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dc.contributor.advisorCalle Díaz, Luzkarime
dc.contributor.authorJiménez Arias, Liseth Patricia
dc.contributor.authorMora Silva, Deliana Karin
dc.date.accessioned2022-08-05T21:12:42Z
dc.date.available2022-08-05T21:12:42Z
dc.date.issued2022
dc.identifier.urihttp://hdl.handle.net/10584/10789
dc.description.abstractThe purpose of this study is to analyze the influence of the implementation of an Adapted Model of a Balanced Critical Literacy Approach on students’ perceptions about reading and the development of criticality in a group of tenth graders from a non-bilingual public school in Colombia. The methodology combined the teaching of reading strategies with the awareness of the power that a written text can hold. To carry out this project, three lessons were planned, each one with a topic to enhance the critical part of the approach: discrimination, bullying and inequality. An action research design was used, which involved surveys, observations, teacher/researcher’s journal and document review. After the implementation of this research project, the main findings suggested that the Adapted Model helped most students to change their perceptions towards reading in English. The results also demonstrated that by learning reading strategies students felt that they improved their reading comprehension skills. In addition, it was found that students developed critical skills and they could share their opinions, relate the topic to their personal experiences, challenge social realities, judge and evaluate behaviors, propose solutions and express personal behavioral change. Finally, it was noticed that the perceptions towards the Adapted Model of Balanced Critical Literacy were mostly positive and also contributed to enhancing students’ confidence and reduced the level of frustration that some students felt towards reading in English.
dc.formatapplication/pdfes_ES
dc.format.extent196 páginases_ES
dc.language.isoenges_ES
dc.publisherUniversidad del Nortees_ES
dc.titleThe Implementation of An Adapted Model of Balanced and Critical Literacy in a Non-Bilingual Public School in Colombiaes_ES
dc.typeTrabajo de grado - Maestríaes_ES
dc.publisher.programMaestría en la Enseñanza del Ingleses_ES
dc.publisher.departmentDepartamento de lenguases_ES
dc.description.degreelevelMaestríaes_ES
dc.publisher.placeBarranquilla, Colombiaes_ES
dc.rights.creativecommonshttps://creativecommons.org/licenses/by/4.0/es_ES
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcces_ES
dc.type.driverinfo:eu-repo/semantics/masterThesises_ES
dc.type.contentTextes_ES
dc.type.versioninfo:eu-repo/semantics/draftes_ES
oaire.versionhttp://purl.org/coar/version/c_b1a7d7d4d402bccees_ES
dc.description.degreenameMagister en la Enseñanza del Ingleses_ES
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2es_ES
dcterms.audience.educationalcontextEstudianteses_ES
dc.subject.lembInglés -- Enseñanza -- Colombia
dc.subject.lembAlfabetización (Educación)
dcterms.audience.professionaldevelopmentMaestríaes_ES
dc.rights.accessrightsinfo:eu-repo/semantics/openAccesses_ES


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