Exploring oral communication and identity through multimodal storytelling in an illustrated book.

Este proyecto de investigación examina la influencia de la integración de actividades de narración multimodal y expresión de identidad en las habilidades de comunicación oral de estudiantes de 4º grado en el colegio La Merced, culminando en la creación y presentación de un libro ilustrado. Para ello...

Full description

Autores:: Chaparro Alarcón, Ximena Paola

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

id	RPEDAGO2_c9f2a00e6c905026a030a0d23556b932
oai_identifier_str	oai:repository.pedagogica.edu.co:20.500.12209/21120
network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv	Exploring oral communication and identity through multimodal storytelling in an illustrated book.
title	Exploring oral communication and identity through multimodal storytelling in an illustrated book.
spellingShingle	Exploring oral communication and identity through multimodal storytelling in an illustrated book. Narración multimodal Habilidades de comunicación oral Expresión de identidad Adquisición de vocabulario. Identity expression Vocabulary acquisition Multimodal storytelling Oral communication skills
title_short	Exploring oral communication and identity through multimodal storytelling in an illustrated book.
title_full	Exploring oral communication and identity through multimodal storytelling in an illustrated book.
title_fullStr	Exploring oral communication and identity through multimodal storytelling in an illustrated book.
title_full_unstemmed	Exploring oral communication and identity through multimodal storytelling in an illustrated book.
title_sort	Exploring oral communication and identity through multimodal storytelling in an illustrated book.
dc.creator.fl_str_mv	Chaparro Alarcón, Ximena Paola
dc.contributor.advisor.spa.fl_str_mv	Reina Moreno, Vanessa Andrea
dc.contributor.author.none.fl_str_mv	Chaparro Alarcón, Ximena Paola
dc.subject.spa.fl_str_mv	Narración multimodal Habilidades de comunicación oral Expresión de identidad Adquisición de vocabulario.
topic	Narración multimodal Habilidades de comunicación oral Expresión de identidad Adquisición de vocabulario. Identity expression Vocabulary acquisition Multimodal storytelling Oral communication skills
dc.subject.keywords.eng.fl_str_mv	Identity expression Vocabulary acquisition Multimodal storytelling Oral communication skills
description	Este proyecto de investigación examina la influencia de la integración de actividades de narración multimodal y expresión de identidad en las habilidades de comunicación oral de estudiantes de 4º grado en el colegio La Merced, culminando en la creación y presentación de un libro ilustrado. Para ello, se utilizó una metodología de investigación-acción con un paradigma cualitativo basado en la teoría fundamentada, recolectando datos a través de diversos instrumentos para garantizar la triangulación de la información. Los hallazgos indican que involucrar a los estudiantes en actividades de narración multimodal tiene u efecto positivo en su competencia oral, evidenciando un aumento de la confianza, la fluidez y la variedad léxica. Además, el estudio demostró el impacto favorable de la interacción y las estrategias multimodales en la facilitación de la adquisición y la aplicación del vocabulario, al mismo tiempo que proporciona una plataforma valiosa para la autoexpresión.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-06-19T16:23:41Z
dc.date.available.none.fl_str_mv	2025-06-19T16:23:41Z
dc.date.issued.none.fl_str_mv	2025
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
format	http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/21120
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/21120
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston. Baños Sisa, E. (2018). Recreating storytelling as a strategy to foster speaking skill in tenth grade students at Bethlemitas Brighton High School [Tesis de pregrado, Universidad de Pamplona]. Repositorio Institucional Universidad de Pamplona. http://repositoriodspace.unipamplona.edu.co/jspui/bitstream/20.500.12744/2518/1/Ba%C3%B1os_Sisa_2018_TG.pdf Barreo, L. (2016). Problem-based learning: Enhancing oral communication in the EFL classroom [Tesis de pregrado, Universidad Externado de Colombia]. Repositorio Universidad Externado de Colombia. https://bdigital.uexternado.edu.co/entities/publication/8ae25696-7af8-41a3-991f-243646d00f0a Bayro, B., Wilson, J. R., Staton, D., & Boltman, A. (2003). Mixed reality storytelling environments. Virtual Reality, 7(1), 2–9. Blanco