Maestría Ambientes Bilingües de Aprendizaje

URI permanente para esta colecciónhttp://hdl.handle.net/11634/48705

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Sociocultural Characteristics and The Pedagogical Practices of a Bilingual Learning Environment in a Public School in Barranquilla, Colombia.
(Universidad Santo Tomás, 2024) Escalante Galindo, Sandra Patricia; Julio Julio, Johan Sebastian; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; 009-0008-6696-284X orcid.org; 0009-0006-1681-5062 orcid.org
This research investigates the sociocultural characteristics and pedagogical practices in a bilingual learning environment within a public school in Barranquilla, Colombia. The study explores how sociocultural diversity, teaching strategies, and institutional factors influence bilingual education outcomes, providing practical insights for stakeholders. Using a qualitative case study methodology, data were collected through semi-structured interviews, classroom observations, and student surveys. These instruments facilitated an in-depth understanding of interactions among students, teachers, and curriculum dynamics, focusing on the challenges and opportunities in bilingual education. Key challenges include limited technological resources, insufficient instructional time, and misalignment between pedagogical strategies and sociocultural realities. However, the findings highlight opportunities for improvement, such as promoting active student participation, leveraging culturally relevant teaching materials, and enhancing teacher training programs to foster inclusive learning environments. The study concludes with recommendations for adopting culturally responsive pedagogical practices, advocating for policy reforms, and integrating formative assessments to support continuous learning progress. These findings contribute to the discourse on bilingual education and its potential for addressing diversity in resource-constrained settings.
Critical Language Pedagogy And Assessment: A Pedagogical Mediation To Enhance Bilingualism In A Virtual Learning Environment
(Universidad Santo Tomás, 2024) Hensley Pino, Andrés Felipe; Cabrales Pérez, Cristina Rosario; Rodríguez, Sandra Milena; Universidad Santo Tomás
This action research explored the implementation of critical language pedagogy to enhance bilingualism among Colombian Army learners in a virtual setting. Data were collected through virtual classroom observations and analysis of artifacts. The findings revealed the interrelation of three emerging categories: social justice values, critical thinking awareness in the Language Learning Environment (LLE), and engagement in a Virtual Language Learning Setting, which reflected the iterative nature of the action research cycle. The categories that emerged from the narrative frame revealed the complexity of implementing critical language pedagogy and assessment in a virtual learning environment. The pedagogical intervention fostered reflective and critical thinking skills among learners, positively influencing their identity development in the virtual environment. Additionally, the researchers found how valuable it was to know these types of pedagogical experiences that gave learners a voice in virtual learning environments and offered a different perspective on educational practices and their challenges in the 21st century. These findings highlighted the importance of integrating critical pedagogy in virtual environments to foster bilingualism, critical thinking, and learner identity, addressing contemporary educational challenges.
Design Thinking as a Strategy to Strengthen 21st-Century Learning Skills in the EFL Class With Seventh Graders
(Universidad Santo Tomás, 2024) Plata Chaves, Diana Marcela; Cruz Arguello, Laura Alejandra; Cely Betancourt, Blanca Lucia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001396998; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002207665; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002207706; https://scholar.google.com/citations?hl=es&user=yBJXGTwAAAAJ; https://orcid.org/0000-0001-8059-5160; https://orcid.org/0009-0001-3048-403X
Learning a foreign language is one of the needs globalization has created and reinforced in the last decades. As Palacios-Hidalgo, et al. (2021) said, “The 21st century has triggered profound changes in society. [...] also posed new social demands, such as the ability to communicate with people in an increasingly multilingual and multicultural world” (p. 76). Since being able to communicate using various languages different from the mother tongue enhances the opportunities to get a well-paying job (Gomez, 2020) and “English, being the first world language, [...] and the most widely used language in the world” (Rao, 2019, p. 66), people started to learn this language to meet these needs and be competitive in the new era. Another important need created by globalization is the development of new competences, known as 21st-century skills, that allow people to be competitive and successful in this century to excel in their careers and contribute to developing their countries (Ananiadou & Claro, 2009). The global impact of education has led to the development of national and local policies designed to enhance the quality of education in response to the demands of the international market (Osorio de Sarmiento, et al, 2020).
