Analyzing Engaged Songs Final Version

Universidad de Pamplona
Pamplona - Norte de Santander - Colombia

Tels: (7) 5685303 - 5685304 - 5685305 - Fax: 5682750 - www.unipamplona.edu.co
Analyzing song lyrics as a tool to strength 7th graders’ reading

comprehension to improve written production at Provincial San Jose
High School in Pamplona, Norte de Santander: An action research
Jocsan Gaddiel Jimenez Martinez
University of Pamplona
Faculty of education
Foreign languages bachelor degree
Teaching practicum
Pamplona, Norte de Santander
2017
Formando líderes para la construcción de un 1

nuevo país en paz
Analyzing song lyrics as a tool to strength 7th graders’ reading

comprehension to improve written production at Provincial San Jose
High School in Pamplona, Norte de Santander: An action research
Jocsan Gaddiel Jimenez Martínez
Mentor
Viviana Katherine Rueda Carrillo
Faculty of education
Foreign languages bachelor degree
Teaching practicum
Pamplona, Norte de Santander
2017/2

nuevo país en paz
Approval comment
________________________________
________________________________
________________________________
________________________________
________________________________
_________________________________
Practicum Committee Signature
_________________________________
Supervisor’s Signature

nuevo país en paz
Acknowledgments
First and foremost, I have to thank to my supervisor Blanca Villamizar.
Without her assistance and dedicated involvement in every step throughout
the process, would never had a better end. I would like to thank for your
support during all these ten weeks.
I would also show gratitude to my tutor Viviana Rueda who was my guide
during this process. For her time and dedication with my research project.
Most importantly, none of this could have happened without my mother. She
never stopped believing in me, she supported me when I fell and when I was
disappointed. With all her high values Graciela Martinez has been more than
a mother, she was also my father and my friend, facing all the difficulties side
by side with me. To my son, Gaddiel Jimenez, he is my future and my will.
Finally, to my companion, who stay with me without barriers and excuses, for
being an important key of this success. She supported me when nobody else
could. Yenny Calderon overcome with me all these ups and downs that teach
us to grow up as better humans.

nuevo país en paz
Table of contents
Contents
Presentation ............................................................................................................................ 11
Introduction............................................................................................................................. 12
Justification.............................................................................................................................. 13
General objective ................................................................................................................ 15
Specific objectives ............................................................................................................... 15
Institutional Observation ......................................................................................................... 16
Topographical location and overviews ................................................................................ 17
Institutional horizon ............................................................................................................ 18
Mission ............................................................................................................................ 18
Vission ...................................................................................¡Error! Marcador no definido.
Institutional Educative Project (PEI) .................................................................................... 19
Community Handbook......................................................................................................... 20
High school objectives ......................................................................................................... 20
General objectives: .......................................................................................................... 21
Specific objectives: .......................................................................................................... 21
Institutional founds ............................................................................................................. 22
Institutional principles ......................................................................................................... 23
Institutional objectives ........................................................................................................ 24
General objective ............................................................................................................ 24
Specific objectives ........................................................................................................... 24
Pedagogical approaches ...................................................................................................... 25
Teaching approach .......................................................................................................... 25
Methodological approach ................................................................................................... 26
Organigram and physical distribution.................................................................................. 26

nuevo país en paz
Pedagogical Aspects ............................................................................................................ 31

5.6.1 Básica primaria ....................................................................................................... 31
5.6.2 Básica secundaria ................................................................................................... 33
5.6.3 Media académica.................................................................................................... 33
5.6.4 Media – Articulación en Ingeniería ......................................................................... 34
5.6.5 Media – Articulación en administración de empresas ............................................ 35
5.6.6 Educación para adultos .......................................................................................... 35
Instruments: ............................................................................................................................ 37
Chapter I .................................................................................................................................. 39
Pedagogical component .......................................................................................................... 39
Introduction......................................................................................................................... 39
Statement of the problem ................................................................................................... 40
Justification.......................................................................................................................... 41
Objectives ................................................................................................................................ 43
General objective ................................................................................................................ 43
Specific objectives ............................................................................................................... 43
Theoretical framework ............................................................................................................ 44
Songs and engaged lyrics..................................................................................................... 44
Reading comprehension ...................................................................................................... 45
Vocabulary ........................................................................................................................... 46
Written production.............................................................................................................. 47
Literature review ................................................................................................................. 48
Methodology ........................................................................................................................... 53
Methodology of the proposal .............................................................................................. 53
About the planning .............................................................................................................. 55
Investigative methodology .................................................................................................. 56

nuevo país en paz
Instruments ......................................................................................................................... 57
Timetable............................................................................................................................. 59
Instruments implementation ............................................................................................... 59
The song lyrics as a tool to strength the Reading comprehension to improve written
productions ......................................................................................................................... 59
Using new strategies to teach English content .................................................................... 61
Encourage students to use the English language in class by integrating the four skills. ...... 62
Analysis results ........................................................................................................................ 64
Design .................................................................................................................................. 64
Instruments to collect data ................................................................................................. 64
Data analysis method ...................................................................................................... 66
Findings ............................................................................................................................... 67
Conclusion ............................................................................................................................... 73
Limitations and further recommendations.......................................................................... 74
Chapter II ................................................................................................................................. 76
Research component............................................................................................................... 76
The Training of the reflexive spirit on Pre-service teacher from PLEX, .................................... 76
Training tool to qualify the pedagogical practice .................................................................... 76
Introduction......................................................................................................................... 76
Justification.......................................................................................................................... 79
General Objectives .......................................................................................................... 80
Specific Objectives ........................................................................................................... 80
Theoretical Framework ....................................................................................................... 81
Reflection ............................................................................................................................ 82
Methodology ....................................................................................................................... 87

nuevo país en paz
Timetable................................................................................................................................. 90
Results ................................................................................................................................. 91
Conclusion ........................................................................................................................... 92
Chapter III ................................................................................................................................ 95
OUTREACH COMPONENT ........................................................................................................ 95
Teaching mentoring and academic reinforcement tutoring in high school students´ .......... 95
Introduction......................................................................................................................... 95
Justification.......................................................................................................................... 96
Objectives ............................................................................................................................ 98
General objective ............................................................................................................ 98
Specific objectives ........................................................................................................... 98
Theoretical framework ........................................................................................................ 99
Methodology ..................................................................................................................... 101
Timetable........................................................................................................................... 101
Results ............................................................................................................................... 102
Conclusion ......................................................................................................................... 103
CHAPTER IV............................................................................................................................ 104
ADMINISTRATIVE COMPONENT ............................................................................................ 104
Introduction....................................................................................................................... 104
General Objective .......................................................................................................... 105
Specifics Objectives ....................................................................................................... 105
Methodology ..................................................................................................................... 106
Conclusion ......................................................................................................................... 107
References ............................................................................................................................. 108
Appendix................................................................................................................................ 113

nuevo país en paz
Table of figures
Figure No 1. Organizational chart………………………………………………...25

Figure No 2. Reflection steps……………………………………………………..72
Figure No 3. Contrast between students level…………………………………103
Table of appendixes
Appendix No 1. Full class schedule………………………………………………26

Appendix No 2. Supervisor’s schedule…………………………………….…….31
Appendix No 3. Study plan………………………………………………………..32
Appendix No 4. Planning template……………………………………………….37
Appendix No 5. Tompkins five steps for reading………………………………..53
Appendix No 6. Placement test………………………………………………….100
Appendix No 7. First song workshop……………………………………………104
Appendix No 8. Video workshop Colombia is passion………………………..106
Appendix No 9. Gif’s class……………………………………………………….108
Appendix No 10. Second workshop…………………………………………….110
Appendix No 11. Third workshop……………………………………………….112
Appendix No 12. Reflection activity……………………………………………..114
Appendix No 13. Class workshop evidences………………………………….115
Appendix No 14. Extra classes evidence………………………………………118
Appendix No 15. San valentine day…………………………………………….119
Appendix No 16. Religious activity……………………………………………...121

nuevo país en paz
Tables
Table No 1. Pedagogical project timetable.......……………………….………..58

Table No 2. Research project timetable…………………………………………79
Table No 3. Outreach project timetable………………………………………….89
Table No 4. Administrative events timetable…………………………………….94

nuevo país en paz
Presentation
This project is divided into four chapters. The first one contains the
Pedagogical Component where it is shown how to use song lyrics as a tool to
encourage reading comprehension and writing in students from Provincial
San José High school. The second chapter is the Research Component,
which focuses on the own reflection of the pre-service teacher in teaching
and applying a pedagogical proposal.
The third chapter is the Outreach Component, which describes the way
how the student teacher gets involved helping primary students from the
same Educational Institution.
Finally, the Administrative Component, which depicts the level of
involvement that the teacher-trainee has as a member of the institution.

nuevo país en paz
Introduction
Nowadays, English is the business, learning/teaching, traveling and
meeting language around the world. The technologies and the globalization
create a new world in which English is the tool to share with others, no matter
the country or place. For that reason, is imperative to learn English to
guarantee the full access to our world, a world in which people are more
involved with others than other times.
Conversely, young Colombian people seem to dismiss the meaning
of learning English arguing the lack of teachers, tools or fields to practice it.
Having into account all these academic issues, the “Provincial San José” high
school is improving and basing its English curriculum from the basic
standards of competence given by “Ministerio de Educación” in order to
overcome all the problems that emerged during the whole educative process.

nuevo país en paz
Justification
This proposal aims to enhance the reading and listening
comprehension skills through one main tool that is the music analysis of song
lyrics followed by writing analysis, learning vocabulary and practicing the
speaking skill by giving their own conceptions about the lyrics. The proposal
keeps in mind the students’ needs towards their performance in class and
their daily lives. Having all this into account, this proposal have into aacount
the lack of analysis when reading texts, creating some gaps between a typical
reading and text analysis linked with the listening improvement and
vocabulary, in doing so, this proposal consists on reinforcing reading and
listening skills through the use of song and lyrics according to the targeted
purpose of the curriculum. Songs and lyrics is an innovated tool to analyze
text in a modern way, not reading poems, boring articles, magazines and
news. The lyrics of these songs allows the students to be in a contact with the
today English and keeping their attention in the real meaning from the
author’s perspective by developing their judgment and intelligence to interpret
a text by the hand with the listening skill.

nuevo país en paz
The students will be able to analyze texts in an easy and appealing
way by demonstrating their abilities when reading and listening lovable
contents. Consequently, the noteworthy intention of this project will be to help
students to be with the foreign languages and cultures, also students will
show their written productions based on the analysis of lyrics and also
sharing actively with their classmates.

