Creation and adaptation of materials to promote inclusion in EFL classrooms

dc.contributorPacheco Machado, Leonardo
dc.creatorSáez Caraballo, Clara Andrea
dc.date2023-02-17T13:49:53Z
dc.date2024-02-16
dc.date2023-02-17T13:49:53Z
dc.date2023-02-16
dc.date.accessioned2023-09-06T22:02:54Z
dc.date.available2023-09-06T22:02:54Z
dc.identifierhttps://repositorio.unicordoba.edu.co/handle/ucordoba/7123
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8712668
dc.descriptionInclusive education in Colombia is everyone’s right, not a privilege, and is surrounded by many implications and concepts which have been studied for a long time, for many years researchers have investigated this topic which seems to be very difficult to apply in English classrooms, however, there is something very important to consider when creating inclusive classrooms, and that is the materials used. This study explored how teachers design and adapt materials in EFL classrooms taking into account inclusive discursive practices to meet the necessities of SEN students, it also considered teachers perceptions when designing and adapting these materials and their choices to create so, considering inclusive discursive practices, the research involved two English teachers from a private school in Monteria, Cordoba results from semi-structured interviews, questionnaires and lesson planner review revealed three relevant aspect to consider at the moment of design and adapt material for inclusive classrooms the first one is recognize the special needs of students, the second is that teachers take into account their likes and abilities finally English teachers consider that learning style of each individual, beside this study unveiled two biggest perceptions teachers have when creating and adapting these materials: anxiety and satisfaction both comes into two different moments when creating and adapting materials, teachers said that there is anxiety when they have to start creating the material since some concerns come to their minds in terms of objectives, instructions, appropriation of the material, after the material was applied teachers feel satisfied since they consider the objectives planned were achieved, regarding teachers choices results showed when designing and adapting materials teachers consider that the most important aspect is the interests of the students, finally regarding inclusive discursive practices, results revealed that teachers do not have a deep knowledge of this subject, as they only relate it to speech, without taking into consideration important aspects such as: context, culture, adaptation of people's needs to express and act themselves in the real world.
dc.descriptionAcknowledgments....................................................9
dc.descriptionIntroduction...................................................................10
dc.descriptionTheoretical Framework...........................................17
dc.descriptionConceptual Framework................................................................18
dc.descriptionInclusive Education.....................................................18
dc.descriptionSpecial Educational Needs (SEN)................................20
dc.descriptionDifferentiated Instruction...............................................24
dc.descriptionDifferentiated Instruction in the EFL Classroom........................................26
dc.descriptionEFL Material Design......................................27
dc.descriptionInclusive Discourse..........................30
dc.descriptionThe disability Discourse.........................................30
dc.descriptionThe Special Education Discourse......................................................31
dc.descriptionThe inclusive or social discourse.................................................31
dc.descriptionDiscursive Practices..............................................32
dc.descriptionInclusive discursive Practices..............................................34
dc.descriptionLiterature Review............................................................38
dc.descriptionMethods..........................................51
dc.descriptionResearch approach and design...................................................51
dc.descriptionParticipants and Context..................................................53
dc.descriptionEthics Implications...................................................55
dc.descriptionData Collection............................................................55
dc.descriptionData Analysis................................................59
dc.descriptionFindings............................................61
dc.descriptionInterests and Abilities of SEN Students.............................................65
dc.descriptionLearning Style of SEN....................................67
dc.descriptionDiscussion............................................................80
dc.descriptionConclusion..........................................83
dc.descriptionReferences.................................................84
dc.descriptionMaestría
dc.descriptionMagíster en Educación
dc.descriptionTrabajos de Investigación y/o Extensión
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.languageeng
dc.publisherFacultad de Educación y Ciencias Humanas
dc.publisherMontería, Córdoba, Colombia
dc.publisherMaestría en Educación
dc.rightsCopyright Universidad de Córdoba, 2023
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.subjectInclusión
dc.subjectEducación inclusiva
dc.subjectDiseño de material
dc.subjectPracticas inclusivas discursivas
dc.subjectInclusion
dc.subjectInclusive education
dc.subjectMaterial design
dc.subjectInclusive discursive practices
dc.titleCreation and adaptation of materials to promote inclusion in EFL classrooms
dc.typeTrabajo de grado - Maestría
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typeinfo:eu-repo/semantics/submittedVersion
dc.typeText
dc.typehttps://purl.org/redcol/resource_type/TM


Este ítem pertenece a la siguiente institución