Autora: ERIKA ESTEFANIA MARIÑO PÉREZ
Universidad Técnica de Ambato Facultad de Ciencias Humanas y de la Educación Carrera Pedagogia de los Idiomas Nacionales Y Extranjeros
PORTAFOLIO ESTUDIANTIL Linguistics I Segundo Semestre Septiembre 2018 – Febrero 2019 Aaaaa
Autor: Nombre del Estudiante
Linguistics I Segundo Semestre
Septiembre 2018 – Febrero 2019
Tabla de contenido Universidad Técnica de Ambato ............................................................................................................ 3 Misión ........................................................................................................................................................... 3 Visión ............................................................................................................................................................ 3 Facultad de Ciencias Humanas y de la Educación .......................................................................... 3 Misión ........................................................................................................................................................... 3 Visión ............................................................................................................................................................ 3 Sílabo ............................................................................................................................................................ 4 Programa Analítico ................................................................................................................................... 4 Guías PAE ................................................................................................................................................... 4 1.
Trabajo Colaborativo ....................................................................................................................... 6
2.
Trabajo Práctico ............................................................................................................................ 11
Guías Prácticas........................................................................................................................................ 12 3.
Trabajo Autónomo ........................................................................................................................ 33
4.
Componente Teórico ..................................................................................................................... 41
5.
Proyecto Integrador de Saberes (PIS) ...................................................................................... 46
6.
Prácticas Preprofesionales .......................................................................................................... 56
7.
Refl exión ......................................................................................................................................... 59
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Universidad Técnica de Ambato Misión Formar profesionales líderes competentes, con visión humanista y pensamiento crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen, promuevan y difundan el conocimiento respondiendo a las necesidades del país.
Visión La Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como un centro de formación superior con liderazgo y proyección nacional e internacional.
Facultad de Ciencias Humanas y de la Educación Misión “Formar profesionales íntegros de tercero y cuarto nivel en Ciencias Humanas y de la Educación, con bases científicas y tecnológicas, para el desempeño competente en procesos educacionales y de desarrollo del ser humano, a través del ejercicio de la investigación y vinculación con la colectividad, que respondan a los requerimientos del entorno sociocultural.”
Visión “La Facultad de Ciencias Humanas y de la Educación se constituirá en una institución de educación superior que garantiza la sustentabilidad y sostenibilidad en la formación de líderes profesionales, que transforman el contexto social en el área humanística y educativa del país, mediante la investigación científica y la práctica tecnológica, bajo principios éticos, políticos y culturales, que promuevan la calidad de vida y bienestar de los ecuatorianos. ”.
Sílabo https://utaedumy.sharepoint.com/:f:/g/personal/aj_vera_uta_edu_ec/Et2qLoQXaPtPq5UHegzucOQBp4_V5 hB80ThAPCu7lVQD0Q?e=qchPP3
Programa Analítico https://utaedumy.sharepoint.com/:f:/g/personal/aj_vera_uta_edu_ec/Et2qLoQXaPtPq5UHegzucOQBp4_V5 hB80ThAPCu7lVQD0Q?e=qchPP3
Guías PAE https://utaedumy.sharepoint.com/:b:/g/personal/aj_vera_uta_edu_ec/EWjSJsoe9yFNj3WJK8_kgHQBUxkn nVKH_mW6mYT-6AbECQ?e=DhlmI7
Perfil de Egreso El futuro profesional de la Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros podrá desempeñar los siguientes roles: v Profesor/a de Inglés en instituciones educativas a nivel de Educación Inicial, Educación General Básica y Bachillerato. v Profesor/a de inglés en el nivel técnico y tecnológico de la Educación Superior. v Tutor/a académico/a en las instituciones educativas. v Profesor/a de inglés en institutos y academias de idiomas extranjeros. v Tutor/a de inglés en fundaciones y centros para tareas dirigidas.
