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Jueves, 29 de octubre
Viernes, 30 de octubre:
Les étudiants jouent un rôle important dans le processus d'enseignement-apprentissage et une façon d'évaluer constamment leurs
connaissances est d'utiliser des activités qui permettent le développement de compétences communicatives chez eux. Les activités et les
Agustín Salas stratégies proposées aux étudiants sont très importantes mais aussi les stratégies qu’ils sont capables de faire pour l’apprentissage de la
Padilla y langue ; surtout dans un contexte virtuel, où bien qu'il y ait l'accompagnement de l'enseignant, l'élève a besoin d'une plus grande indépendance.
Juliana Doncel Pour notre recherche, nous avons choisi The Afro-Colombian Centre, qui est une fondation canadienne à but non lucratif qui cherche à générer
González un impact social dans la ville de Cartagena, en Colombie. Avant la pandémie du COVID-19, les cours avaient lieu dans des écoles proches ou
--- dans le quartier où vivent les élèves.
Vanessa Alors, nous avons choisi des étudiants de 9 à 12 ans qui participent au cours d'anglais au niveau A1. Ils allaient dans les salles de classe à
Sanmartín l’emplacement de la fondation mais maintenant en l’an 2020 ils doivent le faire virtuellement en raison de la pandémie de COVID-19. Donc,
e Iván Caro certains de ces étudiants ont suivi ce cours en personne pendant un an, c'est-à-dire lorsqu'il n'y a pas eu de pandémie et que d'autres sont
INGRESE AQUÍ entrés pendant la pandémie.
Comme l'enseignement est un aspect/phénomène très complexe de l'éducation, cette recherche est du type abductive et il est une étude
qualitative où nous allons observer et analyser les stratégies d'enseignement et d’apprentissage de la langue anglaise au niveau A1 de manière
virtuelle.
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The English use as a reference when learning French grammar for students in the A2 level of the Bachelor's degree Modern
languages with an emphasis in English and French at San Buenaventura University in Cartagena.
Analyzing the learning process of students of the Bachelor's degree Modern languages with an emphasis in English and French, it became
evident that in most cases students tend to acquire knowledge faster in one language than in the other. Considering and seeing it from a general
perspective, it was concluded that it is in English that most students feel most confident when communicating in a foreign language. That is why
it is common today for students to arrive at university with a good foundation in the English language, while in the French language they lack
previous knowledge; developing a gap in the learning process of both languages.
Likewise, comparing the structure and number of hours taught in both languages, it is evident how the program itself focuses on further
strengthening the English skills of its students. That is why they demand to reach a C1 level in English, while in French, it is only necessary to
reach a B2 level.
Analyzing the previous information, as a research group, we want to determine the impact of the English use as a reference when learning
French grammar for students at the A2 level of the Bachelor's degree Modern languages at San Buenaventura University in Cartagena.
9:40 – 10:20 Sesiones simultáneas Grupo 12
Ponente - Enlace Título y resumen de ponencia
Report of a Small-Scale Action Research Study on Jolly Phonics Method
Children acquiring reading and writing in the first or in another language struggle with memorization methods for spelling, phonetics, and
phonology. This presentation reports a small scale study with Jolly Phonics which is a fun and child-centered approach to teaching literacy
Leidy Valbuena y through Synthetic Phonics. With steps for each of the 42 letter sounds presentation, the multi-sensory approach motivates children and
Nicolas Rocha teachers, who can see their achievement. A class of 15 boys and girls between the ages of 7-9 years old at a school in Bogotá learned a set of
INGRESE AQUÍ sounds in combination rather than the names of the letters. With qualitative action research, preliminary results indicate that participants
enhanced the pronunciation and discriminated the meaning of the sound-letter combinations of expressions as cat, cop, can, bin, and bat. The
audience will be involved in identifying expressions in English given in synthetic phonetics. They will share how they tackle reading at early ages
and discuss the potential of Jolly Phonics in their contexts.