Empowering Student-Centered Learning in a Blended Learning Environment in a Colombian Secondary Public School
(Universidad Santo Tomás, 2024) Regino Cárdenas, Nohelia; Pabón Baquero, Leidy Marcela; Cáceres Urrego, Willy Ferney; Lopez Urbina, Johanna Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scholar.google.com/citations?hl=es&user=NJSBNuoAAAAJ; https://orcid.org/0000-0002-1293-8042
This research investigates the impact of a student-centered blended learning environment on EFL skills in 11th-grade students at a Colombian public school, guided by the EMPOWER framework. A qualitative methodology, including thematic analysis, was employed to examine how combining face-to-face and virtual learning fosters autonomy, engagement, and improved outcomes through active participation and personalized instruction. Findings indicate that this approach enhances autonomy and adaptability, despite challenges such as a small sample size and technological disparities. The study concludes that this blended model holds promise for effective language learning and recommends further research to assess its long-term effectiveness and broader applicability.
Redefinition of a Non-formal Personalized Virtual Language Learning Environment Integrating Socio Emotional Learning Aspects and 21st Century Skills
(Universidad Santo Tomás, 2024) Ávila Salamanca, Luz Aydé; Caceres Castellanos, Alexis Giovanny; Santos Contreras, Carmen Yelitza; López Urbina, Johanna Patricia; Universidad Santo Tomás
The present project aimed at determining the pedagogical factors that should be integrated into a non-formal personalized virtual language learning environment considering socio-emotional learning aspects and the development of 21st-century skills. This qualitative descriptive study gathered data through document analysis, observations, and semi-structured interviews with three teachers and four student participants. Through thematic data analysis, the authors concluded that different pedagogical factors such as the material, the interactive tools and structured feedback processes support the cognitive and the socio-emotional dimension of the students by fostering their motivation and engagement in the learning environment. Furthermore, technology was seen as a tool that enhances collaboration, critical thinking, and communication, which are some of the key aspects of 21st-century skills. Finally, the research study led us to propose the holistic approach as a guiding pedagogical framework that enhance the social, cognitive and socio-emotional dimensions of the student.
Lecciones Interactivas en un Ambiente Bilingüe Híbrido: Estudio de Caso Sobre el Aprendizaje del Inglés en el Programa de Seguridad y Salud en el Trabajo SENA
(Universidad Santo Tomás, 2024-12-18) Contreras Cárdenas, Fabián Andrés; Fontecha Dávila, María Zuleima; Santacruz Bravo, Mary Jimena; Bonilla Mora, Martha Isabel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001002295; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001853563; https://scholar.google.com/citations?hl=es&user=0Jpy9GQAAAAJ; https://orcid.org/0000-0002-8823-2505; https://orcid.org/0009-0007-6083-8285
This project explores how microcycles in a Hybrid Bilingual Learning Environment (HBLE) foster interaction, learning, and communication in English among students in the Occupational Health and Safety Technology program at SENA. Based on a qualitative approach and a case study design, it focused on a group of SENA-CGI students in Bogotá. The overall objective was to analyze how the pedagogical strategies implemented in a HBLE strengthen the technical and linguistic competencies required for performance in professional contexts. These strategies included translanguaging, technological tools, contextualized activities, and collaborative dynamics, implemented in four micro-cycles designed to integrate these competencies. The results show significant progress in linguistic accuracy and the application of technical vocabulary in real contexts, strengthening students' confidence and autonomy. This pedagogical model offers a replicable methodology that responds to the demands of bilingual educational environments and the needs of a globalized labor market.