Torres, L. E. (2023). Communication and speaking strategies to promote oral interaction in a tenth-grade EFL class [Tesis de pregrado, Universidad de Caldas]. Repositorio Digital Universidad de Caldas. https://repositorio.ucaldas.edu.co/bitstream/handle/ucaldas/19439/LuisEduardo_BlancoTorres_2023.pdf?sequence=1&isAllowed=y Brown, H. D. (2000). Principles of language learning and teaching (4ª ed.). Longman. https://gustavorubinoernesto.com/wp-content/uploads/2020/06/H-Douglas-Brown-Principles-of-Language-Learning-and-Teaching.pdf Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge University Press. Buck Institute for Education. (2019). Essential project design elements. PBLWorks. https://www.pblworks.org/what-is-pbl/gold-standard-project-design Burns, A. (2010). Doing action research in English language teaching (2ª ed.). Taylor & Francis. Byrne, D. (1967). Teaching oral English. Pearson Education. Caldeira, L. (2007). Narrative and identity construction – An analysis of the L2 learning process. Revista Brasileira de Linguística Aplicada, 7(2), 199–214. https://www.redalyc.org/articulo.oa?id=339829601008 Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Palmer Press. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8ª ed.). Routledge. Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Sage Publications. Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A literature review. MDRC. https://files.eric.ed.gov/fulltext/ED578933.pdf Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. Cormane, S. (2021). Vocabulary learning through activities framed within multimodality [Tesis de pregrado, Universidad Pedagógica Nacional]. Repositorio Universidad Pedagógica Nacional. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/13422/Vocabulary%20Learning%20Through%20Activities.pdf?sequence=3&isAllowed=y Denzin, N. K., & Lincoln, Y. S. (2005). The discipline and practice of qualitative research. En The Sage handbook of qualitative research (pp. 1–32). SAGE Publications. Dewey, J., & Small, A. W. (1897). My pedagogic creed (No. 25). E. L. Kellogg & Company. Díaz, A. P. (2003). The process of teaching and learning English in grade 6, from a developer perspective. Mendive, 1(1), 10–16. https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/56 Giddens, A., & Sutton, P. W. (2014). Interaction and communication. En Essential concepts in sociology (pp. 269–281). John Wiley & Sons. Hatch, A. (2002). Doing qualitative research in education settings. State University of New York Press. Howatt, A. P. R. (1984). A history of English language teaching. Oxford University Press. Jewitt, C. (2009). An introduction to multimodality. En C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 14–27). Routledge. Kress, G. (2003). Literacy in the new media age. Routledge. Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold. Landrum, R. E., Brakke, K., & McCarthy, M. A. (2019). The pedagogical power of storytelling. Scholarship of Teaching and Learning in Psychology, 5(4), 247–253. https://doi.org/10.1037/stl0000152 Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford University Press. Lenz, B., & Larmer, J. (2020). Project-based learning that makes a difference. Educational Leadership, 77(6), 66–71. http://www.ascd.org Littlewood, W. T. (1981). Communicative language teaching: An introduction. Cambridge University Press. Magaldi, D., & Berler, M. (2020). Semi-structured interviews. En V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences. Springer. https://doi.org/10.1007/978-3-319-24612-3_857 McAdams, D. P. (1993). The stories we live by: Personal myths and the making of the self. Guilford Press. McCutcheon, G., & Jung, B. (1990). Alternative perspectives on action research. Theory into Practice, 24(3), 144–151. Pandya, J. Z. (2012). Unpacking Pandora’s box: Issues in the assessment of English learners’ literacy skill development in multimodal classrooms. Journal of Adolescent & Adult Literacy, 56(3), 181–185. https://doi.org/10.1002/jaal.00124 Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189–1208. Pulido Díaz, A., & Hernández, L. (2003). The process of teaching and learning English in grade 6, from a developer perspective. Mendive, 1(1), 10–16. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2ª ed.). Cambridge University Press. Sakulprasertsri, K. (2020). Teachers’ integration of multimodality into 21st century EFL classrooms in Thailand: Practice and perception. