Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning

The present qualitative action research study aims at describing and analyzing the promotion of critical literacy (CL) in an EFL class through high school students’ social experiences. Project-based learning was selected to create the instructional design, which presents the implementation of three-...

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Autor Principal: Ruiz Sarmiento, Claudia Paola
Otros Autores: Moya Chaves, Deyanira Sindy
Formato: Tesis de maestría (Master Thesis)
Lenguaje:Español (Spanish)
Publicado: 2015
Materias:
Acceso en línea:http://hdl.handle.net/11349/2310
id ir-11349-2310
recordtype dspace
spelling ir-11349-23102022-06-23T14:25:51Z Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning Ruiz Sarmiento, Claudia Paola Moya Chaves, Deyanira Sindy Students’ social experiences Critical literacy EFL learning Project-based learning Maestría en Lingüística - Tesis y disertaciones académicas Crítica literaria Pedagogía Métodos de enseñanza Students’ social experiences Critical literacy EFL learning Project-based learning The present qualitative action research study aims at describing and analyzing the promotion of critical literacy (CL) in an EFL class through high school students’ social experiences. Project-based learning was selected to create the instructional design, which presents the implementation of three-cycled project with ninth graders. This project combines students’ interests and needs identified from a needs analysis conducted based on Pineda’s (2000) three step model and on curricular objectives of EFL from a public school in Bogotá, Colombia. The results show it is possible to include students’ experiences in foreign language classes and by reflecting on them in class, in English, it is possible to promote critical literacy, especially when students are agents and active participants into shaping of their own learning. The project concludes with the idea that teachers are presented with the opportunity of changing the traditional methods of learning a language and also that it is necessary to use the immediate knowledge of young students because it is what they are more interested about and where their knowledge of the world comes from. The present qualitative action research study aims at describing and analyzing the promotion of critical literacy (CL) in an EFL class through high school students’ social experiences. Project-based learning was selected to create the instructional design, which presents the implementation of three-cycled project with ninth graders. This project combines students’ interests and needs identified from a needs analysis conducted based on Pineda’s (2000) three step model and on curricular objectives of EFL from a public school in Bogotá, Colombia. The results show it is possible to include students’ experiences in foreign language classes and by reflecting on them in class, in English, it is possible to promote critical literacy, especially when students are agents and active participants into shaping of their own learning. The project concludes with the idea that teachers are presented with the opportunity of changing the traditional methods of learning a language and also that it is necessary to use the immediate knowledge of young students because it is what they are more interested about and where their knowledge of the world comes from. Secretaría de Educación de Bogotá 2015-10-30T13:31:10Z 2015-10-30T13:31:10Z 2015-10-21 info:eu-repo/semantics/masterThesis http://hdl.handle.net/11349/2310 spa Atribución-NoComercial-SinDerivadas 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Abierto (Texto Completo) pdf application/pdf
institution Universidad Distrital Francisco José de Caldas
collection DSpace
language Español (Spanish)
topic Students’ social experiences
Critical literacy
EFL learning
Project-based learning
Maestría en Lingüística - Tesis y disertaciones académicas
Crítica literaria
Pedagogía
Métodos de enseñanza
Students’ social experiences
Critical literacy
EFL learning
Project-based learning
spellingShingle Students’ social experiences
Critical literacy
EFL learning
Project-based learning
Maestría en Lingüística - Tesis y disertaciones académicas
Crítica literaria
Pedagogía
Métodos de enseñanza
Students’ social experiences
Critical literacy
EFL learning
Project-based learning
Ruiz Sarmiento, Claudia Paola
Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning
description The present qualitative action research study aims at describing and analyzing the promotion of critical literacy (CL) in an EFL class through high school students’ social experiences. Project-based learning was selected to create the instructional design, which presents the implementation of three-cycled project with ninth graders. This project combines students’ interests and needs identified from a needs analysis conducted based on Pineda’s (2000) three step model and on curricular objectives of EFL from a public school in Bogotá, Colombia. The results show it is possible to include students’ experiences in foreign language classes and by reflecting on them in class, in English, it is possible to promote critical literacy, especially when students are agents and active participants into shaping of their own learning. The project concludes with the idea that teachers are presented with the opportunity of changing the traditional methods of learning a language and also that it is necessary to use the immediate knowledge of young students because it is what they are more interested about and where their knowledge of the world comes from.
author2 Moya Chaves, Deyanira Sindy
author_facet Moya Chaves, Deyanira Sindy
Ruiz Sarmiento, Claudia Paola
format Tesis de maestría (Master Thesis)
author Ruiz Sarmiento, Claudia Paola
author_sort Ruiz Sarmiento, Claudia Paola
title Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning
title_short Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning
title_full Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning
title_fullStr Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning
title_full_unstemmed Ninth graders’ social experiences to promote critical literacy in EFL with project-based learning
title_sort ninth graders’ social experiences to promote critical literacy in efl with project-based learning
publishDate 2015
url http://hdl.handle.net/11349/2310
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score 12,131701