Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogotá

En Bogotá D.C., la enseñanza del inglés en las escuelas primarias públicas enfrenta el desafío de determinar la verdadera eficacia de los materiales didácticos en el desarrollo de la competencia lingüística de los estudiantes. Aunque su uso es frecuente en el currículo escolar, aún se desconoce el i...

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Autores:: Chaves León, Kevin Santiago
Garzón Méndez, Santiago
Pereira Huertas, Jhonatan Steven
Ariza Velasquez, Juan Sebastian

Tipo de recurso:: https://purl.org/coar/resource_type/c_7a1f

Fecha de publicación:: 2025

Institución:: Universidad El Bosque

Repositorio:: Repositorio U. El Bosque

Idioma:: eng

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dc.title.none.fl_str_mv	Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogotá
dc.title.translated.none.fl_str_mv	Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogota.
title	Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogotá
spellingShingle	Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogotá Educación bilingüe Prácticas de aula Materiales didácticos Competencia lingüística Adquisición de vocabulario 370.1175 Bilingual education Classroom practices Didactic materials Language proficiency Vocabulary acquisition
title_short	Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogotá
title_full	Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogotá
title_fullStr	Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogotá
title_full_unstemmed	Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogotá
title_sort	Influence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogotá
dc.creator.fl_str_mv	Chaves León, Kevin Santiago Garzón Méndez, Santiago Pereira Huertas, Jhonatan Steven Ariza Velasquez, Juan Sebastian
dc.contributor.advisor.none.fl_str_mv	Florez Matias, Diego
dc.contributor.author.none.fl_str_mv	Chaves León, Kevin Santiago Garzón Méndez, Santiago Pereira Huertas, Jhonatan Steven Ariza Velasquez, Juan Sebastian
dc.subject.none.fl_str_mv	Educación bilingüe Prácticas de aula Materiales didácticos Competencia lingüística Adquisición de vocabulario
topic	Educación bilingüe Prácticas de aula Materiales didácticos Competencia lingüística Adquisición de vocabulario 370.1175 Bilingual education Classroom practices Didactic materials Language proficiency Vocabulary acquisition
dc.subject.ddc.none.fl_str_mv	370.1175
dc.subject.keywords.none.fl_str_mv	Bilingual education Classroom practices Didactic materials Language proficiency Vocabulary acquisition
description	En Bogotá D.C., la enseñanza del inglés en las escuelas primarias públicas enfrenta el desafío de determinar la verdadera eficacia de los materiales didácticos en el desarrollo de la competencia lingüística de los estudiantes. Aunque su uso es frecuente en el currículo escolar, aún se desconoce el impacto real que tienen en la adquisición de vocabulario, la comprensión lectora, la escritura y la fluidez. Este estudio busca examinar cómo los materiales de inglés influyen en el aprendizaje del vocabulario a través de un enfoque cualitativo y cuantitativo. Para ello, se emplearán entrevistas, observaciones y análisis de documentos, con el fin de evaluar su accesibilidad, efectividad y aplicación en el aula. La investigación pretende aportar una visión integral que oriente la mejora de las prácticas docentes y la reestructuración curricular. Se espera contribuir al fortalecimiento de la enseñanza del inglés en las escuelas públicas de Bogotá, promoviendo aprendizajes significativos y duraderos.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-11-04T19:26:18Z
dc.date.issued.none.fl_str_mv	2025-10
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad El Bosque
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language	eng
