RESEARCH PROJECT PROPOSAL

TASK 5
FINAL EVALUATION

WALTON LEON ESPINOSA

Pedagogical Experience I
Group: 551024_1
Tutor: Astrid Yanira Lemos

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA

ESCUELA CIENCIAS DE LA EDUCACIÓN
LICENCIATURA EN INGLÉS COMO LENGUA EXTRANJERA
BOGOTÁ
2019
 HOW TO STRENGTHEN THE EXPRESSION OF THOUGHT AND
EMOTIONS IN THE FIRST-GRADE STUDENTS OF THE JOSE MAX
LEON SCHOOL IN COTA?

1.1. GENERAL BACKGROUND

Communication from a behavioural perspective can be defined as

the process by which a person contacts another from a message,
waiting for an answer, judgment, activity or conduct (Martínez de
Velazco A. and Nosnik A. 1998). From a more proprioceptive view, as
cited in (Cortés C, L., 2014, Socorro, F., 2000), it raises the need for
individuals to get in touch with others, sharing something very own
and ideas that will make sense according to previous common
experiences among them.

In that sense, in our condition as social beings, we need to

establish communication either verbal or nonverbal with other people
that can influence, with or without intention in the Behavior of others
(Hernández, M. Oscar, 2005). Similarly, body expression is a
nonverbal communication process for the expression of thought,
which according to Schinca (1998) studies and deepens the body for
the acquisition of its language.

Said verbal and nonverbal language formally meet in institutions,

which seek not only to develop communication skills in the mother
tongue but also in the second language; Such is the case of the José
Max León from Cota school, which according to Col-Sapiens 2018 is
among the best schools in the country, due to its dialogic pedagogical
proposal, where students interact with others and their environment
for the construction of knowledge. Consequently, the teacher plays
the role of mediator, who designs and guides development processes.
Similarly, the school argues that learning experiences should be
oriented to the development of competencies that promote skills,
attitudes, understandings, and dispositions that allow it to be active
individuals and critical thinkers in society.

1.1. STATEMENT OF THE PROBLEM AND CONTEXT

The school has more than a thousand students divided into three
academic sections: high school, elementary and preschool. Hence,
the school concerned with reaching certain requirements to be
certified as a bilingual institution tends to learn English as a foreign
language for the preschool section, from pre-kindergarten to the first
level, devoting most of the academic burden to the development of
linguistic skills, personal and social well-being

In addition, first grade students are focused on the acquisition of

bases for reading and writing in the case of Spanish and the
phonological, scriptural, lexical and grammatical assimilation in
English; therefore, his oral expressiveness is not entirely relevant in
language classes and his expression of thought is extremely limited
by questions of vocabulary in English classes. Additionally, to the
transit that the student faces when passing from a play environment
and preschool flexibility, to what is already formally a progressive
education.

Consequently, the art department detected the need to open a space

where students can explore the non-verbal expression, in response to
certain communicative needs outside the bilingual context of the
individual; that is justified in motor development, expressiveness, the
channelling of emotions, and the possible support that this space can
provide for learning English.
1.2. RESEARCH OBJECTIVES

General Objective

• To design activities from the performing arts, which lead to the

improvement of non-verbal communication for the expression
of the thoughts and emotions of first-grade children within their
academic-bilingual context.

Specific Objectives

• To develop the non-verbal communication for the expression of

the thoughts and emotions using scenic exercises.
• To strengthen the mental structures of thought in the students
of first-grade integrating the bilingualism within the performing
arts and corporal expression processes.

1.3. SCOPE RESEARCH

This project will address the body as a basic tool for

communication, while integrating the bilingual context in which first
grade students find themselves.

