blendedenglishresearch

Intermediate English II urban tribes

2012-09-21T15:09:00.001-07:00

Here you add a picture of an urban tribe and describe it.

NRC 14249 Questions

2012-09-18T21:26:00.004-07:00

Present continuous tense

2012-09-18T21:26:00.002-07:00

2012-09-18T09:30:00.000-07:00

Mind Map Tools

2012-09-18T08:47:00.001-07:00

Learning to teach online

Models of blended learning

2012-09-17T09:19:00.001-07:00

2012-09-17T09:18:00.002-07:00

Blended basics

2012-09-17T07:44:00.002-07:00

The web poetry corner

Curso de dinamizadores E-Learning Ministerio de Educación

2012-09-17T07:26:00.000-07:00

El Ministerio de Educación tiene iniciativas para el perfeccionamiento docente. Ahora, 80 docentes de inglés de diferentes instituciones del país se están capacitando en Blended Learning.

Blended learning: face to face assignment and using media or interactive resources.

Making the most of both worlds: blended learning.

Blended learning is an alternative to know about something but using F2F activities and other media and interactive tools. The time of the lesson is divided into both of them. The work is synchronous and asynchronous , so, each student manage the time of his/her lesson. It also include social collaborative learning and individual tasks.

Wikis, blogs or google docs?

Wiki etiquette for students

Netiquette

Transforming curriculum delivery accesible

2012-09-16T12:18:00.001-07:00

http://www.jisc.ac.uk/media/documents/programmes/curriculumdelivery/Transforming%20curriculum%20delivery_accessible2.pdf

Acuerdos de trabajos de grado LEBEI Universidad Distrital

2012-09-16T11:44:00.001-07:00

English connectors

2012-09-16T10:37:00.001-07:00

The simple past tense

2012-09-16T10:34:00.001-07:00

Phrasal verbs

2012-09-16T10:32:00.001-07:00

Comparatives and superlartives

2012-09-16T10:29:00.001-07:00

Lorena González Preconcepts to learn english

2012-09-16T10:23:00.000-07:00

For my thesis project I don't have a research question, but I would like to work on a critical pedagogy issue, focused on the limitations students have for being in a good predisposition to learn English, identifying what are the factors that may lead to lack of motivation in class, pointing out their social context as the basis of some negative behavior one could identify in the classroom, as the lack of discipline, for example.

Universidad Distrital Francisco José de Caldas

Seminario Interdisciplinar VIII

Lorena González Penagos

Cod: 20082165027

Possible thesis project issue to work on:

Power relationships among teacher and students in the English class

It is interesting to research about the power relations among the teacher and students in an English class; taking into account society is divided in social classes. Ruling class has a particular ideology that is taught and reproduces in all spheres of thinking and society organization. School is one of the ideological state apparatus that instill moral values, insights, behaviors, patterns that guide society and that are reproduce in schools. Students learn to follow those guide lines and this is shown in the classroom and the different relationships that exist among students that at the end are relationships of oppression in all kind of levels.

Mariategui (1970) states that the current educational system is based on the idea of secular schools, in which the objective is to educate hard working people and that follow the crowds without questioning. The result of that is masses lack of individual freedom, autonomy, critical thinking, and dissent because school is just a suffocating barrack, reducing humanity to a submissive flock that does not know how to think without following the sign and the will of the dominant class. Students go to school alienate themselves and continue the pattern that society gives them through the culture, like that idea that men are superior to women. In Karen Gallas study sometimes I can be anything power, gender and identity in primary schools this gender situation affect the power relationship’s among students. Male students most of the time are the ones who exert control over women and established and authoritarian figure in the classroom, their goal is to be superior to others, either by controlling the dynamic of interaction or by withholding participation (Gallas, 1998), affecting how others act which relates to academic performance since some students feels isolated in the classroom. Situations that we can see in our culture and is transmit in the mass media for example:

