Pregrado Licenciatura en Lengua Extranjera - Inglés
URI permanente para esta colecciónhttp://hdl.handle.net/11634/176
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Ítem Estrategia Didáctica Basada en Juegos para Mejorar la Comprensión de Lectura en Inglés de Estudiantes del Grado 5 de la Escuela la Legia, la Playa Norte de Santander(Universidad Santo Tomás, 2024-12-16) Chiquiza Latorre, Adriana Elizabeth; Torres Contreras, Keily Yarith; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scholar.google.com/citations?hl=es&user=m-00ewkAAAAJ; https://orcid.org/0000-0002-1560-9324This study is being conducted at the La Legia educational branch, part of the Benjamín Quintero Álvarez Rural Educational Center, located in La Playa, Norte de Santander, a region known for its biodiversity and indigenous communities such as the Barí. Given the context's technological and internet access limitations, the aim is to positively impact students' academic development by incorporating innovative activities. The research seeks to develop strategies to strengthen reading comprehension, promoting a more dynamic and effective education. This aligns with the Institutional Educational Project (PEI). Thus, the study aims to design a gamebased didactic strategy to improve English reading comprehension among fifth-grade students at La Legia School, La Playa, Norte de Santander, using a qualitative approach and participatory action research design. Data collection instruments include observations and interviews. The study is expected to help teachers reflect on and improve their practicesÍtem Project-Based Learning: Methodology To Promote English As A Foreign Language In Senior Adults(Universidad Santo Tomás, 2024) Rondón Suárez, Lina Marcela; Riapira Morales, Karem Dahiana; Herrera Mateus, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scholar.google.com/citations?user=4ah2ZUwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-9703-8608Throughout time, learning English as a foreign language has been perceived by adults as inaccessible, complex or as a requirement. It is important to mention that in the development of skills, oral production is one of the most complex since it means going beyond the perceptions and emotions that this process implies. That is why this research focused on implementing Project based learning (PBL) in a group of senior students who began their process of learning English level A1s. Initially, a detailed reading and analysis of research sources on authors who previously researched on the application of PBL, English as a foreign language and on senior students was carried out. This research was qualitative focused on action research design; it implemented interview and field diaries as a instrument. For the analysis of data, first a thematic analysis was carried out, which consists of steps such as: collecting data, organizing the information, coding, categorizing and finally making a detailed description of the results obtained. Based on the findings, the data were categorized as follows: Improving students' oral performance through PBL; from this category it was concluded that PBL contributes to the learning of new vocabulary and its pronunciation. Student's Perceptions About The PBL; with this category it was concluded that learning a new language can be a challenge for the students considering previous perceptions, however, through collaborative work, use of technologies and innovation, students acquire new perceptions about the language which allows them to advance in the learning process. Student's Emotions About PBL; it was concluded that learning a new language can generate various emotions such as stress, anxiety and embarrassment in students.Ítem Creación de un Libro Ilustrado para Mejorar Habilidades de Lectura y Escritura en Estudiantes de Inglés: una Aproximación Interdisciplinaria(Universidad Santo Tomás, 2024) Espinosa Suárez, Laura Fernanda; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001857608This research aims to design and evaluate the effectiveness of a picture book in stimulating interest and reinforcing reading and writing skills in English. It employs an interdisciplinary approach that integrates children’s literature and the creative processes of educational material design from a pedagogical perspective. Additionally, the study seeks to enhance teaching practices in English as a foreign language, advance the creation of innovative and effective materials, assess the impact of the picture book on student learning, and explore its implications for teaching English in similar contexts. The findings of this research will contribute to understanding how illustrated materials can enhance English language learning in specific educational settings, thereby promoting the development of more effective and engaging pedagogical strategies for students.Ítem The Effects of Audiobooks through the Implementation of Workshops in EFL Classes(Universidad Santo Tomás, 2025-01-20) Arteaga Benavides, Jennifer Yisela; Albarracín Cordón, Pablo Antonio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001740424; https://orcid.org/0000-0002-5408-0056The study on to analyze the effects of audiobooks through the implementation of workshops in EFL classes in regard the sixth students’ language learning strategies development. This research arose based on a structured interview with three teachers of the Pedagogical I.E.M to know social and academic factors that influence the outcome of English learning in sixth-grade students. Using a qualitative approach, the study collected data through the use of the interview and the field diary, which were analyzed through a triangulation that included the following components: interviews, categories