nuevo país en paz
Objectives
General objective
 To enhance 7Th graders’ reading comprehension through the use of
song lyrics.
Specific objectives
 To utilize song lyrics engaging students in an effective learning
teaching.
 To create a critical and reflective mind in the pre-service teacher.
 To participate dynamically during the whole activities, events and
religious acts organized by the “Provincial San José” High School.
 To foster some irregular subjects and topics in students with difficulties
when learning English.

nuevo país en paz
Institutional Observation
San José Provincial High School was founded in 1815 when the
bishop from Merida and Maracaibo Rafael Lasso de la Vega implemented the
idea to place a called “studies house” in Pamplona that also was a seminary
then, this house judicially recognized as a place organized by incomes and
salaries and authorities that were in charge of this house. In1873, the
institution opened its doors to prepare students focused on the arts and
specials purposes during 5 years, and before some Catholics lead the
administration of this educative place.
In 1934, Provincial San José High School established the anthem
written by Juan de Dios Arias, 8 years later, new buildings were already
available to start classes, in that case the educative staff were constituted by
16 religious teachers, 6 teachers, 405 students, by the time, this high school
added some surroundings to expand the educative establishment.
Nowadays, it is a recognized institution for the achievements it gained
during several years ago, it is considered as one of the best high school in
Pamplona locally and even nationally, because of its organization, its

nuevo país en paz
discipline and how students are well-prepared based on the emphasis of
engineer and how English is the focus language for the present by preparing
for “Pruebas Saber 11” and the future by following the program “Colombia
Bilingual”.
Topographical location and overviews
Provincial San Jose High School is situated on the Santander Avenue
11-188 in Pamplona, Norte de Santander. As a public establishment, it
carries out an agenda type A. It provides community education to more than
700 students in pre-school, primary and secondary levels. This public high
school is characterized by the achievement of the academic excellence,
keeping the traditional educative quality, the discipline and the support of the
family of each student, nevertheless, other educative establishments are
joined to this high school that offer education to the community around the
city, for instance six headquarters: such as Concentration Gabriela Mistral,
Concentration la Salle, Santa Cruz school, Rafael Faria high school and a
night time high school.

nuevo país en paz
Institutional horizon
Mission
The Provincial San Jose High School officially guarantees the
education service addressed to preschool, primary and secondary education
in order to train humans to become integral, competitive, and people
characterized by research thinking and citizens in peace in a pluralistic and
globalized society that is changing. Nevertheless, humans beings that taking
into account the human rights, the individual freedom and their own values of
the human dignity based on the “santandereanos” and “lasalliistas”,
principles such as honor, science and virtue.
Vision
On 2020, the Provincial San Jose High School will be recognized to
offer a quality educational service focused on the humanistic and pluralistic
principles in harmony and the current actualization of the pedagogical
practices and the research facing the challenges to the current time that the
environment demands and the commitment related to peace.

nuevo país en paz
Institutional Educative Project (PEI)
The Provincial San Jose High School follows some goals focused its
students, ways of thinking, feel and democratic conducts to act and to coexist
to reach the peace where the conflicts will be assumed and solved by talking,
mediating and negotiating following the handbook protocol.
A reflective work, discussion and act by the whole educative
community is the way to build a community coexistence at the San José High
School. Some institutional learnings were defined as:
 Learn to not attack to the fellow, essential model to the social
coexistence.
 Learn how to communicate themselves, self-esteem base as like as
individual as a group.
 Learn how to interact, social relationships bases.
 Learn how to decide in groups, political and economic bases.
 Learn how to care themselves, health and social security bases.
 Learn how to care the environment, survive base.
 Learn to value the social knowledge, socio-cultural evolution bases.

nuevo país en paz
Community Handbook
Having into account the purpose of the San José High School, the
philosophy is articulated with some principles of coexistence to the whole
educative community. To reach these learnings, the educative institution
summarizes the handbook in a simple phrase “para hacer posibles la vida y
la felicidad”.
Some important aspects and values are comprises in: autonomy,
respect, responsibility and compromise. Besides, some individual aspects are
molded: honesty, straightforwardness, solidarity, fraternity, friendship,
tolerance ando communication. Finally, social aspects: creativity, innovation,
excellence and leadership. All these aspects to reach the peace and integral
people.
High school objectives

nuevo país en paz
Regarding the main relevant aspects of the PEI, it is highlighted down
below the general and the specific objectives that carrying out the main
principles, goals and values of this significant institution.
General objectives:
 To educate high-value people in order to facilitate the human, scientific
and technological development.
Specific objectives:
 To give academic education that allows the student to get into the
higher education and his incorporation to the society effectively as
agent.
 To provide respect and values by stimulating the development of the
socio-affective process.
 To experience the conflicts resolution into the classroom respecting
the individual differences and the plurality as elements of peace.

nuevo país en paz
 To develop the communicative competence and the use of the new
technologies and the researcher practices appropriately.
 To preserve the physical and mental health of the person during the
use of free time.
 To instill respect, and the preservation of the environment
appropriately.
 To promote the research practice focused on the different fields as a
teaching strategy that provides the development of the knowledge
based on the ICT’S.
 To invigorate the transversals pedagogical projects defined by the
common education law links to the conditions of the institutional
context.
Institutional founds
The San José Provincial High School is based on the human and
intellectual students’ development according to:
 Philosophy
 Epistemology

nuevo país en paz
 Psychological
 Sociological
 Pedagogical
Institutional principles
 Personalization and student socialization.
 Tolerance and dialogue.
 Teach for life.
 Pertinence sense development.
 Intelligence development.
 The family as a fundamental core of society and first teacher.
 Ethical values, morals and religious as a support in the autonomous
construction of the student.
 Technology as a tool to the knowledge service.
 Enterprising and innovating capacity.
 Be respectful, careful and the responsibly use of the environment.
 Bilingualism as a tool to approach to other cultures.

nuevo país en paz
 Human being as a critical being.
 Attention to the diversity.
 Research as pedagogical strategy.
Institutional objectives
General objective
 To educate high-value people in order to facilitate the human, scientific
and technological development.
Specific objectives
 To give academic education that allows the student to get into the
higher education and his incorporation to the society effectively as
agent.
 To provide respect and values by stimulating the development of the
socio-affective process
 To experience the conflicts resolution into the classroom respecting
the individual differences and the plurality as elements of peace

nuevo país en paz
 To develop the communicative competence and the use of the new
technologies and the researcher practices appropriately
 To preserve the physical and mental health of the person during the
use of free time.
 To instill respect, and the preservation of the environment
appropriately.
 To promote the research practice focused on the different fields as a
teaching strategy that provides the development of the knowledge
based on the TICS
 To invigorate the transversals pedagogical projects defined by the
common education law links to the conditions of the institutional
context.
Pedagogical approaches
Teaching approach
The Provincial San José High School, has assumed an active teaching
approach that is used on every single activity developed institutionally
regarding to the parameters. This approach is focused on the student’s ideas,

nuevo país en paz
interests and activities. Nevertheless, this teaching approach is based on the
tendencies in which the students show an appropriate context, therefore, it
allows to add the knowledge they need to their personal improvement and the
development of competences.
Methodological approach
With regards this Institutional approach, the students have the
opportunity to appropriate of a learning process that enhance the educational
quality, for instance there are three items divided into learning, practicing and
implementing, it is to say what they learn, they do and how they implement
during their process.
Organigram and physical distribution
This high school provides a high level in terms of the distribution of
settings to teach students appropriately and other places in order to cover
students’ needs and members of this significant school, for instance, it
contains three upper floors where the students from sixth to eleventh grade
and teachers’ area are distributed. By contrast, the first floor is comprised of
the secretary, the principal’s office, the coordinator office, a chapel. On the

nuevo país en paz
second floor is situated the psychology office, on the other hand. it is
essential to highlight other services that this school offers to the members of
it, so therefore, a gym, a parking lot, a restaurant service for the students,
three huge sport field sand the technology classroom composed by new
tablets.
Organizational chart (figure 1)

nuevo país en paz

nuevo país en paz

nuevo país en paz
Appendix No 1 full class schedul

nuevo país en paz
Appendix n*2: Supervisor teacher’s schedule
Pedagogical Aspects
5.6.1 Básica primaria
SOCIALES
EDUCACION FISICA
ETICA Y VALORES
TECNOLOGIA E
MATEMATICAS
NATURALES Y
INFORMÁTICA
CASTELLANA
SEMANALES
EDUCACION
EDUCACIÓN
EDUCACION
AMBIENTAL
RELIGIOSA
ARTISTICA
PERIODOS
CIENCIAS
LENGUA
INGLES
CIENCIAS
PRIMER 6 6 1 3 3 1 1 1 1 2 25
O
SEGUN 6 6 1 3 3 1 1 1 1 2 25
DO
TERCER 6 6 1 3 3 1 1 1 1 2 25
O
CUART 5 5 1 4 4 1 1 1 1 2 25
O
QUINTO 5 5 1 4 4 1 1 1 1 2 25

nuevo país en paz
Colegio Provincial San José
Supervisor Teacher: Blanca Azucena Villamizar
Hora/ dia Monday Tuesday Wednesday Thursday Friday

1- 7:00 -7:55 7-02
2- 7:55 - 7-03 7-01 7-01 7-03
8:50
3 - 8:50 –
9:45
9:45 – E M P T Y
10:15
4 – 10:15 – 7-01
11:10
5 – 11:10 – 7-02 7-03 7-01
12:05
6 – 12:05 – 7-02 7-03 7-02
13:00

nuevo país en paz
O
O
O
SEXTO
OCTAV
NOVEN
5
5
SEPTIM 5
5
MATEMATICAS
MATEMATICAS
5
5
5
5
LENGUA
FISICA CASTELLANA
5.6.3 Media académica

4
4
4
4
5.6.2 Básica secundaria
QUIMICA INGLES
5
5
4
4
BIOLOGIA CIENCIAS
LENGUA NATURALES
4
4
5
5
CASTELLANA CIENCIAS
INGLES
SOCIALES
2
2
2
2
CIENCIAS TECNOLOGIA E
SOCIALES INFORMÁTICA
1
1
1
1
FILOSOFIA
ETICA Y VALORES
INFORMATICA
1
1
1
1
EDUCACIÓN
ETICA Y VALORES
RELIGIOSA
1
1
1
1
nuevo país en paz

EDUCACION EDUCACION
RELIGIOSA ARTISTICA
ARTISTICA
2
2
2
2
EDUCACION FISICA
EDUCACION FISICA
Formando líderes para la construcción de un

