Licenciatura en Lenguas Extranjeras Inglés-Francés

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Analisis del impacto de la calidad educativa impartida a los niños, niñas y jóvenes Colombia
(Universidad Santiago de Cali, 2021) Bucheli Galeano, Daniela; Aguilera, Kelly Steffany; Sepúlveda Henao, Dana Carolina; Giraldo, Luz Karime
Análisis reflexivo y comparativo sobre: traductores e intérpretes, ¿las próximas víctimas de la inteligencia artificial?
(Universidad Santiago de Cali, 2024-08-20) Cardenas, Sebastian; Murillo, Cynthia; Perez Torres, Andrea; Rayo, Francia (Directora)
Analyse d’erreurs des apprenants de la licence en langues étrangeres de l’université Santiago de Cali aux niveaux élémentaire et intermédiaire de français : Les adjectifs possessifs
(Universidad Santiago de Cali, 2019) Cortez Loaiza, Hanny Natalia; Montenegro Palacios, Hector Lubian; Espinosa González, Lina María
This research presents an error analysis of Colombian students who study French as Foreign Language (FLE). The error analysis focuses on possessive adjectives. The main objective is to determinate the most frequent errors related to possessive adjectives in written production made by Bachelor’s Degree in Foreign Languages students from Santiago de Cali University at basic and intermediary levels of French. The theoretical framework develops mainly the following concepts: Applied Linguistics (Santos Gargallo, 1999), Contrastive Linguistics (Lado, 1957), Contrastive Analysis (Fries, 1945), Error Analysis (Corder, 1967), Interlanguage (Selinker, 1972) and Contrastive Grammar (Ciesielkiewicz, 2010/2011). This research follows the methodology proposed by Corder (1967) in order to describe and explain the errors found. This work seeks to bring awareness to the aspects that favour the emergence of errors and to consider contrastive linguistics as a tool for improving the foreign language learning.
Aprendizaje dinámico: integración de tics en la enseñanza del idioma inglés
(Universidad Santiago de Cali, 2024-11-08) Garcia Maturana, Daniela; Rivera Lopez, Daiana Andrea; Garcia Sanchez, Alba Yulieth (Directora)
The following article is based on the current era in the educational field, which is supported by technology and how it positively influences learning, development, and improvement methods in the classroom. It also focuses specifically on the teaching of the English language to correctly implement ICT in the linguistic skills of speaking, listening, reading, and writing, considering specific aspects for the correct use and implementation of teaching method innovations in bilingual education. There is a section with recommendations for digital tools useful for the development of the four aforementioned skills. Finally, the challenges and opportunities that the implementation of this teaching method with ICT in the classroom entails, along with possible solutions, are presented.
Artículo para dar cuenta de Teoría y técnicas de la traducción de Sara M. Parkinson de Saz
(Universidad Santiago de Cali, 2021) Camacho Cangá, César Augusto; Guetio Poscué, Fabián Ricardo; Perea Cárdenas, Christian; Lozano, Pablo
This article presents a look at the text of Sara M. Parkinson de Saz Theory and techniques of translation, where she gives an account of her position with respect to the theories and techniques of translation. She elucidates terms already known but from his own approach, which in his opinion is different. She also investigates the position that culture occupies to point to translation in the present, with its view on the techniques used from the proposals of some universities. And finally she lands on possible defects and lexical problems of literary translations by showing some hypotheses that have appeared under the scrutiny of critics. She ensures that her intention is only to draw attention to the complexity of the task, as she herself calls her work.
