/TE.2015.3.3.002 | |
dc.relation.references | Blessing, M. (n.d.). LoveToKnow. Retrieved from https://family.lovetoknow.com/about-family-values/types-family-structures | |
dc.relation.references | Brown, H. (2001). Teaching by Principles: An interactive Approach to Language Pedagogy (2 ed.). (Longman, Ed.) Retrieved from https://octovany.files.wordpress.com/2013/12/ok-teaching-by-principles-h-douglas-brown.pdf | |
dc.relation.references | Burton, G., & Mastelloto, L. (2016). Storytelling in English with Young Learners. University of Bolzonaro. Retrieved from https://www.researchgate.net/publication/327645393_Storytelling_in_English_with_Young_Learners | |
dc.relation.references | Calderón, O. (2017). Second Graders' Vocabulary Abiity within Interactive Stories. (U. P. Nacional, Ed.) Bogotá, Cundinamarca, Colombia. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3172/TE-21107.pdf?sequence=1&isAllowed=y | |
dc.relation.references | Callow, J. (2005). Literacy and the Visual: Broadening our Vision. Retrieved from researchgate: https://www.researchgate.net/publication/254470054_Literacy_and_the_visual_Broadening_our_vision | |
dc.relation.references | Cambridge. (2016). Visual Literacy in English Language Teaching. Retrieved from https://languageresearch.cambridge.org/images/Language_Research/CambridgePapers/CambridgePapersInELT_VisualLiteracy_2016_ONLINE.pdf | |
dc.relation.references | Chaparro, J. (2016). Promoting communicative interaction in the EFL classroom through visual stories. (U. P. Nacional, Ed.) Bogotá, Cundinamarca, Colombia. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/9455/TE-19844.pdf?sequence=1&isAllowed=y | |
dc.relation.references | Colegio Prado Veraniego I.E.D. (2018). Manual de Convivencia 2018-2019. Bogotá, Cundinamarca, Colombia. | |
dc.relation.references | Council of Europe. (2018). COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT. Companion volume with new descriptors. Retrieved from coe.int: https://www.coe.int/en/web/common-european-framework-reference-languages | |
dc.relation.references | Eslit, E. (2013). Folk Literature. doi:10.13140/RG.2.2.19295.15527 | |
dc.relation.references | Freire S., & Vargas L. (2018). Prado Veraniego centros urbanos 2018-01. Retrieved from issuu.com: https://issuu.com/centrosurbanos/docs/atlas_final_opt | |
dc.relation.references | Halliday, M. (1976). Ideas About Language. Sydney , Australia: University of Sydney. Retrieved from http://www.jwise004.grads.digitalodu.com/blog/wp-content/uploads/2015/09/Ideas-About-Language.pdf | |
dc.relation.references | Halliday, M. (2007). Language and Education. (9). (J. j. Webster, Ed.) New York, United States: Continuum. Retrieved from http://staffnew.uny.ac.id/upload/132107096/pendidikan/Book+Three+for+Intro.pdf | |
dc.relation.references | Henrichsen, L. (2010). btrtesol.com. Retrieved from Basic training and Resources: http://www.btrtesol.com/units/05knowing_your_students/5c_very_young_language_learners.php | |
dc.relation.references | International Visual Literacy Association . (2011). Visual Literacy Defined. Retrieved from ivla.org: https://ivla.org/about-us/visual-literacy-defined/ | |
dc.relation.references | Jasinski J. (2016). Chapter 02: What is Children's Literature? Retrieved from Scholar Commons University of South Florida: https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1002&context=childrens_lit_textbook | |
dc.relation.references | Kiefer, B., Hepler, S., & Hickman, J. (2007). Charlotte's Huck's Children's literature. New York: McGraw-hill. | |
dc.relation.references | Krashen, S. (1982). Principles and Practice in Second Language Acquisition. North Carolina, United States: Pergamon Press Inc. Retrieved from http://www.sdkrashen.com/content/books/principles_and_practice.pdf | |
dc.relation.references | krashen, S., & Terrell, T. (1995). The Natural Approach. Language Acquisition in the Classroom. Great Britain: Prentice Hall Europe. Retrieved from http://www.osea-cite.org/class/SELT_materials/SELT_Reading_Krashen_.pdf | |
dc.relation.references | MacDonald, C. (2012). Understanding Participatory Action Research: A Qualitative Research Methodology Option. Canadian Journal of Action Research, 13, 34-50. Retrieved from https://pdfs.semanticscholar.org/3b78/ecfe0b4a0a7591d2ea068c71e8ea320ff451.pdf | |
