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