Mostrar el registro sencillo del ítem

dc.contributor.advisorChapetón Castro, Claudia Marcelaspa
dc.contributor.authorBeltrán Tovar, Luisa Fernandaspa
dc.date.accessioned2018-05-31T23:01:49Z
dc.date.available2018-05-31T23:01:49Z
dc.date.issued2017
dc.identifier.otherTO-21416
dc.identifier.urihttp://hdl.handle.net/20.500.12209/7820
dc.description.abstractTesis de Maestría en Enseñanza de Lenguas Extranjeras que presenta un estudio de caso cualitativo llevado a cabo en el marco de un programa de Maestría de la Universidad Pedagógica Nacional en Bogotá, Colombia. La investigación tiene como objetivos caracterizar el rol de la inversión (investment) de los estudiantes de contabilidad y finanzas en una comunidad de práctica para el aprendizaje del inglés como lengua extranjera de modalidad mixta (blended learning) en una institución tecnológica pública de la ciudad de Bogotá; así como describir el posicionamiento del sujeto (subject positioning) de los estudiantes en el marco de la comunidad de práctica anteriormente mencionada.spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoeng
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectInstitución Tecnológica Pública - Educación superior Bogotáspa
dc.subjectInversiónspa
dc.subjectPosicionamiento del sujetospa
dc.subjectEnseñanza del inglés - Comunidad prácticaspa
dc.subjectAprendizaje en modalidad mixtaspa
dc.subjectAprendizaje - Modalidad mixtaspa
dc.subjectComunidad de prácticaspa
dc.titleInvestment and subject positioning in an EFL blended learning community of practice.fre
dc.publisher.programMaestría en Enseñanza de Lenguas Extranjeras con énfasis en Inglés/Francésspa
dc.rights.accessAcceso abiertospa
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.relation.referencesAgrifoglio, R. (2015). Communities of Practice. In R. Agrifoglio (Ed.), Knowledge Preservation through Community of Practice (pp. 25-46). DOI: 10.1007/978-3-319-22234-9.
dc.relation.referencesAlonso, F., López, G., Manrique, D., & Viñes, J. (2005). An instructional model for web-based e-learning education with a blended learning process approach. British Journal of Educational Technology, 36 (2), 217-235.
dc.relation.referencesAmin, A., & Roberts, J. (2008). Knowing in action: Beyond communities of practice. Research Policy, 37, 353–369.
dc.relation.referencesAndreouli, E. (2010). Identity, Positioning and Self-Other Relations. Papers on Social Representations, 19 (1), 1-13.
dc.relation.referencesArdichvili, A., Maurer, M., Li, W., Wentling, T., & Stuedemann, R. (2006). Cultural influences on knowledge sharing through online communities of practice. Journal of Knowledge Management, 10 (1), 94–107.
dc.relation.referencesArdichvili, A., Page, V., & Wentling, T. (2003). Motivation and barriers to participation in virtual knowledge-sharing communities of practice. Journal of knowledge management, 7 (1), 64–77.
dc.relation.referencesAsoodar, M., Atai, M., Vaezi, S., & Marandi, S. (2014). Examining effectiveness of communities of practice in online English for academic purposes (EAP) assessment in virtual classes. Computers & Education, 70, 291–300.
dc.relation.referencesBaker, L. (2006). Observation: A complex research method. Library Trends, 55 (1), 171-189.
dc.relation.referencesBarthes, R. (1982). A Barthes Reader. New York: Hill and Wang
dc.relation.referencesBauman, Z. (1992). Intimations of modernity. London: Routledge.
dc.relation.referencesBaxter, J. (2003). Positioning gender in discourse: a feminist methodology. New York: Palgrave Mac-Millan
dc.relation.referencesBell, J. (2005). Doing your Research Project. New York: Open University Press.
dc.relation.referencesBersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. San Francisco, CA: John Wiley & Sons, Inc.
dc.relation.referencesBourdieu, P. (1987). What makes a social class? On the theoretical and practical existence of groups. Berkeley Journal of Sociology, 32, 1-17.
dc.relation.referencesBourdieu, P., & Passeron J. (1977). Reproduction in education, society, and culture. Beverley Hills, CA: Sage Publications.
dc.relation.referencesBurns, A. (2003). Collaborative Action Research for English Language Teachers. Cambridge: Cambridge University Press.