English Club as an Intercultural Meeting Space: A Pedagogical Proposal on Promoting Communicative Competence in Escuela Normal Superior of Bucaramanga.
(Universidad Santo Tomás, 2024-12-17) Domínguez Amaya, Jose Alberto; Hernández Murillo, Andrea Ximena; Rodríguez Gómez, Kelly Johanna; Cely Betancourt, Blanca Lucia; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001396998; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001998250; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002106274; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002205245; https://scholar.google.com/citations?hl=es&user=yBJXGTwAAAAJ; https://scholar.google.com/citations?hl=es&user=_cFnPZoAAAAJ; https://orcid.org/0000-0001-8059-5160; https://orcid.org/0009-0007-1594-6578; https://orcid.org/0000-0003-3731-206X; https://orcid.org/0009-0004-6929-8711
The English Club at Escuela Normal Superior de Bucaramanga offers students a unique platform to enhance their bilingual skills. However, the absence of a cohesive, culturally integrated curriculum limits its ability to foster cultural awareness and global competencies. This project proposes a Cross-Cultural Enhancement Plan, designed to incorporate collaborative and student-centered approaches into the English Club. Grounded in research on cultural diversity, pedagogy, and language as a social practice, the plan aims to integrate language learning with cultural education, promoting linguistic proficiency and cross-cultural understanding. By aligning with international standards and the school’s socio-cultural context, this initiative seeks to create an inclusive learning environment that prepares students to thrive in an interconnected world.
Addressing Translanguaging Pedagogy: Enhancing Language Learning for young learners
(Universidad Santo Tomás, 2024-12) García Pérez, Ángela María; Gutiérrez Medina, Yessica Lorena; Rodríguez, Sandra Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206622; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002213499; https://scholar.google.com/citations?user=bNVo-L0AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-0567-412X; https://orcid.org/0009-0000-5141-2652; https://orcid.org/0009-0008-3933-037X
The Colombian government and the Ministry of Education have been implementing English language policies to prepare citizens for globalized opportunities. Consequently, some institutions prioritize English as the medium of instruction, displacing learners' mother tongues and affecting the language learning process. This study addresses this issue by advocating for flexible pedagogies, specifically a translanguaging approach, to enhance the English learning process in a group of young learners. The intervention involved integrating Spanish into English classes to support comprehension and engagement. Qualitative methods were used to capture students' experiences during the implementation of the pedagogical translanguaging approach. The findings reveal that translanguaging positively influenced students' confidence, participation, and understanding, fostering a more inclusive and effective learning environment. This study concludes that leveraging students' full linguistic repertoire enhances their learning experience and promotes meaningful language learning.
Pedagogical Plan Proposal For Improving Teaching Practices Of Intercultural Communicative Competence (ICC) For Two Colombian Bilingual Schools
(Universidad Santo Tomás, 2024) Arias Canaval, Iro Eduardo; Piñeros Leyton, Ana María; Rico Trujillo, Cristian Leonardo; López Urbina, Johana Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001991729; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001936427; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002207676; https://orcid.org/0000-0002-1293-8042; https://orcid.org/0009-0008-5870-295X; https://orcid.org/0009-0005-7541-5504; https://orcid.org/0009-0002-5885-4490
This research develops a pedagogical plan to improve intercultural communicative competence in primary and secondary school students in two bilingual schools in Bogotá and Cartagena, Colombia. The research responds to the need to improve the teaching practices of intercultural communicative competence by EFL teachers, identifying which are the pedagogical principles implemented in both institutions and contrasting them with those proposed by the official documents of the Colombian Ministry of Education that offer a guide for the teaching of English. To this end, a qualitative methodology was implemented using a multiple case study, with interviews with students, teachers, principals, and parents, as well as classroom observations and document analysis. The study reveals that ICC teaching in bilingual environments promotes the management of the target language, cultural knowledge, the appropriation of values pertaining to global citizenship, critical cultural thinking, the construction of identity from multicultural exchange, the implementation of teaching materials from the perspective of cultural diversity and the role of dialogue and reflection in the processes of evaluation and self-evaluation.
