Show simple item record

dc.contributor.advisorSylvester Mcdougald, Jermaine
dc.contributor.authorcamacho Gacha, Maribel
dc.date.accessioned2014-12-05T22:13:40Z
dc.date.available2014-12-05T22:13:40Z
dc.date.created2014
dc.date.issued2014-12-05
dc.identifier.citationBailey, K., & Nunan, D., (2009). Exploring Second Language Classroom Research: A Comprehensive Guide. Boston, MA: Heinle.
dc.identifier.citationBrockett, R. G. and Hiemstra, R. (1991). A conceptual framework for understanding selfdirection in adult learning in Self-Direction in Adult Learning: Perspectives on Theory, Research, and Practice. London and New York: Routledge.
dc.identifier.citationBurns, A. (2010). Doing Action Research in English Language Teaching: A Guide for Practitioners. New York, NY: Routledge.
dc.identifier.citationBlythe, T., & Associates. (1998). The Teaching for Understanding Guide. San Francisco, CA: Jossey-Bass.
dc.identifier.citationBygate, M. (1987). Speaking. In D. Nunan & R. Carter (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages: (pp. 14-20) New York, NY. Oxford University Press.
dc.identifier.citationCorbin, J., & Strauss, A. (1990). Grounded Theory Research: Procedures, Canons and Evaluative Criteria. Qualitative Sociology, 13(1).3-21.
dc.identifier.citationCotterall, S. & Reinders, H., (2001). Fortress or Bridge? Learners‟ Perceptions and Practice in Self Access Language Learning. TESOLANZ (8), 23-38. Retrieved from http://www.innovationinteaching.org/docs/article%20-%202001%20-%20Tesolanz.pdf
dc.identifier.citationCouncil of Europe. (2001). The Common European Framework of References for Languages.
dc.identifier.citationCambridge, United Kingdom: Cambridge University Press.
dc.identifier.citationCoyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning.
dc.identifier.citationCambridge, England: Cambridge University Press.
dc.identifier.citationCreswell, J. W. (2012). Grounded Theory Designs. In J. W. Creswell (Edit). Education Research- Planning, Conducting and Evaluating Quantitative and Qualitative Research (p. 422- 500). Boston MA: Pearson Education.
dc.identifier.citationGibbons, M. (2002). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel. Jossey-Bass CA.
dc.identifier.citationGibbs, G.R. [Graham R Gibbs]. (2010, June 20). Grounded Theory - Axial Coding [video file]. Retrieved from: https://www.youtube.com/watch?v=s65aH6So_zY&list=LLjLZXnGEA2uZjk0H94C8EZg
dc.identifier.citationGraddol, D. (2005, Friday 8). Global English. Retrieved from: http://www.open.edu/openlearn/history-the-arts/culture/english-language/global-english
dc.identifier.citationGutiérrez Gutiérrez, D. (2005). Developing Oral Skills through Communicative and Interactive Tasks. Profile Issues in Teachers' Professional Development, (6) 83-96. Retrieved from http://www.redalyc.org/articulo.oa?id=169213801008
dc.identifier.citationHiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition), Oxford: Pergamon Press. Retrieved from: http://www-distance.syr.edu/sdlhdbk.html
dc.identifier.citationKrashen, S. (2009). Principles and Practice in Second Language Acquisition. Retrieved from: http://www.sdkrashen.com/content/books/principles_and_practice.pdf
dc.identifier.citationLazaro, N., & Reinders, H. (2007). Current Approaches in Self-Access Language learning. Teaching English as a Second or Foreign Language Journal. (11) 3. Retrieved from: http://www.tesl-ej.org/wordpress/issues/volume11/ej43/ej43a2/
dc.identifier.citationMcLeod, J., Fisher, J., & Hoover, G. (2003). The Key Elements of Classroom Management. Managing Time and Space, Student Behavior, and Instructional Strategies. Alexandria, VA. ASCD.
dc.identifier.citationMinisterio de Educación Nacional, (2004). Programa Nacional de Bilingüismo- Colombia 2004- 2019. Retrieved from: http://www.mineducacion.gov.co/1621/articles- 132560_recurso_pdf_programa_nacional_bilinguismo.pdf
dc.identifier.citationMinisterio de Educación Nacional, (2006). SERIE GUÍAS N° 22 Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Formar en Lenguas Extranjeras: ¡El Reto! Lo que Necesitamos Saber y Saber Hacer. Retrieved from: http://www.mineducacion.gov.co/cvn/1665/articles-115174_archivo_pdf.pdf
dc.identifier.citationMinisterio de Educación Nacional, (2004). Estándares Básicos de Competencias en Ciencias Naturales y Ciencias Sociales. Formar en Ciencias el Desafío. Lo que Necesitamos Saber y Saber Hacer. Retrieved from: http://www.mineducacion.gov.co/1621/articles-81033_archivo_pdf.pdf
dc.identifier.citationOtto, F. (2005). Bringing Technology to English Language Learning: Making it Work. HOW a Colombian Journal for Teachers of English, (12), 18-28.