1. Trabajo Colaborativo
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UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL STUDENT’S PORTFOLIO
“LINGUISTICS I” Second Semester “A”
EVIDENCE OF THE FIRST PARTIAL
AMBATO – ECUADOR Septiembre 2018 – Febrero 2019
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL STUDENT’S PORTFOLIO
“LINGUISTICS I” Second Semester “A”
EVIDENCE OF THE SECOND PARTIAL Student´s name: Erika Estefanía Mariño Pérez Professor´s name: Lcda. Mg. Ana Jazmina Vera de la Torre
AMBATO – ECUADOR Septiembre 2018 – Febrero 2019
2. Trabajo Prรกctico
Guías Prácticas
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL STUDENT’S PORTFOLIO
“LINGUISTICS I” Second Semester “A”
EVIDENCE OF THE FIRST PARTIAL Student´s name: Erika Estefanía Mariño Pérez Professor´s name: Lcda. Mg. Ana Jazmina Vera de la Torre
AMBATO – ECUADOR Septiembre 2018 – Febrero 2019
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL STUDENT’S PORTFOLIO
“LINGUISTICS I” Second Semester “A”
EVIDENCE OF THE SECOND PARTIAL Student´s name: Erika Estefanía Mariño Pérez Professor´s name: Lcda. Mg. Ana Jazmina Vera de la Torre
AMBATO – ECUADOR Septiembre 2018 – Febrero 2019
3. Trabajo Autรณnomo
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL STUDENT’S PORTFOLIO
“LINGUISTICS I” Second Semester “A”
EVIDENCE OF THE FIRST PARTIAL Student´s name: Erika Estefanía Mariño Pérez Professor´s name: Lcda. Mg. Ana Jazmina Vera de la Torre
AMBATO – ECUADOR Septiembre 2018 – Febrero 2019
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL STUDENT’S PORTFOLIO “LINGUISTICS I” Second Semester “A” EVIDENCE OF THE PARTIAL Student´s name: Erika Estefanía Mariño Pérez Professor´s name: Lcda. Mg. Ana Jazmina Vera de la Torre
AMBATO – ECUADOR Septiembre 2018 – Febrero 2019
4. Componente Teรณrico
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL STUDENT’S PORTFOLIO
“LINGUISTICS I” Second Semester “A”
EVIDENCE OF THE FIRST PARTIAL Student´s name: Erika Estefanía Mariño Pérez Professor´s name: Lcda. Mg. Ana Jazmina Vera de la Torre
AMBATO – ECUADOR Septiembre 2018 – Febrero 2019
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS MODALIDAD PRESENCIAL STUDENT’S PORTFOLIO
“LINGUISTICS I” Second Semester “A”
EVIDENCE OF THE SECOND PARTIAL Student´s name: Erika Estefanía Mariño Pérez Professor´s name: Lcda. Mg. Ana Jazmina Vera de la Torre
AMBATO – ECUADOR Septiembre 2018 – Febrero 2019
5. Proyecto Integrador de Saberes (PIS) )
UNIVERSIDAD TÉCNICA DE AMBATO FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN CARRERA DE UNIDAD DE ORGANIZACIÓN CURRICULAR AUTORES: Macías Moreno Magdalena Misshell Mariño Pérez Erika Estefania Nasimba Caisaguano Bryan Alexander Perz Paul Steven NIVEL: Second level PROYECTO INTEGRADO DE SABERES Group work Conflicts
AMBATO - ECUADOR SEPTIEMBRE 2018 – FEBRERO 2019
1. Topic Limited group work in English language learning 2. Objectives a. General v To determinate the influence of group work in the English language learning on high school Level at Unidad Educativa Rumiñahui during the academic period September 2018 – February 2019 b. Specifics v To identify the advantage of group works in English language learning. v To analyze the learning difficulties of English language in group work 3. Methodology This research has a qualitative approach because, in order to collect data, the observation cards are the best option to observe the interactions between the educative subjects This approach is going to collect data about behavior and attitudes of the agents. Also, this approach gives a quality point of view about this research because it shows the real behaviors of students. Also, this research has managed an quantitative approach too, since it has been needed to get statistics results; this has been achieved through the indicators provided by observation cards, it has been found out of a total, how students have been involve in that problem. This is a field research because it was done in the same place where the problem is generated. Through formats and cards delivered by the practice unit of the Universidad Técnica de Ambato, in which they had the appropriate information facilitating the obtaining of results. The formats consisted of general information about the institution. The observation cards have been the most relevant in this research because they were information about the conflicts in the working groups, which were filled by observation, while the teacher dictated the class. The present research work according to their development, content, objective has been determined as follows: This is an exploratory research which is defined by Pablo Cazau in his publication "Introduction to Research in Social Sciences”. It is examined or explore a topic, problem or research phenomenon that has been little studied, novel or has never been addressed before. (Cazau, 2006)
The reason is to know the influence of the activities that are carried out in group work and their respective conflicts Also, it has a descriptive side, which is defined by Daniel Salomón Behar Rivero in his publication "Methodology of the Investigation" It is objective is to analyze and describe characteristics of: events, situations representative of a phenomenon or unit of analysis specific to an investigation. (Behar, 2008, pág. 16) In this case, the subjects observed in the studies were the students of the second level of the baccalaureate of the Unidad Educativa Rumiñahui. In the same way, the subject was monitored in his natural environment to obtain real data about the influence of conflicts in group work in the teaching-learning process of English. This research work has 81 students as population which are from second level of baccalaureate at Unidad Educativa “Rumiñahui”. The data collect has been made by the observation strategies using the observation cards in order to find conflicts in students’ group works. The sample used to this research work is: Table 1: population and sample Population