Artículo reflexivo diplomado de traducción
(Universidad Santiago de Cali, 2021-03-10) Medina Hilton, German Andres; Torres Saavedra, Laura Lucia; Blanco Betancourt, Francisco Javier (Director)
Aspects qui influencent le développement de la production orale en monologue suivi, niveau b1, des étudiants en 7ème semestre de la licence en langues étrangères de l'université Santiago de Cali
(Universidad Santiago de Cali, 2019) Alvarado Herrera, Brigitte; Ospina Díaz, Erick Fernando; Hurtado Cabezas, Néstor Dario; Pedroza Mazuera, Andrés Felipe
Four objectives will guide this research. These aim to fulfill the main objective of the work, which is to identify the aspects that influence the development of oral production in monologue level b1, of the 7th semester students of the degree in foreign languages of Santiago University from Cali. It is also important to take account with this research, we will find the difficulties in the field of oral expression (monologue followed, level B1) among the pupils in seventh semester. In order to achieve our goals, we followed three data collection instruments. First, non-participatory observations on a sample. These observations will allow us to identify the course flow and the activities carried out and to know the use of the target language and the mother tongue. Second, surveys will be completed by the students in the sample. They aim to extract factors that influence their learning of French either positively or negatively. Finally, we will make a diagnosis (DELF B1), which will allow us to know the real level of the students considering the descriptors proposed by the CEFR. Every student dream of speaking a foreign language well. In the seventh semester, they must have level B1 according to the Common European Framework of Reference (CEFR).
Creation and use of an english language primer for transition level students
(Universidad Santiago de Cali, 2019) Lucumí Lucumí, Leidy Joana; Sánchez García, Luz Elena; Murillo Rodríguez, Luis Alberto; Rojas Miranda, Juan Sebastián
The present study focuses in the methodology implemented by teachers to strengthen the five to six years old student's reading skills at the Santiaguitos kindergarten located in the Santiago de Cali University. For this purpose, a diagnostic observation was set up and implemented for students while an interview with structured questions was conducted with the teacher and administrative staff, seeking to obtain relevant and significant information regarding the English proficiency level of each student selected for the study. The methodology implemented by the teacher in order to teach English language was also revised, as the methodology implemented by the teachers to strengthen the Santiaguitos kindergarten student's reading skills. The main goal was to test a new didactic material, (a primer) in English language, that was designed previously in order to improve the student's reading skills by using images (animals, colors, family members, numbers) and simple puzzles based upon the constructivist paradigm. After exposing the children to the new Primer and its associated activities, new testing and interviews allowed the assessment of the Primer´s advantages and challenges.
Critical comprehension skills among high school students when observing advertising, documentary and social-multimedia photography
(universidad santiago de cali, 2020-11-10) Cabezas Hoyos, Bryan Duvan; Mena Urrutia, Harold David; Reyes Castaño, Praddel Federico; Bravo Baeza, Rodrigo (Director)
The waythat reading comprehension is evaluated is currently stuck due the traditional methods that are still applied in most of the schools. Reading texts to develop a critical reading is not inclusive to the different ways of interpretation that students might have. Therefore, an innovative approach must be applied, one that takes advantage of the influence the social media has in society nowadays, responding to the needs of the conception of education. It is also necessary to take into account the limitations that might appear during the research because such changes might be determinant to its achievement. For this reason, the advertising, documentary and social-multimedia photography will be used as a tool to improve the critical comprehension of images skill, specifically in the Technical Educational Institution Santiago de Cali, with a sample of 67 tenth and eleventh grade students. In order to reach our principal it was necessary to apply a survey as an instrument in a mixed approach. Moreover, the research is based on fundamental concepts defined by several authors according to social media and education and different research works that gave significant contributions from methodological, theoretical and analysis aspects
Curricular proposal in favor of inclusive education in a bachelor's degree program in foreign languages
(Universidad Santiago de Cali, 2022) Osorio Orozco, José Leandro; Giraldo Escobar, Laura; Jaramillo Franco, Laura María; Bravo Baeza, Rodrigo
This research is related to a curricular proposal in favor of the inclusive education in a bachelor’s degree program in Foreign Languages at a University located in the city of Cali, which arises from the experience of a pedagogical practice held by the researchers in basic secondary education in an educational institution located in the same city, which is focused on the inclusive education. During this very same time it becomes evident that specific instruction is necessary from the academy which is training those who will serve as teachers for a population with different cognitive, motor and/or social diagnoses. From there, the general objective is to determine a curricular proposal that provides pedagogical tools and strategies for the attention towards diversity in the existing curriculum, thus generating spaces for reflection and social and academic impacts for the parties involved, among which are the directors, teachers and students. The methodology was qualitative, to the extent that it allows the collection and description of information through two instruments used: epistemological table of documentation and a survey, applied to 65 members of the educational community, including 56 students and 9 teachers. Analyzing the results, it was found that the Ministry of Education supports integrated education from the normative, in addition, it is shown through the questionnaire that the educational community has knowledge about the curriculum and inclusive practices. Finally, it is concluded that it is important to implement a curricular proposal, based on the Universal Design for Learning (DUA) and the Individualized Plan for Reasonable Adjustments (PIAR), as a means to enrich the training of future teachers.