30
30
30
30
PERIODOS
PERIODOS
SEMANALES
SEMANALES
33
DECIMO 5 4 4 2 5 4 3 3 2 1 1 1 35
UNDECIMO 5 4 4 2 5 4 3 3 2 1 1 1 35
5.6.4 Media – Articulación en Ingeniería
EDUCACION FISICA
ETICA Y VALORES
ARTICULACION
MATEMATICAS
INFORMATICA
CASTELLANA
SEMANALES
FILOSOFIA
PERIODOS
SOCIALES
BIOLOGIA
CIENCIAS
QUIMICA
LENGUA
INGLES
FISICA
DECIM 4 3 3 1 3 3 2 2 1 1 1 11 35
O
UNDEC 4 3 3 1 3 3 2 2 1 1 1 11 35
IMO

nuevo país en paz
5.6.5 Media – Articulación en administración de empresas
EDUCACION FISICA
ETICA Y VALORES
ARTICULACION
MATEMATICAS
INFORMATICA
CASTELLANA
SEMANALES
FILOSOFIA
PERIODOS
SOCIALES
BIOLOGIA
CIENCIAS
QUIMICA
LENGUA
INGLES
FISICA
DECIM 4 4 4 1 3 3 2 2 1 1 1 9 35
O
UNDEC 4 4 4 1 3 3 2 2 1 1 1 9 35
IMO
5.6.6 Educación para adultos

CIENCIAS
POLITICAS Y
SEMANALES
ECONOMICA
CASTELLAN
MATEMATIC
RELIGIOSA)
EDICACION
NATURALES
VIVENCIAS
FILOSOFIA
PERIODOS
SOCIALES
CIENCIAS
CIENCIAS
(ETICA Y
LENGUA
Y
INGLÉS
EDUCACION
AMBIENTAL
AS
A
S
NATURALES
CIENCIAS
QUIMICA
FISICA
PRIMARI I 2 6 2 3 1 6 20
A
II 2 6 2 3 1 6 20

nuevo país en paz
SECUND II 4 4 3 4 1 4 20
ARIA I
I 4 4 3 4 1 4 20
MEDIA V 3 3 3 3 1 1 3 1 2 20
V 3 3 3 3 1 1 3 1 2 20
Appendix nº3: Study plan

nuevo país en paz
COLEGIO PROVINCIAL SAN JOSÉ

PAMPLONA
Honor Ciencia y Virtud
Instruments:
1. PREPARADOR DE CLASE 1.1 Nº

1.2 NOMBRE DE LA UNIDAD DIDACTICA:
1.3 ASIGNATURA 1.4 ÁREA:
1.5 GRADO(S): 1.6 PERÍODO: 1.7 AÑO:
2. ACCIONES OBLIGATORIAS DE CONTROL Y FORMACIÓN

2.1 REFLEXIÓN Y TOMA DE LISTA
2.2 REVISIÓN DE LA PRESENTACIÓN PERSONAL
2.3 MENSAJE FORMATIVO
2.4 ENTREGA DE INFORMES SI LOS HAY (EVALUACIONES, TRABAJOS)
2.5 ATENCIÓN A RECLAMOS Y ACLARACIONES
3. ACCIONES OBLIGATORIAS DE INFORMACIÓN

3.1 FECHA
3.2 TEMA
3.3 ESTÁNDAR

nuevo país en paz
3.4 OBJETIVO (S)
4. DESARROLLO DE CONTENIDOS
4.1 DESARROLLO DE CONTENIDOS
4.2 BILINGÜISMO
4.3 MANEJO DE TICS
4.4 EJERCICIOS PARA DESARROLLO DE COMPETENCIAS
4.5 ACLARACIÓN DE DUDAS
4.6 ACTIVIDADES DE AUTOAPRENDIZAJE
4.7 EVALUACIÓN FLEXIBLE
5. CULMINACIÓN
(SE PUEDE DESARROLLAR EN UN ANEXO)
EVALUACIÓN DE LAS ACTIVIDADES PEDAGÓGICAS
ELABORÓ FECHA
NOMBRE CARGO FIRMA
Profesor
REVISÓ FECHA
NOMBRE CARGO FIRMA
Coordinador de sede
.
APROBÓ FECHA
NOMBRE CARGO FIRMA
Coordinador Académico
1.
Appendix N0 4. Planning template

nuevo país en paz
Chapter I
Pedagogical component
Introduction
Nowadays in a globalized world, is imperative an appropriate English
learning not only in a professional field, also at school. The learning and
improvement of English skills (reading, listening, speaking and writing) are
necessity in our community to be involved in a growing world in which the
ability and capability to talk in other language increase the opportunities to
share with others, to get a better job and to experiment with new situations. In
Colombia, the minister of education created the Colombian bilingualism
program in 2004 with the only purpose to increase the competence and
productivity of the Colombian citizens having into account the global
necessities to be socially accepted and to be employed abroad. The
Provincial San José is closely linked with this program and all that it means,
improving skills to be immersed on English as a second language. As a
result, is crucial to find out strategies to teach English that allow the students
to be involved and interested on the language, in order to foster it and

nuevo país en paz
reaching the level expected for each grade. Assuming that, many techniques,
strategies and tools used when teaching English.
Statement of the problem
This proposal is focused on learning issues and weaknesses
observed during the institutional observations. These glitches are related
towards the reading comprehension, given the lack of practice during the
classes and the total absence of tutoring. The lack of vocabulary and the
analysis of texts, created a bench when learning English, also the no listening
practice in class and the lack of time intensity increase these problems.
Besides, some students are not interested in learning English because of the
schedule, the book, the strategies used by the teacher or just because is not
important for them, all these factors influence and affect negatively the
English learning process and create students that are no interested and
prepared as our world and community required. According to the student
basic necessities of the Provincial San José high school, these following
questions must be discussed:

nuevo país en paz
1. How the analysis of song will enhance the reading comprehension on
7th grade students?
2. How effective could be the implementation of songs to analyze texts
and improve the listening comprehension?
3. How the speaking and writing skills will be developed through the use
of songs?
Justification
This proposal aims to enhance the reading and listening
comprehension skills through one main tool that is the music analysis through
a specific rubric that analyses the different comprehensibility levels about the
lyrics and analysis report, learning vocabulary and practicing the speaking
skill by giving their own conceptions about the lyrics. The proposal keeps in
mind the students’ needs towards their performance in class and their daily
lives. Having all this into account, the fundamental axis of this proposal is the
lack of analysis when reading texts, creating some gaps between a typical
reading and text analysis linked with the listening improvement and

nuevo país en paz
vocabulary, doing so, this proposal consisted on reinforcing reading and
listening skills through the use of song and lyrics according to the targeted
purpose of the curriculum. Song is also a great language package that
bundles culture, vocabulary, listening, grammar and a host of other language
skills in just a few rhymes (Futonge, 2005). The lyrics of these songs allow
students to be in contact with the today English and keeping their attention in
the real meaning from the author’s perspective by developing their judgement
and intelligence to interpret a text by the hand with the listening skill.
The students will be able to analyze texts in an easy and appealing
way by demonstrating their abilities when reading and listening lovable
contents. Consequently, the noteworthy intention of this project will be to help
students to be in contact with the foreign languages and cultures, also
students will show their written productions based on the analysis of lyrics
and also sharing actively with their classmates.

nuevo país en paz
Objectives
General objective
 To analyze song lyrics as a tool to strength 7th graders reading
comprehension to improve written production.
Specific objectives
 To utilize engaged lyric songs, videos and gif’s as an innovate
technique to teach English content to 7th grade students’
 To promote the use of the English language skills into the classroom.
 To develop cognitive and knowledge skills through the analysis of lyric
songs, and written reports in order to improve the reading
comprehension and written skills.

nuevo país en paz
Theoretical framework
With the purpose of having a better understanding about this
pedagogical proposal, is relevant to have into account some key aspects
such as, songs and engaged lyrics, reading comprehension and vocabulary.
Songs and engaged lyrics
When talking about music and songs, Harp (1988) states: "Music and
reading go together because singing is a celebration of language. Using
songs to teach reading is consistent with the nature and purposes of
language and puts readers in touch with satisfying meanings." (p. 326).
Likewise, the use of song lyrics increases widely the vocabulary and improve
at the same time the way and fluency when reading texts enhancing student’s
literacy Smith (2000). Besides, Rasinski, Homan, and Biggs (2009) state:
“Singing lyrics songs is a form of reading that is nearly ideal for fluency
instruction. Songs are meant to be sung (read) orally and they are meant to
be sung (read) repeatedly” (p3). In addition, is stablished the positive effects
as result from the use of lyrics and critical literacy suggesting that:

nuevo país en paz
Students who engage in critical literacy become open-minded, active,
strategic readers, who are capable of viewing text from a critical perspective.
They understand that the information presented in texts, magazines,
newspapers, song lyrics, and websites have been authored from a particular
perspective for a particular purpose. (McLaughlin and DeVoogd 2004, p. 56)
Reading comprehension
The comprehension as a reading goal is a cognitive skill in which the
inference and deduction or reasoning plays an important role when
developing this skill. Reading comprehension is a collaborative procedure
between the reader, the experiences and texts that involves cognitive
resources and knowledge. (Crown 2005).
The reading comprehension of engaged lyrics of songs, proposes a
natural, accessibly and innovate tool to foster the reading skill and to link
cognitive abilities and encourage subtends responses to the reading skills
(Lehman and Roberts 2013).
In addition, Bernhardt and Kamil (1995) states: “reading in a foreign
language cannot be degraded to an assumedly poor form of reading in the
native language”. The language when reading must be structured not as

nuevo país en paz
merely reading, this process go beyond, is necessary to retrieve the
information and recognize the text in an explicit or implicit manner and
assimilate the background information (Olmez, 2016).
Vocabulary
Olmez (2016) aver: “Reading in a foreign language contributes to the
attainment of additional vocabulary knowledge, greater amounts of
knowledge result in a more successful reading comprehension as well”.
Furthermore, Laufer (1989) pointed out: “that the coverage of 95% of
vocabulary is essential for the comprehension of written discourse. The
vocabulary size necessary for the reading comprehension is subject to
various research attempts” (p. 316).
In addition, Vocabulary knowledge is frequently viewed as an
important tool for second language learners because a limited vocabulary in a
second language obstructs an effective communication. Emphasizing the
importance of vocabulary acquisition, Schmitt (2000) emphasizes that “lexical
knowledge is central to communicative competence and to the acquisition of
a second language” p. 55).