Number
%
women
16
44,4
Men
20
55,6
Total
36
100
Source: direct research Elaborated by: Macias, M., et al (2018) 4. THEORETICAL FRAMEWORK Once reviewed some researcher work, the following research have been found similar content to the present which are group work conflicts The research work of 2012 , the thesis called “Resolution of conflicts in the English classroom of the first of high school”. The author Manuel Fernández was raised as the focuses on the treatment of conflict resolution in group in English works; in order to know the most common reasons for conflict and the type of activities for the treatment and discussion of conflict resolution in general (Fernández, 2012).
This will allow us to know different aspects that teachers ignore or do not have enough knowledge to be able to carry out group activities and conflicts that can be found. Also, it going to let a summary about what kind of conflicts could be in the classroom between the students. This previous research shows some conflicts and the solution for each one, so it helps in this research work as a basis to start with the problematic. About the activities, it provides some solution activities in order to solve the classroom conflicts, most of them using the dialogue as the main tool and basis on respect. First things first, the current technologies and social evolution demand the education to be more dynamic and participative in the society. But how do we reach being participative, it starts with the interpersonal relations of students? Because of the technology, the students have new ways to socialize and to communicate to each other. In addition, the teachers have to know how the students interact each other and how do students solve problems in a group work. Nowadays, the teachers have to innovate and improve their planning of classes according to the students’ behaviour and personalities, it means that if there are some students which are not too much participative, how the teacher can resolve it situation, and try to make a heterogeneous group works, in order to all students interact each other and solve problems. The 70’s get new purposes of learning foreign languages method to the society, according to Hernandez in (Beltrán, 2017). The new methods are searching the main student skills, which is the capability to work in groups and interact with each other in whatever situation which they are, for example in an academic situation, in a daily situation, etc. So, this method tries to improve the communicative student skill in order to make students capable to solve problems in a collective way using the dialogue as a main tool. Also, it tries to improve the learning and use of English as a foreign language. To improve the speaking skill and learn English vocabulary is important that the teacher have a wellstructured planning for collective works which demands dialogues and the speaking skill between students to motivate and stimulate them to use new words and expressions. According to a traditional approach, the teacher is responsible of the students’ knowledge, but nowadays there are new teaching-learning approaches. At today, the teacher must motivate the students’ interaction, which the approach is the communication using new vocabulary of English language. Because of this new approach, there are better results in the students’ speaking skill but the teacher has to keep in touch with the students’
interaction in order to help them with conflicts or troubles. (Panteeva, 2015) in (Valenzuela, Romero, Vidal-Silva, & Philominraj, 2016) Group work is not being together in a space, at the same time; is to share ideas, forms of work and interests is to have a common purpose to which each contributes. Group work involves identifying the strengths and weaknesses of the whole and not only of the parties and seek mechanisms to continuously improve the dynamics that are given between the people that comprise it. (Barrios, 2015) Group work is very important, they do not necessarily have to be your best friends. They must be fellow workers, who take things seriously and with easy treatment. We must ensure that this good relationship exists among all the members of the group. The task entrusted to each component of the group will be determined. Individual workloads should be as balanced as possible, avoiding significant differences. You have to plan the time available until the delivery of the work. The different steps to be completed and the time available for each of them will be determined. It is essential that all participants in the deliberations, expose their points of view. It is necessary to avoid that some member monopolize the meetings, assume an excessive role, take decisions unilaterally that affect everyone. Some member of the group does not satisfactorily fulfil his or her role. You have to let them know, requiring a change of attitude. The workgroup activities is also important because the students cannot get new information and contents individually. The students cannot develop a communicative skill without the scholar community, as the classmates and the teacher. Also, the context has an important role because its determinates student’s behaviour, thoughts, the language and the way to communicate. For the teacher is a hard work to establish collaborative activities because of the different students’ contexts
5. Results Questions
Never
Sometimes Always
Is it evident some conflicts among classmates?