dc.relation.references.none.fl_str_mv	Barrot, J. S. (2016). Current principles and concepts in the teaching of macro skills. Journal of Studies in Teaching and Research, 6(1), 1–20. https://www.nationalu.edu.ph/wpcontent/uploads/2016/08/JSTAR6_Barrot.pdf Beck, I., McKeown, M., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2da ed.). Guilford Press. https://books.google.com.co/books/about/Bringing_Words_to_Life.html?id=Xan0HOrAh54C&redir_esc=y Brown, A. (2019). Aligning English language teaching materials with student proficiency levels. Journal of Language Education, 25(2), 45-58. https://doi.org/10.3102/0013189X19872497 Carranza-Marchena, P., & Badilla-Zamora, I. (2022). Literature and didactic resources and materials for promoting English: Case study developed in 2018. Revista Espiga, 21(44), 255- 275. https://www.scielo.sa.cr/scielo.php?pid=S2215-454X2022000200255&script=sci_arttext&tlng=en Chen, C., & Cheng, W. (2021). Artificial intelligence in language learning: Adaptive tools for vocabulary acquisition. Journal of Educational Technology, 18(2), 101–115. https://www.researchgate.net/publication/393710126_Artificial_Intelligence_in_Language_Learning Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5ta ed.). SAGE Publications. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf Darwin, M., Smith, J., & Ortega, P. (2024). Artificial intelligence and pedagogy in EFLcontexts. Journal of Language Teaching and Technology, 12(1), 45–62. https://www.researchgate.net/publication/390466448_Opportunities_for_Artificial_Intelligence_AI_in_Language_Teaching_and_Learning Decraene, V., Jacobs, L., & Van der Linden, S. (2023). Interactive book reading andvocabulary instruction in bilingual classrooms. Journal of Early Childhood Literacy, 23(4), 567–589. https://www.researchgate.net/publication/232474205_Beyond_the_Pages_of_a_Book_Interactive_Book_Reading_and_Language_Development_in_Preschool_Classrooms Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. En R. Ellis(Ed.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 3- 26). Multilingual Matters. https://doi.org/10.21832/9781847691767-003 Farley, S. (2019). The impact of instructional materials on the vocabulary development of English learners in public primary schools. ERIC. https://files.eric.ed.gov/fulltext/ED594288.pdf Fernandes, M., Felicetti, V. L., & Szezecinski, A. F. (2019). Didactic strategies forteaching English in elementary education. Comunicação & Educação, 24(1), 69–81. 57 https://www.researchgate.net/publication/333859645_Estrategias_didaticas_para_o_ensino_da_lingua_inglesa_na_educacao_basica Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann. https://victesol.vic.edu.au/wpcontent/uploads/gibbonschapter.pdf Godwin-Jones, R. (2018). Using mobile technology to develop language skills and cultural understanding. Language Learning & Technology, 22(3), 3–20. https://www.scirp.org/reference/referencespapers?referenceid=3900747 Gómez, A., & Díaz, M. (2022). Transformaciones educativas y enseñanza del inglés en Bogotá. Revista Colombiana de Educación, 83(1), 120–140. https://revistas.upn.edu.co/index.php/RCE/ Greene, M. A. K. (2019, 15 de agosto). What is explicit instruction? Understood. https://www.understood.org/en/articles/what-is-explicit-instruction Gutiérrez, S., & Fernández, E. (2017). The effectiveness of English languageinstructional materials on vocabulary expansion. Language Acquisition Quarterly, 40(4), 210-225. https://www.researchgate.net/publication/373776200 Harmer, J. (2007). The practice of English language teaching (4ta ed.). Pearson Longman. https://coljour.wordpress.com/wp58content/uploads/2018/09/jeremy_harmer_the_practice_of_english_language_teaching_4th_edition_longman_handbooks_for_language_teachers.pdf Jedi-Sari-Biglar, N., & Liman-Kaban, Z. (2023). Songs and vocabulary learning among primary students. Journal of Language Education Research, 29(2), 55–70. https://www.researchgate.net/publication/374751166_Exploring_the_effect_of_mobileassisted_task-based_learning_on_vocabulary_achievement_and_student_attitude Jones, R., & Martinez, P. (2020). Exploring the effectiveness of English language instructional materials on reading comprehension. Journal of Applied Linguistics, 15(1), 78-92. https://doi.org/10.13140/RG.2.2.32260.13441 Lee, S., & Kim, Y. (2022). Correlation between English language instructional materials and students' proficiency levels. Language Education Research, 30(2), 150-165. https://doi.org/10.23887/jpp.v54i2.2847 Linse, C., & Nunan, D. (2017). Exploring the relationship between vocabulary knowledge and reading comprehension in early English learners. ERIC. https://files.eric.ed.gov/fulltext/EJ1166513.pdf Little, D. (2012). Learner autonomy: Theory and practice. Authentik. https://www.researchgate.net/publication/320022166_Language_Learner_Autonomy_Theory_Practice_and_Research Mayer, R. E. (2009). Multimedia learning (2da ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678 McKeown, M., & Beck, I. (2015). Effective vocabulary instruction. Guilford Press. https://keystoliteracy.com/wp-content/uploads/2012/08/effective-vocabulary-instruction.pdf