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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Formato: | Tesis de maestría (Master Thesis) |
Lenguaje: | Español (Spanish) |
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Acceso en línea: | http://hdl.handle.net/11349/2310 |
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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 |
_version_ |
1741876786661163008 |
score |
12,131701 |