In power in the classroom: how the classroom environment shapes student’s relationships with each other and with concepts research by Lindsay L. Cornelious. Leslie Rupert Herrenkohl. They present three manifestation of power that could be found in any interaction and relationship in the classroom. One can be related to the gender union that is partisanship. It describes relationships of power among students that can develop through their interaction with concepts and with each other. Preexisting relationships among students can influence these lines of solidarity (Cornelious., 2004). Another manifestation of power is the ownership of ideas. The idea of ownership will influence the relation that students have to others partners. Knowing which areas of knowledge belong to some people more that others becomes a central determinant of the kind of learning in which children will engage (Goodnow, 1990). The last manifestation of power is the persuasive discourse. It relates the idea that certain ways of communicating can in themselves affect the relationships of power among people. Use of a persuasive discourse to convince limits students’ power. These kinds of manifestations of power relationships are the result of as Mariategui said (Enseñanza única y enseñanza de clase 1970) the lack of freedom of teaching and the crisis of school which is a moral crisis from students to teachers and so on is more broadly a political crisis, so it is a mayor error to analyze the issue of power relationships as some symptoms or isolated behaviors with no relation to a bigger structure, that’s why even feudal ideas are nowadays taught in the classroom an it is a bigger mistake and a contradiction because It goes against historical development, an there is no logic in following that kind of patterns and guidelines. That’s why when Freire in Cartas a Quien Prentende Enseñar he mentions the urgent necessity that we as teachers need to understand students roles and the different interaction that may appear in classroom among them reproduced by the ideological state apparatus.

The author Castillo Rios did a research in which he analyses the Chinese education in the 70’s and from that it is relevant to point out the statements that Chinese people propose as the very base of the problem totally related with the power relationships in the classroom and the low performance of students, they said that not all children are equal in the learning process. Some of them have been private of quality education, expressions like accumulate, solid, safe secure, that is accumulation of knowledge, students are mediocre, they fall into bullying acts, oppression towards women is present in any given classroom, an so students are locked into a room all the year and they just learn outdated issues from past centuries, and so they become stupid’s beings, education is apolitical and then students do not reflect upon their situation, their role and behavior in society.

Types of research design

2012-09-15T17:47:00.001-07:00

3 expressions to improve your conversation skills

2012-09-15T17:29:00.001-07:00

Jairo Hernández Cristian Rey Modificar currículo

2012-09-15T15:48:00.001-07:00

Modificando el cúrriculo de la clase de inglés para mejorar la adquisición del vocabulario de dicha lengua en el colegio tecnico palermo en los cursos 804 y 901 en la jornada de la tarde.

Cristian Estepa discourse in schools setting a microsociety

2012-09-15T15:45:00.003-07:00

Inside schools there are relationships bonded by laws that prevent students from trespassing others student’s space or enter in direct confrontation with each other, you could say that a school is a petri dish were students are accustomed to move within a context.

Within those laws there is also a code of values, a discourse full of ideas and values that set the standard of the students and gives them their own identity apart from other institutions. It is possible to say that each school is a microcosm where there is an identity and a set of values that define them apart from the rest.

Diego Guamán English Learning Problems

2012-09-15T15:39:00.001-07:00

CORDIAL SALUDO

ESTE SERIA MI TEMA DE INVESTIGACION:

ENGLISH LEARNING PROBLEMS IN FOURTH GRADE STUDENTS OF COLEGIO CASTILLA

TAMBIEN ERA PARA SABER SI A LOS ESTUDIANTES QUE EN ESTE MOMENTO HACEN PRACTICAS CON EL SISTEMA DE CREDITOS, LES TIENEN EN CUENTA ESE TIEMPO DE PRACTICAS COMO HORAS DE PASANTIA EN CASO DE QUERER TOMAR ESA OPCION DE GRADO.

GRACIAS

DIEGO ARMANDO GUAMAN PACHON

20091165031

SEMINARIO VIII

Laura Ospina- Yuranis Lara Interpersonal relationships

2012-09-15T15:35:00.002-07:00

UNIVERSIDAD DISTRITAL FRANCISCO JOSE DE CALDAS

Names: Laura Camila Ospina Godoy 20091165033, Yuranis Paola Lara Garcia 20082165024

INTERPERSONAL RELATIONSHIPS THROUGH RECREATIONAL ACTIVITIES DURING THE ENGLISH LEARNING PROCESS

RESEARCH QUESTION

How to foster 5^th graders interpersonal relationships during the English learning process through recreational activities?

ABSTRACT

This project will be developed with 5^th grade children in a public school. We will focus this study to foster interpersonal relationships among students using a set of different recreational activities into the classroom in a foreign language context, it means, that we will based this study on improving not only the English learning process in children but also the social aspects in the classroom through cooperative learning.

Key words: interpersonal relations, English learning process, recreational activities.

