Approaching students to cultural dimensions by using artistic expressions.

Camacho Canizales, Arnold Arturo

dc.contributor.advisor	Pérez Gómez, Francisco Antonio	spa
dc.contributor.author	Camacho Canizales, Arnold Arturo	spa
dc.date.accessioned	2017-06-17T17:36:18Z
dc.date.accessioned	2017-12-12T22:03:44Z
dc.date.available	2017-06-17T17:36:18Z
dc.date.available	2017-12-12T22:03:44Z
dc.date.issued	2016
dc.identifier.other	TE-20591
dc.identifier.uri	http://hdl.handle.net/20.500.12209/3175
dc.description.abstract	Tesis de grado que se propone mostrar los resultados de aplicar una clase con materiales artísticos como elemento de acercamiento cultural para fortalecer las habilidades de expresión oral y escrita en lengua inglesa en estudiantes de grado 11 del Liceo Femenino Mercedes Nariño a través de la implementación de una clase basada en recursos artísticos, el conocimiento previo de los estudiantes, temas controversiales o de interés a nivel global, el pensamiento crítico y el aprendizaje basado en tareas. Este trabajo parte de la investigación teórica de los ejes temáticos, los cuales sustentan el diseño investigativo y metodológico que se analizan junto con la información recolectada por medio de las entrevistas y diarios de campo. Como conclusión se observa que la expresión oral y escrita, así como la motivación pueden ser mejoradas a partir de la utilización de recursos artísticos como pintura, música y comics para acercar a las estudiantes culturalmente a los temas propuestos, también por medio de expresiones artísticas las estudiantes son capaces de lograr un nivel de expresión avanzado usando el arte como base de su argumentación, contextualizando y dando valor cultural a lo aprendido.	spa
dc.format	PDF	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	Oral and writen expressions	eng
dc.subject	Culture	eng
dc.subject	Motivation	eng
dc.title	Approaching students to cultural dimensions by using artistic expressions.	eng
dc.type	info:eu-repo/semantics/bachelorThesis
dc.publisher.program	Licenciatura en Español e Inglés	spa
dc.rights.access	Acceso abierto	spa
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.relation.references	Baxter Magolda, M. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus
dc.relation.references	Bonate. P (2000). Analysis of Pretest-Posttest Designs. CRC Press.
dc.relation.references	Bowden. John; Ference Marton. (1998): The University of learning. Psychology Press.
dc.relation.references	Bowden, J., & Marton, F. (1998). The University of learning: Beyond quality and competence. London: Kogan Page.
dc.relation.references	Carr, W& Kemmis, S. (1986): Becoming critical: Education, knowledge and action research. London: Falmer.
dc.relation.references	Bryam Michael, Gribkova Bella and Starkey: Hugh (2002): Developing the intercultural dimensions in language teaching. A practical introduction for teachers. Language Policy Division Directorate of School, Out-of-School and Higher Education DGIV Council of Europe, Strasbourg
dc.relation.references	Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
dc.relation.references	Council of Europe. (2001), Common European Framework of reference for languages: teaching, learning, assessment. Language Policy Unit, Strasbourg. Taken from: www.coe.int/lang-CEFR
dc.relation.references	Diaz, C. (2007). Literacy as social practice. In L. Makin, C. Jones Diaz, and C. McLachlan (Eds.), Literacies in Childhood. Changing views, challenging practice (pp31-42). Sydney: MacLennan and Petty.
dc.relation.references	Diaz, C; Arthur, L. & Beecher, B. (2000). Multiple literacies in early childhood. Finkbeiner, Claudia; Svalberg Agneta (2007) Awareness Matters: Language, Culture, Literacy. Routledge.
dc.relation.references	García Fonseca. N (2012). ¿Cómo promover la expresión oral en estudiantes de 802 y 803 del Liceo Femenino Mercedes Nariño? Published by Universidad Pedagógica Nacional Bogotá, 2012, 158 p.
dc.relation.references	Gardner, H. (1993): Multiple intelligences: The theory in practice, New Cork: Basic Books.
dc.relation.references	Gee James Paul (2008) Situated Language and Learning: A Critique of Traditional Schooling. Routledge Taylor and Francis Group.
dc.relation.references	Griffee, D. (1991): Songs in action. New York: Phoenix ELT.