4
Do the students have disagreements?
4
Do the students resolve their conflicts by themselves?
4
Do the students discuss their problems in groups?
4
Are students willing to give in to resolve their conflicts?
4
Source: direct research Elaborated by: Macias, M., et all (2018)
Table 1 4,5 4 3,5 3 2,5 2 1,5 1 0,5 0 Is it evident some conflicts among classmates?
Do the students have disagreements?
Always
Do the students resolve their conflicts by themselves?
sometimes
Do the students Are students willing discuss their to give in to resolve problems in their conflicts? groups?
Never
Source: observation card 1 (group work conflicts) Elaborated by: Macias, M., et al (2018) Most of the time it is evident that there are conflicts among the students, there is not much of sympathy between them because they have different points of view and ideas. Also, there are conflicts about personal opinions or extracurricular activities which are discussed by them in classroom; therefore, it affects the learning process. Because of that disagreements and conflicts, the students are distracted and the group work is not efficient and it can turn in a disadvantage tool for the teacher. Students always try to solve their problems without the teachers help. However, they almost never get a good solution for the conflict. The teacher helps them to find the solution for not to have serious disagreements between classmates. Basic educations students are at
an age that can to manage conflict by working in groups because being still children obey, the entire contrary to higher-level students. Several group conflicts could be noted but they gave in and resolved these conflicts guided by their teacher, returning peace and harmony in the student environment, as the children did not keep resentments and when they discussed, after a few moments they returned to be friends.
6. Schedule
ACTIVITIES/ WEEKS
ACTIVITY PLAN NOVEMBER 1 2 3 4
DECEMBER JANUARY 1 2 3 4 1 2 3 4
Topic Objectives (General and specifics) Methodology Theoretical literature Results Bibliography written presentation Oral presentation 7. Bibliography Beltrán, M. (2017). English language learning as a foreign language. Latacunga: Boletin Virtual. Valenzuela, M., Romero, K., Vidal-Silva, C., & Philominraj, A. (2016, mayo 11). Scielo. Retrieved from Scielo: https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S071850062016000600006 Cazau, P. (2006). Introducción a la Investigación en Ciencias Sociales. Retrieved from http://alcazaba.unex.es/asg/400758/MATERIALES/INTRODUCCIÓN%20A%20LA%20INVE STIGACIÓN%20EN%20CC.SS..pdf Barrios, N. (2015). El aula un escenario para trabajar en equipo. Retrieved from educrea: https://educrea.cl/el-aula-un-escenario-para-trabajar-en-equipo/ Ferná ndez, M. F. (2012, julio). Resolució n de conflictos en un aula de inglé s de primero de bachillerato. Propuesta de actividades. Coruñ a.
6. Prรกcticas Preprofesionales
7. Refl exiรณn
I liked studying this syllabus Linguistics I because it helped me to understand more about linguistics and what is its role based on the English language. This very interesting program I never got bored in the classes because in each class I could learn something new. I was able to know new Linguistic I terms that apply in pre-professional practices when filling out observation forms. I also learned how is the correct pronunciation of consonants and vowels this was very important as this helped me to improve my pronunciation in some words as well as to know what the sounds are depending
on
the
vowels
and
consonants
that
form
the
word.
This helps us to form ourselves as professionals with bases that allow us that our educative form obtain excellent results