Développement de la perception et de la prononciation de la voyelle nasale /ɛ̃/ dans le niveau B1
(Universidad Santiago de Cali, 2019) Morales Cárdenas, Aura Cristina; Murillo Ocoró, Edward Fernando; Pedroza Mazuera, Felipe Andrés
This research describes the result of a projective research that aims to develop the phonological competence of the Bachelor’s Degree in Foreign Languages English – French students from Santiago de Cali University (USC). For this purpose, the question of this research is the following: How a pedagogical intervention would allow the development of the perception and the pronunciation of the nasal vowel /ɛ̃/ in Foreign Languages English - French students from USC? This question is answered through the application of a didactic sequence and the results and proposals are put forward to generate spaces about didactic sequences as a pedagogical tool to address an issue.
Didactique avec mèmes de type explicatif pour le développement d’habiletés cognitives en français avec les étudiants de premier semestre de langage et langues étrangères anglais - français à la Université Santiago de Cali
(Universidad Santiago de Cali, 2019) Avirama Muñoz, Gildary Sthefanía; Enciso Ramírez, Yisleth; Rojas Miranda, Juan Sebastián
The University Santiago de Cali offers an English-French Language and Foreign Languages Program, run by a group of teachers highly qualified in the field of language and education and they are the responsible for transmitting knowledge through different teaching strategies and methods. The aim of this research work is to raise awareness of a new teaching strategy that can be used by French teachers and help students develop their cognitive skills through the creation of explanatory memes, which can be considered authentic material motivating the learning of a foreign language. During this work, three stages are presented, each of which is characterized by the primordial development of a cognitive skill (planning, organization, and memorization) in order to obtain as final result an explanatory meme that will be published on the social network (Facebook) and then shared on an educational page.
Diversidad en el aula, factor que influye en el desarrollo de la educación
(Universidad Santiago de Cali, 2021) Correa, Kenllye; Díaz, Jeddy; Rodríguez, Nayla; Rojas, Astrid; Lozano, Pablo
Efecto del uso de una aplicación móvil, en el desempeño en competencia oral en el aprendizaje de idioma inglés, de un grupo de estudiantes de quinto grado del Liceo Colombia Joven
(Universidad Santiago de Cali, 2020) Salazar Lievano, Ronald Stiven; Sandoval Chicaiza, Jorge Andres; Rojas Miranda, Juan Sebastián
The present investigation addresses as a problem, inquire about the effect of the use of mobile applications, specifically, the Aplication “English Pronunciation”, in the learning of oral skills in English. It was approached from the interpretative paradigm of research, by means of a mixed design to give an answer to the subject of the application with an experimental group and a control group, in the same way qualitative information about the participants experience was analyzed. As a result of the research, it was found that the use of the application had a positive effect to improve the performance level of the participants. When analyzing the qualitative data, it has been found that the reason may be that the students in the control group have not used the APP. They demonstrated a natural way of interacting with applications and ICTs, which allows us to open the discussion around educational practices. The pedagogical practices within the classroom remain traditional and are promoted in the way that ICTs are complementary. The daily use of the application. The way of learning Natural way of access to information and therefore to learning
El aprendizaje: un dialogo entre juego y emociones
(universidad santiago de cali, 2022-03-04) Montaña Valencia, Camilo Andres; Lozano, Pablo (Director)
The following article will cover the different aspects that are part of the learning of school-age boys and girls, understanding that "the possibility of learning lies not only in intelligence but also that desire plays a fundamental role." (SALLÉ, 2014). Since it is recognized that emotions are an essential component for the integral development of the being, they influence the process of acquisition of knowledge. Therefore, great emphasis will be placed on “the great importance that emotions have in life, and especially in the lives of children, who are developing their capacities, makes school an ideal place for their exploration and experimentation." (Tió, 2014). In addition, some technological tools that are currently used in the classroom will also be presented, responding to the playful component that attracts students through games.
