Background knowledge in english reading alongside visuals to promote critical thinking.

dc.contributorMellizo Guaqueta, Nelson
dc.creatorFarfán Zabala, Jhon Alexander
dc.date.accessioned2019-07-31T12:22:40Z
dc.date.available2019-07-31T12:22:40Z
dc.date.created2019-07-31T12:22:40Z
dc.date.issued2017
dc.identifierTE-21476
dc.identifierhttp://hdl.handle.net/20.500.12209/9986
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierreponame: Repositorio Institucional UPN
dc.identifierrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractEl presente trabajo de grado es una investigación acción de tipo cualitativa que se realizó en el colegio técnico Domingo Faustino Sarmiento, en la sede B con estudiantes de tercero (301). En este estudio la enseñanza del inglés se basó principalmente en la lectura de textos junto con imágenes, estos basados en problemáticas sociales para promover una perspectiva crítica inicial en los estudiantes. Para conseguir lo anterior, se adoptó la lectura basada en los conocimientos previos del lector, en donde aspectos como la edad, el género, la cultura y el uso de lengua tienen un papel relevante en el entendimiento de un texto. Puesto que los estudiantes no tenían un gran dominio del inglés, los textos trabajados en clase siempre fueron acompañados por ayudas visuales que llevaron a los estudiantes a comprender los textos, activar conocimientos previos y proponer soluciones frente a las situaciones abordadas.
dc.languagespa
dc.publisherUniversidad Pedagógica Nacional
dc.publisherLicenciatura en Español e Inglés
dc.publisherFacultad de Humanidades
dc.relationAirasian, P., and Gay, LR. (n.d) Action research. Retrieved from http://www.wou.edu/~girodm/library/ch9.pdf
dc.relationAvgerinou, M. (2002). A review of the concept of visual literacy. British Journal of Educational Technology, 28(4), 280 – 291.
dc.relationBada, S. (2015). Constructivism learning theory: a paradigm for teaching and learning. IOSR Journal of Research & Method in Education, 6, 66-70.
dc.relationBamford, A. (2003). The visual literacy white paper. Australia. Adobe Systems Pty Ltd.
dc.relationBenavides, D., Murcia, L., and Niño, M. (2009). Observing before learning: visual material for the learning of English as a Foreign Language. HOW, 16, 93-111.
dc.relationBloom, B. (1956). Taxonomy of educational objectives. Michigan, United States of America.
dc.relationColegio Técnico Domingo Faustino Sarmiento IED. (2016). Plan anual de asignatura.
dc.relationColegio Técnico Domingo Faustino Sarmiento IED. (2016). PEI: “Calidad educativa para la formación integral y laboral. Community Handbook (pp. 7 – 13). Subdirección de imprenta distrital. Bogotá, Colombia.
dc.relationDilley, A., Kaufman, J., Kennedy, C., and Plucker, J. What we know about critical thinking. Massachusetts: P21.
dc.relationFerrance, F. (2000). Action research. LAB - Brown University.
dc.relationGómez, L., and Leal, M. (2015). Encouraging Critical Thinking Development in an EFL Classroom through Urban Legends. Folios. (43). 137-152
dc.relationGoodman, K. (1967). Reading: a psycholinguistic game. Journal of the Reading Specialist. 126- 135.
dc.relationGregersen, T. (2007). Language learning beyond words: incorporating body language into classroom activities. Reflections on English Language Teaching, 6, (1). 51-64
dc.relationHancock, B. Ockleford, E. Windridge, K. (2009). An Introduction to Qualitative Research. The NIHR RDS EM / YH.
dc.relationKalmbach, D. Carr, P. (2010). Becoming a teacher through action research. Routledge.
dc.relationKemmis, S. (2007). Action research as a practice-changing practice.
dc.relationKrashen, S. (2009). Principles and practice in second language acquisition. California -First internet edition.
dc.relationKrashen, S., and Terrel, T. (1995). The natural approach: language acquisition in the classroom. Prentice Hall Europe.
dc.relationKrathwohl, D. (2002). A Revision of Bloom’s Taxonomy: an overview. In Theory into practice. Revising Bloom’s Taxonomy. (212-218).
dc.relationLee, H. (2011). Using picture books in EFL college reading classrooms.
dc.relationLipman, M. (1988). Critical thinking: What can it be? Association for supervision and curriculum development.
dc.relationMarkle, T., Rich, Pand West, R. (2011). Beyond transcription: technology, change, and refinement of method. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(3).