dc.relation.referencesCanales, H., & García, F. (2008). Communication Software Laboratory - E-learning Platforms. Retrieved October 23, 2015, from http://www.it.uc3m.es/rueda/lsfc/trabajos/curso07-08/Elearning%20platforms-HomeroCanales-FernandoGarcia.pdf
dc.relation.referencesCastañeda, H. (2008). "I said it" I'm first: Gender and language gender identities. Colombian Applied linguistics Journal, 10, 112-125.
dc.relation.referencesCastañeda, H. (2010). The next teacher is going to be… Tereza Rico: Exploring gender positioning in an all-girl preschool classroom. Magis, Revista Internacional de Investigación en Educación, 3 (5), 107-124.
dc.relation.referencesChang, Y. (2011). Picking One’s Battles: NNES Doctoral Students’ Imagined Communities and Selections of Investment. Journal of Language, Identity, and Education, 10, 213–230.
dc.relation.referencesChapetón, C. M. (2007). Literacy as a Resource to Build Resiliency. Bogotá: Fondo Editorial Universidad Pedagógica Nacional.
dc.relation.referencesCohen, L., & Manion, L. (1994). Research Methods in Education. London: Routledge.
dc.relation.referencesCorbin, J. & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. 3 rd Edition. Thousand Oaks, CA: Sage.
dc.relation.referencesCox, A. (2005). What are communities of practice? A comparative review of four seminal works. Journal of Information Science, 31 (6), 527–540
dc.relation.referencesCuasialpud, R. (2010). Indigenous Students’ Attitudes towards Learning English through a Virtual Program: A Study in a Colombian Public University. PROFILE, 12 (2), 133-152.
dc.relation.referencesDang, T., & Robertson, M. (2010). Impacts of Learning Management System on Learner Autonomy in EFL Learning. International Education Studies, 3 (3), 3-11.
dc.relation.referencesDarvin, R. & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56.
dc.relation.referencesDavies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20 (1), 43-63.
dc.relation.referencesDavies, B., & Harré, R. (1999). Positioning and Personhood. In L. Van Langehove, & R. Harré (Eds.), Positioning Theory: moral context of intentional action (pp. 32-52). Oxford: Blackwell.
dc.relation.referencesDillenbourg, P. (2000). EUN conference 2000: «learning in the new millennium: building new education strategies for schools – workshop on Virtual learning Environments. University of Geneva. Retrieved October 23, 2015, from http://tecfa.unige.ch/tecfa/publicat/dilpapers-2/Dil.7.5.18.pdf
dc.relation.referencesDirección de formación profesional integral SENA. (2013). Proyecto educativo institucional. Retrieved February 4, 2016, from http://campusvirtualcsf.org/blogcsf/blog_2014/PEI_SENA.pdf
dc.relation.referencesDubé, L., Bourhis, A., & Jacob, R. (2006). Towards a typology of virtual communities of practice. Interdisciplinary Journal of Information, Knowledge, and Management, 1, 69–93.
dc.relation.referencesDuranti, A. & Goodwin, C. (1992). Rethinking context: An introduction. Rethinking context: Language as an interactive phenomenon (pp. 1-42). New York: Cambridge University Press.
dc.relation.referencesDuveen, G. (1993). The development of social representations of gender. Papers on Social Representations, 2 (3), 171-177.
dc.relation.referencesDuveen, G. (2001). Representations, identities, resistance. In K. Deaux & G. Philogène (Eds.), Representations of the Social (pp. 257-270). Oxford: Blackwell.
dc.relation.referencesDuveen, G., & Lloyd, B. (1986). The significance of social identities. British Journal of Social Psychology, 25, 219-230.
dc.relation.referencesDuveen, G., & Lloyd, B. (1990). A semiotic analysis of the development of social representations of gender. In G. Duveen & B. Lloyd (Eds.), Social Representations and the Development of Knowledge (pp.27-46). Cambridge: Cambridge University Press.
dc.relation.referencesEllis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4 (3), 193-220.