nuevo país en paz
Written production
The reading process is a “constructive process of creating meaning
that involves the reader, the text, and the purpose within social and cultural
contexts. The goal is comprehension, understanding the text and being able
to use it for the intended purpose.” (Tompkins, 2014, p. 39) There are five
components to the reading process including: phonemic awareness and
phonics, word identification, fluency, vocabulary, and comprehension.
The writing process involves reoccurring cycles. “The writing process is a
series of five stages that describe what students think about and do as they
write, the stages are prewriting, drafting, revising, editing, and publishing.”
(Tompkins, 2014, p. 48)

nuevo país en paz
Literature review
In order to support this proposal, some studies were taken into account
in order to know deeply the use of songs and engaged lyrics to enhance the
reading comprehension, increase the vocabulary, improve the written
production and foster the listening and speaking skills.
Arslan (2014) study aims to investigate how first-class teachers teach
reading with songs. The qualitative research method was used in this
research. An interview form was developed and applied to ten first grade
teachers in 2012-2013 education year. Descriptive analyze was used while
analyzing data. The participants were in a group composed by ten Turkish
teachers, six of them were women and four were men. The data collection
tools were firstly a questionnaire composed of 11 open-ended questions and
secondly a form, composed of two questions measuring the preparation
period of teaching, three questions measuring teaching period and five
questions measuring assessment part. The findings revealed that thanks to
music activities they can ensure permanent learning, to be positive, to calm,
to make happy, to learn willingly and determined, assimilation, to be the basis
of sound teaching for first classes, to be the keystone of reading-writing

nuevo país en paz
teaching, to be the basis of teaching of Turkish, to be able to pronounce
sounds better, to feel the sounds, to draw attention, to entertain, to define the
sound better. It is seen that teachers generally believe using songs in reading
instruction is important.
Nonetheless, Xiao’s (2013) study points out to analyze the
characteristics of listening comprehension; the problems existing in present
ESL listening teaching in China, the musical intelligence, the features and
functions of English songs, and the strategies for using English pop songs in
the ESL listening classrooms. The research was conducted in and through
the Karrmann Library at the University of Wisconsin-Platteville online and the
books borrowed from the library in Wuhan South Central University for
Nationalities. Primary searches will be conducted using multiple academic
peer reviewed journals through EBSCO host with ERIC, Academic Search
premier and Wilson as the primary sources. Strategies as observations and
decoding speeches in classrooms served as a tool to analyze the data. The
findings revealed that the traditional Chinese teaching methods makes
students bored and unmotivated to learn. Listening is not a passive process;
the characteristics of the listening comprehension indicate that listening is an

nuevo país en paz
active process; teachers need to have interaction with students. Teachers
shall exert all their efforts to let students participate in the ESL classroom.
Besides, Stygles (2014) paper aims to explore content with song lyrics
and strategic reading. The population was sixth grade students from Oxford
Hills School District. The data collection tool were a general observations and
class workshops. The findings revealed that song lyrics are a perfect stepping
stone to reading and meaning making. When reading song lyrics, students
rarely think about reading, rather, they think about possibilities through
strategic reading and exploration of concepts. Song lyrics, rich in messages
and metaphorical meanings, provide an alternate path to learning. By using
“easier” texts, readers build curiosity through lyrics, students find a new
purpose for reading non-fiction – linking texts together to clarify, find answers,
confirm predictions, and expand on knowledge base – an important scaffold
and motivator when introducing, often “boring” social studies concepts and
themes. Above all, students gain a sense of self and a belief they can read, a
belief that thinking is open-ended, endless possibilities – the backdoor to the
purpose of reading.

nuevo país en paz
Nevertheless, Kuśnierek (2016) study aim was to examine what extend
teaching English vocabulary with the use of songs has impact on better
vocabulary memorization. The author’s aim was also to learn about students’
musical preferences and a song-oriented lesson’s perception. The subjects of
the study were twenty eight learners from one class. The research was
carried out among two groups, each comprised of fourteen participants aged
eleven and twelve, who were in the fifth grade of primary school at a beginner
level. There were sixteen males and twelve females. The students had three
lessons of English each week. All the participants started their English
education at the age of seven in the first class of the primary school so they
have been learning it for five years. Three types of data collection tools were
used during the sequence of two lessons: a questionnaire: a preliminary
questionnaire and the teacher observations. Additionally, the students were
also asked to write a pre-test before the new vocabulary was introduced and
also to write post-tests on vocabulary after lessons to reflect their knowledge.
Finally the findings revealed that students were of the opinion that songs help
in learning vocabulary; probably, they must have experienced learning words
from songs at school, or on their own, which is a good practice. Music can be
found on the Internet, on the radio, and on the television, thus there are so

nuevo país en paz
many young music listeners nowadays. Often those listeners search for their
musical taste and that is why they listen to music almost every day.
Finally, Burhayani (2013) paper aims to find out the empirical evidence
of the effectiveness of using songs in improving students’ vocabulary. While
the purpose of this research is giving an alternative way to teach vocabulary
by using songs with second year students of elementary school which is more
interesting, effective and efficient in improving students’ vocabulary and
English in general. The writer used an experimental method. The population
of this research was the students of Ikatan Keluarga Kesejahteraan Tentara
(IKKT) Elementary School West Jakarta. The samples were taken from two
classes of the second year. The writer took 25 students for the samples in
experiment class and 25 students in control class. In this research the
treatment was done for six times and was ended with post-test by the writer.
To process the data the writer got from the research were used the t-test
formula. The findings revealed that the effectiveness can be achieved
because songs help the students to enjoying the learning process and songs
make students easily to remember the new words by singing the song and
doing the action of the song make students know what the lyric or new word
meaning without asking another person or looking them up in the dictionary.

nuevo país en paz
Methodology
Methodology of the proposal
In order to have a better analysis about the reading comprehension in
7th grade Provincial San José high school students. For reading skill the pre-
service teacher will take into account Tompkins (2013) theory that detailed
five steps in order to improve the reading skills, these steps are:

nuevo país en paz
Appendix No 5 Tompkins Five steps for reading Adapted from: Literacy for the 21st
Century: A Balanced Approach Myeducationlab . (2008). Prentice Hall

nuevo país en paz
Besides, to carry out this project is necessary to organize classes
planning in which the topics and the development of the proposal could be
attached. The use of this proposal follows the communicative approach in
which the purpose is to encourage the students to be deeply engaged with
their learning process. According to this, the students will evidence their
progress by giving their own experiences through reflective journals,
narratives and participative observations.
About the planning
According to the structure given by the Provincial San José High
School, the lessons plan contain aspects such as: group, level or grade, date,
class objectives ( communicative, linguistics and sociolinguistics) warm up,
development and closure. Having said that, the classroom activities took into
account consideration the stages proposed by Brown (2001):
 Opening: the pre-service teacher greets her students, gives the date,
and reminds the last topic.
 Warm up: the pre- service teacher carries out a short activity in order
to catch the students´ attention and make them guess the topic.

nuevo país en paz
 Introduction of a new lesson: the pre-service teacher develops a
reading activity or explain it on the blackboard to introduce the new
topic.
 Presentation: the pre-teacher explains clearly the topic by using the
book and extra material like posters, images or slides in order to
ensure students’ comprehension.
 Practice: the teacher gives worksheets to made students practice the
topic. The exercises will be varied (crosswords. Matching, listening etc)
 Evaluation: the pre-service teacher corrects students written
productions and tests at home, later the pre-service teacher gives
spaces to review and correct the worksheets, and evaluations.
Investigative methodology
The methodology that will be used is an action research. However, there
are several definitions of actions research, this study adopted Mills (2006)
definition:
“Any systematic inquiry conducted by teacher researchers [including
library media specialists], principals, school counselors, or other

nuevo país en paz
stakeholders in the teaching/ learning environment, to gather information
about ways that their particular schools operate, how they teach, and
how well their students learn. This information is gathered with the goals
of gaining insight, developing reflective practice, effecting positive
changes in the school environment, and improving student outcomes
and the lives of those involved.” (p.6)
Instruments
According to Creswell (2012) and Mills (2006) the instruments to
collect data collection are documents (written productions from students),
participant observations, interviews and a placement test about written and
reading production that will be done at the very beginning of classes at in the
end in order to have a better comprehension about the main goal and the
results.
 Documents: Documents represent a good source for text (word) data
for a qualitative study. They provide the advantage of being in the
language and words of the participants, who have usually given
thoughtful attention to them. They are also ready for analysis without

nuevo país en paz
the necessary transcription that is required with observational or
interview data.
 Participant observations: To truly learn about a situation, you can
become involved in activities at the research site. This offers excellent
opportunities to see experiences from the views of participants. A
participant observer is an observational role adopted by researchers
when they take part in activities in the setting they observe. As a
participant, you assume the role of an “inside” observer who actually
engages in activities at the study site. At the same time that you are
participating in activities, you record information.
 Placement test: Many colleges use some sort of a placement system
to determine if incoming students are required to take remedial level
courses or place students in a class that focuses the teaching to their
level of expertise. For a course that decides to use placement tests
designed for a specific function the tests can be written in such a
manner to generally predict the students who can achieve this level of
expertise in a subject (Karrp, 1995, Schmitz and delMas, 1991, Sadler
and Tai, 2007.)

