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| Format: | Artículo científico |
| Sprache: | en |
| Veröffentlicht: |
Universidad Pedagógica Nacional
2014
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| Online-Zugang: | https://www.redalyc.org/articulo.oa?id=345932792010 |
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Inhaltsangabe:
- The Use of English Songs with Social Content as a Situated Literacy Practice: Factors that Influence Student Participation in the EFL Classroom Nilsen Palacios Mena Claudia Marcela Chapetón Educación Keywords critical pedagogy classroom participation songs in the English class English as a Foreign Language This action research study examines the factors that influence student participation when songs with social content are utilised in the EFL classroom. The study proposes the use of English songs as a situated social practice under the perspective of critical pedagogy. The study was done in the 11th English class of a public high school located in the south of Bogota, Colombia. Data was collected through field observations, semi- structured interviews, questionnaires and artefacts made by the students. The results indicate that factors relate to the songs and the students themselves. The study suggests that providing different opportunities for students to explore different dimensions of literacy that go beyond the linguistic aspects of a foreign language can encourage meaningful participation and interest in learning English as a Foreign Language. 2014 artículo científico 0123-4870 https://www.redalyc.org/articulo.oa?id=345932792010 en http://www.redalyc.org/revista.oa?id=3459 Revista Folios application/pdf Universidad Pedagógica Nacional Revista Folios (Colombia) Num.40