Est-il mieux d'utiliser la grammaire explicite ou implicite pour enseigner le français comme langue étrangère ?
(Universidad Santiago de Cali, 2021) Caro Hurtado, Valentina; Londoño Sánchez, Priscila; Ardila Hincapie, David Steven; Lozano, Pablo
Estrategias metodologicas para la enseñanza del ingles a estudiantes con necesidades educativas especiales.
(universidad santiago de cali, 2022) Castillo Izquierdo, Carolina; Gonzales Garcia, Juan Manuel; Conde Borrero, Cindy
The purpose of this research is to analyze the impact of methodological strategies based on gamification for teaching English to students with special educational needs in fifth and sixth grade in a private school in the south of the city of Cali. Being the special educational needs a topic that is beginning to gain recognition, in the sense that it is impossible to ignore, especially when diagnosed students must attend the so-called inclusive classrooms where teachers must make adjustments or curricular corrections that allow all students to fully develop their skills and learning through active participation. The research begins with an observation of the general environment of the institution, and of the teachers in relation to students with special educational needs, then detailed observations are made on the development of English classes where the lack of participation and motivation of students with special educational needs was evidenced. Since gamification strategies are a useful tool, not only for teaching English but also as a dynamic educational strategy, we can say that it is an alternative that can undoubtedly give a new direction to inclusive education.
Failures in EFL Literacy at Higher Education
(Universidad Santiago de Cali, 2019) Castro Pedroza, Castro Pedroza; Sierra Ortiz, Diana Marcela; Braconnier, Anaïs
The next proposal attends to analyze students of English as a second language (ESL), who might be presenting difficulties in literacy skills. In order to recognize those difficulties and know how those are related to a non-completely successful second language (L2) learning of English. To accomplish this study the main focus is literacy, skills, and evaluation as the theoretical framework on which the research will be supported, to get the proper data collection and its later analysis. The Santiago de Cali University (USC) language institute was chosen to develop this study, specifically the first level English students. Considering that in a beginner level it would be easier to recognize the literacy skills failures focus on grammar, presented by the students in the effort to comprehend and try to classify which their possible sources are and why they remain until a high educational level like University. The methodology implemented was the qualitative research through a survey and a written assignment, which allowed us to identify the literacy skills failures. Finally, with this study we would like to contribute to education, in this case to the L2 teaching and learning process. We, as foreign language learners. Have struggled with literacy skills difficulties and we believe that if a teacher realizes about students failures; and delve into their possible causes, it might be easier to attempt to guide the student into a process of learning while correcting mistakes instead of just learning by jumping into gaps.
How to teach English using general content to third grade students
(Universidad Santiago de Cali, 2019) Bustos Alonso, Juan Camilo; Herrera Ayala, Oscar Eduardo
During the pedagogical practice process lived in three different schools, where I experienced three different analysis stages (Observation, Planning and Interaction), an interesting idea emerged according to the learning process that students were living in these places and the teaching process that teachers were applying with each of the analyzed courses. For some students, the learning process of a new language or a foreign language (FL) might turn too difficult since they have not been involved in a real learning process where the acquisition of a foreign language is not only based on memorizing content but on practicing according to what the environment gives us and how the language is used in real context. The teaching process of English in these schools (Colegio Mayor Almirante Colon, Colegio Mayor Alferez Real and the Institución Educativa Celimo Rueda) was aimed in students to learn grammatical contents based on a book already established by the school and structures that were not related to students’ interests or even to their socioeconomic status, in addition, these classes were presented in a standardized way, not taking into account real students’ needs. Thus, schools must modify traditional practices and implement other procedures which help to develop and reach real students’ needs, like Content and Language Integrated Learning does.
Importancia de la gamificación en el proceso de aprendizaje de las lenguas en educación básica desde un contexto virtual
(universidad santiago de cali, 2021) Ballesteros Velasquez, Claudia Bibiana; Cardenas Mora, Yolanda; Fajardo Santacruz, Diana Alejandra; Castañeda, Andres Felipe

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