and subcategories and field diaries. The findings found that three categories were established which are: Language learning strategies observed by the teacher, didactic strategies adapted by teachers in their English classes and Behavior observed in students during English classes, after that two subcategories were created for categories one and three and a subcategory for category two, Based on this, they had to analyze with the information obtained from the field diaries and what relationship these have with the findings in the classroom. The results of the audiobooks reveal that they give way to reading habits, directing learning and practicing grammar and vocabulary in different social contexts, applying different workshops on relation, comprehension, reading, practical exercises and autonomous production in both the written and spoken parts, identifying the following learning strategies: memory strategies, cognitive strategies, compensation strategies, affective strategies and social strategies, therefore, it is concluded that if they continue in English classes, the level of the students would achieve a considerable improvement.Ítem Santoto English Kids: An initiative to Develop English Language Skills for Students with Low Income.(Universidad Santo Tomás, 2024) Guerra Barrios, Yorlenis Isabel; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scholar.google.com/citations?hl=es&user=m-00ewkAAAAJ; https://orcid.org/0000-0002-1560-9324Talking about developing English language skills among students from low-income backgrounds, focusing on the socio-economic challenges that impede language acquisition and the efficacy of targeted educational interventions is a critical issue that intersects with broader educational and socio-economic challenges. This paper examines the socio-economic barriers these students face, including limited access to resources, inadequate school, and socio-cultural factors that impact language acquisition. It also examines the effective strategies and interventions designed to bridge the gap, such as community-based programs, technology-enhanced learning, and mixed-methods approaches. By analyzing case studies and best practices that have proven successful in similar contexts. The paper highlights the importance of comprehensive support systems involving educators, families, and communities. The findings suggest that targeted efforts in enhancing English language proficiency can significantly contribute to academic success and long-term socio-economic mobility for students from low-income families. The research proposes an English program for inclusive educational practices aimed at enhancing English language proficiency among low-income students. By addressing the systemic inequalities in education, this study aims to contribute to more equitable and effective language learning opportunities for all students, regardless of their socioeconomic status. Besides the work aims to promote equity in educational outcomes and provide a roadmap for sustainable improvement in English language proficiency.Ítem Analyzing teacher’s assessment practices using formative assessment supported by Web 2.0 tools(Universidad Santo Tomás, 2024) Martínez Pérez, Ross Bell; Herrera Mateus, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scholar.google.com/citations?hl=es&user=4ah2ZUwAAAAJ; https://orcid.org/0000-0002-9703-8608Formative assessment is crucial in educational contexts as it enhances students' performance. For many years, have applied traditional assessment methods with poor results, leading to realize the necessity of transforming the assessment practices to a formative approach, while recognizing the value of Web tools as support in this transition. The purpose of this research is to analyze how the assessment practices have evolved after implementing formative assessment based on Web 2.0 tools. Today, the concept of assessment has shifted. The authors argue that authentic assessment is formative because it enables both students and teachers to learn; they can learn from mistakes, fostering continuous improvement. The research methodology employed was qualitative, utilizing a case study approach, with data collection instruments including diaries and observations, and thematic analysis for data interpretation. The results indicated that during this implementation, the assessment practices changed in four significant ways. The students benefited from the assessment as they received feedback on their strengths and areas for improvement, enabling them to enhance their performance. This process also facilitated the learning and reflection on the teaching practices. Additionally, the use of assessment criteria, which the students were aware of from the outset of the activities, contributed to this change. Furthermore, the assessment became continuous, meaning it was integrated throughout the entire teaching process and utilized Web tools to support the practices. In conclusion, formative assessment has allowed me to reflect on how to enhance the teaching and has guided the students in understanding how to improve their performance.