Meisuri, M., Maharani, R., & Widyaningrum, R. (2020). Contextual learning and vocabulary acquisition in young learners. Indonesian Journal of English Education, 7(2), 145– 160. https://www.researchgate.net/publication/317039750_Vocabulary_acquisition_and_young_learners_Different_tasks_similar_involvement_loads Meisuri, M., Maharani, R., & Widyaningrum, R. (2021). Situated learning and vocabulary development in primary schools. Journal of Language Teaching, 11(3), 201–215. https://www.researchgate.net/publication/371272182_ESL_Vocabulary_Teaching_Strategies_Used_by_Primary_School_Teachers_in_Sarawak Ministerio de Educación Nacional. (2018). Lineamientos curriculares de bilingüismo. MEN. https://www.mineducacion.gov.co/portal/micrositios-preescolar-basica-ymedia/Direccion-de-Calidad/Referentes-de-Calidad/339975:Lineamientos-curriculares Nash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. International Journal of Language & Communication Disorders, 41(3), 335–354. https://onlinelibrary.wiley.com/doi/abs/10.1080/13682820600602295 Nunan, D. (2004). Task-based language teaching. Cambridge University Press. https://www.cambridge.org/core/books/taskbasedlanguageteaching/0CA4599235DCF504DE221FF8D21409F0 Rodríguez, J., & López, P. (2020). Instructional materials and English proficiency correlation in Colombian schools. Revista de Lingüística Aplicada, 12(2), 89–105. https://polipapers.upv.es/index.php/rdlyla Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. https://link.springer.com/book/10.1057/9780230293977 Thornbury, S. (2002). How to teach vocabulary. Longman. https://www.scirp.org/reference/referencespapers?referenceid=2635931 Tomlinson, B. (2011). Materials development in language teaching (2da ed.). CambridgeUniversity Press. https://assets.cambridge.org/97805217/62854/frontmatter/9780521762854_frontmatter.pdf Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of alllearners (2da ed.). ASCD. https://rutamaestra.santillana.com.co/wpcontent/uploads/2020/01/The-Differentiated-Classroom-Responding-to-the-Needs.pdf Wei, L., & Yanping, Z. (2001). Context in second language vocabulary acquisition. Applied Linguistics, 22(1), 125–147. https://www.researchgate.net/publication/231792183_Second_language_vocabulary_acquisition_from_language_input_and_from_form-focused_activities Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-635. https://pubmed.ncbi.nlm.nih.gov/12613670/ Xu, Y. (2024). Explicit and implicit vocabulary instruction in EFL contexts. Journal of Language Teaching and Learning, 14(2), 77–95. https://www.researchgate.net/publication/353189169_Explicit_And_Implicit_Vocabulary_Instruction_In_The_Algerian_EFL_Context
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spelling	Florez Matias, DiegoChaves León, Kevin SantiagoGarzón Méndez, SantiagoPereira Huertas, Jhonatan StevenAriza Velasquez, Juan Sebastian2025-11-04T19:26:18Z2025-10https://hdl.handle.net/20.500.12495/18038instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEn Bogotá D.C., la enseñanza del inglés en las escuelas primarias públicas enfrenta el desafío de determinar la verdadera eficacia de los materiales didácticos en el desarrollo de la competencia lingüística de los estudiantes. Aunque su uso es frecuente en el currículo escolar, aún se desconoce el impacto real que tienen en la adquisición de vocabulario, la comprensión lectora, la escritura y la fluidez. Este estudio busca examinar cómo los materiales de inglés influyen en el aprendizaje del vocabulario a través de un enfoque cualitativo y cuantitativo. Para ello, se emplearán entrevistas, observaciones y análisis de documentos, con el fin de evaluar su accesibilidad, efectividad y aplicación en el aula. La investigación pretende aportar una visión integral que oriente la mejora de las prácticas docentes y la reestructuración curricular. Se espera contribuir al fortalecimiento de la enseñanza del inglés en las escuelas públicas de Bogotá, promoviendo aprendizajes significativos y duraderos.