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dc.contributor.advisorPérez Gómez, Francisco Antoniospa
dc.contributor.authorCastaño Vargas, Jesús Albertospa
dc.date.accessioned2017-06-17T17:11:18Z
dc.date.accessioned2017-12-12T22:04:07Z
dc.date.available2017-06-17T17:11:18Z
dc.date.available2017-12-12T22:04:07Z
dc.date.issued2016
dc.identifier.otherTE-20595
dc.identifier.urihttp://hdl.handle.net/20.500.12209/3253
dc.description.abstractTesis de grado donde el autor propone el diseño y uso de un ambiente rico en literacidad como herramienta para desarrollar y potenciar las habilidades de comprensión lectora en inglés en estudiantes del Colegio Técnico Domingo Faustino Sarmiento, en Bogotá, con un nivel A0 (MCER). Este tipo de ambiente fue diseñado partiendo de las necesidades y gustos de los estudiantes. Las actividades e intervenciones fueron realizadas usando como principal herramienta los cuentos cortos en inglés apoyados en imágenes, audios y vocabulario. Además, las clases fueron desarrolladas en español e inglés haciendo uso del codeswitchingspa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.language.isospa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacionalspa
dc.sourceinstname:Universidad Pedagógica Nacionalspa
dc.subjectComprensión lectoraspa
dc.subjectAmbiente de aprendizajespa
dc.subjectLiteracidadspa
dc.subjectInglés como lengua extranjeraspa
dc.titleLiteracy rich environments : a tool to foster reading comprehension in EFL.eng
dc.typeinfo:eu-repo/semantics/bachelorThesis
dc.publisher.programLicenciatura en Español y Lenguas Extranjerasspa
dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
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dc.relation.referencesClarke, T. & Ouellette, M. (2001) Developing and Supporting Literacy-Rich Environments for Children. National Governors Association Center for Best Practices Issue Brief written by Jerlean, D.
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dc.relation.referencesLoughlin, C, & Martin, M. (1987). Supporting literacy: Developing effec tive learning environments. NY: Teachers College Press.
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dc.relation.referencesSmagorinsky, P. (2001). If meaning is constructed, what is it made from? Toward a cultural theory of reading. Review of Educational Research, 71(1), 133–169.
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dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía – Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.description.degreenameLicenciado en Español y Lenguas Extranjerasspa
dc.description.degreelevelTesis de pregradospa
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.subject.lembLengua extranjera - Inglésspa
dc.subject.lembComprensión lectora - Inglésspa
dc.subject.lembAmbiente de aprendizajespa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


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