Ítem Task Based Learning Strategies for Strengthening Reading Comprehension Skills(Universidad Santo Tomás, 2024) López Casallas, Diana Liceth; Bello Obando, Franklin Estiben; Castellanos Reyes, Oliver David; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002028020; https://orcid.org/0009-0000-5199-2976This research project was developed with a group of ten fifth-grade students at San Francisco de Asis school, an elementary school located in Susa, Cundinamarca, Colombia. It emerged as a pedagogical innovation to fulfill the graduation requirement at the B.A in English as a Foreign Language Teaching at Santo Tomas University. The needs analysis survey revealed difficulties in the students’ reading comprehension skills. In response, a set of 10 lesson plans based on Task-Based Learning (TBL) was implemented to develop and strengthen these skills. The lesson plans incorporated reading strategies such as scanning, skimming, questioning, predicting, visualizing and summarizing, within the framework of Communicative Language Teaching (CLT) and aligned with standards set by the Ministry of Education in Colombia. This paper describes the stages of the pedagogical practice, highlighting the roles of the teacher- researcher and students in the learning process. Evidence of improved reading comprehension is provided through students’ artifacts, transcriptions of video recordings and teachers’ reflective journals. Additionally, the findings reveal further implications for future complementary action research implementation by the teacher-researchers or other EFL researchers. Keywords: Task-based learning (TBL), reading comprehension, reading skills, Communicative Language Teaching (CLT), action research.Ítem Non-Authentic Sources: a Way to Boost Sociolinguistic Competence in Undergraduate English Students(Universidad Santo Tomás, 2024) Rincón Lamus, Daniela; Albarracín, Pablo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002058545The study analyzed the elements of sociolinguistic competence in the MasterMind I digital textbook, a non-authentic source, and its use by five female students belonging to the 9th and 10th semesters of the Bachelor’s degree in Foreign Language English (BDFLE) program at Universidad Santo Tomás. The research arose from the students' dissatisfaction with the textbook, particularly its lack of oral and real context activities. Using a qualitative case study approach, the study collected data through questionnaires and a checklist and analyzed it through triangulation, which included the following procedure: collecting data from the instruments, then dividing the data into three categories according to the constructs taken from checklist models of Lei, W & Soontornwipast (2020) and Sándorová (2020): content, cultural items, and sociolinguistic items, and establishing two subcategories for each category by grouping with colored items with similar characteristics. Subsequently, connecting the data findings with the theory or preposition presented in the theoretical framework. The results revealed that the MasterMind I book included many sociolinguistic and sociocultural elements, but lacked local cultural context and cross-cultural connections. Despite these shortcomings, the online collaborative tasks included in the material helped students overcome these gaps. Overall, it was concluded that the textbook fostered students' sociolinguistic competence, although there was still room for improvement. Keywords: Sociolinguistic competence, linguistic markers, non-authentic sources, digital textbooks, distance learning.Ítem Exploring the Impact of Digital Stories on Critical Reading Skills in 11th Graders'(Universidad Santo Tomás, 2024) Gómez Gúzman, Danna Nathalia; Herrera Mateus, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001985160; https://scholar.google.es/citations?hl=es&user=4ah2ZUwAAAAJ; https://orcid.org/0000-0002-9703-8608This research investigates the impact that digital tools have on the development of critical reading skills in 11th-grade students in Soacha, Colombia, who are between 15 and 17 years old with readings about racial injustices, climate changes, Bullying and Social Media. An action research was carried out for 4 weeks where 27 participants were involved. The method used during this research was qualitive and quantitative methods. The instruments used were observation, student’s artifacts and questionnaire. The results that it is easier for students to develop critical reading skills when they feel in a safe environment provided by the teacher. This is evident through the responses given by the students where they stated that they feel more capable of criticizing and analyzing content from digital readings. Also, it was evident using digital resources for the development of critical reading to encourage students to analyze and evaluate arguments, to interpret and infer, and finally to connect and compare information. The digital material contributed to critical reading skills by making students comfortable with familiar devices and engaging them with specific topics of interest. This created a safe and active learning environment, encouraging independent exploration and faster comprehension. The study also enhanced my professional growth, highlighting the importance of task-based methodology and societal awareness in teaching. Despite time constraints and curriculum limitations, activities were designed to meet both school requirements and research goals. Future research should explore digital tools for enhancing critical writing skills, complementing critical reading, and improving overall educational outcomes in schools and universities.