Collaborative Writing Activities Through Pedagogical Translanguaging Practices To Evidence EFL Learners’ Advancement In Higher Education
(Universidad Santo Tomás, 2024) Acevedo Rivera, Viviana Andrea; Robledo Moreno, Ingrid; Villamizar Bimber, Yakira; Rodriguez, Sandra; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000102709; https://scholar.google.com/citations?user=Y3j_3OwAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=kKUevKAAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0006-8955-8116; https://orcid.org/0009-0003-6584-4263; https://orcid.org/0000-0001-7659-4907
This action research employed an exploratory qualitative approach to address pedagogical translanguaging practices in free English courses at the University of Pamplona, located in Pamplona, Norte de Santander. Through participant observations, rubrics, and journals, this project achieved three goals: firstly, to explore the implementation of collaborative writing activities informed by translanguaging pedagogy in an EFL group of higher education learners, secondly, to document EFL learners' language learning progress through collaborative writing tasks and reflective journaling, and thirdly to evaluate learners' writing skills development and language appropriation based on the pedagogical translanguaging practices and their reflections. The following study highlight the importance of collaborative writing activities in fostering EFL learners’ motivation and participation in teamwork. It also evidenced improvements in learners' linguistic repertoire and intercultural understanding, alongside by enhancing the respect for diverse cultural backgrounds and viewpoints. Nevertheless, this research faced notable limitations, particularly the constrained timeframe executed by the outdated academic calendar at the University of Pamplona, which reduced the number of workshops. Therefore, this constraint in contrast with participants’ delays in returning their journals, restricted the scope of data collection and analysis. Despite these challenges, the findings underline the potential of pedagogical translanguaging practices as a valuable tool for enhancing EFL learners' sense of identity and confidence when using English, while making the learning process more meaningful and collaborative.
Propuesta desde la Gestión Escolar para Articular el Plan de Área de Inglés y el Microcurrículo de una IE Pública
(Universidad Santo Tomás, 2024) Patiño Ortiz, Jaime Andrés; Nieto Pinzón, Leydi Johana; González Hernández, Angela María; López Urbina, Johanna Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002205694; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206131; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001513768; https://scholar.google.com/citations?user=NJSBNuoAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=R0d7YbwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-1293-8042; https://orcid.org/0009-0003-2696-8546; https://orcid.org/0009-0004-4845-3903; https://orcid.org/0009-0009-3280-9609
This research aims to propose actions from school management to enable the articulation between the English area plan and the microcurriculum of a public educational institution. Through a case study with a qualitative approach, data were collected with the participation of English area teachers, school administrators, seventh, tenth, and eleventh-grade students, and six parent representatives. As a result of triangulation based on thematic analysis, three categories were identified, each with two subcategories. Consequently, a series of short-, medium-, and long-term actions emerged to impact the teaching methodology and the follow-up of internal planning and evaluation processes. These actions seek continuous improvement and address the identified issues. The results indicate that this proposal has the potential to strengthen English teaching and learning processes through school management, improve student performance, and promote a bilingual culture within the institution while considering the needs of the educational context.