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 225–242. Scovel, T., González, R. D., & Melis, I. (2000). The younger, the better myth and bilingual education. En R. D. González & I. Melis (Eds.), Languages ideologies: Critical perspectives on the official English movement (pp. 85–99). Lawrence Erlbaum Associates. Serrat, O. (2017). Storytelling. En Knowledge solutions (pp. 831–836). Springer. https://doi.org/10.1007/978-981-10-0983-9_91 Solomon, G. (2003). Project-based learning: A primer. Technology & Learning, 23(6), 20–30. Taylor, C. (1989). Sources of the self: The making of modern identity. Harvard University Press. The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. Thorndike, R. L., & Hagen, E. (1970). Measurement and evaluation in psychology and education. Wiley Eastern Pvt. Ltd. Van Leeuwen, T. (2005). Introducing social semiotics. Routledge. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Zuber-Skerritt, O. (1992). Improving learning and teaching through action learning and action research. University of Queensland. https://www.herdsa.org.au/conference1992
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons.none.fl_str_mv	Attribution-NonCommercial-NoDerivatives 4.0 International
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 Attribution-NonCommercial-NoDerivatives 4.0 International
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	Universidad Pedagógica Nacional
dc.publisher.program.spa.fl_str_mv	Licenciatura en Español e Inglés
dc.publisher.faculty.spa.fl_str_mv	Facultad de Humanidades
institution	Universidad Pedagógica Nacional
bitstream.url.fl_str_mv	http://repository.pedagogica.edu.co/bitstream/20.500.12209/21120/5/Exploring%20Oral%20Communication%20and%20Identity.pdf.jpg http://repository.pedagogica.edu.co/bitstream/20.500.12209/21120/3/license.txt http://repository.pedagogica.edu.co/bitstream/20.500.12209/21120/4/202503250112993-04%20JUN%2025%20XIMENA%20CHAPARRO.pdf http://repository.pedagogica.edu.co/bitstream/20.500.12209/21120/1/Exploring%20Oral%20Communication%20and%20Identity.pdf
bitstream.checksum.fl_str_mv	c9b6e3335efe9aa80c9a400dd65bd220 8a4605be74aa9ea9d79846c1fba20a33 10cb12d701802865ca31959df7256f6c c51523ff9bb3e2ba97c25ce74c37b2f0
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv	repositorio@pedagogica.edu.co
_version_	1836753106052841472
spelling	Reina Moreno, Vanessa AndreaChaparro Alarcón, Ximena Paola2025-06-19T16:23:41Z2025-06-19T16:23:41Z2025http://hdl.handle.net/20.500.12209/21120instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este proyecto de investigación examina la influencia de la integración de actividades de narración multimodal y expresión de identidad en las habilidades de comunicación oral de estudiantes de 4º grado en el colegio La Merced, culminando en la creación y presentación de un libro ilustrado. Para ello, se utilizó una metodología de investigación-acción con un paradigma cualitativo basado en la teoría fundamentada, recolectando datos a través de diversos instrumentos para garantizar la triangulación de la información. Los hallazgos indican que involucrar a los estudiantes en actividades de narración multimodal tiene u efecto positivo en su competencia oral, evidenciando un aumento de la confianza, la fluidez y la variedad léxica. Además, el estudio demostró el impacto favorable de la interacción y las estrategias multimodales en la facilitación de la adquisición y la aplicación del vocabulario, al mismo tiempo que proporciona una plataforma valiosa para la autoexpresión.Submitted by Ximena Paola Chaparro Alarcón (xpchaparroa@upn.edu.co) on 2025-06-04T17:19:58Z No. of bitstreams: 2 Exploring Oral Communication and Identity Through Multimodal Storytelling in an Illustrated Book.pdf: 1958454 bytes, checksum: c51523ff9bb3e2ba97c25ce74c37b2f0 (MD5) Licenciausotrabajosytesisgrado.pdf: 1241236 bytes, checksum: 10cb12d701802865ca31959df7256f6c (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2025-06-06T19:51:08Z (GMT) No. of bitstreams: 2 Exploring Oral Communication and Identity Through Multimodal Storytelling in an Illustrated Book.pdf: 1958454 bytes, checksum: c51523ff9bb3e2ba97c25ce74c37b2f0 (MD5) Licenciausotrabajosytesisgrado.pdf: 1241236 bytes, checksum: 10cb12d701802865ca31959df7256f6c (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2025-06-19T16:23:41Z (GMT) No. of bitstreams: 2 Exploring Oral Communication and Identity Through Multimodal Storytelling in an Illustrated Book.pdf: 1958454 bytes, checksum: c51523ff9bb3e2ba97c25ce74c37b2f0 (MD5) Licenciausotrabajosytesisgrado.pdf: 1241236 bytes, checksum: 10cb12d701802865ca31959df7256f6c (MD5)Made available in DSpace on 2025-06-19T16:23:41Z (GMT). No. of bitstreams: 2 