Ítem Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program(Universidad Santo Tomás, 2024) Toledo Ramírez, Paula Andrea; Ruiz Martí, Maritza; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002032978; https://orcid.org/0000-0003-1186-8537This study looks into the challenges faced by three undergraduate students at Santo Tomas University while coursing the bachelor's degree in English Language Teaching (English as a Foreign Language) through distance education. Three data collection instruments designed were: firstly, a written narrative; secondly, a questionnaire (lead by the researcher); and finally, a survey. The study objective was to identify the challenges they encountered, and the strategies they implemented to overcome the difficulties along with how these experiences helped them constructing their identities as teachers. A qualitative research approach was employed to explore in depth the most relevant challenges faced by students. Data was collected through a personal narrative, a questionnaire with researcher intervention, and a self-administered questionnaire. The analysis revealed significant insights into the challenges faced by students in this field and how, through resilience, they were able to overcome these difficulties. The results also provide important information for both students of the bachelor's degree and those in other distance education programs, as well as for teachers and coordinators of these programs, who can use this information to recognize the challenges and develop strategies to help students overcome obstacles and achieve success in completing their professional careers.Ítem Impacto de las Tic Como Estrategia Pedagógica en la Enseñanza del Idioma Inglés en los Niños del Grado Transición del Colegio Santo Domingo de Guzmán en Bello(Universidad Santo Tomás, 2024-09-12) Mesa Restrepo, Oved de Jesús; González Tirado, Jhenifer; Géneco Aldana, Gloria Esther; Páez González, Leonardo Alexis; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001660348; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002251111; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002014338; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001995403; https://scholar.google.es/citations?hl=es&user=2XJqYYAAAAAJ; https://orcid.org/0000-0002-7376-2626Information and communication technologies, ICTs, are a reality present in our society. Their correct use depends on whether man exercises control over them or, on the contrary, whether they absorb society. Before, it was normal to see children playing in the streets for hours and hours; now, it is normal for them to be at home interacting with their digital devices. This paper seeks to analyze an academic scenario in which one can take advantage of technological tools, a controlled or supervised space where the teaching/learning process of the foreign language English is encouraged in children from the transition grade. To do this, the appropriate applications will be identified according to the age of the children to implement them in collaborative and playful activities that improve their listening skills and, if necessary, adjust the pedagogical strategies. A great advantage is that nowadays, our children are called “Digital Natives” since they do not require extra effort to use their smartphones, tablets or computers, they do it intuitively. If this skill is directed towards motivating the learning of English as a second language, it could generate interesting results.Ítem Analysing The Dynamics Of a Language Class After The Pandemic Times(Universidad Santo Tomás, 2024) Muñoz, Laura Alejandra; Herrera Mateus, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scholar.google.com/citations?hl=es&user=4ah2ZUwAAAAJ; https://orcid.org/0000-0002-9703-8608This research project aims to understand the transformations in the dynamics of an English as a foreign language class experienced by ninth grade students (902) at the Capitán Miguel Lara educational institution in the municipality of Puerto López (Meta) during and after the pandemic. Beyond simply recording the events and experiences lived by the teacher and her students, the primary focus of this project was to analyse the current situation in this specific context. With the outbreak of the COVID-19 pandemic, all educational institutions globally were forced to close their facilities and resort to the use of information and communication technology (ICT) tools to continue the established educational process. In line with Directive No. 5 of 2021 issued by the Ministries of Health and Education, which calls for a return to face-to-face classes by 2022. This study was conducted using a case study research approach, which makes it possible to analyse phenomena from an external perspective without disturbing the nature of the context under study. Data collection was carried out through observations, interviews and surveys, allowing for further analysis. The results revealed that, despite the variety of resources, methodologies and tools available, educational innovation is not only determined by the external or internal circumstances of the educational environment, but also by the teacher's training and personal beliefs and perspectives. In addition, students' behaviour and emotions were examined, focusing on their perceptions of the classroom in the post-pandemic era. This has opened the door for further analysis of the various reasons and contexts that influence how students feel or act in the school environment.Ítem Professional Identity Of A Non-Native Esol Teacher Performing In A Multilingual Country(Universidad Santo Tomás, 2024-01-29) Villacob Gómez, Betty Fabiola; Sierra Morales, Arnold; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002062536; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002131701; https://scholar.google.com/citations?hl=es&user=UyWv0O4AAAAJBecoming an English teacher might be filled with challenges and obstacles, and living outside your country will add difficulty to this path. Everyone reacts and faces experiences differently. Nevertheless, it is essential to consider how facing unexpected circumstances reshapes one's identity and influences a teacher's personal and professional development. This narrative inquiry aims to present an autobiographical study of my experiences as an ESOL teacher living in Curacao through my bachelor's degree in teaching English as a foreign language at the Universityof Santo Tomas. It involves some of the most critical moments outside Colombia for a decade that have shaped my personal and professional identityand provided me with the skills, resilience, and strength to make this accomplishment possible. To complete this project, I have collected data through an autobiography and two journals in which I describe and reflect on stages of my life that I consider essential turning points in my career as an English teacher. By implementing the thematic analysis of the different narratives, I could identify the key elements that marked me during this period and how I dealt with the different challenges that have transformed me into the professional I am today. The results showed that most of these problematic experiences came from internal and personal issues rather than professional ones.