Writing as a situated practice audio-visual social content & learners' experiences.

dc.contributorMontaño Moreno, Johanna
dc.creatorRodriguez Herrera, Oscar Esteiman
dc.date.accessioned2021-12-14T16:02:13Z
dc.date.available2021-12-14T16:02:13Z
dc.date.created2021-12-14T16:02:13Z
dc.date.issued2021
dc.identifierhttp://hdl.handle.net/20.500.12209/16647
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierreponame: Repositorio Institucional UPN
dc.identifierrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractThe current document embodies a pedagogical and didactic proposal centered on situated writing activities and audio-visual aids with social content. This proposal aims to be implemented with eleventh graders from a public school in Bogota, Colombia. The main objective of the proposal aims to design a pedagogical and didactic proposal using audio-visual materials with social content to promote situated writing skills in students of 11th grade. Nine lesson plans were developed to improve English skills through situated writing activities, and each session aims to be implemented in periods of 90 minutes.
dc.languageeng
dc.publisherUniversidad Pedagógica Nacional
dc.publisherLicenciatura en Español e Inglés
dc.publisherFacultad de Humanidades
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dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.subjectMaterial audio-visual
dc.subjectContenido social
dc.subjectConflictos sociales
dc.subjectEscritura situada
dc.titleWriting as a situated practice audio-visual social content & learners' experiences.


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