dc.relationMatthews, T., and Palmer, M. (2015). Learning to see the infinite: measuring visual literacy skills in a 1st year seminar course. Journal of the Scholarship of Teaching and Learning, 15(1). 1-9.
dc.relationMikhailova, T. (2008). Improving students’ Reading Skills through the use of the WFR activities. HOW, 15, 49-62.
dc.relationMikulecky, B. (2008). Teaching reading in a second language. Pearson.
dc.relationMinisterio de Educación Nacional. (2006). Estándares básicos de competencias en lenguaje, matemáticas, ciencias y ciudadanas. Ministerio de Educación Nacional – Colombia.
dc.relationMoore, B., and Parker, R. (2009). Critical Thinking. New York: The Mcgraw Hill Companies.
dc.relationPaivio, A. (2006). Dual coding theory and education. Retrieved from http://coral.ufsm.br/tielletcab/Apostilas/DCT_Paivio.pdf
dc.relationPorras, N. (2009). Teaching English through stories: a meaningful and fun way for children to learn the language. PROFILE, 12(1), 95-106.
dc.relationQuinn, M. (1999). Enhancing the Quality and Credibility of Qualitative. Health Services Research. 1189 – 1208.
dc.relationRuiz, S. (2013). Working by projects: A way to Enrich Critical Thinking and the Writing Process in a Third Grade EFL Classroom. Colombian Applied Linguistics Journal. 15(2), 205-220
dc.relationSarmiento, M. (2010). A guided reading of images: a strategy to develop critical thinking and communicative skills. Colombian Applied Linguistics Journal.12(2), 72-86.
dc.relationSeglem, R., and Witte, S. (2009). You gotta see it to believe it: teaching visual literacy in the English classroom. Journal of Adolescent & Adult Literacy,53(53), 216–226
dc.relationSjøberg, S. (2007). Constructivism and learning. International Encyclopaedia of Education. Norwey – Elsevier
dc.relationSternberg, R. (1986). Critical thinking: its nature, measurement and improvement. Washington, DC: National Institute of Education.
dc.relationStokes, S. (n.d.) Visual literacy in teaching and learning: a literature perspective. Electronic Journal for the Integration of Technology in Education, Vol. 1 (1).
dc.relationSuba: Estratificación Socioeconómica Urbana. (2013). Retrieved from http://www.sdp.gov.co/portal/page/portal/PortalSDP/InformacionTomaDecisiones/Estrati ficacion_Socioeconomica/Mapas/IE003-LocSuba-V02.pdf
dc.relationSuryanto. (2014). How can visual literacy support English language teaching? Lingua, Jurnal Bahasa & Sastra, 15(1), 35 – 43.
dc.relationTaber, S. (2011). Constructivism as educational theory: contingency in learning, and optimally guided instruction. Educational Theory, 39-61.
dc.relationThornbury, A. (2007). How to teach vocabulary. Malaysia. Pearson – Longman.
dc.relationUrquhart, A. H., and Weir, C. J. (1998). Reading in a second language: Process, product, and practice. London and New York: Longman.
dc.relationVaraprasad, C. (2009). Teaching reading in an ESL and EFL setting: a comparison. ELTWorldOnline.com, 1.
dc.relationVygotsky, L. (1930). Mind in society: the development of higher psychological processes. Harvard University Press.
dc.relationVillanueva, E. 2006. Applying current approaches to the teaching of reading. English Teaching Forum. (1). 8-15.
dc.relationWolfinger, H. (2002). On writing field notes: collection strategies and background expectancies. Qualitative Research, 2(1), 85-95.
dc.relationWright, A. (1997). Pictures for language learning. Cambridge, United Kingdom: Cambridge University Press.
dc.relationYanow, D. (2004). Studying physical artifacts: An interpretive approach. In Rafaeli, A., and Prat, M. Artifacts and organizations: beyond mere symbolism. (pp. 41-60). New Jersey, United States: Lawrence Erlbawn Associates, Inc.
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsAcceso abierto
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacional
dc.sourceinstname:Universidad Pedagógica Nacional
dc.subjectColegio Técnico Domingo Faustino Sarmiento I.E.D. - Educación básica primaria - Bogotá
dc.subjectEnseñanza del inglés
dc.subjectPensamiento crítico
dc.subjectVocabulario - Desarrollo
dc.subjectInvestigación acción - Metodología
dc.titleBackground knowledge in english reading alongside visuals to promote critical thinking.
dc.typeinfo:eu-repo/semantics/bachelorThesis


Este ítem pertenece a la siguiente institución