dc.relation.referencesFischer, G. (2001). “Communities of interest: Learning through the interaction of multiple knowledge systems”. 24th Annual Information Systems Research Seminar in Scandinavia -
dc.relation.referencesIRIS'24- (pp. 1–13). Retrieved January 12, 2017, from http://l3d.cs.colorado.edu/~gerhard/papers/iris24.pdf
dc.relation.referencesFoucault, M. (1972). The Archaeology of Knowledge. New York: Pantheon Books.
dc.relation.referencesFoucault, M., & Miskowiec, J. (1986). Of Other Spaces. Diatritics, 16 (1), 22-27.
dc.relation.referencesGálvez, A. (2005). Sociabilidad en la pantalla. Un estudio de la interacción en los entornos virtuales. AIBR. Revista de Antropología Iberoamericana, 1-29.
dc.relation.referencesGarrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: computer conferencing in higher education. The Internet and Higher Education, 2 (2), 87–105.
dc.relation.referencesGergen, M., & Gergen, K. J. (2003). Social construction: A reader. London: Sage.
dc.relation.referencesGherardi, S. (2000). Practice-based theorizing on learning and knowing in organizations: An introduction. Organization, 7 (2), 211–223
dc.relation.referencesGómez, J. (2012). Language learners’ identities in EFL settings: resistance and power through discourse. Colombian Applied Linguistics Journal, 14 (1), 60-76.
dc.relation.referencesHandley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and beyond communities of practice: Making sense of learning through participation, identity and practice. Journal of Management Studies, 43 (3), 641–653.
dc.relation.referencesHarasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and Higher Education, 2, 41−61.
dc.relation.referencesHarré, R., & Van Langenhove, L. (1999). The dynamics of social episodes. In R. Harré, & L. Van Langenhove (Eds.), Positioning theory: Moral contexts of intentional action (pp.1- 13). Oxford: Blackwell.
dc.relation.referencesHollway, W. (1984). Gender difference and the production of subjectivity. In C. Urwin, C. Venn, J. Henriques, V. Walkerdine, & W. Hollway (Eds.), Changing the subject: Psychology, social regulation and subjectivity (pp.27-263). London: Methuen.
dc.relation.referencesIsiguzel, B. (2014). The blended learning environment on the foreign language learning process: A Balance for Motivation and Achievement. Turkish Online Journal of Distance Education, 15 (3), 108-121.
dc.relation.referencesIvanic, R. (2006). Language, learning and identification. In R. Kiely, P. Rea-Dickens, H. Woodfield, & G. Clibbon (Eds.), Language, Culture and Identity in Applied Linguistics (pp.7-29). UK: Equinox.
dc.relation.referencesJimenez, J. (2007). (I)literate Identities in Adult Basic Education: A Case Study of a Latino Woman in an ESOL and Computer Literacy Class. Colombian Applied Linguistics Journal, 9, 25-43.
dc.relation.referencesJohnson, B., & Christensen, L. (2004). Educational Research: Quantitative, Qualitative, and Mixed Approaches. USA: Pearson Education, Inc.
dc.relation.referencesKanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, & Education, 2 (4), 241–249.
dc.relation.referencesKeller, M., & Back, A. (2004). Blended learning. In A. Back, H. Osterle, R. Winter, & W. Brenner (Eds.), Blended-Learning-Projekte im Unternehmen (pp. 9-25). St. Gallen: Institut für Wirtschaftsinformatik
dc.relation.referencesKim, H. Y. (2014). Learner investment, identity, and resistance to second language pragmatic norms. System, 45, 92-102.
dc.relation.referencesKlassen, C. (1987). Language and literacy learning: The adult immigrant's account (Master’s thesis). Retrieved December 10, 2016, from ERIC. (ED343449).
dc.relation.referencesLam, W. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34 (3), 457-481.
dc.relation.referencesLave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
dc.relation.referencesLenchuk, I., & Ahmed, A. (2013). Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness. TESL Canada Journal, 30 (7), 82-97.
dc.relation.referencesLi, L., Grimshaw, J., Nielsen, C., Judd, M., Coyte, P., & Graham, I. (2009). Use of communities of practice in business and health care sectors: A systematic review. Implementation Science, 4 (27), 1–9.
dc.relation.referencesLock, A., & Strong, T. (2010). Social constructionism: Sources and stirrings in theory and practice. Cambridge, MA: Cambridge University Press.