nuevo país en paz
Timetable
Instrument 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Weeks
Participative
observations X X X
Songs and
lyrics X X X
workshop
Placement
tests X X
Instruments implementation
The song lyrics as a tool to strength the Reading comprehension to

improve written productions

nuevo país en paz
The implementation of song lyrics as an instrument to improve reading
comprehension and written production is a tool that allows to evaluate and
improve these skill through the process. In this case the students could
improve their targeted language skill through songs carefully selected
according their age and costumes. It was analyzed that this process took ten
weeks to adapt themselves to English language by writing short and simple
sentences, watching videos and listening to music in order to be engaged
with this language. Taking into account (Lehman and Roberts 2013) theory
about the advantages of reading comprehension of engaged lyrics of songs,
the students learned simple grammar rules by the hand with new methods of
learning. Having all this into account, the learning procedure proposes
learning as a natural, accessibly and innovate tool to foster the reading skill
and to link cognitive abilities and encourage subtends responses to the
reading skills (Lehman and Roberts 2013).
Having overcome these situations, next workshops were done
successfully and each student enjoyed the songs, the videos and lyrics, being
even more engaged by the targeted language. The videos (annex No 8.)
were useful for measuring students’ work, however it was taken into account

nuevo país en paz
pre-service teacher guidance in order to complement their knowledge about
the true song story and about the vocabulary.
Using new strategies to teach English content
Some new tools like the use of videos and gif’s were implemented in
and out the classroom in order to catch student’s attention and these
strategies were a satisfactory end because of the use of some gif’s, videos
and songs as tools to teach English, also the use of a laboratory and video
rooms helped to this purpose. Watching video is a passive activity, it needs to
be used as part of an active learning strategy in order to be an effective tool,
particularly in holding the attention of students. (Houston, 2000; Sherman,
2004). The lyric songs are being used by the hand with its videos to
encourage the English learning (annex No 8.). The videos Colombia is
passion and Colombia the only risk is wanting to stay in which the students
should pay attention to the video and to the listening to complete a flashcard
according the video saw in class and finally, write a short text about the most
relevant things from one city that they visited. (Annex No 8.)
The use of gif’s was a satisfactory tool to teach some verbs. These
gif’s (Annex No 9.) are useful because they have actions and is a good idea

nuevo país en paz
to remember a long term these stressing verbs. This strategy in fact called
the full students attention due to the used of gif’s as a tool. The gif’s were
projected on wall by using video beams, the image in constant movement
was attractive to the students and impressive them to the point to want to
learn more about the topic through the use of gif’s.
Encourage students to use the English language in class by integrating

the four skills.
“Effective learning in the classroom depends on teacher’s ability… to
maintain the interest that brought students to the course in the first place”
(Ericksen, 1978). Many aspects had been taken into account in and out the
classroom, aspects like students likes and dislikes, their mood and behavior,
even the time and the weather, some student used to bother even more near
to the midday. So, having these aspects in mind, the pre-service teacher
must to adapt the class to these variables seeing the success on the march.
Some of these aspects is moral support and continuous help in order
to create a comfortable atmosphere in which the student could find a real
engagement. Always saying that they can do it or that they have all the

nuevo país en paz
capabilities to reach no matter they want, may be useful to support them.
Other important aspect is to be an enthusiastic teacher, do not be bored or
arrive to class in bad mood because this could affect the normal
development. Gestures are important when teaching and this is motivating to
the students. The matureness could be the most important aspect by the
hand with the patience when handle with boys in ages between 12 and 16
years old.
At the end of all these values, the most important thing is to know how
handle with humans and do not be too moody with the students, create an
environment in which the student will be comfortable and open to learn a
second language.
It is important to highlight the low level of English generally speaking.
Just some students have an average level about vocabulary and grammar.
This difficulty has created an emergent situation when doing the workshops.
However, the opportunity or the ability to implement the project to the scholar
curriculum has been one of the most important aspects to name, this is
because as we know, each institution has a specific curriculum and some
rules, nonetheless, the song lyrics project was enchained with the curriculum
and do not perturb the educative framework from the school.

nuevo país en paz
Analysis results
Design
According to Creswell (2012), “action research designs are systematic
procedures done by teacher to gather data about, and subsequently improve,
the ways their particular educational setting operates, their teaching, and their
student learning” at this moment, as pre-service teacher and being part of the
group, an action research will be implemented, in order to find a problem and
later, to implement an action plan to change this issue. The process itself is
about to gather information in order to reveal an issue and later on trying to
ameliorate this situation.
Instruments to collect data
The instruments were taken from Creswell (2012) and Mills (2006)
used in a qualitative case study which allows to the researcher multiple forms
of data, such as, observations, documents, photos and the researcher as a
key instrument of the data collection itself in a natural setting. Then the
researcher reviews all the data, make sense of it and organize it into
categories or themes. Furthermore, ( karrp, 1995, Schimitz and delMas, 199,

nuevo país en paz
Sadler and Tai, 2007) determined that placement tests are specific tests to
evaluate and predict a level of achievement or the expertise level in a subject.
These instruments were implemented following the schedule of the
pedagogical component (table No 1). In addition, the participative
observations plus the reflective journals were implemented towards the
student’s progress, opinion and preferences regarding their behavior,
improvements and relationship.
Placement test. The first instrument to implement was the placement
test which allowed to the pre-service teacher to evaluate student’s level
before and after the workshops implementation. This placement test was
taken from Macmillan (2012) straightforward quick test, in which 50
composed this test, divided into 40 grammar questions and 10 vocabulary
questions. Having the first analysis from focus group, and knowing the level
score, the teacher proceed to implement the classes and workshops.
Reflective journal. According to Gambir (2010) a reflective journal is a
steadily growing document where learners record their reflections and

nuevo país en paz
thoughts on what they are learning and how it’s changing their belief system
about language teaching and learning. The pre-service teacher used this
instrument in order to reflect on their own decisions during the activities,
about the planning and about the student’s progress.
Song workshops (documents). Document analysis is a social
research method and is an important research tool in its own right, and is an
invaluable part of most schemes of triangulation, the combination of
methodologies in the study of the same phenomenon (Bowen, 2009). The
pre-service teacher used these documents to implement the song lyrics
workshops in which the use of grammar, vocabulary and student thinking
were valued.
Data analysis method
Having analyzed the data gathered from the participants randomly
selected, all the objectives were reached. The implementation of these
specific objectives were conducted during the teaching role carried out in a
time of ten weeks in basic secondary education at the “Provincial San José”.

nuevo país en paz
The data gathered were analyzed based on inductive and interpretive
analysis design. Hatch (2002) affirms that “organizing and interrogating data
in ways that allow researchers to see patterns, identify themes, discover
relationships, develop explanations, make interpretations, mount critiques, or
generate theories”(p, 148) is important to give a complete perspective about
the data collected and the process to validate the whole information.
Interpretive method. “making inferences, developing insights, attaching
significance, refining understandings, drawing conclusions, and extrapolating
lessons” (Hatch, 2002). Once all the data was gathered, this data must be
understood it and checked it looking for solutions to the common issue, after
that, it is primordial, to look advantages and positive aspects, later on, the
disadvantages and recommendations for extra researches.
Findings
Placement test. When it comes to the placement test, it was carried
out before beginning with the pedagogical practicum, in three courses, due to
this test the pre-service teacher could notice the students presented some
problems especially about vocabulary. The vocabulary fragment from the test

nuevo país en paz
was about ten questions in which the 90% of the students failed answering it.
Students only could answer an average of 2-3 questions about 10. It is
possible to see on three student answers.

nuevo país en paz
Figure No 4. Vocabulary placement test
Besides, it could be notice that in grammar, the number of failures was
the same having into account the number of questions and the amount of
failures (annex No 6).
In contrast, on the final test, a slight improvement was noticed when
revising the final test. On these results, some interesting improvements
according to grammar and especially on vocabulary.
The application of this test highly helped to the pre-service teacher to
work deeply on these weaknesses, the lack of vocabulary and grammar, and
also to deepen them on the song workshops and in classes.
Documents.
First workshop song. The song for this implementation was the
same for all courses, having into account the student’s level and focused on
the expected results. The pre-service teacher could notice an atypical
behavior different from other activities in class (journal No 1) some of the
student were noisy and did not work as it was planned. However, the sample

nuevo país en paz
about the workshop (document No 1) could be evaluated. On this
assessment the practitioner could notice the same that observed on the
placement test (figure No 4), the lack of vocabulary and grammar when
producing simple texts.
Second workshop song. This workshop was conducted on the three
seventh grade courses. The acceptance and behavior observed on this
workshop was better than the first one. It was noticed that student skills were
increasing according to the assessed and observed (journal No 2) but not
only the skills, behavior and interest on the workshops increased, improving
the results of the written production and grade, having as a result a better
atelier.
Third workshop song. With regards about this final atelier, and
having into account the results evaluated, the workshop was undoubtedly
successful due to the huge number of good answer and the use of the
vocabulary seen in class and seen on the song lyrics. Their writing production
and the way they wrote the song analysis was admirable in terms of grammar
and lexis giving a great result.

nuevo país en paz
In conclusion, the three ateliers about writing production competence
based on song lyrics analysis contributed hugely to the vocabulary and
grammar learning. Students showed the expected skills at the end of the
workshops and also on the final test in which the results assessed were even
better than before.
Participative observation
First journal. Regarding to the first song workshop implementation, it
was observed some aspects like the conduct of some students were not the
best but they all worked. Besides, students work was acceptable when
observing their work on class and how they develop the answers. The
practitioner corrected and helped students about some vocabulary questions
and highlighted the correct use of grammar while the writing process.
Second journal. According to the second workshop application,
students behavior and conduct increase notably, and having this aspect into
account, the process when talking about the focus on their classwork
improve. Students’ vocabulary during the recent weeks has increase. The
practitioner highlighted the use of new vocabulary during the workshop and
how the students started to use appropriately the grammar explained in class.

nuevo país en paz
Third journal. Finally, on the last workshop taken on the last week, the
student’s behavior, conduct and skill were appropriated to the hopes at the
beginning of the study. Student’s job was increasing during the ten weeks,
they improve their vocabulary, lexis and even their pronunciation due to some
students tried to speak in English, not complete sentences but words or
sentences in which they used just a subject and a verb, the practitioner
helped them with the compliment in order to create a confidence atmosphere.
As a conclusion, these journals helped to the practitioner to reinforce
the idea about students’ progress and improvement during the pedagogical
component action. Furthermore, the appropriate intervention of the
practitioner when giving help, advices and to improve common mistakes
when writing, was an important factor to reach the expected improvement.

nuevo país en paz
Conclusion
The use of engaged song lyrics impact positively on the 7th grade
students, but also the use of new strategies to teach the targeted languages.
These tools like the use of videos, songs and gif’s allowed to observe the
student’s knowledge evolution and how the process could improve many
aspects like vocabulary learning and the written production.
All the activities were analyzed and corrected in order to have a
feedback that allowed to the pre-service teacher have a better image about
what the students learned and how they developed the language during the
ten weeks.
The impact of the use of all these tools like the use of videos, songs
and gif’s to enhance the reading comprehension to improve written
production were the most important aspect at the end of this process.
Additionally, another objective related with the English content and the use of
new strategies, evidenced the effectiveness of these tools as a strategy to
engage and encourage the English learning teaching.

nuevo país en paz
Regarding to the results, the use lyric songs helps students to learn
vocabulary and how use it when writing their own perspectives on the
worksheets (annexes No 7, 10 and 11). Additionally, one of the advantages of
using song lyrics is the huge number of songs that can be used to teach,
grammar and vocabulary and its implementation could as easier as the
teacher wants.
Limitations and further recommendations
The whole process of this research and pedagogical application was
successful, however, it is significant to highlight some limitations according to
the setting, time and population.
First of all, the “Provincial San Jose” high school present some issues
related to the networks, it does not have internet this represent on big
problem when teaching a foreign language due to internet give to students
lots of tool to learn and strategies to implement. In addition the lack of full
English laboratory in which a laptop could change the whole learning
perspective.