dc.relation.references	Glough, N. and C. Holden (1996). Global Citizenship, Professional Competence and the Chocolate Cake. In: M. Steiner (Ed.). Developing the Global Teacher: Theory and Practice in Initial Teacher Education. Great Britain: Trentham Books, 37-48.
dc.relation.references	Guzman Segura, R: A critical analysis on student’s foreign language Speech Construction through Culture Based Tasks. Published by Universidad Pedagógica Nacional, Bogotá, 2011, 70 p.
dc.relation.references	Hill, S. (2007). Multiliteracies: Towards the future. In L. Makin, C. Jones Diaz, and C. McLachlan (Eds.), Literacies in childhood. Changing views, challenging practice (pp56- 70). Sydney: MacLennan and Petty
dc.relation.references	Hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
dc.relation.references	Kegan, R. (1982). The evolving self: Problems and process in human development. Cambridge, MA: Harvard University Press.
dc.relation.references	Kegan, R. (1994). In over our heads: The mental demands of modern life.
dc.relation.references	Leganés. L; Aldeguer. P (2012): La Música como herramienta interdisciplinar: un análisis cuantitativo en el aula de Lengua Extranjera de Primaria [Music as interdisciplinary tool: a quantitative analysis in the Primary Foreign Language classroom]. Revista de Investigación en Educación
dc.relation.references	Liceo Femenino Mercedes Nariño. Proyecto Educativo Institucional, misión y visión de la institución. (Online), (2015), Consulted on May 15, 2015. Taken from: http://lifemena.jimdo.com/
dc.relation.references	Liddicoat Anthony (2005) Language Planning and Policy: Issues in Language Planning and Literacy. University of north Australia, research center for language and culture education.
dc.relation.references	Mason, R. (2007). Internationalizing education. In M.G. Moore (Ed.), Handbook of distance education (2nd ed., pp. 583-591). Mahwah, NJ: Lawrence Erlbaum Associates.
dc.relation.references	Lantolf James P. (2000) Sociocultural Theory and Second Language Learning. Oxford applied linguistics magazine.
dc.relation.references	Ministerio de Educación Nacional. (2006), Estándares básicos de competencias en lenguas extranjeras: inglés. Imprenta Nacional.
dc.relation.references	Murphey, T. (1993): The Song stuck in my head phenomenon: a melodic din in the LAD
dc.relation.references	Nkwi P; Nyamongo I. & Ryan G. (2001): Field research into social issues: Methodological guidelines. Washington, DC: UNESCO.}
dc.relation.references	Oller, J. (1993): Methods that work. Ideas for literacy and language teachers. Boston: Heinle&Heinle publisher.
dc.relation.references	Oxford, Rebecca L. (1990). Language learning strategies: what every teacher should know. United States of America. Heinle & Heinle Publishers.
dc.relation.references	Pedraza Pedraza, M (2009). La competencia intercultural de los estudiantes en un ambiente de Lengua Inglesa: Una experiencia de inmersión cultural. Published by Universidad Pedagógica Nacional, Bogotá, 2009, 70p
dc.relation.references	Richards, Jack C. & Rodgers, Theodore S. (2001). Approaches and methods in language teaching (2nd Ed.). New York. Cambridge University Press.
dc.relation.references	Saiz Ortiz, L. (2009). How to generate a learning atmosphere in foreign language where the art is the instrument for teaching English, facilitating the increment in the vocabulary acquisition and consequently the improvement of the speaking and the listening skills, in the students of the 702 grade at Prado Veraniego School. Published by Universidad Pedagógica Nacional, Bogotá, 2009, 86p.
dc.relation.references	Savignon, Sandra J. & Berns, Margie S. (1984). Initiatives in communicative language teaching. Reading, Massachusetts. Addison-Wesley Publishing Company, Inc.
dc.relation.references	Savignon, Sandra J. (2002). Interpreting communicative language teaching: Contexts and concerns in teacher education. United States of America. Yale University Press.
dc.relation.references	Seidlhofer Barbara (2007) Oxford Applied Linguistics: Understanding English as a Lingua Franca. Oxford applied linguistics magazine.
dc.relation.references	Spady W. (1977): Competency Based Education: A Bandwagon in Search of a Definition. Journal of Developmental & Remedial Education.
dc.relation.references	Vygotsky, L. (1978). Interaction Between. Learning and Development. In Gauvain &. Cole (Ed) Readings on the Development of Children. New York: Scientific
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.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