dc.relation.referencesLucas, M., & Moreira, A. (2009). Bridging Formal and Informal Learning – A Case Study on Students’ Perceptions of the Use of Social Networking Tools. In U. Cress, V. Dimitrova, M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines (pp. 325-337). Germany: Springer.
dc.relation.referencesLyotard, J. F. (1984). The Postmodern Condition: A Report on Knowledge. Minneapolis: the University of Minnesota press.
dc.relation.referencesMackey, A. & Gass, S. (2005). Second language Research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
dc.relation.referencesMarshall, C. & Rossman, G. (1999). Designing Qualitative Research. 3 rd Edition. Thousand Oaks, CA: Sage.
dc.relation.referencesMcDermott, R. (1999). Why information technology inspired but cannot deliver knowledge management. California Management Review, 41 (4), 103–117.
dc.relation.referencesMcDermott, R. (1999). Why information technology inspired but cannot deliver knowledge management. California Management Review, 41 (4), 103–117.
dc.relation.referencesMerriam, S.B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass.
dc.relation.referencesMetallo, C. (2007). L’organizzazione del lavoro a distanza. Torino: Giappichelli Editore.
dc.relation.referencesMinisterio de Educación Nacional. (2006). Educación: Visión 2019. Retrieved September 4, 2016, from http://www.mineducacion.gov.co/1621/articles-122719_archivo_pdf.pdf
dc.relation.referencesMinisterio de Educación Nacional. (2014). Colombia very well!. Programa Nacional de Inglés 2015-2025. Retrieved August 16, 2016, from http://www.colombiaaprende.edu.co/html/micrositios/1752/articles-343287_recurso_1.pdf
dc.relation.referencesMurday, K., Ushida, E., & Chenoweth, N. (2006). Student learning in hybrid French and Spanish courses: An overview of language online. CALICO, 24 (1), 115-145.
dc.relation.referencesMurday, K., Ushida, E., & Chenoweth, N. (2008). Learners’ and teachers’ perspectives on language online. Computer Assisted Language Learning, 21 (2), 125-142.
dc.relation.referencesNorton, B. (1995). Social Identity, Investment, and Language Learning. TESOL Quarterly, 29 (1), 9-31.
dc.relation.referencesNorton, B. (1997). Language, identity and the ownership of English. TESOL Quarterly, 31 (3), 409-429.
dc.relation.referencesNorton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Pearson Education limited.
dc.relation.referencesNorton, B. (Ed.). (2013). Identity and Language Learning: Extending the Conversation. Bristol: Multilingual Matters.
dc.relation.referencesNorton, B. & Gao, Y. (2008). Identity, investment, and Chinese learners of English. Journal of Asian Pacific Communication, 18 (1) 109-120.
dc.relation.referencesNorton, B. & Toohey, K. (2004). Critical pedagogies and language learning. Cambridge: Cambridge University Press.
dc.relation.referencesNorton, B. & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44 (4), 412–446.
dc.relation.referencesOgbu, J. (1978). Minority education and caste: The American system in cross-cultural perspective. New York: Academic Press.
dc.relation.referencesPeraya, D., Piguet, A., & Joye, F. (1999). Mondes Virtuels. Switzerland: Institut suisse de pédagogie pour la formation professionnelle (ISPFP).
dc.relation.referencesRoberts, J. (2006). Limits to communities of practice. Journal of management studies, 43 (3), 623–639.
dc.relation.referencesRosenberg, M., (2001). E-Learning: Strategies for Delivering Knowledge in the Digital Age. Columbus: Mc-Graw Hill.
dc.relation.referencesSagor, R. (2000). Guiding School Improvement with Action Research. Virginia: ASCD.
dc.relation.referencesSeliger, H., & Shohamy, E. (2008). Second Language Research Methods. Oxford: University Press.
dc.relation.referencesShahrokni, S., & Talaeizadeh, A. (2013). Learning Processes in Blended Language Learning: A Mixed-Methods Approach. The Electronic Journal for English as a Second Language, 17 (3), 1-34.
dc.relation.referencesSharratt, M., & Usoro, A. (2003). Understanding knowledge-sharing in online communities of practice. Electronic Journal on Knowledge Management, 1 (2), 187–196.
dc.relation.referencesSlocum-Bradley, N. (2009). The Positioning diamond: A trans-disciplinary framework for discourse analysis, Journal for the Theory of Social Behaviour, 40, 1-29.