Defining Pedagogical Management Actions for strengthening the Bilingualism Area Curriculum in a Higher Education Institution in Bogotá
(Universidad Santo Tomás, 2024-12-16) Arias Castro, Diego Enrique; Sánchez Zapata, Miguel Ángel; Johanna Patricia, López Urbina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000050314; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002163907; https://scholar.google.com/citations?user=NJSBNuoAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-1293-8042; https://orcid.org/0009-0008-5131-7653; https://orcid.org/0009-0000-5785-577X
This descriptive case study examines the specific features of an English as a Foreign Language (EFL) program within a hybrid education model at a Colombian higher education institution. It aims to identify how pedagogical management can better align bilingualism program goals with students’ language proficiency needs, contributing to the achievement of the proficiency levels mandated by Colombia’s bilingualism policy. Using a qualitative approach and Thematic Analysis, data was collected through surveys, interviews, and class observations. Findings suggest the need for a curriculum that aligns with students' academic and professional realities, increased instructional time, and enhanced integration of technology, such as the Altissia platform, to complement traditional learning methods. The study also stresses the importance of prioritizing communicative skills, particularly listening and speaking, and providing effective feedback in hybrid classrooms. Based on these findings, the study recommends adapting curricula, training educators, and using technology effectively to improve bilingual education. This research offers valuable insights for strengthening bilingualism programs and serves as a model for other institutions seeking to improve hybrid language education, emphasizing the importance of curriculum relevance, instructional time, appropriate use of technology, and effective pedagogical practices.
Perceptions Of Neurodivergent Students Within A Neurotypical Bilingual Environment
(Universidad Santo Tomás, 2024-12-17) Quintero Polo, María Alejandra; Jimenez Rojas, Juan Sebastián; Ortiz Castañeda, Jhon Heimer; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scholar.google.com/citations?user=m-00ewkAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-1560-9324 https://orcid.org/0009-0000-7127-2028 https://orcid.org/0009-0003-7389-0868 https://orcid.org/0009-0009-1296-4118
The present study aimed to identify and establish the perceptions neurodivergent students have in regards their learning environment. Furthermore, this study employed a qualitative methodology, which is particularly well-suited to exploring the subjective experiences and perceptions of neurodivergent students within a predominantly neurotypical educational environment (Creswell, 2013)., gathering information through 3 instruments. The first instrument was an observation applied in some classes, also, a virtual interview was used to ask teachers about some specific aspects around the learning environment and as a last data collection instrument a survey was applied to the neurodivergent students, through this, the study inquired about some general perceptions they have from their learning processes and environments. Also, this is a multiple case study as the target were 3 neurodivergent students from elementary private school in Neiva-Huila, who are currently in 3th, 4th and 5th grade each one. After having carried out all the research steps, it turned out that inclusive education is essential for fostering equitable learning environments that accommodate the needs of all students. This study reaffirms that creating inclusive classrooms is not just a necessity for neurodivergent students but a transformative opportunity for the entire educational system. It emphasizes that inclusion benefits all students by promoting empathy, collaboration, and respect for diversity.
Collaborative Learning and Challenging Tasks Implementation: A Research Study in a Group of Students at a Public University in the North of Santader
(Universidad Santo Tomás, 2024) Albarracín Hernández, Carolina; Buitrago Rozo, Adriana Marcela; Rodriguez, Sandra Milena; Universidad Santo Tomás
This study aims to determine the progress in English as a Foreign Language (EFL) of elementary students at a public university in North Santander, Colombia, through the implementation of collaborative learning and challenging tasks. The research focuses on a group of university students facing difficulties in language learning, compounded by the tension between standardization and local realities, including a lack of engagement and interest in the subject. To address these challenges, the study integrates collaborative work and ChallengeBased Learning (CBL), a pedagogical approach designed to encourage critical thinking, creativity, and teamwork. The methodology employed combines direct student participation with the design of challenging tasks that require real-world problem-solving and peer interaction, aligning with current educational needs. Preliminary findings suggest that students who engaged in collaborative activities and faced cognitive challenges showed notable improvement in their linguistic competence, as well as increased autonomy and motivation. This study contributes to the ongoing discourse on enhancing EFL learning in Colombia, highlighting the importance of active student involvement and the adaptation of educational practices to local contexts. Through these pedagogical strategies, the research anticipates fostering a more engaging and effective EFL learning environment.
