The articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching

dc.contributorMurcia Quintero, Daniel
dc.creatorGuapacha Largo, Diego
dc.date2022-09-26T22:00:32Z
dc.date2022-09-26T22:00:32Z
dc.date2022
dc.date.accessioned2023-06-05T15:14:49Z
dc.date.available2023-06-05T15:14:49Z
dc.identifierUniversidad Tecnológica de Pereira
dc.identifierRepositorio Institucional Universidad Tecnológica de Pereira
dc.identifierhttps://repositorio.utp.edu.co/home
dc.identifierhttps://hdl.handle.net/11059/14289
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/6645691
dc.descriptionEste proyecto de aula se enfocó en la implementación de prácticas orales controladas junto con prácticas de mindfulness en la institución educativa Alfonso Jaramillo Gutiérrez sede La Villa, con el grado 5C. La importancia de este proyecto de aula se basa en el uso globalizado del inglés, el cual se reconoce en estos momentos como una lengua franca. En este sentido, hay una necesidad de desarrollar las habilidades orales para expresar auténticamente experiencias, sentimientos e ideas. Esta consideración incentivó el desarrollo de las habilidades comunicativas de inglés a través de diferentes prácticas de mindfulness para promover el uso de experiencias auténticas con vocabulario y estructuras específicas. Para recoger la información de esta implementación, se utilizó los métodos de observaciones, diarios del profesor y artefactos de los estudiantes. Los resultados de este proyecto mostraron que las prácticas de mindfulness crearon un ambiente cálido y seguro donde los estudiantes pudieron participar en actividades orales. Aunque los resultados lingüísticos esperados no se cumplieron, la habilidad oral fue practicada y desarrollada en un bajo nivel.
dc.descriptionThis classroom project aimed to implement controlled oral practices along with mindfulness practices with fifth graders at the Institución Educativa Bilingüe Alfonso Jaramillo Gutiérrez at the La Villa campus. The importance of this project relies on the globalized use of the English language, which is recognized as a lingua franca. In this sense, there is a need to develop speaking skills to communicate authentic experiences, feelings, and ideas. This consideration encouraged the development of English-speaking skills through diverse mindfulness practices to elicit authentic experiences using specific language structures and vocabulary. To collect the information of this implementation, this project used observations, teacher journals, and students’ artefacts methods. The results of this project showed that mindfulness practices could create a warm and comfortable space where students could participate in speaking activities. Despite the expectation of linguistic results were not achieved, the speaking skill was practised and developed at a lower level.
dc.descriptionPregrado
dc.descriptionLicenciado(a) en Bilingüismo con Énfasis en Inglés
dc.descriptionTable of Content Justification…………………………………………………………………………………………………9 Objectives……………………………………………………………………………………………………13 TEACHING OBJECTIVES…………………………………………………………………………………………………..13 LEARNING OBJECTIVES…………………………………………………………………………………………………..13 Conceptual Framework……….…………………………………………………..…………………..14 WHAT IS MINDFULNESS?………………………………………………………………….…………………………….14 Definition of Mindfulness…………………………………………………………………………………………..15 Mindfulness-Based Interventions………………………………………..…………………………………….17 Mindfulness in Education………………………-………………………………………………………………..18 Mindfulness in Foreign Language Education………………………………………..………………….. 19 LANGUAGE TEACHING DEFINITION…………………………………………………………………………………..20 What is Language Teaching?…………………………………………………………………………………...20 English as a Foreign Language…………………………………………………………………………………21 Teaching English as a Foreign Language…………………………………………………………………..22 WHAT IS THE SPEAKING SKILL IN THE LANGUAGE?………………..……………………………………………23 WHAT IS CONTROLLED PRACTICE?……………………………………………………………………………..…....24 WHAT IS THE LISTENING SKILL?……………………………………………………………………………..…........25 WHAT IS THE WRITING SKILL?……………………………………………………………………………..…..........26 WHAT ARE AUDIO-VISUAL MATERIALS?…....………………………………………………………………..…....27 WHAT IS THE TOTAL PHYSICAL RESPONSE METHOD?…………………………………………………………..28 Literature Review…..…………………………….....…………………………………………………31 Methodology……………………………………………………………………………………………....35 CONTEXT………………………………………………………………………………………………………………………35 SETTING……………………………………………………………………………………………………………………….36 MINDFULNESS AND LANGUAGE TEACHING 4 PARTICIPANTS……………………………………………………………………………………………………………...37 Students…………………………………………………………………………………………………………….……37 Practitioner………………………………………………………………………………………………………….…37 Mentor…….………………………………………………………………………………………………………….…38 INSTRUCTIONAL DESIGN……....……………………………………………………………………………………….38 DEVELOPMENT AND IMPLEMENTATION….........………………………………………………………………..…42 RESOURCES…………………………………………………………………………………………………………………..44 INSTRUMENTS TO COLLECT INFORMATION OF THE PROJECT………...……………………………………….44 Observation……………………………………………………………………………………………………………..44 Teacher Journal……………………………………………………………………………………………………....45 Students’ Artifacts………..………………………………………………………………………………………….45 Results........……………………………………………………………………………………………....47 PROFESSIONAL GROWTH……………………………………………………...……………………………………….47 Lesson Planning and Executing………………………………………………………………………………..47 Musical instruments used in the classroom………………..………..…………………………………....51 Collaborative Work……………………………..………………………………………………………………....53 Distracted behaviour during the Interventions………………………………………………………….55 STUDENTS’ RESPONSE…………………………………………………………...……………………………………….58 LINGUISTIC OUTCOMES………………………………………………………...……………………………………….62 Strengths………………………………………………………………………………………………………………..62 Challenges……………………………..………………………………………………………………………………..67 Conclusions…..……........…………………………………………………………………….…………71 Implications and Recommendations…………….…………………………………..……………75 References…….…........…………………………………………………………………..……………..78 Appendices………………………………………………………………………………………………….88 APPENDIX A: TEACHER JOURNAL ………………………………….………...……………………………………….88 MINDFULNESS AND LANGUAGE TEACHING 5 APPENDIX B: OBSERVATIONS…….………………………………….………...……………………………………...88 APPENDIX C: PHOTOS AND VIDEOS COMPILATION…….………….……...………………………………………88
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dc.languageeng
dc.publisherUniversidad Tecnológica de Pereira
dc.publisherFacultad de Bellas Artes y Humanidades
dc.publisherPereira
dc.publisherLicenciatura en Bilingüismo con Énfasis en Inglés
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dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject370 - Educación::372 - Educación primaria
dc.subjectMetodos de enseñanza
dc.subjectActividades estudiantiles - Enseñanza elemental
dc.subjectLenguaje y lenguas - Enseñanza - Metodo bilingüe
dc.subjectMindfulness
dc.subjectEnseñanza de idiomas
dc.subjectHabilidad para hablar
dc.titleThe articulation of Mindfulness and English as a Foreign Language Teaching in a fifth grade: Exploring contemplative practices in language teaching
dc.typeTrabajo de grado - Pregrado
dc.typehttp://purl.org/coar/resource_type/c_7a1f
dc.typehttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.typeText
dc.typeinfo:eu-repo/semantics/bachelorThesis
dc.typeinfo:eu-repo/semantics/acceptedVersion


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