dc.relation.referencesSo, L. (2013). A case study on the effects of an L2 writing instructional model for blended learning in higher education. Turkish Online Journal of Distance Education, 12 (4), 1-10.
dc.relation.referencesSoler, S. (2012). Between Dark Black and Light Brown. Discourses and Ethnic Identities among Afrodescendant Boys and Girls in School Context in Bogotá. Colombian Applied Linguistics Journal, 14 (1), 146-162.
dc.relation.referencesStrauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks. CA: Sage Publications.
dc.relation.referencesTarhan, H., & Balban, S. (2014). Motivation, learner identity and language learning. International Journal on New Trends in Education and Their Implications, 5 (1), 183-197.
dc.relation.referencesTirado, F., & Gálvez, A. (2007). Positioning Theory and Discourse Analysis: Some Tools for Social Interaction Analysis. Forum: Qualitative Social Research, 8 (2), 1-21.
dc.relation.referencesTrent, J. (2008). Promoting investment by Chinese learners in classroom discourse. Journal of Asian Pacific Communication, 18 (1), 30-48.
dc.relation.referencesVan Dijk, T. (1989). Structures of discourse and structures of power. In J. A. Anderson (Ed.), Communication Yearbook 12 (pp. 18-59). Newsbury Park, CA: Sage.
dc.relation.referencesVan Dijk, T. (1993b). Principles of critical discourse analysis. Discourse and society, 4 (2) 249- 283.
dc.relation.referencesVan Langenhove, L., & Harré, R. (1999). Introducing positioning theory. In R. Harré, & L. Van Langenhove (Eds.), Positioning theory: moral context of intentional action (pp. 14-31). Oxford: Blackwell
dc.relation.referencesVasilopoulos, G. (2015). Language Learner Investment and Identity Negotiation in the Korean EFL Context. Journal of Language, Identity and Education, 14 (2), 61-79.
dc.relation.referencesVygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
dc.relation.referencesWallace, M. (2006). Action Research for Language Teachers. Cambridge: Cambridge University Press.
dc.relation.referencesWardhaugh, R. (Ed.). (2006). An Introduction to Sociolinguistics. The United Kingdom: Blackwell Publishing.
dc.relation.referencesWeedon, C. (1997). Feminist Practice and Poststructuralist Theory. 2nd Edition. London: Blackwell.
dc.relation.referencesWenger, E. (1998). Communities of practice: learning, meaning, and identity. New York: Cambridge University Press.
dc.relation.referencesWenger, E. (2004). Knowledge management as a doughnut: Shaping your knowledge strategy through communities of practice. Ivey Business Journal, 68 (3) 1–8.
dc.relation.referencesWenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. 1st Edition. Watertown, MA: Harvard Business School Press.
dc.relation.referencesWenger, E., & Snyder, W. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78 (1), 139–145.
dc.relation.referencesWilliams, M., & Burden, R. (1997). Psychology for language teachers, a social constructivist approach. UK: Cambridge University Press.
dc.relation.referencesYilmaz, M.B., & Orhan, F. (2010). Pre-service English teachers in blended learning environment in respect to their learning approaches. The Turkish Online Journal of Educational Technology, 9 (1), 157-164.
dc.relation.referencesYukawa, J. (2010). Communities of Practice for blended learning: Towards an integrated Model of LIS Education. Journal of Education for Library and Information Science, 51 (2), 54- 75
dc.relation.referencesYule, G. (1996). Pragmatics. Oxford, UK: Oxford University Press.
dc.relation.referencesZhang, W., & Han, C. (2012). A Case Study of the Application of a Blended Learning Approach to Web-based College English Teaching Platform in a Medical University in Eastern China. Theory and Practice in Language Studies, 2 (9), 1961-1970.
dc.publisher.facultyFacultad de Humanidadesspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.description.degreenameMagister en Enseñanza de Lenguas Extranjerasspa
dc.description.degreelevelMaestríaspa
dc.type.driverinfo:eu-repo/semantics/masterThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


Ficheros en el ítem

Thumbnail

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem

https://creativecommons.org/licenses/by-nc-nd/4.0/
Excepto si se señala otra cosa, la licencia del ítem se describe como https://creativecommons.org/licenses/by-nc-nd/4.0/