Effects of English pronunciation instruction and the exploration of social values with second-graders.

This research study explores the effects of English pronunciation instruction while exploring social values with a group of second-grade students from a public school at Bogotá. By recognizing the lack of pronunciation instruction time within the EFL classroom while integrated with social values, th...

Full description

Autores:
Reyes Leon, Lina Gabriela
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2025
Institución:
Universidad Pedagógica Nacional
Repositorio:
Repositorio Institucional UPN
Idioma:
eng
OAI Identifier:
oai:repository.pedagogica.edu.co:20.500.12209/21185
Acceso en línea:
http://hdl.handle.net/20.500.12209/21185
Palabra clave:
Instrucción en pronunciación
Enseñanza de pronunciación del inglés
Valores sociales
Enseñanza de pronunciación con estudiantes de primaria
Pronunciation instruction
Social values
Critical language teaching
EFL classroom
Pronunciation instruction with primary students
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
Description
Summary:This research study explores the effects of English pronunciation instruction while exploring social values with a group of second-grade students from a public school at Bogotá. By recognizing the lack of pronunciation instruction time within the EFL classroom while integrated with social values, the study aims to highlight the importance of fostering a critical perspective on language teaching and learning that consider both linguistic and social development. Through an action research approach, a series of classroom interventions were designed to develop pronunciation skills and to promote social values within students, such as self-esteem, teamwork and respect. Following a grounded theory approach, the analysis of data collected through field diaries and a questionnaire, reveals that explicit pronunciation instruction helps students become more aware of their oral production and, the integration of values created a respectful learning environment for themselves and others. This study supports the idea that pronunciation instruction in early education should be addressed critically to reflect both linguistic and social dimensions of language learning.