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040 _aCO-NeUS
_bspa
_erda
041 _aspa
100 1 _9160679
_aPeña Rojas, Diego Alejandro
_eaut
245 1 0 _aExploring english learners languague identity construction within a vocational education training (vet) program at sena regional Caquetá /
_cDiego Alejandro Peña Rojas; Asesor de Tesis José David Largo Rodríguez
256 _aDatos electrónicos (1 archivos:6590 MG)
264 1 _aNeiva:
_bUniversidad Surcolombiana,
_c2025
300 _a1 CD-ROM (181 páginas);
_bilustraciones en general, tablas o cuadros;
_c12 cm
336 _2rdacontent
_atxt
_btxt
337 _2rdamedia
_ac
_bcd
338 _2rdacarrier
_acd
_bcd
347 _2rda
_atexto
_bpdf
502 _aTesis
_bMagíster en Didáctica del Inglés
_cUniversidad Surcolombiana. Facultad de Educación. Maestría en Didáctica del Inglés
_d2025
_g
505 _aResumen -- Chapter I. Introduction -- Statement of the problem, Research question, Research Objetives -- Chapter II. Literature Review, Theoretical Foundations -- Chapter III. Research Design , Type of Study, Data Collection Method, Data Collection Instruments and Analysis -- Chapter IV. Instructional Design -- Pedagogical Intervention -- Chapter V. Data Analysis, Findings and discussion -- Building Bridges: Crafting Language Identity in VET Programs -- Discovering and Experiencing Selfhood through the VET Program -- Transforming the Self through English: Language Identities in the Making at VET program -- Chapter VI- Conclusions
520 _a"Identity plays a fundamental role in education, influencing both students’ and teachers’ engagement, motivation, and overall success. Research suggests that identity is multidimensional, shaped by various factors beyond language proficiency. Acknowledging these complexities fosters authentic learning experiences, particularly in culturally diverse educational settings. In Colombia, recognizing cultural and socio-economic diversity is essential for inclusive education. English proficiency is particularly significant for students in Vocational Education and Training (VET) programs like SENA, as it enhances their global communication skills and job opportunities. However, limited research has examined how learners in these contexts construct their identities through language. A narrative case study explored how SENA learners’ classroom interactions and experiences contribute to shaping their language identities. It identified three interconnected aspects of identity formation: "Building Bridges: Crafting Identity and Language in VET Programs," which analyzed how English linked learners’ present abilities to their future aspirations; "Discovering Selfhood Through the VET Program and Experiences," which explored internal and external influences on identity; and "Transforming the Self Through English: Language Identities in the Making at VET Programs," which emphasized confidence and personal growth. These findings underscore the importance of learner-centered methodologies in VET English education, fostering engagement and improving learning outcomes."
700 1 _9160680
_aLargo Rodríguez, José David
_eths
082 0 4 _221
_aTh MDI 084
650 0 _9160681
_aDidáctica del Inglés
_xConstrucción de identidad lingüistica
650 0 _9160682
_aMetodología de Enseñanza
_xEnseñanza y Aprendizaje en FPI VET Teaching & Learning
942 _2Local
_cCD
_hTh MDI 084
_kTh