STATEMENT OF THE PROBLEM

The situation emerged from some observations that we made to a group of students in a public school of Bogota (I. E. D Policarpa Salavarrieta). Before to started the pedagogical project we had the opportunity to observe some English teachers while they were giving their classes to 5^thand 6^th graders, during this observations we could notice a lack of interest in the students because of the dynamic of teachers in classes: the classes were based on grammatical topics and there was no interaction in the foreign language among students, due to the classes consisted on learning only vocabulary and grammatical structures. The classes were very monotonous, there was no interaction between student - student or teacher - students, not had this enthusiasm for learning. Teachers gave a worksheet to the students and they had to find a solution individually, it could take at least three sessions per worksheet, we realize it was not interesting and that they get boring because they could not interact with their classmates. When we started the pedagogical experience, we realize that students interact with a few of their classmates and often in groups of the same gender. In this case, we have to highlight the lack of interpersonal relationships among students, during the English learning process. During these observations we saw that students had no good relationship between them, because of this and to others things that we wrote before, we decided to make our work on how to improve interpersonal relationships in students during the English class through recreational activities where they feel involved and interested.

David Ramos - Sonia Matallana Speaking skill

2012-09-15T15:30:00.001-07:00

Para la realización de nuestro proyecto de grado, estamos trabajando dos personas: Juan David Ramos y Sonia Matallana. No tenemos una pregunta definida, pero uno de los temas que más nos interesa y que queremos trabajar, está relacionado con la influencia del ambiente en el salón de clase sobre el desarrollo de la habilidad comunicativa de los estudiantes (Speaking Skill).

Lady Johanna Tapias Listening preschoolers

2012-09-15T15:28:00.000-07:00

CONTENT CONTEXTUALIZED LISTENING MATERIAL CONTRIBUTIONS IN PRESCHOOLERS EFL LEARNING PROCESS

In this project we want to report on a research pedagogical experiences we will carry out in a preschool’s classroom in a public state school during a year. As these students are real beginners in the process of learning English as a foreign language we attempt to see what would be the advances in the EFL classroom when teaching English following the natural language learning process that we follow with our first language acquisition process. It is important to mention that we do not pretend our students to follow exactly the same process in the EFL learning process but to look for a proper sequence, tasks and listening input in which students could learn English more easily and avoid the anxiety and frustration when they are asked to do something they are not able to do yet. To do so, we are going to design, adopt, and adapt listening materials and tasks that can allow these pre-schoolers to have a natural EFL learning process.

During our last experience teaching preschoolers we could face a lot of difficult classes were we did not know even how to teach them because we had been trained to teach primary or secondary students but never preschoolers. Another problem we had was when looking for material to teach them as mainly that material was created to teach in bilingual schools or in English spoken countries but not for pre-schoolers from a public school were they are just exposed to English class no more than two hours per week, what of course is not enough for them to have a process as a bilingual school pre-schooler.

Therefore, this would be our research question, sub-question and objectives:

Research question

What contributions can be presented in pre-schoolers EFL learning process when teaching through content contextualized listening material?

Research sub-question

How does listening input as first step take place in preschoolers English as foreign language learning process?

Research objectives

To analyse what contributions can be presented in preschoolers EFL learning process when teaching through content contextualized listening material.

To document how listening input ,as first step, takes place in English language learning process of pre-schoolers

Andrés Nieves Technology in the classroom

2012-09-15T14:52:00.002-07:00

I would like to work with technology because there is in Colombian society (from the new millennium) a necessity: learning English to perform in the daily work to complete that in Factories every day, but people don´t find how to learn in a good way possibly for the missing of the government to imply use of technology, and that don´t exist in Colombia as in Europe. An example of this is the coverage of banda ancha: Don´t cover all people but only a little percentage. I´ll point to solve this problem. I´ll become into a good infrastructure every place which I teach, through including this cost in the hour per teaching so students are going to understand the value explaining that and will pay. It serves to reforzar their personal level in skills intereses and hobbies. The answer is going to show the description of attitudes of students who work near here. Age 28-38.

I think to work in a new institute what is creating for these days in the country; as I show the purpose to directives you are going to see the answer and if it is possible in the next months what is the duration maybe the next year too. Learning English is good to associate with.

Context and poblacion: In those terms I´ll choose an Institute in the avenue 68 because of the importance that people from this give to learn English

Please tell me if it is good, or today at 11:36 am I´ll send you another that I have.