Por favor, use este identificador para citar o enlazar este ítem: https://hdl.handle.net/10495/16842
Título : Critical Appropriation of Basic Learning Rights at a Public High School in Medellin : Challenges and Possibilities
Autor : Henríquez Serna, Olga Selene
metadata.dc.contributor.advisor: Usma Wilches, Jaime Alonso
metadata.dc.subject.*: English teachers
Language policy
Public education
Secondary schools
Enseñanza pública
Escuela secundaria
Política lingüística
http://id.loc.gov/authorities/subjects/sh88001224
http://vocabularies.unesco.org/thesaurus/concept8694
http://vocabularies.unesco.org/thesaurus/concept9414
http://vocabularies.unesco.org/thesaurus/concept307
Fecha de publicación : 2020
Resumen : ABSTRACT: Public high school English teachers must face challenges regarding teaching a foreign language every day. Besides, teachers deal with challenges trying to appropriate policies strategies like Basic Learning Rights (BLRs) that could be even more difficult since, The Ministry of National Education (MNE), and institution administrators conduct different agendas, which could generate significant adjustments respecting teachers’ original project plan and therefore, its implementation. This thesis will describe several aspects that a group of public high school teachers confronted in order to attempt to appropriate Basic Learning Rights in public high school they work during a period of six months. Through interviews, diaries, and an interactive technique session, participants brought out factors such as time, continuity, and untimely teachers relocations among others, which caused teachers to reflect not only on how to accomplish a specific goal like appropriating basic learning rights but also; on how to overcome all the constraints public high school teachers must deal with every year.
Aparece en las colecciones: Maestrías de la Escuela de Idiomas

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