Aprendizaje cooperativo como estrategia pedagógica en el alcance de los estándares básicos de competencias en comprensión de lectura en lengua extranjera: inglés en los estudiantes de grado undécimo del Colegio Champagnat de Bogotá

Abstract

This research aims to descriptively analyse cooperative learning as a pedagogical strategy in the achievement of basic standards in reading comprehension in English in a group of eleventh grade students. This study was conducted in a private school in Bogotá, Colombia, as an opportunity to analyse the advantages and disadvantages in the development of an institutional pedagogical strategy in contrast to the scope of specific knowledge. This is a mixed study since the framework for data analysis as well as the instruments used collect qualitative and quantitative data; This is developed in three main phases where initially a review of documents that institutionally validate the strategy is made, then data is collected from secondary sources through a survey applied to teachers, in the second phase internal results in reading comprehension in English of eleventh grade students from previous years who studied under models of remote education, hybrid education and face-to-face are analysed descriptively and finally an initial test, a workshop and an exit test are applied. The results showed how the pedagogical strategy offers students; learners of a foreign language opportunities and environments to strengthen their reading comprehension competences. These experiences not only allow students to enhance their skills, but also give meaning to cooperative work with others.