Perceptions of cognitive intercultural skills through exposure to summer learning camp activities

dc.contributor.advisor Sanchez Castaño, Isabel Cristina
dc.contributor.author Díaz Vega, Anggie Daniela
dc.contributor.author Grajales Díaz, Luisa Fernanda
dc.contributor.author Hoyos Pipicano, Yimmy Alexander
dc.date.accessioned 2022-09-21T21:30:32Z
dc.date.available 2022-09-21T21:30:32Z
dc.date.issued 2016
dc.description.abstract This paper will discuss the usefulness of a summer learning program as a means to report on the perceptions of cognitive intercultural skills, namely, cultural self-awareness, and culture/general/culture-specific knowledge. The samples of this research include pre-service teachers from the program of Bachelor of Education in English Language and two visitors from Germany and USA. They have an average age of 22 years old; three of them are women and seven are men. Data were collected through observation, stimulated recall interviews, and reflective journal methods. Results evidenced cultural differences among participants for establishing interpersonal relationships, and strengthening regarding culture-general and culture-specific knowledge by means of situations that promote spontaneous interactions such as mealtimes. Therefore, this research concluded that cultural exchanging among participants contributed to evidence campers’ perceptions in regard to the cognitive skills. Additionally, summer learning camps appear to be an effective strategy that could be implemented in other teaching programs in Colombia as means to promote intercultural competence since participants have the opportunity to interact directly with speakers from other cultures. That is to say, it is it essential to have foreigners in this type of programs. eng
dc.description.abstract Este artículo discutirá la utilidad de un programa de aprendizaje de verano, así como un informe sobre las percepciones de las habilidades cognitivas interculturales. Las muestras de esta investigación incluyen maestros en formación del programa de Licenciatura en Lengua Inglesa y dos visitantes de Alemania y Estados Unidos. Con una edad promedio de 22 años. La observación, las entrevistas de recuerdo estimulado, y journals reflexivos. Los resultados evidenciaron diferencias culturales entre los participantes para establecer relaciones interpersonales y reforzar el conocimiento cultural-general y específico de la cultura mediante situaciones que promueven interacciones espontáneas como las comidas. Por lo tanto, esta investigación concluyó que el intercambio cultural entre los participantes contribuyó a la evidencia de las percepciones en las habilidades cognitivas. Además, los campamentos de aprendizaje de verano parecen ser una estrategia efectiva que podría implementarse en otros programas de enseñanza en Colombia, lo que significa promover la competencia intercultural ya que los participantes tienen la oportunidad de interactuar directamente con hablantes de otras culturas. Es decir, es esencial tener extranjeros en este tipo de programas. spa
dc.description.degreelevel Pregrado
dc.description.degreename Licenciado(a) en Bilingüismo con Énfasis en Inglés
dc.description.tableofcontents Table of Contents 1. Statement of the Problem.....................................................................................................................9 2. Research Questions ........................................................................................................................... 13 2.1 General question......................................................................................................................... 13 2.2 Specific questions........................................................................................................................ 13 2.3 Objectives.................................................................................................................................... 13 3. Theoretical Framework...................................................................................................................... 14 3.1 Introduction ................................................................................................................................. 14 3.3 What are the “components saviors”? ............................................................................................ 16 3.4 Cognitive Skills........................................................................................................................... 18 3.4.1 Cultural self-awareness. ........................................................................................................ 18 3.4.2 Culture-general knowledge.................................................................................................... 19 3.4.3 Culture- specific knowledge. ................................................................................................. 19 3.5 What is a summer learning camp?................................................................................................ 20 4. Literature Review.............................................................................................................................. 22 5. Methodology ..................................................................................................................................... 26 5.1 Introduction ................................................................................................................................. 26 5.2 Type of Research ......................................................................................................................... 26 5.3 Type of study............................................................................................................................... 27 5.4 Context........................................................................................................................................ 27 5.5 Setting ......................................................................................................................................... 28 7 5.6 Participants.................................................................................................................................. 29 5.6.1 Pre-service teachers............................................................................................................... 30 5.6.2 Visitors. ................................................................................................................................ 31 5.6.3 Staff members....................................................................................................................... 32 5.7 Researchers’ role ......................................................................................................................... 32 5.8 Methods for data collection.......................................................................................................... 33 5.8.1 Observation........................................................................................................................... 33 5.8.2 Stimulated recall. .................................................................................................................. 34 5.8.3 Reflective journal.................................................................................................................. 35 5.9 Data analysis ............................................................................................................................... 36 6. Ethical Considerations....................................................................................................................... 37 7. Results .............................................................................................................................................. 40 7.1 Participants’ Perceptions about their own and other Cultures........................................................ 40 7.1.1 Participants’ perceptions about the cultural differences among interpersonal relationships. .... 40 7.1.2 Participant’s perceptions about culture general and specific knowledge. ................................ 45 7.2 The Importance of Knowing about General Aspects of the own and other Cultures ...................... 51 7.2.1 Lack of participants’ knowledge regarding their own culture. ................................................ 51 7.2.2 Participants’ perceptions on the role of culture for teaching purposes..................................... 57 7.2.3 Participants’ learnt knowledge about the own and the other culture through spontaneous and planned interactions. ...................................................................................................................... 61 8. Implications....................................................................................................................................... 67 8.1 Pedagogical Implications ............................................................................................................. 67 8 8.2 Research Implications.................................................................................................................. 68 9. Limitations....................................................................................................................................... 69 10. Conclusions..................................................................................................................................... 71 11. References....................................................................................................................................... 74 12. Appendixes...................................................................................................................................... 83 eng
dc.format.extent 104
dc.format.mimetype application/pdf
dc.identifier.instname Universidad Tecnológica de Pereira
dc.identifier.reponame Repositorio Institucional Universidad Tecnológica de Pereira
dc.identifier.repourl https://repositorio.utp.edu.co/home
dc.identifier.uri https://hdl.handle.net/11059/14276
dc.language.iso eng
dc.publisher Universidad Tecnológica de Pereira
dc.publisher.faculty Facultad de Bellas Artes y Humanidades
dc.publisher.place Pereira
dc.publisher.program Licenciatura en Bilingüismo con Énfasis en Inglés
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dc.rights Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 de spa
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dc.subject.ddc 370 - Educación::371 - Escuelas y actividades; educación especial
dc.subject.lemb Cursos de verano
dc.subject.lemb Cooperación cultural
dc.subject.lemb Intercambio de estudiantes
dc.subject.proposal Competencia intercultural spa
dc.subject.proposal Campamento de verano spa
dc.subject.proposal Conocimiento general spa
dc.title Perceptions of cognitive intercultural skills through exposure to summer learning camp activities eng
dc.type Trabajo de grado - Pregrado
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