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dc.contributor.advisorNielsen Niño, Jaddy Brigittespa
dc.contributor.authorMedina Hernández, Vivianaspa
dc.date.accessioned2019-06-21T15:44:58Z
dc.date.available2019-06-21T15:44:58Z
dc.date.issued2016spa
dc.identifier.urihttp://hdl.handle.net/11396/4495
dc.descriptionThe aim of this article is to show the reader the way in which historic centers of a city are useful at the time of learning and acquiring a second language, such as English, in this case through the immersion experience in a country where English is the native language, specifically in the city of Springfield, Missouri in the United States of America. Some theoretical references will be shown during the development of this article, which have been found to support the ideas about the influence that historic centers have when learning a second language. The qualitative approach which will guide this research uses a sample of “volunteer participants” and data collection material, such as the semi structured interview. As a conclusion, it is determined whether the Historic Centers located in Springfield, Missouri have an influence in the process of learning a second language, taking into account suggestions and/or general recommendations such as looking for alternatives that provide a constructivist pedagogical approach with a socio-cultural interaction and perspective for the development of student´s linguistic skills. Keeping in mind that all these aspects are relevant during future academic processes and that are developed as a consequence of using historic centers as a vehicle for learning English.spa
dc.description.abstractThe aim of this article is to show the reader the way in which historic centers of a city are useful at the time of learning and acquiring a second language, such as English, in this case through the immersion experience in a country where English is the native language, specifically in the city of Springfield, Missouri in the United States of America. Some theoretical references will be shown during the development of this article, which have been found to support the ideas about the influence that historic centers have when learning a second language. The qualitative approach which will guide this research uses a sample of “volunteer participants” and data collection material, such as the semi structured interview. As a conclusion, it is determined whether the Historic Centers located in Springfield, Missouri have an influence in the process of learning a second language, taking into account suggestions and/or general recommendations such as looking for alternatives that provide a constructivist pedagogical approach with a socio-cultural interaction and perspective for the development of student´s linguistic skills. Keeping in mind that all these aspects are relevant during future academic processes and that are developed as a consequence of using historic centers as a vehicle for learning English.spa
dc.language.isoengspa
dc.publisherUniversidad La Gran Colombiaspa
dc.subjectAprendizajespa
dc.subjectCentro históricospa
dc.subjectMissourispa
dc.titleHistoric centers in Springfield, Missouri as socio-cultural factors for learning English as a second languagespa
dc.subject.lembLenguaje y educaciónspa
dc.subject.lembLenguaje y lenguas - Enseñanzaspa
dc.subject.lembCentros históricosspa
dc.subject.lembModelos de enseñanzaspa
dc.publisher.departmentFacultad de Ciencias de la Educaciónspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades e Inglésspa
dc.coverage.sedeBogotáspa
dc.creator.degreeLicenciado(a) en Educación Básica con Énfasis en Humanidades e Inglésspa


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