Christian Mena Rivera Tipologas Escritas en Ingls VI Universidad del Valle

Research Article #02

Title: Adolescent t!dents" Interc!lt!ral A#areness $hen Using C!lt!re%&ased Materials in English Class A!thor: Mire'a Esther Casta(eda Usa)!n *o!rnal: +ro,ile- vol./0 n!12er /- 2/0 pages- 20/2.

E3AM+4E TEC56I7UE +age. 2;. The <escription 2eca!se it tells a2stract. #hat the research article is going to develop. +age. >0. The ,irst ? lines I co!ld sa' Introd!ction. that in those sentences there is ill!stration.

T8+E %%%%%%%%%%%%%%%%%%%%%%%%

9U6CTI:6 To s!11ari=e the article.

EVA4UATI:6 It involves ever'thing o, the article- I ,o!nd it co1plete.

Ill!stration thro!gh To 2e ,a1iliar #ith the generali=ation. a!dience. @enerali=e that teachers 1!st have to thinA a2o!t c!lt!re.

+age. Concept!al 9ra1e#orA: C!lt!re.

+age Materials. t#o paragraphs +age >/. Classi,ication. CardenasF MiEed. Materials. Third B2000D classi,ication according paragraph. to targeted p!2lic.

>0. <e,inition 2eca!se she <e,inition is 1entions 1an' a!thors to according to so1e de,ine c!lt!re. a!thors- it 1eansde,inition o, an a!thorit'. >/. <e,inition 2eca!se the a!thor Mention an To sho# another I thinA that is good to 1ention an The 1entions to To1linson B/;;CD a!thorit'. perspective o, the a!thorit' 2eca!se 1a' 2e that ,irst to de,ine 1aterials. de,inition o, 1aterials. person has 2etter eEplanations. To Ano# that there are I thinA the a!thor does not t#o t'pes o, 1aterials. eEplain it in a deep #a'. /D Materials ,or a local a!dience. And-

I ,o!nd the introd!ction i1portant 2eca!se it sho#s that teachers 1!st thinA a2o!t c!lt!re #hen the' are teaching. It is tr!e. To clari,' the ter1 o, I thinA it is i1portant to de,ine in C!lt!re. this #a' #hen there are 1an' possi2ilities and aspects to 1ention a2o!t a topic or ter1.

2D Co11ercial 1aterials.

+age >/. Classi,ication according to the /.C!lt!ral Materials. Materials. 9o!rth 1aterials- Corta==iFs B/;;;D on 2. Target c!lt!re. +aragraph the 2asis o, the role o, content. >. International target c!lt!re 1aterials. +age >/. +rocess anal'sis 2eca!se the +rocess +edagogical a!thor is 1entioning #hat she design. is going to do. &esides- she is going to eEplain the ta2le / called 6at!re o, tasA i1ple1ented. +age >/ % >>. Classi,ication #hen the a!thor The classi,ication is +edagogical 1entions all the criteria he in 2locA 2eca!se the design. !sed in her class. And a!thor is descri2ing Ill!stration 2eca!se the a!thor each criterion o, the gives eEa1ples o, #hat she ta2le / B6at!re o, does in her class depending on tasAs i1ple1entD. the criteria. Alsoill!stration 2eca!se ill!strates the activities depends on the criteria. +age >H. Materials. In line Ith the a!thor talAs a2o!t the tasAs she 1ade !sing so1e EEe1pli,ication 2eca!se the a!thor gives eEa1ples o, so1e reso!rces she !sed in her class. 9or eEa1ple1aga=inesne#spaper- songs and their l'rics- photos- videos- 1aps-

To sho# that depending It is i1portant- 2eca!se 1a'2e on the c!lt!re 'o! are no one taAe into acco!nt the learningdi,,erent di,,erent categories that eEist. 1aterials eEist. To catch the attention o, the reader and alsoprovide to the reader her plan in that s!2Gect. It is i1portant to tell the reader ho# an article or a speci,ic point o, the teEt is going to 2e developed.

To eEplain 2etter in #hat consists ever' criteria and ho# she developed the activities in her class.