Exploring Oral Communication and Identity Through Multimodal Storytelling in an Illustrated Book.pdf: 1958454 bytes, checksum: c51523ff9bb3e2ba97c25ce74c37b2f0 (MD5) Licenciausotrabajosytesisgrado.pdf: 1241236 bytes, checksum: 10cb12d701802865ca31959df7256f6c (MD5) Previous issue date: 2025Licenciado en Español e InglésPregradoThis research project investigates the influence of integrating multimodal storytelling and identity expression activities on the oral communication skills of 4th grade students at La Merced School, culminating in the creation and presentation of an illustrated book. For this, an action research methodology with a qualitative paradigm based on Grounded Theory was used, collecting data through different instruments to ensure the triangulation of data. The findings indicate that engaging students in multimodal storytelling positively affects their oral proficiency, resulting in increased confidence, fluency, and lexical variety. Furthermore, the study demonstrated the positive impact of interaction and multimodal strategies in facilitating vocabulary acquisition and application, while also providing a valuable platform for self-expression.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalNarración multimodalHabilidades de comunicación oralExpresión de identidadAdquisición de vocabulario.Identity expressionVocabulary acquisitionMultimodal storytellingOral communication skillsExploring oral communication and identity through multimodal storytelling in an illustrated book.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAusubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.Baños Sisa, E. (2018). Recreating storytelling as a strategy to foster speaking skill in tenth grade students at Bethlemitas Brighton High School [Tesis de pregrado, Universidad de Pamplona]. Repositorio Institucional Universidad de Pamplona. http://repositoriodspace.unipamplona.edu.co/jspui/bitstream/20.500.12744/2518/1/Ba%C3%B1os_Sisa_2018_TG.pdfBarreo, L. (2016). Problem-based learning: Enhancing oral communication in the EFL classroom [Tesis de pregrado, Universidad Externado de Colombia]. Repositorio Universidad Externado de Colombia. https://bdigital.uexternado.edu.co/entities/publication/8ae25696-7af8-41a3-991f-243646d00f0aBayro, B., Wilson, J. R., Staton, D., & Boltman, A. (2003). Mixed reality storytelling environments. Virtual Reality, 7(1), 2–9.Blanco Torres, L. E. (2023). Communication and speaking strategies to promote oral interaction in a tenth-grade EFL class [Tesis de pregrado, Universidad de Caldas]. Repositorio Digital Universidad de Caldas. https://repositorio.ucaldas.edu.co/bitstream/handle/ucaldas/19439/LuisEduardo_BlancoTorres_2023.pdf?sequence=1&isAllowed=yBrown, H. D. (2000). Principles of language learning and teaching (4ª ed.). Longman. https://gustavorubinoernesto.com/wp-content/uploads/2020/06/H-Douglas-Brown-Principles-of-Language-Learning-and-Teaching.pdfBrown, G., & Yule, G. (1983). Discourse analysis. Cambridge University Press.Buck Institute for Education. (2019). Essential project design elements. PBLWorks. https://www.pblworks.org/what-is-pbl/gold-standard-project-designBurns, A. (2010). Doing action research in English language teaching (2ª ed.). Taylor & Francis.Byrne, D. (1967). Teaching oral English. Pearson Education.Caldeira, L. (2007). Narrative and identity construction – An analysis of the L2 learning process. Revista Brasileira de Linguística Aplicada, 7(2), 199–214. https://www.redalyc.org/articulo.oa?id=339829601008Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Palmer Press.Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8ª ed.). Routledge.Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches. Sage Publications.Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A literature review. MDRC. https://files.eric.ed.gov/fulltext/ED578933.pdfCorbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21.Cormane, S. (2021). Vocabulary learning through activities framed within multimodality [Tesis de pregrado, Universidad Pedagógica Nacional]. Repositorio Universidad Pedagógica Nacional. http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/13422/Vocabulary%20Learning%20Through%20Activities.pdf?sequence=3&isAllowed=yDenzin, N. K., & Lincoln, Y. S. (2005). The discipline and practice of qualitative research. En The Sage handbook of qualitative research (pp. 1–32). SAGE Publications.Dewey, J., & Small, A. W. (1897). My pedagogic creed (No. 25). E. L. Kellogg & Company.Díaz, A. P. (2003). The process of teaching and learning English in grade 6, from a developer perspective. Mendive, 1(1), 10–16. https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/56Giddens, A., & Sutton, P. W. (2014). Interaction and communication. En Essential concepts in sociology (pp. 269–281). John Wiley & Sons.Hatch, A. (2002). Doing qualitative research in education settings. State University of New York Press.Howatt, A. P. R. (1984). A history of English language teaching. Oxford University Press.Jewitt, C. (2009). An introduction to multimodality. En C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 14–27). Routledge.Kress, G. (2003). Literacy in the new media age. Routledge.Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold.Landrum, R. E., Brakke, K., & McCarthy, M. A. (2019). The pedagogical power of storytelling. Scholarship of Teaching and Learning in Psychology, 5(4), 247–253. https://doi.org/10.1037/stl0000152Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford University Press.Lenz, B., & Larmer, J. (2020). Project-based learning that makes a difference. Educational Leadership, 77(6), 66–71. http://www.ascd.orgLittlewood, W. T. (1981). Communicative language teaching: An introduction. Cambridge University Press.Magaldi, D., & Berler, M. (2020). Semi-structured interviews. En V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences. Springer. https://doi.org/10.1007/978-3-319-24612-3_857McAdams, D. P. (1993). The stories we live by: Personal myths and the making of the self. Guilford Press.McCutcheon, G., & Jung, B. (1990). Alternative perspectives on action research. Theory into Practice, 24(3), 144–151.Pandya, J. Z. (2012). Unpacking Pandora’s box: Issues in the assessment of English learners’ literacy skill development in multimodal classrooms. Journal of Adolescent & Adult Literacy, 56(3), 181–185. https://doi.org/10.1002/jaal.00124Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189–1208.Pulido Díaz, A., & Hernández, L. (2003). The process of teaching and learning English in grade 6, from a developer perspective. Mendive, 1(1), 10–16.Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2ª ed.). Cambridge University Press.Sakulprasertsri, K. (2020). Teachers’ integration of multimodality into 21st century EFL classrooms in Thailand: Practice and perception. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 225–242.Scovel, T., González, R. D., & Melis, I. (2000). The younger, the better myth and bilingual education. En R. D. González & I. Melis (Eds.), Languages ideologies: Critical perspectives on the official English movement (pp. 85–99). Lawrence Erlbaum Associates.Serrat, O. (2017). Storytelling. En Knowledge solutions (pp. 831–836). Springer. https://doi.org/10.1007/978-981-10-0983-9_91Solomon, G. (2003). Project-based learning: A primer. Technology & Learning, 23(6), 20–30.Taylor, C. (1989). Sources of the self: The making of modern identity. Harvard University Press.The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.Thorndike, R. L., & Hagen, E. (1970). Measurement and evaluation in psychology and education. Wiley Eastern Pvt. Ltd.Van Leeuwen, T. (2005). Introducing social semiotics. Routledge.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Zuber-Skerritt, O. (1992). Improving learning and teaching through action learning and action research. University of Queensland. https://www.herdsa.org.au/conference1992THUMBNAILExploring Oral Communication and Identity.pdf.jpgExploring Oral Communication and Identity.pdf.jpgIM Thumbnailimage/jpeg3072http://repository.pedagogica.edu.co/bitstream/20.500.12209/21120/5/Exploring%20Oral%20Communication%20and%20Identity.pdf.jpgc9b6e3335efe9aa80c9a400dd65bd220MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/21120/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202503250112993-04 JUN 25 XIMENA CHAPARRO.pdf202503250112993-04 JUN 25 XIMENA CHAPARRO.pdfLICENCIA APROBADAapplication/pdf1241236http://repository.pedagogica.edu.co/bitstream/20.500.12209/21120/4/202503250112993-04%20JUN%2025%20XIMENA%20CHAPARRO.pdf10cb12d701802865ca31959df7256f6cMD54ORIGINALExploring Oral Communication and Identity.pdfExploring Oral Communication and Identity.pdfapplication/pdf1958454http://repository.pedagogica.edu.co/bitstream/20.500.12209/21120/1/Exploring%20Oral%20Communication%20and%20Identity.pdfc51523ff9bb3e2ba97c25ce74c37b2f0MD5120.500.12209/21120oai:repository.pedagogica.edu.co:20.500.12209/211202025-06-19 23:00:30.423Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

Exploring oral communication and identity through multimodal storytelling in an illustrated book.

Publicaciones similares