Buelvas Rojas, Luis, traductor.-- Cartagena: Universidad de San Buenaventura, Facultad de Educación, Humanidades y Ciencias Sociales. Universidad de Cundinamarca 9 Eliana Carolina Bernal Sierra Universidad Santo Tomás 10 Universidad José Iván Patarroyo Ortiz Cundinamarca.
PRESENTACIÓN
De acuerdo con sus objetivos y temáticas, este tercer encuentro internacional se confirma como un espacio ideal para compartir prácticas pedagógicas que han generado un gran impacto en la labor profesional y/o investigativa de los participantes. Asimismo, el espacio CIFLEX se consolida como un encuentro de reflexión sobre el desarrollo profesional y humano de los futuros docentes de lenguas extranjeras que por tercera vez están presentes no sólo como asistentes sino también como docentes.
RESÚMENES DE LAS CONFERENCIAS CENTRALES
CONFERENCIA CENTRAL 1
CONFERENCIA CENTRAL 2
CONFERENCIA CENTRAL 3
CONFERENCIA CENTRAL 4
CONFERENCIA CENTRAL 5
CONFERENCIA CENTRAL 6
I TEXTOS DE PRESENTACIONES EN LENGUA INGLESA
Integration of Face-To-Face Instruction and Virtual Autonomous Work in English Language Teaching at Los Libertadores University: Towards
Autonomy
Thus, students were limited to checking whether the assessments corresponded to the activities performed on the platform, but rarely asked for feedback on their performance or additional explanation of vocabulary, structures, pronunciation, etc. Although some teachers ask their students if they have concerns about issues related to content on the platform, students usually report technical issues with the platform, but never content, structure, or vocabulary.
Skills
Among the resources used by the teachers in the face-to-face session we can mention, video, audio and teacher conversations. It is important to mention that grammar was the core of the face-to-face session and it was presented in the form of drills to introduce the class.
Platform strong and weak points
Reading is the least developed skill during the face-to-face sessions and it is limited to completing exercises. The results also provided insights to design a methodological guideline to guide teachers on how to integrate virtual autonomous work and face-to-face sessions.
The paramount role of ICT in material design for fostering general knowledge skills 4
Using the app www.spanishdict.com, find and contrast the English definition for STANDARD. By using the app www.fromtexttospeech.com Vote and listen to the English spoken version.
Analysis about the receptivity of pedagogical strategies for teaching and learning English in eighth and ninth grades at a private school in Tunja
Despite the national government's intentions to improve students' language education, national and international exams show low results for the majority of students. Furthermore, the school follows the standards of the Common European Framework (2001), as mandated by the Colombian Ministry of Education (2006).
Language, Culture and Educational Influence in Literature Studies
- The Power of Literature
- Challenges for Education
- Giving Voices to Communities
- Seeking Courageous Teaching
- Slam Poetry or Brave Writing
For Palmer, any situation in the classroom is simply a mirror of our human condition. Slam poetry began in connection with a competition where a group of poets read or performed their poems in a café.
Original Poem Assessment Rubric
I read them a poem or play a recording, and they recognize the accents and pauses. Elements of Poetry (Sensual Details) Whether sensory details and figurative language create vivid images that contribute significantly to the poem's meaning. Does the poem stimulate the senses and make the reader think about the subject in new/different ways.
Poetry Slam and Personal Poem Assessment Poetry Slam Oral Presentation Rubric Poetry Slam presentations allow students to read their own poems using emotion, gestures, body language, and facial expressions.
The Impact of a Class Project Based on Interaction with a Native Speaker to Improve the Linguistic and Cultural Competence of Students in a
In this sense, the study based on the impact of interaction with a domestic friend on the improvement of students' linguistic and cultural competence has a number of important implications. This study analyzes the impact of interaction with a native speaker on a student's linguistic and cultural competence in a foreign language course. In the third part of the project, the students created an interview that they would conduct with their friends.
Correction in this sense is seen as a positive element in the interaction as the participants know that they have been corrected by the "masters" of the language.
Flipped Teaching: An Innovative Approach Towards EFL
The Flipped Teaching method has gained so many followers because of the following reasons: a) it promotes student independence and freedom; b) leads to the professional development of teachers; The second educational theory that underlies the Flipped Classroom is Project-Based Learning, also known as PBL. The third educational background that the Flipped Classroom reinforces is constructivist theory, which was similarly coined by the psychologist Vygotsky.
Does the flipped classroom lead to greater gains in learning outcomes in ESL/EFL contexts?
Portraying children rights through the teacher’s training
The methodology used for this implementation was based on collaborative learning through conducting and using workshops, creating large books and booklets. However, there is little theoretical information on the pedagogical foundations regarding the use and application of large books. Some of the characteristics of great books are that they include size, colors, shape, content, and vocabulary.
Finally, the creation of Big Books provides students with a sense of appropriateness to children's rights.
