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An inclusive english classroom proposal for students with hearing impairments

dc.contributor.advisorÁvila Caica, Olga Lucía
dc.contributor.authorDucuara Perdomo, Juan Andrés
dc.contributor.authorFraile Blanco, Johanna Andrea
dc.contributor.authorSánchez Morales, Claudia Esperanza
dc.date.accessioned2015-11-25T15:06:40Z
dc.date.available2015-11-25T15:06:40Z
dc.date.created2015
dc.date.issued2015-11-25
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dc.identifier.urihttp://hdl.handle.net/10818/20260
dc.description102 páginas incluye diagramas
dc.description.abstractEste estudio de investigación acción colaborativa analizó el grado en que el uso de actividades mediadas por ayudas visuales pudo promover el aprendizaje de vocabulario básico en Inglés en la población sorda. Este proyecto surge a partir de la necesidad de brindar a los estudiantes con discapacidad auditiva la oportunidad de estar en contacto con el Inglés como lengua extranjera en el marco de una educación inclusiva. Los participantes fueron veinte estudiantes con barreras auditivas de los grados sexto, séptimo, octavo y noveno, con edades entre los 12 y 17 años, pertenecientes al colegio público San Carlos ubicado en el sur de Bogotá, Colombia. Los instrumentos usados para recolectar la información fueron: una entrevista grabada en vídeo hecha a los estudiantes con barreras auditivas, un examen escrito a mitad y al final del proceso, pruebas de conocimiento, la mayoría de ellas diseñadas con algunas de las aplicaciones de software Hot Potatoes y notas de campo. Durante la fase de intervención pedagógica, implementada durante nueve semanas, los estudiantes participaron en doce sesiones presenciales. Cada una de las lecciones fue apoyada por el uso de herramientas tecnologicas tales como projector , computadores entre otros.Por medio del análisis de los datos recolectados fue posible determinar que las ayudas visuales y las herramientas tecnológicas contribuyen al aprendizaje de vocabulario básico en Inglés. Adicionalmente, el uso de dichos recursos promovió la motivación intrínseca, aspecto esencial en el aprendizaje de una lengua. Este estudio proporciona elementos metodológicos que ayudan a la conceptualización de los enfoques de enseñanza-aprendizaje del Inglés como idioma extranjero, en el marco de las acciones que propenden por una educación inclusiva en nuestro país.es_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabana
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectInglés básico -- Colombia
dc.subjectSordos -- Educación -- Colombia
dc.subjectEducación inclusiva -- Colombia
dc.titleAn inclusive english classroom proposal for students with hearing impairmentses_CO
dc.typemasterThesis
dc.publisher.programMaestría en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
dc.publisher.departmentDepartamento de Lenguas y Culturas Extranjeras
dc.identifier.local176432
dc.identifier.localTE07913
dc.type.localTesis de maestría
dc.type.hasVersionpublishedVersion
dc.rights.accessRightsopenAccesses_CO
dc.creator.degreeMagíster en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo


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