Sustentación de tesis magisterial

2016

Título investigación: STORYTELLING AND STORY-READING: A WAY TO ENHANCE EFL STUDENTS' LITERACIES.

Investigador:  Jimena Rivera

Director: Esperanza Vera Rodríguez

Examinadores: Amparo Clavijo, Álvaro Hernán Quintero P

Fecha sustentación: Agosto 1° de 2016

 

Título investigación: INQUIRING WITHIN THE STUDENTS' COMMUNITY CONTEXTS AS A MEANS OF CONFLICT RESOLUTION

Investigador:  Adriana Contreras

Director: Dr. Amparo Clavijo Olarte

Examinadores: Pilar Méndez, Esperanza Vera

Fecha sustentación: Agosto 1° de 2016

 

Título investigación: Unveiling EFL students' reflections while using Critical Feminist Pedagogy (CFP) when debating

Investigador:  Jorge Chaparro

Director: Dr. Harold Andrés Castañeda Peña

Examinadores: Prof. Laura Lucia Carreño B. Prof. Ximena Rojas

Fecha sustentación: Agosto 4 de 2016

Abstract: The present paper reports the findings of the implementation of a feminist pedagogy in an EFL classroom of adults in Bogotá, Colombia. After having found a lack of connections among the syllabus proposed by the institution, the linguistic and the sociolinguistic needs from students, the researcher decided to implement Critical Feminist Pedagogy (CFP), a poststructuralist methodology proposed by Connell (2009). The aim of this study was to unveil possible students' reflective discourses that emerged when a group of EFL Colombian students debated about topics of inequality in a conversational level; however, a deeper focus was on students' transformations (if any).

Students were encouraged to see critically different situations of gender inequality. The results showed that students could be empowered to have a critical perspective on topics of inequality because they constructed reflections not only about gender but also about other characteristics of identity (Norton & Pavlenko, 2004). Besides critical reflections, there was evidence of some transformations, but the time scope to make such transformations real was insufficient. The use of CFP to empower students was effective (Khwaja, 2005). EFL trainers, professors, and SLA researchers may have the opportunity to see a new direction of teaching which focuses on a transformative methodology that comes from a post-method view of teaching and learning.

 

Keywords: Debates in the classroom, Critical Feminist Pedagogy (CFP), post-method views of teaching and learning, students' reflections, transformative methodology.

 

Título investigación: EFL Ninth Graders' Positionings about Bullying in their Communities through Written Life Stories in a Public School in Bogotá

Investigador:  Alba Yuricssan León  Oyola

Director: Prof. Álvaro Hernán Quintero Polo

Examinadores: Dr. Harold Castañeda Peña, Prof. Eliana Garzón Duarte

Fecha sustentación: Agosto 4 de 2016

Abstract: This study was carried out with EFL ninth graders at one of the biggest public schools in Bogotá. It is located in an area which presents particular social issues together with bullying appearance. That is why I proposed the following research question: What do ninth graders' written life stories portray about their positioning in regards to bullying as a social issue in their communities? This is based upon a view of discourse that Fairclough (2003) presents as an element of social life to represent different aspects of the world, which are drawn upon on a text. Such view relates to the ways adolescents face L2 literacy development within their social contexts, being schools one of those contexts (Moje, 2006) where there are opportunities to (re)construct meaningful life experiences. The focus in this thesis is on the experiences lived by the participants as related to the social issue of bullying. Those participants' experiences took the shape of life stories that they wrote during one year. In order to analyze the participants' life stories, I selected a model for narrative analysis suggested by Barkhuizen. (2004) The unit of analysis in this thesis was the specific declarative statements (Hallyday 1994), which made me conscious about the participants' positions (Davies & Harré, 1990) in front of bullying manifestations . As a validation strategy, semi-structured interviews were implemented (Cohen & Crabtree, 2006).

Key words: Written Life Stories, Positionings, Bullying

 

Título investigación: EFL Students' Social Identities Construction through Gender-Based Short Stories

Investigador:  Catherine Benavides

Director: Dr. Harold Andrés Castañeda Peña

Examinadores: Prof. Wilder Escobar, Prof. Bertha Ramos

Fecha sustentación: Agosto 4 de 2016

 

Título investigación: Promoting Speaking Skills in an EFL Classroom through Project-Based Learning: A Way to Involve Learners in Participatory Classes

Investigador:  Ady Marcela Vaca Torres

Director: Dr. Luis Fernando Gomez

Examinadores: Prof. Jair Ayala, Prof. Claudia Patricia Álvarez

Fecha sustentación: Agosto 4 de 2016

 

Título investigación: THROUGH COLLABORATIVE ORAL TASKS IN AN EFL CLASSROOM

Investigador:  Mayra Ramírez

Director: Pr. Judith Castellanos Jaime

Examinadores: Prof. Carlos Arias, Prof. Carlo Granados

Fecha sustentación: Agosto 4 de 2016

 

Título investigación: "Critical Analysis of media towards the Promotion of EFL Students' Learning Autonomy"

Investigador:  IVÁN ALCIDES AMORTEGUÍ SACRISTÁN

Director: MARGARITA VARGAS

Examinadores: CARMEN HELENA GUERRERO NIETO PhD y HAROLD ANDRÉS CASTAÑEDA PEÑA PhD

Línea(s) de investigación: Discourse studies within Educational Studies y Processes of Teacher Education and Development

Fecha sustentación: Miércoles 9 de Marzo de 2016

 

Título investigación: "Collaborative Inquiry as a way to promote elementary students´ reflections in the EFL classroom"

Investigador:  ANA JANNETH GÓMEZ GUTIÉRREZ

Director: AMPARO CLAVIJO OLARTE PhD

Examinadores: PILAR MENDEZ RIVERA PhD y ELIANA GARZÓN DUARTE

Línea(s) de investigación:  Processes of Teacher Education and Development

Fecha sustentación: Miércoles 9 de Marzo de 2016

 

Título investigación"Third Graders As Community Inquirers Writing Their Worlds"

Investigador:  ZIGLINDE HERNÁNDEZ GÓMEZ

Examinadores: YOLANDA SAMACÁ y PEDRO CHALA

Línea(s) de investigación:  Processes of Teacher Education and Development

Fecha sustentación: Miércoles 9 de Marzo de 2016