Procesos de aprendizaje de la lengua hablada mediante lenguaje de señas
Flechados por dos chicas, enseñanza e inglés... iniciamos una relación tóxica y agotadora. Ellas, realistas, nosotros, soñadores, un día las
odiamos, mas siempre las amamos. Juntos somos apasionados y creativos sobremanera. Tras largas conversaciones con ellas alertamos que,
todo cuanto nos agobiaba, era externo. Así, unidos, viajamos al pequeño colegio rural de San Félix buscando realidades. Aprisa, ese lugar, sus
Mateo Londoño y rigores y bondades, nos enamoraron. La población e infraestructura es vulnerable, los recursos pocos, sin embargo, estudiantes y profesores
Sergio Toro erigen granjas, viveros y mariposarios. Supimos que desde hace 2 años grado 11 no tenían inglés y nos apuramos a crear un proyecto. Luego
INGRESE AQUÍ de reproducir exactamente como nos enseñaron ingles a nosotros, quisimos más posibilidades. Por entonces iniciamos en aprender lenguaje
de señas y, de improviso, hicimos señas hablando inglés. Los estudiantes fascinados imitaron y aquellos tímidos se unieron al silencio de las
señas y pronto platicaron en inglés, en minutos ya poseían amplia gama de señas y palabras. Velozmente el ambiente se tornó multilingüe:
español, inglés y señas. Uniendo cuerpos, voces y gestos les es increíblemente práctico y divertido. Empíricamente nos alertamos siendo
testigos del nacimiento de una didáctica extraordinaria, una inclusiva, una multilingüe, una generadora de grandes preguntas…
Angie Paola Los semilleros de investigación: espacios de posible transformación de docentes-estudiantes y sus perspectivas e incidencias en el
Molina Realpe - entorno
Laura Camila Los semilleros de investigación como estrategia formativa extracurricular en las instituciones universitarias promueven el actuar de sujetos que
García Albarracín intentan transformar desde sus apuestas investigativas, diversas comprensiones de nuestros mundos, con responsabilidad social. Así, la
INGRESE AQUÍ presencia de estos en la educación, “mediadora, reproductora y legitimadora del modelo social” puede construir o deconstruir ciudadanos en un
país donde prevalece la guerra. Sin embargo, aunque existe un trabajo que propende la co-construcción de conocimiento, no existe un rastreo
que dé cuenta de los aportes que los semilleros de investigación han dejado a sus participantes y los entornos con que tienen contacto. Por lo
tanto, este proyecto de investigación bajo el paradigma cualitativo con enfoque etnográfico, comprende como principales instrumentos las
entrevistas informantes a los participantes de los semilleros de investigación, su descripción e interpretación y la revisión documental que
reposa en bibliotecas, repositorios, páginas universitarias, entre otras. El mapeo de los semilleros de investigación en la facultad de ciencias y
educación; sus prácticas, alcances e incidencias en la formación de investigadores propende la creación de relaciones reflexivas y
constructivas entre los semilleros; estas buscan liderar la construcción cooperativa de conocimiento que tiene como principal preocupación el
país y su desarrollo educativo y social.
Presentación de posters:
Podcasts for speaking and listening in English for first semester students of Bachelor of Arts in English and French teaching from
San Buenaventura’s University in Cartagena
Through our own learning process, sometimes, we feel so frustrated for not being able to understand some audios or reading without feeling lost
with so many unknown words for us, and all of this its due to we are so used to those pedagogical materials that do not make us push ourselves
by searching for new words or maybe adapting our ears with the speed of natives usually talk. All of these reasons made us want to build a new
project in which we will focus on learning and teaching English at A1 level through podcasts.
In this project, we would like to focus on the important use of podcast because they are extremely helpful when learning a foreign language
Michelle Valverde
comes; this kind of authentic materials give to students the opportunity to start listening and speaking as natives do, so we decided to prove if
Juan Vélez
the podcasts help with the English learning process for developing speaking and listening in first semester students of bachelor in english and
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french teaching from San Buenaventura´s University.