I thinA the a!thor eEplains concretel' each criterion and ill!strates #hat she does to acco1plish each o, the1.

4isting the To de1onstrate or eEa1ples. &!t also descri2e #hat reso!rces those eEa1ples are she !sed in her class. eEe1pli,ied in ta2le 2. $here is a2o!t J4essons and

Those eEa1ples o, reso!rces are strong 2eca!se she is talAing a2o!t 1aterials that can 2e !sed to learn c!lt!re ,ro1 the target lang!age.

reso!rces.

etc.

+age >H. <escription. Research <esign L all the paragraph a2o!t participants.

Materials I1ple1entedK. It is an o2Gective To descri2e the This step is so i1portant #hen description 2eca!se co11!nit' in #hich the #e are going to 1aAe a research it 1entions the research #as 1ade. #e have to descri2e the characteristics o, the co11!nit'. o- I thinA this co11!nit' description is i1portant and it is involved. clear descri2ed.

<ata Collection

<escription and ill!stration.

he lists #hat she he descri2es all she !sed to get the data- needed in order to get the ,or eEa1ple- data. And eEplain #h' s!rve's- ,ield notes- she !sed ever' techni)!e. a!dio and video records. tep 2' proced!re.

+age >I. anal'sis.

step The a!thor 1entions all the steps she 1ade in order to anal'=e the in,or1ation she got. +age >I. 9ig!re Classi,ication: Classi,ies in three To eEplain ever' 0. Categories that /. Reading a ,oreign c!lt!re in parts Bclassi,ication categor' in a deep #a'- it e1erge ,ro1 the the light o, oneFs realit'- and in 2locAsD 1eans that #e 1ight see st!d'. the ho1e c!lt!re in relation to the di,,erence 2et#een the ,oreign one. each categor'. 2. Appraising ho1e ,oreign c!lt!res responding to the1. >. Changing and and and

<ata +rocess anal'sis

It is strong 2eca!se she is giving to the a!dience the reasons o, ever'thing she did and !sed to get in,or1ation. &esides- I thinA she gives the 2asis to people #ho are going to 1aAe a research. I thinA it is clear and #ell organi=ed. &esides- #hen I #as reading that part- I co!ld see that it is chronologicall' organi=ed. I thinA the #a' she classi,ies lets the readers !nderstand each categor' 2etter. And the eEa1ples are according to #hat she 1entioned.

E94

classroo1 c!lt!re. 9indings

Ill!strates #ith stories 2eca!se the The sa1e classi,ication a2ove a!thor 1entions The eEa1ples are !sed to and ill!stration #hen the #hat she heard in 1aAe ever' categor' a!thor is talAing a2o!t each class and ,o!nd in clear. categor'. the s!rve's. he gives eEa1ples o, sports o, c!lt!ral aspects that eEist in U A. Co1parison 2et#een U A and Colo12ia settings. Understand #hat are the di,,erences and i1plications o, that di,,erence. I ,ind interesting to Ano# #hat the di,,erences are 2!t I thinA that it can also 2e co1pare #ith other settings.

+age 02. Ill!stration Concl!sions. econd Co1parison. paragraph.

TE3T RE EARC5 2

Adolescent t!dentsF Interc!lt!ral A#areness #hen Using C!lt!red%&ased Materials in the English Class. $ritten 2': Mire'a Esther Casta(eda
<escription o, the article. It talAs a2o!t a report on a )!alitative and interpretative case st!d' cond!cted at a high school located in the so!theast o, &ogotM.

A2stract

Introd!ction C!lt!re Materials +edagogical <esign +articipants <ata Collection <ata Anal'sis

MaAes a generali=ation. J$hat sa' people ever' da' BNDK JEnglish teacher 1!st 2e a#are o, so1e c!lt!ral di,,erences BNDK. &esides- the introd!ction eEplains #hat is going to talA a2o!t the article.

Concept!al 9ra1e#orA

Research <esign

+articipants 9indings t!dents learn another c!lt!re co1paring #ith their o#n realit'. <ata Collection Concl!sions

+edagogical I1plications

Re,erences