nuevo país en paz
Secondly, time is not a friend when talking about a project
implementation, sometimes is not enough to apply a research project looking
for results but as I said before, fortunately the time was enough to apply all
the instruments.
Finally, some students were not motivated because of the old
fashioned strategies implemented by the teachers plus the teacher-student
treatment. Moreover, student’s desertion that affect the study in term of data
collection gathering. Also, some students present some social problems and
it is reflected in their behavior and ways to communicate between
themselves.
It is recommended when implementing a project in a future, to have
into account these limitations, to have in mind the use of ICT’s and
technological sources. Additionally, the attitude in class and the treatment
with students, due to their social problems and attitudes in class.

nuevo país en paz
Chapter II
Research component
The Training of the reflexive spirit on Pre-service teacher from PLEX,
Training tool to qualify the pedagogical practice
Introduction
According to the context related to the training of PLEX , the teacher
pedagogical practices in training are based on one of the focuses of the
interest and the update to study and documenting in order to enhance the
teaching-learning process to qualify education.

nuevo país en paz
Although it is considered to evident the necessity to comprehend and
transform the pedagogical practice, because there exist local studies which
are especially more focused in the learning problem than teaching.
Moreover, it is essential to formulate a project that is focused on a reflexive
approach links with the practicum as a way to place knowledge, behaviors
and the attitudes that guide the teaching process, furthermore, as a
inwardness exercise, immersion and conscious exploration of own
subjectivity as a teacher through asking questions and looking for information
to solve problems and self-recognition.
In schools is assumed key aspects from humans constitution and from
institutional life without questioning, these aspects are seen as stables and
unchanging features that form part of human identity and scholar culture.
When events are developed without any bigger variation, the teacher take the
risk to install in a logic action that does not allow a pedagogic evolution
neither a scholar cultural renovation. The lack of reflection in practice does
not provide the warnings into problematic situations during the practicum
because those troubles are ignored and hidden. In that way, the pedagogical

nuevo país en paz
practice is assumed from codes which are installed in teachers within their
traditional duty that emerge a barrier to the development of practices which
generate transformations of thinking and knowledge to assist the social
needs.
For that reason, it is essential that the teaching training process
promotes on the future Pre-service teacher a critical and reflective spirit that
contributes to the improvement of the pedagogical practices to be significant
elements that produce and transform the work and the professional
performance in the future with regards foreign languages bachelor’s degree
of the University of Pamplona, the reflection is conceived as a main exercise
for the students when doing their practicum, to self-evaluate, to fix a critical
and a constructive view about their work as a teachers, therefore, this study
is carried out by some guiding questions
 How do the implementation of the reflection contributes to the
changes of the own pedagogical process of the practicum?

nuevo país en paz
 How do the reflection exercise influence on the development of the
critical spirit of the Pre-Service teachers into the analysis of their
pedagogical work?
Justification
The formulation of this project is addressed to the professional idea of
enhancing the educative processes into the settings when foreign languages
students get involved during their practicum. The significant role of reflection
is considered as the first step to understand the difficulties of the profession
into the teaching process and the actions, the interest towards the knowledge
of the approaches in order to face a difficult situation and provide analytic
view about the event. According to John Dewey a precursor to the reflection
thinking through the teaching, the need of this project is to provide the
students the tools of analysis and the self- observation which allow them to
distinguish among the daily and the reflective work. Nevertheless, the
reflective approach considered an aid to protect the agents of the traditional
context and the authority in the school.

nuevo país en paz
General Objectives
 To implement the reflection as a transforming tool of the pedagogical
process of the practicum
 To promote in the Pre-service teacher the development of the critical
spirit in order for them to analyze their pedagogical work.
Specific Objectives
 To consolidate a group of teachers and Pre-service teacher with
critical spirit that reflects and present proposals and alternative
solutions for overcoming the difficulty in the practicum.
 To socialize criteria, share ideas and guidelines to carry out the
pedagogical practicum and get involved effectively into the
institution
 To identify and analyze the strategies used by students during the
pedagogical practicum
 To implement reflection workshops and development of teaching
units that guide the reflection of the Pre-service teacher
 To analyze the beliefs about the teaching work and the students

nuevo país en paz
Theoretical Framework
The theory about the teaching profession, reflection, reflective practice
and pedagogical practice constitute the theoretical framework of this current
study. In order to clarify those concepts, we attempt to describe each of them.
Teaching profession
One of the main members of the educative institution is the teacher
who is in charge of sharing knowledge addressed to a determined science or
art, but also the teacher is responsible to the integral formation of the
students.
The teaching profession requires a series of competences that
constitute currently a way to plan and to use humans’ resources to carry
easily out the administration, work and education. Therefore, it is found that
each teacher has to carry out some competences in order for him to master
the knowledge and the skills of the specific subject because the main
intellectual requirement is to provide a high level to develop his task, likewise
the teacher must have the competences related to the organization of
contents but the teaching conditions inside or outside the educational field,
the main objective of a teacher is to design the teaching practice.

nuevo país en paz
Reflection
Reflection involves several definitions that describe it, for that reason,
two aspects are taken into account to deeper understand what reflection is
about such as reflection as a process, and reflection as a theme. (Correa
Molina et al 2010)
 Reflection as a process
Reflection is carried out from a series of steps cyclically that giving a
process as a result, according to Schön (1983) cited by Correa Molina
et al (2010), reflecting on the experience involves "a kind of reflective
dialogue with the situation, where language would facilitate the access
to individual’s experiences that provides a new change of the
situation”·
The stages of the reflection process are highlighted in the following
scheme.(Figure 2)

nuevo país en paz
Figure 2: Reflection steps
 Reflection as thematic
Reflection is addressed to Grimmet et al (1999) cited by Correa Molina
et al (2010), reflection is based on three different perspectives such as the
instrumental meditation of action, reflection as a deliberation and reflection as
reconstruction of the experience. In doing so the first two perspectives, the
external aspects, the source of knowledge that allows reflecting; and the
contextual items that allows doing the reflection exercise on the third

nuevo país en paz
perspective, then, those perspectives are mediators in order to carries out
the process , as the first instance, it finds action, the context, the colleagues,
and the person who reflects.
 Reflective practice
Update and qualify the academic proposals at the university and
guiding the students to new ways of getting involved to the world , it is
essential that teacher wonder about his own practice and the impact
produced in order for him to be able to identify his behavior, and taking
different roles in the pedagogical relationship .
The teacher plays a central role in the current educational world; it acts
in a complex space under constant change determined by the interaction of
various factors and conditions. The teaching profession requires that
"teachers develop their professional knowledge related to changeable
circumstances” (Ebutt and Elliot: 1986). In this context, the issues of practice,
class spaces require a particular focus aimed at understanding and social
interaction.
With regards Van Manen (1997) pointed out three different levels of
reflexivity, firstly, reflection is essential to select the teaching strategies that

nuevo país en paz
the teacher will use. Secondly, implementing educative criteria to the teaching
practice to make pedagogical decisions adopted to the reality and the
contexts, and thirdly, an elaborated reflection of questioning of ethics,
normative and morals criteria directly or indirectly related to the classroom
 Pedagogical practice
It is considered to establish a methodological conceptual operation of
classification of the practicum to analyze and reflecting about the practicum,
for that reason it is highlighted Zeichner who pointed out some practice
modalities such as Academic practice and Social practice efficiency.
 Academic practice
It is addressed of training teachers who are able to reflect about the
courses taught in order to change them in comprehensible structures for the
students
 Social efficiency practice.
It is attempted to develop an efficient teaching through the
development of teaching techniques that are comprised of general principles
linked with the pedagogical research in that case, reflection consists on
taking a strategic decision, in that sense, it is about to select between a series
of techniques to use the most efficient one”

nuevo país en paz
This is how the way the technical rationality proceeds
 Developing
The teaching is based on the interests and the development of students,
and at the same time, it is considered teacher development as a teacher and
as a person.
 Social reconstruction
The aim of reflection is the social, economic and political context in
order to implement democratic relationships into the classroom, and those
must be equals and fairs in the social context.
 Generic
Programs refer to reflection in a generic way; but they don’t specify
clearly the pretensions of programs and even the contents about what to
reflect or the strategies to promote reflective learning
 Reflective activators
teacher about life into the classroom; they compose the element of
reflective thinking that provides an aid to the teacher’s knowledge in order for
him to take decisions in the classroom.
 Critical element of the reflective thinking

nuevo país en paz
With regards Sparks-Langer y Colton 1991:39 pointed out that, this
element of the reflective thinking is based on “the morals and ethics aspects
of the compassion and the social. Justice” It is to say the interest that
concerns the social justice and the ethic into the education.
Methodology
The methodological strategy is based on the continuous reflection as
the focus that is comprised of doing meetings to strengthen the collective of
the practicum as initial space which relates to the educative and working
issue; the organization principles are autonomy, planning and self-
observation.
In order to review the effect of the proposal based on reflection of this
practicum process. It will be socialized and will take systematization.
Additionally, this study focuses on the qualitative research approach from the
reflection perspective as professional field, which will contribute highly to the
description, identification and the analysis of the pedagogical practice.
This project will be administered some instruments to gather data:
 Reflection Workshops

nuevo país en paz
The reflection workshops guide the reflective process of the Pre-service
teacher however they will be able to socialize and sharing experiences of
their work to enrich their process and add new tools that changing their
pedagogical practices
 Self- observation sheet
The self-evaluation sheet aims to guide the Pre-service teacher towards
his/her own view of the exercise of the role as a teacher into the classroom
and the setting of the educative community where the teacher belongs.
 Narrative
The reflection exercise allows the student to express about his/her work
through the narrative of his/her experience as a way to make sense to the
daily life of the teacher.
 Classes recording
It will be essential to take evidences from the Pre-service teacher
actions into the classroom to reflect about different aspects that the Pre-
service teacher maybe or not took into account through the reflection
exercise, those classes recording aim to allow an external and constructivist
view of their pedagogical practices.
 Population

nuevo país en paz
This study will be focused on thirteen students of tenth semester, Pre-
service teacher of the foreign languages program English and French of the
 Direct beneficiary population
Pre-service teacher
Supervisor teacher
Student community to develop the practicum
 Indirect beneficiary population
It is composed by the program of foreign languages teachers; the results
will provide the view of the agents of the program about their collective
practices of the practicum
 Institutional agencies joined to the project
Foreign languages program
Communication and languages department
Education faculty
 External institutions involved with the project
Colegio José Antonio Galán
Colegio Brighton
Colegio La Presentación

nuevo país en paz
Normal Superior de Pamplona
Colegio Provincial San Jose
Colegio Jose Rafael Faria Bermudez
Institución Educativa Cristo Rey
Timetable
Instruments Sessions Dates
Self- reflections (Narrative) 10 September the 1st