CONSOLIDADO ENCUESTA DERECHOS DE LOS NIÑOS
These are images of the implementation in Jose asunción silva school
Colombian web Page
These are pictures of the implementation in Universidad Distrital
These are pictures of the implementation in San agustin Schooll
CLIL as a Strategy to Help Students to Improve Their English Skills
Another key factor perceived by university English teachers is that students previously had negative experiences because some English classes were conducted in Spanish or because they were not allowed to ask questions in class. Hardré et al (2007) comment that English in the classroom should be seen as a tool to support learning and future goals, making the content relevant. Content means progress in knowledge that integrates the subjects proposed in the curriculum through the use of English.
Through English, teachers can involve and motivate students in the subjects by using new lessons.
CLIL
There are several positive findings from various researches that confirm the inclusion of CLIL in the process of teaching English as a foreign language. Ball (n.d) states that CLIL lessons provide the opportunity to use authentic reading, videos, platforms, etc. in a lesson, in this way, task-based curricula could have continuity in the topics and sequence of lessons. According to Marsh et al (2001), there are five dimensions to work with in the classroom: cultural, environmental, linguistic, content and learning.
In the same way, an intercultural process of English-speaking countries was made through selected music.
John Stevens: traductor, lexicógrafo y jacobita en la Inglaterra protestante (circa 1662-1726)
Fuentes secundarias
Beyond language policies: Students’ positioning in the EFL learning experiences
As explained above, identity plays an important role in the construction of individuals and how they see themselves according to the social context. This category reflects students' views regarding English learning as an imposition. In this regard, I have found that their perceptions as learners have been modified according to the way they have experienced learning.
In terms of how students positioned others, I found that students positioned others based on the meaning they had in their lives.
Designing instructional materials and using ICTs for English language teaching
Learning management systems (LMSs/ VLEs)
Virtual learning environments are likely to become an essential and crucial component in the teaching and learning process within the next few years. A virtual learning environment is a tool that enables collaboration in any given classroom to achieve any goal as Erben, Ban & Castañeda (2009) say, not to mention students' assessment, autonomous work and communication. Most educational institutions' official LMS are not very intuitive or user-friendly, despite its countless features, some other popular free platforms such as scholology, Edmodo or chamilo have been fully utilized and have allowed our teachers not only to distribute content or to deliver. it can be used initially or primarily, but to monitor attendance, easily create and grade multimedia assignments, quizzes and tests, as well as be used as a communication tool where entire courses can be securely set up and accessed at any time can be.
Despite the earlier use of Moodle as a robust platform, the increasing implementation of ICT in our program began precisely with the use of school lessons to manage some subjects, which made it easier to have different resources in one place, took advantage of multimedia and allowed to briefly assess the performance of students.
Podcasting
At the end it can all be replayed to suit the learner's needs and pace. Even better, they can be interactive and include voice notes and comprehension questions using online tools like Edpuzzle, which allows them to be interactive in some way. There are numerous websites where QR codes can be freely created or made and then printed from, as well as free QR readers available in Google Play.
Both students' motivation and their language skills can certainly be improved by integrating this tool into lessons.
Using Interdisciplinary Instruments as a form of assessment
For the second study, we selected 20 students in the literary analysis class from the third semester. Genette, (1997) All readers are unique as each brings a certain knowledge of the primary text. In this sense, intertextuality examines the theory that references to other texts affect the meaning of the primary text.
Although they expressed their concerns during the project, they were grateful for the opportunity to participate in them.
English Teaching and Learning in Colombia: contextualization and paradigm shift calling for transdisciplinarity
Introduction
The complexity of ETL and its context 1. An ecological model
- The micro level
- The macro level
- Sociocultural factors
- Psychological factors
- Mediatic factors
In an analogy with photography, the micro level corresponds to a close-up photograph, using a long focal lens, the "small photograph" while the macro level would be a large photograph, using a short focal lens to obtain " the big picture". The micro level of the ETL context can be considered the immediate environment, the local level (Porquier & Py, 2004, p. 58), especially the material environment of ETL. In this line, the microlevel of an ETL context is very close to Kramsch's conceptualization: in a sociolinguistic orientation, she formulates a situational conception of context as a social construct determined by the linguistic choices of the interlocutors.
The institution can also be considered to participate in this micro level of the ETL context, although it can also be considered to belong to the meso level.
A transdisciplinary approach
- A sociological approach
This perception is itself determined by economic and political relations with English-speaking countries, cooperation, past and present. The media also plays a major role in shaping that perception of English and its speakers, while playing a very important role in learning as they allow or disallow students to have contact with English-language programs and learning resources. A sociological approach can take into account the socio-cultural factors previously revealed and view the learner as a social actor, as in the Common European Framework (European Council, 2001).
A sociological approach to the students' context enables the adaptation of ETL to the social reality in which students live and to their interests and needs.
Exploring FL teacher’s practices about the development of ct among EFL learners at university of Pamplona
Second, higher-order thinking broadens students' learning experience and makes language more meaningful to them. When she first attended the class, she informed the students about the purpose of the research project and the collection of information that she would use to obtain some results. According to (Creswell 2005), a non-participant observer is someone "who visits a place and takes notes without being involved in the activities of the participants".
The data obtained in the context studied helped the researcher to understand the influence of the activities developed by the teacher and to verify whether students' thinking skills were improved.