Olga Atencio
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Berrio
Ablo: a new learning proposal for the development of oral production in the English language of fourth-semester students with an A2
Esteban Banquez
level of the Bachelor's degree Modern Languages at the San Buenaventura University, Cartagena.
Figueroa
The source of the problem in our research comes from our personal experiences. After finishing the fourth semester, we began to interact in
INGRESE AQUÍ
English with native speakers. However, we noticed that we had many gaps regarding communication contexts. Therefore, we went to teachers
for advice. The most common was to install mobile applications to practice constantly. Nevertheless, the applications that they used to
recommend us did not give the necessary attention to the development of speaking skills; at least not using real contexts. Even though there is a
long list of options in terms of apps to practice English, teachers usually recommend the same apps that do not take long to become obsolete
after the student reaches all the proposed activities. For that reason, we decided to search on our own, so we found the “Ablo” app; an app
based on intercultural interaction through speech, where we can speak and practice English with people from all over the world in real-time.
The population will be the fourth-semester students of the bachelor's degree Modern Languages with an A2 level. Therefore, it is the right time
for them to start receiving all kinds of stimuli that help them to develop communication skills, especially speaking.
Consequently, our research question is: Could the mobile application "Ablo" be implemented as a learning proposal for the development of
speaking skills of the English language in students of the fourth-semester level A2 of the bachelor's degree Modern Languages of San
Buenaventura University in Cartagena?
Presentación de posters:
La méthodologie d'enseignement pour le développement de la production orale d'anglais chez les élèves de sixième année de la
Institution Éducative El Paraíso dans la ville de Carthagène-Bolívar, année 2020, deuxième semestre de 2021
Cette recherche s’appuiera sur deux analyses La première est celle de l’acquisition d’une deuxième langue par les préadolescents, et une autre
porte sur les méthodologies d’acquisition de l’apprentissage en anglais et de la production orale. Ce projet a une approche déductive, car nous
analyserons les avantages et désavantages des méthodologies utilisé par l’enseignant et aussi les méthodologies que nous partagerons avec
les étudiants, et nous travaillerons avec les méthodes existantes pour l’enseignement des langues, tout cela afin d’aider ces préadolescents.
La recherche aura lieu à l'école privée El Paraíso a Carthagena, Bolívar, Nous allons travailler avec 6 enfants de sixième année qui étudient à
cet école. La Recherche será travailler l’enseignement de la production orale au niveau A1 de l’anglais avec eux et la question problème est:
Alejandra Torres comment se développe la méthodologie d’enseignement appliquée pour le développement de la production orale d’anglais comme langue
Daniela Calle étrangère par les élèves de sixième année de l’Institution Éducative el Paraiso à Carthagène-Bolivar.
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Juan Moscote Usage of digital resources focused on the improvement of writing production competence of A2 level tenth-grade students at
Vicky Miranda Gimnasio del Valle High School
INGRESE AQUÍ The creation of a new writing plan for the tenth-grade students in Gimnasio Del Valle School is necessary to stimulate the writing production
competence. First of all, students must work on their oral production and comprehension competencies (speaking and listening); but the written
production competence is not well trained, as result, the students do not learn how to write correctly. As the focus of the classes is not on the
written production competence, the students feel discouraged and unconnected with the writing activities or productions. Second, this is where it
is possible to think about the selection and design of new educational material, which is based on improving written production competence,
containing throw technology. To reach this goal, it is necessary to know what activities or topics the students are interested in and use this
information to make a dynamic writing plan. Furthermore, the design of the writing plan will make it possible to evidence what has been learned
through additional resources online (as of writing guides) provided to students; the writing plan allows the students to learn how to include a
varied vocabulary (from formal to colloquial English) and create different types of texts. To summarize, a new writing plan is necessary to
promote the interest in English's writing, provide the students with a new perspective of the writing process itself, and encourage the least
trained language competence in the institution: writing production competence.
Sala de Soporte Técnico para Ponentes Disponible a partir de las 8:00am INGRESE AQUÍ