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésIn Bogotá D.C., English teaching in public primary schools faces the challenge of assessing the real impact of educational materials on students’ proficiency. Although widely used, their effectiveness in promoting vocabulary acquisition and overall language development remains unclear. This study addresses these uncertainties by examining how such materials influence vocabulary growth, considering both their quality and the strategies employed by teachers. Using a mixed-methods approach, the research combines interviews, observations, and document analysis to evaluate the accessibility and effectiveness of materials in classroom practice. It also explores how lesson plans and teaching methodologies align with students’ proficiency levels. The study aims to provide insights for improving teaching practices and restructuring curricula in public schools. By identifying strengths and limitations in current material use, the research seeks to contribute to more effective English instruction and support students in achieving meaningful language learning outcomes.application/pdfAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttps://purl.org/coar/access_right/c_abf2http://purl.org/coar/access_right/c_abf2Educación bilingüePrácticas de aulaMateriales didácticosCompetencia lingüísticaAdquisición de vocabulario370.1175Bilingual educationClassroom practicesDidactic materialsLanguage proficiencyVocabulary acquisitionInfluence of English Didactic Materials on Student Vocabulary Development in a Public School in BogotáInfluence of English Didactic Materials on Student Vocabulary Development in a Public School in Bogota.Licenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaBarrot, J. S. (2016). Current principles and concepts in the teaching of macro skills. Journal of Studies in Teaching and Research, 6(1), 1–20. https://www.nationalu.edu.ph/wpcontent/uploads/2016/08/JSTAR6_Barrot.pdfBeck, I., McKeown, M., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2da ed.). Guilford Press. https://books.google.com.co/books/about/Bringing_Words_to_Life.html?id=Xan0HOrAh54C&redir_esc=yBrown, A. (2019). Aligning English language teaching materials with student proficiency levels. Journal of Language Education, 25(2), 45-58. https://doi.org/10.3102/0013189X19872497Carranza-Marchena, P., & Badilla-Zamora, I. (2022). Literature and didactic resources and materials for promoting English: Case study developed in 2018. Revista Espiga, 21(44), 255- 275. https://www.scielo.sa.cr/scielo.php?pid=S2215-454X2022000200255&script=sci_arttext&tlng=enChen, C., & Cheng, W. (2021). Artificial intelligence in language learning: Adaptive tools for vocabulary acquisition. Journal of Educational Technology, 18(2), 101–115. https://www.researchgate.net/publication/393710126_Artificial_Intelligence_in_Language_LearningCreswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5ta ed.). SAGE Publications. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdfDarwin, M., Smith, J., & Ortega, P. (2024). Artificial intelligence and pedagogy in EFLcontexts. Journal of Language Teaching and Technology, 12(1), 45–62. https://www.researchgate.net/publication/390466448_Opportunities_for_Artificial_Intelligence_AI_in_Language_Teaching_and_LearningDecraene, V., Jacobs, L., & Van der Linden, S. (2023). Interactive book reading andvocabulary instruction in bilingual classrooms. Journal of Early Childhood Literacy, 23(4), 567–589. https://www.researchgate.net/publication/232474205_Beyond_the_Pages_of_a_Book_Interactive_Book_Reading_and_Language_Development_in_Preschool_ClassroomsEllis, R. (2009). Implicit and explicit learning, knowledge and instruction. En R. Ellis(Ed.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 3- 26). Multilingual Matters. https://doi.org/10.21832/9781847691767-003Farley, S. (2019). The impact of instructional materials on the vocabulary development of English learners in public primary schools. ERIC. https://files.eric.ed.gov/fulltext/ED594288.pdfFernandes, M., Felicetti, V. L., & Szezecinski, A. F. (2019). Didactic strategies forteaching English in elementary education. Comunicação & Educação, 24(1), 69–81. 57 https://www.researchgate.net/publication/333859645_Estrategias_didaticas_para_o_ensino_da_lingua_inglesa_na_educacao_basicaGibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann. https://victesol.vic.edu.au/wpcontent/uploads/gibbonschapter.pdfGodwin-Jones, R. (2018). Using mobile technology to develop language skills and cultural understanding. Language Learning & Technology, 22(3), 3–20. https://www.scirp.org/reference/referencespapers?referenceid=3900747Gómez, A., & Díaz, M. (2022). Transformaciones educativas y enseñanza del inglés en Bogotá. Revista Colombiana de Educación, 83(1), 120–140. https://revistas.upn.edu.co/index.php/RCE/Greene, M. A. K. (2019, 15 de agosto). What is explicit