Pedagogía Del Translenguaje Para La Enseñanza Del Inglés En El Grado Pensar-2A
(Universidad Santo Tomás, 2024) Pacheco Gutiérrez, Luz Karine; San Miguel Bonilla, Sara Inés; Ramírez, Sandra Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206058; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002207179; https://orcid.org/0009-0000-1382-0903; https://orcid.org/0009-0008-3236-5932
This exploratory study evaluated the impact of a translanguaging-based pedagogy on English language learning among secondary school students in a public Colombian institution with high social vulnerability. Through an action research design, activities were implemented that promoted the flexible use of multiple languages and peer collaboration. The results revealed that translanguaging was an effective tool for overcoming the tensions of bilingualism, increasing students' motivation, participation, and confidence. Collaborative work fostered the construction of shared knowledge and the development of socioemotional skills. However, challenges such as linguistic diversity and lack of resources were identified. Despite these limitations, the study concludes that translanguaging is a promising strategy for improving English language learning and promoting inclusive education and vulnerable contexts, contributing to student empowerment.
Navigating Barriers and Opportunities: Pedagogical Insights from a Bilingual Colombian School
(Universidad Santo Tomás, 2024) González Hurtado, Lina Maria; León Rodríguez, Carlos Andrés; Zamudio Rodríguez, Christian Camilo; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206024; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206025; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206568; https://scholar.google.com/citations?hl=es&user=m-00ewkAAAAJ; https://orcid.org/0000-0002-1560-9324; https://orcid.org/0009-0006-6789-3204; https://orcid.org/0009-0008-4437-9442; https://orcid.org/0009-0006-7285-7275
This document presents the findings derived from a qualitative narrative study focusing on the experiences of a student with limited prior exposure to English as a second language, within the context of a private, international, bilingual educational institution located in Bogotá, Colombia. The study employed narrative frameworks, semi-structured interviews, and classroom observations as methodological tools to investigate the linguistic barriers encountered by the student upon integration into this bilingual learning environment. Through the analysis of the information, it was observed that the challenges faced by the student encompassed aspects related to academic performance as well as other elements linked to communication with peers and teachers that impacted their disposition, aligning with existing literature on the subject. These findings are consistent with existing literature on the topic. However, beyond the identification of these challenges, the study aimed to resignify them as opportunities for educators and students to develop strategies that foster the student's active engagement in their own learning process.
Recomendaciones para la estructuración de los lineamientos institucionales orientadas a la categorización bilingüe nacional de un colegio privado
(Universidad Santo Tomás, 2024) Carvajal Parra, Lady Johanna; Hurtado Marín, Silvia Ximena; Zipaquirá Colorado, Adriana Lucia; López Urbina, Johanna Patricia; Hernández Echavarría, Yonier; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000780448; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002205645; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001648527; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206590; https://scholar.google.com/citations?hl=es&user=NJSBNuoAAAAJ; https://scholar.google.com/citations?hl=es&user=OEIcNfgAAAAJ; https://orcid.org/0000-0002-1293-8042; https://orcid.org/0000-0002-6951-8532
Since Law 115 of 1994, the General Law of Education established the objective of learning a foreign language for basic education. By employing a qualitative approach and utilizing the case study design, we thoroughly examined the operational methods of institutional management concerning bilingualism objectives. Our focus was on understanding the processes employed by a school in the city of Manizales as it works towards achieving national bilingual status. The analysis of semi-structured interviews with directors and teachers was included to understand the study problem. The results indicate a lack of interaction between the parties, it is proposed to organize and define relationships to create synergy and emergence, and the importance of involving teachers in the administrative management to implement the institutional guidelines is highlighted. Finally, the need for a broader and more equitable approach to the concepts of interculturalism and bilingualism for effective educational practice is emphasized. The value of this study lies in the awareness of a change and in the implementation of guidelines that allow the generation of more effective processes that lead to the achievement of national bilingual accreditation for this institution.