dc.relation.references | McNamara, D. (1994). Classroom Pedagogy and Primary Practice. New York: Routledge. Retrieved from https://epdf.pub/classroom-pedagogy-and-primary-practice.html | |
dc.relation.references | Merriam, S. (1994). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass Publishers. | |
dc.relation.references | Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Retrieved from https://www.mineducacion.gov.co/1621/w3-article-115174.html | |
dc.relation.references | Null, W. (2011). Curriculum From Theory to Practice. plymotuh: Rowman & Littlefield Publishers, Inc. Retrieved from https://epdf.pub/curriculum-from-theory-to-practice.html | |
dc.relation.references | Oxford University Press. (2016). Does pronunciation matter? Retrieved from English Language Teaching Global Blog: https://oupeltglobalblog.com/2016/11/24/does-pronunciation-matter/ | |
dc.relation.references | Sagor, R. (2000). Guiding School Improvement with Action Research. Alexandria, Virginia, United States: ASCD. Retrieved from https://epdf.pub/guiding-school-improvement-with-action-research.html | |
dc.relation.references | Scott, W. & Ytreberg, W. (1990). Teaching English to Children. New York: Longman. | |
dc.relation.references | Sheet, N., & Younis, L. (2009). Investigating the Effect of Scaffolding Hypothesis on Pre-, during, and Post-reading strategies. Retrieved from Researchgate.net: https://www.researchgate.net/publication/322750751_Investigating_the_Scaffolding_Hypothesis_on_Pre-_During_and_Post-Reading_Strategies | |
dc.relation.references | Tudor, I. (2001). The Dynamics of the Language Classroom . Cambridge University Press. | |
dc.relation.references | Vargas, A., & Zamora, C. (2016). Improving the Speaking Skill through the Use of Fables in Third Grade Students From Liceo Mercedes Nariño. Bogotá, Cundinamarca, Colombia: Universidad Pedagógica Nacional. Retrieved from http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/3219/TE-19073.pdf?sequence=1&isAllowed=y | |
dc.relation.references | Vega, O. (2019). long-term planning 2019. Prado Veraniego School, Cundinamarca, Bogotá. | |
dc.relation.references | Vega, O. (2019). Plan de Mejoramiento de segundo y tercer periodo de 2019. Prado Veraniego School, Cundinamarca, bogotá. | |
dc.publisher.faculty | Facultad de Humanidades | spa |
dc.type.local | Tesis/Trabajo de grado - Monografía – Pregrado | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | eng |
dc.description.degreename | Licenciado en Español e Inglés | spa |
dc.description.degreelevel | Tesis de pregrado | spa |
dc.type.driver | info:eu-repo/semantics/bachelorThesis | eng |
dc.identifier.instname | instname:Universidad Pedagógica Nacional | spa |
dc.identifier.instname | instname:Universidad Pedagógica Nacional | spa |
dc.identifier.reponame | reponame: Repositorio Institucional UPN | spa |
dc.identifier.repourl | repourl: http://repositorio.pedagogica.edu.co/ | |
dc.description.abstractenglish | The present study is a qualitative research framed under the principles of action research whose purpose was to implement illustrated fables as a meaningful resource to approach for the first time, first graders from Prado Veraniego School to EFL. Thus, the intervention process was composed of three cycles in which several instruments for data collection such as field notes, recordings, surveys, and artifacts were used to get information from the participants, which then was assayed under the method of triangulation to analyze the VYLs’ responses to the illustrated fables and to describe the development of foreign language skills through the use of it. Besides, the work with the illustrated fables was done through a three-level reading sequence (pre, during, and post). Furthermore, the results evinced that illustrated fables not only contributed to the development of vocabulary recognition and recall, and an early awareness of pronunciation but also to establish a relationship between the text and the world, translated into reflections from a cultural perspective, and refinement in the fine motor skills promoted by the activities done across the study. | eng |
dc.type.version | info:eu-repo/semantics/acceptedVersion | |
dc.type.version | http://purl.org/coar/version/c_ab4af688f83e57aa | |
dc.rights.creativecommons | Attribution-NonCommercial-NoDerivatives 4.0 International |