Ítem The Implementation Of Self-Regulation Strategies to Enhance Oral Production(Universidad Santo Tomás, 2024) Rueda Martínez, Yuliana Andrea; Herrera Mateus, Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scholar.google.com/citations?hl=es&user=4ah2ZUwAAAAJ; https://orcid.org/0000-0002-9703-8608Self-regulation is a way of self-adaptation to life’s changes to survive and overcome our limitations. This inquiry shows the way I used self-regulation strategies to improve my oral production while I was attending an English club with a native English teacher. Many studies have analyzed the use of language learning strategies for developing oral production. However, few inquiries have studied self-regulation strategies to improve oral skills. This narrative research implemented diaries were to tell my experiences implementing the self-regulation strategies in three different moments. After analyzing the diaries using thematic analysis, I concluded that in the forethought phase I should prepare myself before the speaking activity in terms of studying the grammar and vocabulary to be able to organize my ideas in my mind, that was why the objectives I proposed were a bit difficult to achieve. During the performance phase, I settled that using relaxation strategies helped focus my attention on the teacher’s speech. Finally, self-regulatory strategies contribute to improving and reflecting on my own oral competence; now I am conscious of the importance of a relaxing environment and preparation of the speaking activity for developing oral skills.Ítem EFL in Rural Education: A Challenge when Applying the Suggested English Curriculum.(Universidad Santo Tomás, 2024) Niño Sánchez, Gladys Adelaida; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scholar.google.com/citations?hl=es&user=m-00ewkAAAAJ; https://orcid.org/0000-0002-1560-9324The study seeks to know the pedagogical challenges experienced by three rural multigrade teachers of the municipality of Briceño-Boyacá in the EFL teaching process when applying the curricular guidelines suggested by the Ministry of National Education. The theoretical framework of the project is based on narrative inquiry and its relationship with EFL teaching and the application of the mandatory national curriculum. The research design focuses on the collection of information through six semi-structured interviews and three narrative frameworks, in which data are collected specifically about their training, professional profile, teaching practice, the teaching contexts, the development, and the teaching of the language. Three categories of analysis emerged from the findings, professional profile, curriculum and guidelines and challenges, so that the process of data analysis situates the origin of the pedagogical challenges encountered, which also reflects the self-reflection of the participating teachers on their role as teachers of English. This way, considering the analysis of the data and answering the research question, it was found that rural multigrade teachers face pedagogic challenges in the EFL teaching process related to the professional profile and the context where the process is carried out.Ítem Educators’ Experiences in Training CLIL (Content Language Integrated Learning) Methodology(Universidad Santo Tomás, 2024) Sánchez Valencia, Elisabet; Castellanos Reyes, Oliver David; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002028020; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001928806; https://scholar.google.com/citations?user=KT4TsYwAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0000-5199-2976Educators require specialized training in order to effectively address the academic demands of the institution and adjust to social transformations. In response to this need, Universidad Santo Tomás has implemented a voluntary training program aimed at teachers, through a diploma course in CLIL under the leadership of the Bucaramanga branch. Therefore, the purpose of this research is to conduct a qualitative analysis of the experiences lived by teachers during this training process, addressing aspects such as their motivation and commitment. The aim is to show that both the acquisition of linguistic competences and the mastery of contents play a fundamental role in the adequate development of this methodology. In addition, factors such as intercultural understanding and the perception of its relevance in the practical environment are considered, which will have a significant impact on the successful implementation of the knowledge acquired.