Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10495/11441
Título : How Can the Implementation of a Problem Posing Approach Promote Critical Reflection in the English Class?
Autor : Vélez Castañeda, Carlos Andrés
Asesor : Gutiérrez, Claudia Patricia
Palabras clave : Estrategias de enseñanza
Investigación acción participativa (IAP)
English language teaching
Teaching strategies
Fecha de publicación : 2016
Editorial : Universidad de Antioquia
Citación : Vélez, C. (2016). How Can the Implementation of a Problem Posing Approach Promote Critical Reflection in the English Class? (Trabajo de Grado). Medellín, Universidad de Antioquia
Abstract : This action research study intended to explore how problem posing promotes critical reflection through the discussion of social issues in the English class. The project was carried out in a public school in Medellin city. Actions consisted in first connecting class topics to students’ interests and realities, then including two strategies (code switching and true cognates) to ease students’ participation in class discussions, introducing problem posing as a teaching approach, and finally, evaluating the impact of problem posing on students learning process. Data were gathered through surveys to students, interviews to my CT, journals and students’ produced artifacts. Findings revealed that problem posing fostered participation, language development, and critical reflection on the students’ part.
Programa Académico : Licenciatura en Lenguas Extranjeras
URI : http://hdl.handle.net/10495/11441
Aparece en las colecciones: Licenciatura en Lenguas Extranjeras

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