instruction? Understood. https://www.understood.org/en/articles/what-is-explicit-instructionGutiérrez, S., & Fernández, E. (2017). The effectiveness of English languageinstructional materials on vocabulary expansion. Language Acquisition Quarterly, 40(4), 210-225. https://www.researchgate.net/publication/373776200Harmer, J. (2007). The practice of English language teaching (4ta ed.). Pearson Longman. https://coljour.wordpress.com/wp58content/uploads/2018/09/jeremy_harmer_the_practice_of_english_language_teaching_4th_edition_longman_handbooks_for_language_teachers.pdfJedi-Sari-Biglar, N., & Liman-Kaban, Z. (2023). Songs and vocabulary learning among primary students. Journal of Language Education Research, 29(2), 55–70. https://www.researchgate.net/publication/374751166_Exploring_the_effect_of_mobileassisted_task-based_learning_on_vocabulary_achievement_and_student_attitudeJones, R., & Martinez, P. (2020). Exploring the effectiveness of English language instructional materials on reading comprehension. Journal of Applied Linguistics, 15(1), 78-92. https://doi.org/10.13140/RG.2.2.32260.13441Lee, S., & Kim, Y. (2022). Correlation between English language instructional materials and students' proficiency levels. Language Education Research, 30(2), 150-165. https://doi.org/10.23887/jpp.v54i2.2847Linse, C., & Nunan, D. (2017). Exploring the relationship between vocabulary knowledge and reading comprehension in early English learners. ERIC. https://files.eric.ed.gov/fulltext/EJ1166513.pdfLittle, D. (2012). Learner autonomy: Theory and practice. Authentik. https://www.researchgate.net/publication/320022166_Language_Learner_Autonomy_Theory_Practice_and_ResearchMayer, R. E. (2009). Multimedia learning (2da ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678McKeown, M., & Beck, I. (2015). Effective vocabulary instruction. Guilford Press. https://keystoliteracy.com/wp-content/uploads/2012/08/effective-vocabulary-instruction.pdfMeisuri, M., Maharani, R., & Widyaningrum, R. (2020). Contextual learning and vocabulary acquisition in young learners. Indonesian Journal of English Education, 7(2), 145– 160. https://www.researchgate.net/publication/317039750_Vocabulary_acquisition_and_young_learners_Different_tasks_similar_involvement_loadsMeisuri, M., Maharani, R., & Widyaningrum, R. (2021). Situated learning and vocabulary development in primary schools. Journal of Language Teaching, 11(3), 201–215. https://www.researchgate.net/publication/371272182_ESL_Vocabulary_Teaching_Strategies_Used_by_Primary_School_Teachers_in_SarawakMinisterio de Educación Nacional. (2018). Lineamientos curriculares de bilingüismo. MEN. https://www.mineducacion.gov.co/portal/micrositios-preescolar-basica-ymedia/Direccion-de-Calidad/Referentes-de-Calidad/339975:Lineamientos-curricularesNash, H., & Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: A controlled evaluation of the definition and context methods. 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Journal of Language Teaching and Learning, 14(2), 77–95. https://www.researchgate.net/publication/353189169_Explicit_And_Implicit_Vocabulary_Instruction_In_The_Algerian_EFL_ContextengORIGINALTrabajo de grado.pdfapplication/pdf936465https://repositorio.unbosque.edu.co/bitstreams/9b540f66-b448-4854-962b-f0a27c385304/download6a849960b300da9c21fd4b0495c1b56aMD510trueAnonymousREADCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81161https://repositorio.unbosque.edu.co/bitstreams/7cf7dc7b-d490-4647-a761-358229420acf/download69c7d1fea1b67f73a10c194afeb39b1bMD59falseAnonymousREADLICENSElicense.txtlicense.txttext/plain; charset=utf-82109https://repositorio.unbosque.edu.co/bitstreams/fa4dcf9a-e7cd-4f00-a26a-a940e0d65e58/downloadf06af22bfd8636c5201352007ffedf36MD53falseAnonymousREADCarta de autorizacion.pdfapplication/pdf292815https://repositorio.unbosque.edu.co/bitstreams/f493d731-e666-4147-8787-dff29101885d/download789eab92de469f527a215a060f5fbbfaMD511falseBiblioteca - (Publicadores)READAnexo 1 Acta general de aprobacion.pdfapplication/pdf257315https://repositorio.unbosque.edu.co/bitstreams/ba57c2ed-5c4d-4763-83d7-d76785d4eca5/download93a4ed7cc3a200038f53aec83ffebd6eMD512falseBiblioteca - (Publicadores)READ20.500.12495/18038oai:repositorio.unbosque.edu.co:20.500.12495/180382025-11-04T19:30:20.600093Zhttp://creativecommons.org/licenses/by-nc-sa/4.0/Attribution-NonCommercial-ShareAlike 4.0 Internationalopen.accesshttps://repositorio.unbosque.edu.coRepositorio Institucional Universidad El Bosquebibliotecas@biteca.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