Ítem Personal identity co-construction through arts and language lived experiences(Universidad Santo Tomás, 2024-04-16) Moya Sierra, Felipe; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scholar.google.com/citations?hl=es&user=m-00ewkAAAAJ; https://orcid.org/0000-0002-1560-9324This research study explores the intersection of language learning, artistic expression, and personal identity formation among a teacher and his students. Employing a qualitative approach rooted in narrative inquiry, the study investigates how students' engagement in sculptural projects facilitates the exploration and commitment dimensions of personal identity. Through analysis of students' project choices, reflections, and learning experiences, the study reveals the intricate connections between individual interests, values, and identity construction processes. Findings suggest that students' project selections reflect their diverse aspirations and interests, providing insights into their evolving identities. Furthermore, the study highlights the importance of adaptability and creative engagement in language learning contexts, emphasizing the role of interactive experiences in shaping personal identity. Overall, this research contributes to our understanding of the complex interplay between language acquisition, artistic expression, and the formation of personal identity as co-constructed by teachers and students.Ítem Spanish, English and Culture: the Translation of Armed Conflict Narratives and Their Sociolinguistics Dimensions.(Universidad Santo Tomás, 2024-04-12) Neira Henao, Dahana Valentina; Castellanos Reyes, Oliver David; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002028020; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001761820; https://scholar.google.com/citations?hl=es&user=KT4TsYwAAAAJ; https://orcid.org/0009-0000-5199-2976; https://orcid.org/0000-0002-5184-361XIt focuses on the translation of a chapter on resilience in underage who are victims of the armed conflict, analyzing the implications of translation from Spanish to English, including linguistic, sociolinguistic and cultural challenges. Therefore, accuracy and fidelity in conveying the original meaning are fundamental, for that matter considering how linguistic differences may affect the perception of the translated text. Likewise, it addresses the importance of cultural context in translation to maintain authenticity and facilitate connection with readers. In other words, the translation in this chapter aims to provide a faithful translation and reflect on the challenges of translating this type of text that addresses issues such as resilience in contexts of armed conflict.Ítem Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners(Universidad Santo Tomás, 2024) Therán Peralta, Roxana Astrid; Ruíz Martín, Maritza; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001477794; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002059320; https://scholar.google.com/citations?hl=es&user=TfCOng0AAAAJThis study investigates the effects of the TPRS method (Teaching Proficiency through Reading and Storytelling) on reading and writing skills in a group of 4 children aged 10-11 who were in fifth grade. A pre-test (diagnostic test), lesson plans and a post-test at the end of the course were designed to determine the outcomes of teaching English through reading sessions and storytelling. A qualitative research approach was employed to gain in-depth understanding of how the use of this method affects the language learning process in this specific population. Data were collected through a semi-structured interview, observations, and reflections recorded in journals, as well as an online survey. The analysis revealed significant insights into the effectiveness of the TPRS method in the school context, highlighting its potential to enhance student participation and engagement with language learning. The findings offer valuable perspectives for educators and professionals interested in enriching language teaching practices at the elementary level. Keywords: TPRS (teaching proficiency through reading and storytelling), EFL, reading process, writing process, online learning.Ítem 3 Colombo-American Kids in Okinawa: An Exploration on Early Construction of Language and Identity(Universidad Santo Tomás, 2024) Taylor, Angela; Ruiz Martin, Maritza; Universidad Santo TomásAbstract This study explores language usage, linguistic interactions, and gender identity development among three Colombo-American children aged 4, 6, and 8 in diverse multicultural contexts, primarily focusing on their experiences in Okinawa, Japan. Using qualitative methods like observation, interviews, and drawing with oral narratives, the research examines these dynamics. The children, part of an American family on a military base in Okinawa, attend a local school where Japanese is the primary language. However, Spanish is also present at home through online interactions with Hispanic family members. Despite this, English remains the children's main language preference, also used during base activities. The findings emphasize language dynamics, gender interactions, and multicultural identity construction. Participants display proficiency across Spanish, English, and Japanese, prioritizing effective communication. Cultural influences shape gender roles, with participants challenging norms. Multicultural identity construction involves a complex interplay of language, culture, and engagement, evident in narratives and storytelling. The study offers insights for educators and policymakers and suggests future research directions to explore media influences, conduct longitudinal studies, and promote language development and cultural inclusivity in education. Overall, it underscores the importance of understanding the relationship between culture, language, and children's attitudes in multicultural education.a Keywords: Language dynamics, Multicultural identity, Gender interactions, Culture, Childhood development, Language proficiency, Cultural adaptation, Education, Multilingualism.