Re-imagining the classroom through social justice projects: portraying students’ attitudes.
This paper analyses Costa Rican college EFL learners’ attitudes and challenges when conducting social awareness projects as an initiative in an English course. The Think, Share and Act (TSA) project was initi-ated in January, 2009 with 57 students from different majors at Univer-sidad Nac...
| Autores Principales: | Villalobos Ulate, Nuria, Chaves Carballo, Olga |
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| Formato: | Artículo |
| Idioma: | Inglés |
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Universidad Nacional, Costa Rica
2021
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| Acceso en línea: |
http://hdl.handle.net/11056/20431 |
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RepoUNACR20431 |
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RepoUNACR204312021-06-25T17:22:59Z Re-imagining the classroom through social justice projects: portraying students’ attitudes. Un quehacer con impacto social. Re-imagining the classroom through social justice projects: portraying students’ attitudes Villalobos Ulate, Nuria Chaves Carballo, Olga EDUCACIÓN MÉTODOS PEDAGÓGICOS ASPECTOS SOCIALES APRENDIZAJE ACTITUDES EDUCATION PEDAGOGICAL METHODS SOCIAL ASPECTS LEARNING ATTITUDES This paper analyses Costa Rican college EFL learners’ attitudes and challenges when conducting social awareness projects as an initiative in an English course. The Think, Share and Act (TSA) project was initi-ated in January, 2009 with 57 students from different majors at Univer-sidad Nacional-Heredia. The students worked for about three months in planning and conducting the project in different settings. Students DUH JLYHQ WKH RSSRUWXQLW\ WR OHDUQ DERXW GLIIHUHQW JOREDO LVVXHV UHÁHFW on and discuss them, share their knowledge and experiences related to these concerns and even come up with possible action plans for social problems. The research concludes that these projects heighten interest in researching social issues, enhance social and linguistic skills and improve problem solving and leadership skills which grow levels of motivation to carry out humanitarian projects Este ensayo analiza las actitudes y retos de los estudiantes universitarios en las clases de inglés donde se trabaja con proyectos de consciencia social como una nueva iniciativa en los cursos de inglés. El proyecto Piensa, Comparta y Actué inició en febrero del 2009 con 57 estudiantes de diferentes carreras en la Universidad Nacional-Heredia. Los estudiantes llevaron a cabo este proyecto por tres meses en diferentes lugares. Tuvieron la oportunidad de aprender de problemas globales, estos temas y también realizar un plan de acción social. La investigación concluye que estos proyectos incrementan el interés para investigar problemáticas sociales y mejoran las destrezas sociales, habilidades lingüísticas en inglés y las habilidades de resolución de problemas y liderazgo, los cuales fortalecen la motivación para realizar proyectos humanitarios. Escuela de Literatura y Ciencias del Lenguaje 2021-06-25T17:22:59Z 2021-06-25T17:22:59Z 2015 http://purl.org/coar/resource_type/c_6501 2215-2849 http://hdl.handle.net/11056/20431 eng Acceso abierto http://creativecommons.org/publicdomain/zero/1.0/ application/pdf Universidad Nacional, Costa Rica Revista de Extensión Universidad en diálogo • Vol. V- N.° 1. 15 enero-junio de 2015 |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Repositorio UNA-Costa Rica |
| language |
Inglés |
| topic |
EDUCACIÓN MÉTODOS PEDAGÓGICOS ASPECTOS SOCIALES APRENDIZAJE ACTITUDES EDUCATION PEDAGOGICAL METHODS SOCIAL ASPECTS LEARNING ATTITUDES |
| spellingShingle |
EDUCACIÓN MÉTODOS PEDAGÓGICOS ASPECTOS SOCIALES APRENDIZAJE ACTITUDES EDUCATION PEDAGOGICAL METHODS SOCIAL ASPECTS LEARNING ATTITUDES Villalobos Ulate, Nuria Chaves Carballo, Olga Re-imagining the classroom through social justice projects: portraying students’ attitudes. |
| description |
This paper analyses Costa Rican college EFL learners’ attitudes and challenges when conducting social awareness projects as an initiative in an English course. The Think, Share and Act (TSA) project was initi-ated in January, 2009 with 57 students from different majors at Univer-sidad Nacional-Heredia. The students worked for about three months in planning and conducting the project in different settings. Students DUH JLYHQ WKH RSSRUWXQLW\ WR OHDUQ DERXW GLIIHUHQW JOREDO LVVXHV UHÁHFW on and discuss them, share their knowledge and experiences related to these concerns and even come up with possible action plans for social problems. The research concludes that these projects heighten interest in researching social issues, enhance social and linguistic skills and improve problem solving and leadership skills which grow levels of motivation to carry out humanitarian projects |
| format |
Artículo |
| author |
Villalobos Ulate, Nuria Chaves Carballo, Olga |
| author_sort |
Villalobos Ulate, Nuria |
| title |
Re-imagining the classroom through social justice projects: portraying students’ attitudes. |
| title_short |
Re-imagining the classroom through social justice projects: portraying students’ attitudes. |
| title_full |
Re-imagining the classroom through social justice projects: portraying students’ attitudes. |
| title_fullStr |
Re-imagining the classroom through social justice projects: portraying students’ attitudes. |
| title_full_unstemmed |
Re-imagining the classroom through social justice projects: portraying students’ attitudes. |
| title_sort |
re-imagining the classroom through social justice projects: portraying students’ attitudes. |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2021 |
| url |
http://hdl.handle.net/11056/20431 |
| _version_ |
1796097432192286720 |
| score |
12.041087 |