dc.identifier.citationReinders, H. (2010). Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Skills. Australian Journal of Teacher Education, 35(5), 40-55.
dc.identifier.citationReinders, H. & Lewis M. (2005). Examining the “Self” in Self-Access Materials. rEFLections, (7), 46-53. Retrieved from: http://www.innovationinteaching.org/docs/article%20-%202005%20-%20Reflections%20_self-access%20materials%20evaluation_.pdf
dc.identifier.citationRojas, J. (2007). Technology Applied to ELT: Reviewing Practical Uses to Enhance English
dc.identifier.citationTeaching Programs. HOW a Colombian Journal for Teachers of English, (14), 143-160.
dc.identifier.citationRubin, J. (2004). The Expert Language Learner: A Review of Good Language Learner Studies and Learner Strategies. Retrieved from: http://www.workingnet.com/joanrubin/pdfs/TheExpertLanguageLearnerAugust232004.pdf
dc.identifier.citationRubin, J., & McCoy, P. (2011). The Role of Task Analysis in Promoting Learner SelfManagement. Retrieved from: http://www.workingnet.com/joanrubin/pdfs/RoleofTaskAnalysisinPromotingLearnerSelfManage ment.pdf
dc.identifier.citationRugg, D. (2010). An Introduction to Triangulation. UNAIDS. Retrieved from: http://www.unaids.org/en/media/unaids/contentassets/documents/document/2010/10_4-Intro-totriangulation-MEF.pdf
dc.identifier.citationRubin, J. (2012). LSM and goal Setting [Lecture notes]. Retrieved from http://virtual.unisabana.edu.co/course/view.php?id=2327&section=7
dc.identifier.citationScharle, Á., & Szabó, A. (2000). Learner Autonomy: A Guide to Develop Learner Responsibility. Cambridge, United Kingdom: Cambridge University Press
dc.identifier.citationTomlinson, B. (1998). In Tomlinson, B. (Ed.), Materials Development in Language Teaching. Cambridge: Cambridge University Press.
dc.identifier.citationTomlinson, B. (2010). Principles and Procedures for Self-Access Materials. Studies in SelfAccess Learning Journal, 1(2), 72-86. Retrieved from: http://sisaljournal.org/archives/sep10/tomlinson/
dc.identifier.citationWalqui, A. (2006), Scaffolding Instruction for English Language Learners: A conceptual Framework. The International Journal of Bilingual Education and Bilingualism, 9(2), 150-180. Retrieved from: http://www.educacion.gob.es/exterior/centros/losangeles/es/series/201003- Scaffolding-Walqui.pdf
dc.identifier.citationWest, R., & Turner, L. (2009). Understanding Interpersonal Communication: Making Choices in Changing Times. Boston, MA: Cengage Learning.
dc.identifier.citationWiśniewska, D. (2011). Mixed Methods and Action Research: Similar or Different? Glottodidactica XXXVII (2011) Adam Mickiewicz University Press Poznań.59-72 Retrieved from: https://repozytorium.amu.edu.pl/jspui/bitstream/10593/1693/1/Wisniewska.pdf
dc.identifier.citationWood T. (2010). Interpersonal Communication: Everyday Encounters. Boston, MA: Wadsworth Cengage Learning
dc.identifier.citationZorro, I., Baracaldo, D., & Benjumea, A. (2005). Autonomous Learning and English Language Proficiency in a B.Ed. in Languages Program. HOW a Colombian Journal for Teachers of English, (12), 109-125.
dc.identifier.urihttp://hdl.handle.net/10818/12692
dc.description85 Páginas.
dc.description.abstractTeniendo en cuenta la importancia que tiene para las instituciones bilingües el hecho que los niños desarrollen una segunda lengua, así como contenido de las materias de forma articulada, es imperativo generar estrategias que incrementen tanto las habilidades de lenguaje como los contenidos establecidos para cada asignatura. De esta manera, este proyecto de investigación nace con el fin de identificar hasta qué punto el uso de materiales de auto acceso de ciencias sociales incrementa la comunicación oral interpersonal entre aprendices de segunda lengua de quinto grado ubicados en un contexto de aprendizaje integrado de contenido y lenguas extranjeras (AICLE). Este estudio se llevó a cabo en el Liceo Católico Campestre (institución bilingüe) ubicado en Bogotá, Colombia. Se realizó con doce participantes todos pertenecientes a la clase de ciencias sociales (asignatura en inglés) de quinto grado.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectComunicación oral -- Inglés -- Colombia
dc.subjectInglés -- Enseñanza -- Colombia
dc.subjectInglés básico -- Educación -- Colombia
dc.titleIncreasing english interpersonal oral communication by fifth graders immersed in a CLIL environment through the implementation of social studies self-access materialses_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés para el Aprendizaje Autodirigido
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local260048
dc.identifier.localTE07019
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccess
dc.creator.degreeMagíster en Didáctica del Inglés para el Aprendizaje Autodirigido


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record