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dc.contributor.advisorMora Vélez, Raúl Alberto
dc.contributor.authorRodríguez Martínez, Ana Karina
dc.coverage.spatialSeccional Medellín. Escuela de Educación y Pedagogía. Maestría en Procesos de Aprendizaje y Enseñanza de Segundas Lenguas.es_CO
dc.date.accessioned2018-05-15T16:29:17Z
dc.date.available2018-05-15T16:29:17Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/20.500.11912/3747
dc.description157 Páginases_CO
dc.description.abstractThis study explored young English learners’ reading experiences in response to picturebook read-alouds with a critical literacy perspective. The research was conducted in order to find a possible solution to the limited in-school reading experiences of a group of young English learners. A critical literacy read-aloud (CLRA) strategy was implemented during the weekly story time sessions that took place within an early childhood classroom of a private school in Medellin, Colombia. The participants of the study ranged between the ages of 5.5 to 7 years old and were in their third to fourth year of attendance in the schools English immersion preschool program. The qualitative nature of this study involved collecting data in the forms of student interviews, class discussions, observations and artifacts. The findings of this study confirm that the children’s reading experiences opened up a space for them to develop as text critics as they responded to the CLRA strategy by becoming critically conscious of what books and reading are for, disrupting the word/world, understanding and exploring the multiple perspectives of texts, and growing a sense of empowerment leading to social action through literacy. The study concluded that the CLRA strategy expanded and enriched the students’ reading experiences by opening up the space for them to develop as text critics. Most significantly, the study confirmed that age nor language proficiency should hinder engagement with critical literacy as the study demonstrated that critical literacy can be taken up in settings with young children while simultaneously learning the English language.es_CO
dc.formatapplication/pdfes_CO
dc.language.isoenges_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceinstname:Universidad Pontificia Bolivarianaes_CO
dc.sourcereponame:Repositorio Institucional de la Universidad Pontificia Bolivarianaes_CO
dc.subjectInglés -- Enseñanzaes_CO
dc.subjectAprendizaje de una segunda lenguaes_CO
dc.subjectLectura en voz altaes_CO
dc.subjectLibros y lecturaes_CO
dc.subjectLibros ilustrados para niñoses_CO
dc.subjectProceso enseñanza-aprendizajees_CO
dc.subjectEstrategias de aprendizajees_CO
dc.subjectMétodos de enseñanzaes_CO
dc.subjectPedagogía críticaes_CO
dc.subjectEducación preescolar -- Medellín (Antioquia, Colombia)es_CO
dc.titleAn exploration of young english learners' reading experiences in response to critical literacy read-aloudses_CO
dc.typemasterThesises_CO
dc.creator.degreeMagister en Procesos de Aprendizaje y Enseñanza de Segundas Lenguas.es_CO
dc.publisher.departmentEscuela de Educación y Pedagogíaes_CO
dc.publisher.programMaestría en Procesos de Aprendizaje y Enseñanza de Segundas Lenguases_CO
dc.rights.accessRightsopenAccesses_CO
dc.type.hasVersiondraftes_CO
dc.description.sectionalMedellínes_CO


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Attribution-NonCommercial-NoDerivatives 4.0 International
Excepto si se señala otra cosa, la licencia del ítem se describe como Attribution-NonCommercial-NoDerivatives 4.0 International