September the 8th
September the 15th
September the 22th
September the 29th
October the 6th
October the 13th
October the 20th
October the 27th
November the 3rd
Reflection workshops 3 11th -15th September

2rd -6th October
30th – 3rd November

nuevo país en paz
3 4th - 6th September

Class recording 9th -11th October
30th – 31st October
Results
All the findings that came to light through the self-observations and
narratives were tools that allowed to the pre-service teacher to have full
understanding about his process talking about procedures, methodologies
carried out in and out class and about the evolutions of his experience. The
narratives were the best tool to implement during the reflective practicum, as
the word itself says, narratives are not just to tell about the process, it works
when trying to analyze the procedures, the planning creation, the execution of
the planning, and the interaction with the students.
With regards to the self-observations, this tool served to analyze how
to implement the project to the curriculum and how improve each class in

nuevo país en paz
order to enhance the teaching experience, all this to overcome no matter the
issue in class or the weaknesses when teaching a topic in class.
Furthermore, self-observations served also to reflect about the process
itself, to implement the most suitable elements when teaching, due to the
importance having into account each aspect and the importance of being
prepared, not only about the prior knowledge, also about the human role of
being a teacher.
Finally the whole process was a continuous feeding, it means, all
process was a feedback having into account the self-observations’ as a tool
to improve no matter what aspect or weakness during the practicum and the
narratives, to think, analyze, reflect and improve week by week and class by
class the procedure to evolve not just like a professional but also like a
human full of values and knowledge about the world, looking for a process in
which the apprentice could open his eyes as a human and to play an
important role to the society.
Conclusion

nuevo país en paz
Furthermore, the research component has two general objectives, the
first one is, to implement the reflection as a transforming tool of the
pedagogical process of the practicum (appendix 8). This reflective process is
an important component because it allows to express critically how the
process is being done week to week. This process started the first practicum
week from Monday 28th August until the last week on Monday 30th October.
These reflections as the same word says, is about a reflective feedback about
the teaching experience, process and training.
The second general objective is, to promote in the Pre-service
teacher the development of the critical spirit in order for them to analyze their
pedagogical work. Subsequently, the in-deep development of critical thinking,
help to the pre-service teaching to create, advance and generate an
analytical mind that help to organize and improve the reflective teaching.
Besides, the specific objectives are five but, summarizing all the
contents and objectives, is valuable to highlight the importance of doing a
feedback and a reflection about the classes in order to create a better
methodology when teaching the curriculum. As is known, the methodology
when teaching is changing according the students’ interest and the class
topic. Other important point comes to light when talking about reflection, the

nuevo país en paz
strategies used during the pedagogical practicum and the guidelines
implementation while reflective workshops are carrying out having into
account that as a pre-service teacher real problem are being faced every day.
As conclusion, is remarkable or highly important to talk about how this
process shows the reality about teaching a foreign language in Colombia,
how social problems affect the classrooms and how the lack of qualified
teachers has being creating a gap between the Ministry of education hopes
and the real teaching process. This reflective process feed the image about
the process obstacles and how they must be successfully overcome.

nuevo país en paz
Chapter III
OUTREACH COMPONENT
Teaching mentoring and academic reinforcement tutoring in high
school students´
Introduction
Through the last decades teaching English as a foreign language,
changed from an academic responsibility to a necessity. Regardless to the
global demand and the local necessity to access a better tool to improve the
life style and job opportunities.
The English learning represents an imperative area at school,
especially high school. Because of that, different activities have been
proposed by the school teachers’ in order to increase, to reinforce and
improve their students’ English language. Is imperative to create spaces to
learn English through activities and strategies focused on the improvement
and equilibrate the student’s weaknesses in order to follow the learning in a
normal way.

nuevo país en paz
Justification
The acquisition and learning of a foreign language allow to get involved
to the own needs that the world requires, in that sense, it is essential to carry
out the process of learning English especially to whom deserve some extra
hours to improve their learning and enhance some disabilities.
These extracurricular activities are an effective strategy in which the
pre-service teacher offer an exceptional opportunity to increase or ameliorate
their deficiencies about the vocabulary, reading comprehension and writing
specially. This opportunity the get more chances to increase significantly the
students’ skills and be in touch deeply with the English language.
The implementation of this project facilitates the schoolers learning and
improvement of the language This is a benefit for the school young’s their
contact with the foreign language and the Pre-service teacher that culminate
their training process at the university in order to become familiar with the
reality and the educative needs of the setting given that, they are able to help
by implementing procedures based on the improvement of these needs the
school must support.

nuevo país en paz
The problem of this study is the lack of time in classes to learn English
adequately and to reinforce students’ weaknesses. A huge number of
students present problems on reading, listening, speaking and writing skills,
so this impulses the necessity to create a space to foster and improve all this
skills through an effective methodology by using different activities from the
common classes, for instance, the use of videos, songs, talks, flashcards etc.
This qualitative action research will determine the weaknesses and
deficiencies from Provincial San José 7th grade students and how the use of
supplementary activities by the hand with specific activities done to engage
student, will encourage them to learn and improve English a second
language.

nuevo país en paz
Objectives
General objective
 To improve students’ disabilities and weaknesses through
supplementary activities.
Specific objectives
 To adapt an effective schedule in order to create a space to develop
the supplementary activities.
 To determine what types of weaknesses the students shows when
learning English and reinforce them.
 To boost a significate engagement between the student and the
English language.

nuevo país en paz
Theoretical framework
The use of flash cards
Howard Gardner's multiple intelligence theory (1991) reminds teachers
that there are many types of learners within any one class. Gardner's
research indicates that teachers should aim to appeal to all the different
learner types at some point during the course. It is particularly important to
appeal to visual learners, as a very high proportion of learners have this type
of intelligence. Flash cards can be bright and colorful and make a real impact
on visual learners. Many of the activities outlined below will also appeal to
kinesthetic learners.
Flash card is not actually pictures. However, being used in a similar
way as picture flash card, they can often enrich the lesson. On top of that,
those two can be indeed combined and applied together. As Wright (1990)
pointed out, word flash cards are most typically used in teaching reading and
writing. Nevertheless, they will find their use in teaching vocabulary too,
offering valuable help mainly in teaching the spelling of newly learnt words,
which definitely should not be neglected as it often is.
The use of videos

nuevo país en paz
Shepard and Cooper (1982) and Mayer and Gallini (1990) made the
connection between visual clues, the memory process, and the recall of new
knowledge. Allam (2006) observes that the creative challenge of using
moving images and sound to communicate a topic indeed engaging and
insightful. These include research skills, collaborative working, problem
solving, technology, and organizational skills. In some cases, video can be as
good as an instructor in communicating facts or demonstrating procedures to
assist in mastery learning where a student can view complex clinical or
mechanical procedures as many times as they need to. Furthermore, the
interactive features of modern web-based media players can be used to
promote ‘active viewing’ approaches with students (Galbraith, 2004).
Stempleski (1987) states a rich and exciting source of video software
for EFL/ESL classes is authentic material.” Authentic video material,
especially that which represents what goes on in a non ELT environment,
designed for its entertaining value rather than language teaching is a rich and
exciting source of video software for instruction in English as a second
language (ESL) classroom.

nuevo país en paz
Methodology
This component was developed by the Pre-service teacher in order to
reinforce student’s knowledge and develop the abilities the students from 7th
grade must develop, by implementing a schedule to rehearsal and provide a
support in order for the students to overcome the difficulties and the
misunderstandings they have when taking English classes. Useful tools will
be used to reach this objective such as flash cards. Videos, songs and
games.
Timetable
Topic Date Week
Would will 29th – 31st August 1st
Simple future 5th – 7th September 2nd
Uses of going to and will 12th – 14th September 3rd
Present simple 19th – 21st September 4th
Present perfect 26th – 28th September 5th
Phrasal verbs 3rd – 5th October 6th
Linking words 10th – 12th October 7th

nuevo país en paz
Grammar vocabulary 17th – 19th October 8th
Simple structures 24th – 26th October 9th
Articles, determiners 31st – 2nd November 10th
Results
At the very beginning, in the practicum, some parameters were
established in order to help some students with common language
weaknesses. So, in order to accomplish the general objective which is, the
improvement students’ disabilities and weaknesses through supplementary
activities. Some extra classes were created by booking four hours per week
in which some interested students come to class and learn English through
different activities from normal classes. These activities are song lyrics,
videos, short texts and talks about how to link the English language to the
common life.
To reach this objective, the class is about the students’ needs and
how they want to learn in their own rhythm. Consequently, there is not a

nuevo país en paz
structured plan, the classes’ progress according the topics explained in class
and also according the issues observed through the morning classes.
Many positive aspects were reflected from the first tutoring class until
the last one. Students overcome mostly the grammar problems and their lack
of listening abilities, some other students felt comfortable trying to speak in
English or using some words to express themselves. These aspects were the
most remarkable results because student were able to speak and write in a
better way, they also increase their knowledge about some cultural aspects
and interesting facts like the differences between American and united
kingdom and their costumes
Conclusion
The activities proposed to improve student’s skills were useful to
enhance some weaknesses that students present in class. Some of these
students were shy when talking, so these extra classes helped to overcome
this problem, other students had grammar problems or lack of vocabulary.
They improve their weaknesses the curriculum but also about their lack of
confidence when talking in English, because of the pronunciation workshops

nuevo país en paz
and the strategies used, for instance the use of videos, music, images, texts
flashcards.
CHAPTER IV
ADMINISTRATIVE COMPONENT
Introduction
When we belong to a school community as teachers, it is important to
consider some aspects that concern the activities and the events developed
within the institution, thus this component is essential to have the opportunity
to be engaged in provincial San José activities, get involved deeper into the
educational field for participating with other people to reach the same
purpose. Therefore, it is significant to be part of some institutional activities
which are different from the specific area where the teacher develop his/her
work, like is parent’s meetings, cultural events, supervision of students ,
control of discipline, going to the catholic church, for that reason, teachers
plays an important role where he/she guides the students. Moreover, the

nuevo país en paz
relationships among teachers, students and parents with the Pre-service
teacher is important for providing an appropriate environment which facilitates
the teaching learning process as one objective to accomplish into the
educational field. Essentially, this administrative component is one of the
steps to become a defined teacher because where the student obtains
benefits and experiences through sharing perspectives and thoughts with
others inside and outside the institution.
General Objective
 To be part and participate in activities and events from Provincial San
José School during the pre-service teacher time.
Specifics Objectives
 To aid the members of the institution in developing and supporting the
activities and events proposed for the students.
 To be constantly part in the institution activities proposed by its
members.
 To collaborate appropriately in each activities and job proposed by the
institution.
 To provide the experiences as a foreign language student for
developing different and motivating activities

nuevo país en paz
Methodology
As a Pre-service teacher, it is essential to take part in the different
activities established by the institution, the Pre-service teacher must be
motivated for developing the activities and promoting events based on his
knowledge and experience by collaborating in extracurricular activities, being
in charge of any kind of activity, using better strategies for organizing and
developing events that are highlighted by the institution commitment.
Moreover, the pre-service teacher must show its interest with extra-curricular
activities in order to contribute efficiently when working with the members of
the community and the whole institution.
The follow schedule describes the series of activities the Pre-service
teacher will develop within the institution.
DATE EXTRA-CURRICULAR ACTIVITY