Differentiated Assessment of the English Language Skills in a Bilingual Learning Environment in a Private School in Santiago de Cali
(Universidad Santo Tomás, 2024-06-12) Caicedo Gordillo, Juan Camilo; Hinestroza Preciado, Valentina; Ramírez Torres, Jhon Eder; Vélez Guasca, Yury Daniela; López Urbina, Johanna Patricia; Hernández Echavarría, Yonier; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000780448; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000099643; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002205326; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002177238; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206569; https://scholar.google.com/citations?hl=es&user=NJSBNuoAAAAJ; https://scholar.google.com/citations?hl=es&user=OEIcNfgAAAAJ; https://orcid.org/0000-0002-1293-8042; https://orcid.org/0009-0008-1552-2123; https://orcid.org/0009-0004-6008-4522; https://orcid.org/0009-0003-4928-5721; https://orcid.org/0009-0008-9320-1915
This study aimed at investigating how teachers are implementing differentiated assessment to analyze the learning process of the English language skills of students who are part of the Individual Plan of Reasonable Adjustments (IPRA) at a private school in Santiago de Cali. This qualitative exploratory research employed a case study approach that followed an inductive method for data analysis derived from the triangulation of nonparticipant observations and semi-structured interviews. The findings displayed numerous teachers' practices for assessing IPRA students according to their specific diagnosis and considering their needs. From these, three main categories emerged. The considerations to design and apply differentiated assessment, coherent assessment in terms of student learning styles and learning environment adjustments. Finally, it was noticed that differentiated assessment is generally applied from teachers’ perspective and experience. Additionally, replacing some abilities for others to verify outcomes could lead to negative implications such as the underdevelopment of certain skills.
Incidencia de las Prácticas de Translanguaging en el Aprendizaje de la Lengua Extranjera Inglés en Estudiantes de una Institución Pública del Atlántico.
(Universidad Santo Tomás, 2024) Guerrero Parra, Quinti Alisan Paula Valentina; Tejada Reales, Suly Del Carmen; Bautista Escalante, Vianny Tatiana; López Urbina, Johanna Patricia; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000121541; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001874946; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206323; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206324; https://scholar.google.com/citations?hl=es&user=NJSBNuoAAAAJ; https://orcid.org/0000-0002-1293-8042; https://orcid.org/0009-0001-3812-7571
This research explores the impact of translanguage practices in strengthening English language learning in high school students in a public institution in Atlántico, Colombia. Adopting an exploratory-descriptive qualitative approach, the data was collected through questionnaires, participant and non-participant observations, and a focus group with students. Preliminary findings suggest that translanguage practices improve student engagement, comprehension, and oral proficiency in English, fostering an inclusive learning environment. These practices represent an innovative pedagogical tool to address the diverse learning needs of students in multicultural and multilingual contexts. The study aims to contribute to a deeper understanding of how translanguage can enrich language learning experiences and promote inclusion in language education.
Flipped Classroom como Estrategia Didáctica Basada en la Educación Centrada en el Alumno, en el Área de Inglés del Grado Décimo en Colegios del Tolima
(Universidad Santo Tomás, 2024-06-26) Comas Salazar, Carlos Alberto; Rendón Jaramillo, Leidy Johanna; Loaiza Fuquen, Jenny Catalina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001680076; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001709003; https://scholar.google.com/citations?user=m-00ewkAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=1S597d0AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-1560-9324
Nowadays, language teaching suggests due planning to stimulate a learner's mind without overwhelming them with an overload of information and activities for which they may experience stress or difficulties in retaining information. This project evidences a low degree of adoption of digital technologies to support autonomous learning. However, it is found that teachers are competent in aspects such as planning and use of methodological strategies and mastery of the subject, providing a motivating environment for students to play an active role in their learning process. Similarly, there are aspects to improve such as the management of discipline in class and the implementation of innovative strategies such as the Flipped Classroom that encourage the active and participatory role of students in their English learning process.

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