September 8th, 2017 Día de la niña María
September 13th, 2017 Comités de evaluación
September 20th , 21st, 22nd, Semana afectividad.
2017
Semana de misa
th
September 27 , 2017 Entrega de boletines Bachillerato.
October from 9th to 13th, Clase con estudiante, desarrollo institucional en jornada contraria.
2017
October 25th , 2017 Escuela de padres.

nuevo país en paz
Conclusion
The main purpose of this component was to be part in all extra-
activities proposed by the high school, being responsible by attending them
like a professional that promotes fraternity and friendship between students
and teachers.
It is important also to highlight that being a teacher it is not only the
role into the classroom, is because of that the practitioner must participate un
all extra activities organized by the educational institution for instance, san
valentine day, teachers meeting, parents attendance and religious meetings.
All these activities, helped to the practitioner about the knowledge in which in
our role as a teacher must take part, to learn about the institution
performance when develop the I. E. P to create the standards, the educative
frameworks and how they applied during the scholar year.
All these events promote a kind of touch between colleagues and
improve the relation between students, parents and teacher. Involving in all
the activities organized by the institution was an evocative experience. The
teacher could show her engagement with the institution being an important
part.

nuevo país en paz
References
Allam C (2006). Using filmmaking to teach students about Shakespeare,
urban regeneration and other stuff, DIVERSE Conference,
Glasgow, UK
Arslan D. (2015) “First grade teachers teach reading with songs” Procedia -
Social and Behavioral Sciences 174 (2015) 2259 – 2264.
Bernhardt. E. & Kamil, M (1995) Interpreting relationships between L1 and L2
reading: Consolidating the linguistics threshold and linguistics
interdependence Hypotheses. Applied Linguistics, 16(1), 15-34
Creswell, J. W Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Merrill/Prentice Hall, 2012.-
4th edition.
Galbraith. M (2004). Adult learning methods: A guide for effective instruction,
3rd edition. Malabar, Florida: Krieger publishing company
Gardner, H. (1991). The unschooled mind: how children think and how
schools should teach. New York: Basic Books Inc.
Harp, B. (1988). When the principal asks: "Why are your kids singing during
reading time?" The Reading Teacher, 41(4), 454-456. (p. 326)

nuevo país en paz
Karrp, Edward R. (1995) Validating the California Chemistry Diagnostic Test
for Local Use. Research Technical Published Glendale Community
College.
Kuśnierek A. (2016). The role of music and songs in teaching English
vocabulary to students (M.A thesis degree) Higher School of
Strange Languages name of Samuela Bogumila Lindego Poznan,
Poland
Laufer B. (1989). What percentage of texts lexis essential for
comprehension? In C. Lauren & M. Normand (Eds.), Special
Language: From humans to thinking machines (pp.316-323).
Clevedon: Multilingual Matters.
Lehman, C & Robert, K. (2013) falling in love with close reading: Lessons for
analyzing text – and life. Portsmouth, NH: Heinemann.
Mayer, R. and Gallini, J. (1990) ‘When is an illustration worth ten thousand
words?’ Journal of Educational Psychology, 82(6), 715-726.
McLaughlin, M., & DeVoogd, G. (2004). Critical literacy as comprehension:
Expanding reader response. Journal of Adolescent & Adult
Literacy, 48(1), 52-62.

nuevo país en paz
Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th
ed.). Boston: Pearson. Osterman, K. F. & Kottkamp, R. B. (1993).
Reflective practice for educators: Improving schooling through
professional development. Newbury Park, CA: Corwin.
Morgan A. (2008). Use of Placement Tests in College Classes. (M.A Thesis
Degree) the Center for Teaching Excellence, United States Military
Academy, West Point, NY, 2008.
Olmez F. (2016) “Exploring the interaction of L2 reading comprehension with
text and learner-related factors” Procedia - Social and Behavioral
Sciences 232 (2016) 719 – 727
Rasinski, T., Homan, S., & Biggs, M. (2009). Teaching reading fluency to
struggling readers: Method, materials, and evidence. Reading &
Writing Quarterly, 25(2-3), 192-204.
Stempleski, Susan. (1987). Short takes: Using authentic video in the English
class. Paper presented at the Annual Meeting of the International
Association of Teachers of English as a Foreign Language (21st,
Westende, Belgium, April 12-14, 1987).

nuevo país en paz
Sadler, PM and Tai, RH. (2007) Advanced Placement Exam Scores as a
Predictor of Performance in Introductory College Biology,
Chemistry, and Physics Courses. Science Educator. Vol 16, No 2.
Schmitt, N. (2000). “Vocabulary in language teaching. Cambridge”:
Cambridge University Press.
Schmitz, CC and delMas, RC. (1991) Determining the Validity of Placement
Exams for Developmental College Curricula. Applied Measurement
in Education, 4(1), 37-52.
Shepard, R. and Cooper, L. (1982). Mental images and their transformations.
Cambridge, MA: MIT Press/Bradford Books.
Smith, J. (2000). Teaching reading. The Reading Teacher, 53(8), 646-649.
Stygles J. (2014) Exploring Content with Song Lyrics and Strategic Reading.
Volume 24 the Language and Literacy Spectrum.
Tompkins table. Adapted from: Literacy for the 21st Century: A Balanced
Approach Myeducationlab . (2008). Prentice Hall.
Tompkins, Gail E. (2014) Literacy for the 21st Century: A Balanced
Approach. Boston: Pearson.
Wright, A. (1990). Pictures for Language Learning. Cambridge: Cambridge
University Press. ISBN 0-521-35800-0

nuevo país en paz
Xiao W. (2013) “The function of English songs to improve listening to college
English as a second language (ESL) students. (M.A Thesis
degree). University of Wisconsin-Platteville

nuevo país en paz
Appendix
Placement tests No 1

nuevo país en paz

nuevo país en paz

nuevo país en paz
Figure No 1
Contrast between students in beginner and elementary level
Total score level
0 -15 Beginner
16 – 24 Elementary
25 – 32 Pre – intermediate
33 – 39 Intermediate
40 – 45 Upper intermediate
46 – 50 Advanced

nuevo país en paz
Song workshop No 1

nuevo país en paz
Video
Colombia is passion the only risk Is wanting to stay

nuevo país en paz
Gif’s class

nuevo país en paz
Song workshop No 2
I will wait – Mumford and sons

nuevo país en paz
Song workshop No 3
Hey brother – Avicii

nuevo país en paz
Reflection activity

nuevo país en paz
Evidences
Class workshops
Extra classes

nuevo país en paz
San Valentin day
Religious activity

nuevo país en paz

Analyzing Engaged Songs Final Version

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Analyzing Engaged Songs Final Version

Uploaded by

Copyright:

Available Formats

Universidad de Pamplona

Pamplona - Norte de Santander - Colombia

Analyzing song lyrics as a tool to strength 7th graders’ reading

Jocsan Gaddiel Jimenez Martinez

Foreign languages bachelor degree

Pamplona, Norte de Santander

Formando líderes para la construcción de un 1

Analyzing song lyrics as a tool to strength 7th graders’ reading

Jocsan Gaddiel Jimenez Martínez

Viviana Katherine Rueda Carrillo

Foreign languages bachelor degree

Pamplona, Norte de Santander

Formando líderes para la construcción de un 2

Practicum Committee Signature

Formando líderes para la construcción de un 3

First and foremost, I have to thank to my supervisor Blanca Villamizar.

Without her assistance and dedicated involvement in every step throughout

support during all these ten weeks.

by side with me. To my son, Gaddiel Jimenez, he is my future and my will.

us to grow up as better humans.

Formando líderes para la construcción de un 4

Formando líderes para la construcción de un 5

Pedagogical Aspects ............................................................................................................ 31

Formando líderes para la construcción de un 6

Formando líderes para la construcción de un 7

Formando líderes para la construcción de un 8

Figure No 1. Organizational chart………………………………………………...25

Appendix No 1. Full class schedule………………………………………………26

Formando líderes para la construcción de un 9

Table No 1. Pedagogical project timetable.......……………………….………..58

Formando líderes para la construcción de un 10

Pedagogical Component where it is shown how to use song lyrics as a tool to

encourage reading comprehension and writing in students from Provincial

which focuses on the own reflection of the pre-service teacher in teaching

and applying a pedagogical proposal.

same Educational Institution.

Finally, the Administrative Component, which depicts the level of

involvement that the teacher-trainee has as a member of the institution.

Formando líderes para la construcción de un 11

Nowadays, English is the business, learning/teaching, traveling and

the country or place. For that reason, is imperative to learn English to

involved with others than other times.

Conversely, young Colombian people seem to dismiss the meaning

standards of competence given by “Ministerio de Educación” in order to

Formando líderes para la construcción de un 12

This proposal aims to enhance the reading and listening

lyrics followed by writing analysis, learning vocabulary and practicing the

vocabulary, in doing so, this proposal consists on reinforcing reading and

purpose of the curriculum. Songs and lyrics is an innovated tool to analyze

author’s perspective by developing their judgment and intelligence to interpret

a text by the hand with the listening skill.

Formando líderes para la construcción de un 13

The students will be able to analyze texts in an easy and appealing

way by demonstrating their abilities when reading and listening lovable

contents. Consequently, the noteworthy intention of this project will be to help

sharing actively with their classmates.

Formando líderes para la construcción de un 14

 To create a critical and reflective mind in the pre-service teacher.

 To participate dynamically during the whole activities, events and

religious acts organized by the “Provincial San José” High School.

 To foster some irregular subjects and topics in students with difficulties

when learning English.

Formando líderes para la construcción de un 15

then, this house judicially recognized as a place organized by incomes and