1.4. JUSTIFICATION OF THE STUDY

In justification, communication as a fundamental part of the

development of the individual has changed everything around us,
which seems normal and fabulous, these alterations are supported by
the technological development that the human being has been
working to facilitate life. The transcendental of the case lies in the
shock that ICTs are causing in our relationships as social beings,
where instant communication is predominantly supported in iconic
languages that replace emotions, behaviours, activities and human
thinking, which ultimately is what That we are different from animals.
On the other hand, globalization as a financial trend has boosted the
exchange between nations for economic purposes, forcing the
learning of foreign languages. Hence, the governments of the day
propose as a strategy certain policies that promote communicative
and linguistic skills in some languages; These policies are quickly
protected by the institutions of formal and non-formal education in
the country, at the same time providing certain opportunities and
advantages to the academic community; but great damage to the
individual as a being who thinks and expresses himself, as well as to
the culture, and the mother tongue in context. In that sense, the PID
proposed here intends to address certain communicative and
expressive problems that are reflected in millennials due to techno-
social culture and academic spaces, where the use of the body is lost
as one of the basic forms of communication, and preponderance is
given when arguing, resignifying and proposing from an alien
language to the innate linguistic context of the individual.

1.5. DEFINITIONS OF TERM

• Corporal Expression: Express through the body emotions,
thoughts and feelings without affecting others.
• Performing arts: part of the fine arts that explore the body as a
path to express the experiences of the individuals making
usage of dancing and theatre.
• Bilingualism: context in which there is spoken more than one
language.
1.6. RESEARCH FRAMEWORK

This research will be carried out using the qualitative methodology

since it will be based solely on knowing the positions, criteria,
opinions, advances of first-grade students with respect to non-verbal
communication in a bilingual academic context. It is based on the
observation method and the didactic guide, as part of the theory,
trying to address the opinion of students and interviews with
professionals in the field, using a series of open questions in which
the posture is expressed in a profound way regarding the subject, in
addition to the reason for this point of view. To obtain information,
the deep interview technique will be used with the use of a
questionnaire made by the researchers in which all the variables
necessary for conducting this investigation are addressed.

The criterion sampling technique will be used as researchers will

only take into account individuals who believe they could provide
valuable information and contribute positively to this project. The
universe of work used for this research will be all first-year students
of the José Max León school, the art department, the teacher's school
of the institution, the parents, the preschool coordinator, and the
academic vice-rectory.

The investigation will be carried out at the José Max Leon School in
Cota, Cundinamarca, located kilometre 7 of the avenue via Cota-
Siberia. After having finished the protocol, the survey carried out
above will be applied to the selected students, in order to carry out
this action it will be necessary to go to the study room of the first
grade students and request the authorization of the parents and
directors of the school to be able to carry out the corresponding
interviews and the methodological steps for the development of the
observation.
 After the application of the interviews and observations, the results
will be analysed and correlated with theoretical postulates to reach
concrete conclusions regarding the subject matter.

1.7. THEORETICAL FRAMEWORK

Body expression is a field not so studied and there are few

postulates that relate it to education. First, I would like to mention
that this research project will base its theoretical line on Schinca's
postulates since this author from books such as: Body expression:
techniques and expression; psychomotor, rhythm and expression;
foundations for an initiation of the topics of psychomotor skills,
rhythm and body expression: practical exercises and the preparation
of the blind author; I raised important elements that serve to justify
and explain phenomena related to body movement, body language,
gesture, body modulation, speeds, postures, and other elements.

Likewise, García, I. & Pérez, R. & Calvo, A. (2013) from his

proposal of body expression as a practice that allows him to find his
own language through the study and deepening of the use of the
body, relates the study of Nonverbal communication within the
academic field for teaching and learning. This is in line with the
development of the project since the intention proposed here is to
support certain phenomena of body communication within what we
are already living as a result of globalization (language learning from
the intercultural).
 1.8. TIMEFRAME

Description of Work Start and End Dates

ANALYSIS OF In this stage there will be an January the 6th to 31st
THE CONTEXT analysis and description of
the target people to work
with, their context,
economical and other
variables that might affect
the problem stated here and
designing of the strategies to
solve the issues previously
found.
IMPLEMENTATI This stage is the February 3rd to March 31st
ONS AND DATA implementation of the
GATHERING previous strategies and data
gathering.
CLOSE OF THE Finally, in this stage the April 1st to May 22nd
PROCESS AND different variables and data
PROJECT gathered will help us to
STRUCTURING structure the research
proposal.

LINK OF THE FORMATS TO DOWNLOAD

https://drive.google.com/drive/folders/1U-
9B2aWf5fCRQvyFbm7RcSk_LPGqncxz?usp=sharing
 QUERY REFERENCES

• Sanchidrián. P (2013) Expresión corporal: Desarrollo de la

desinhibición a través del juego [Tesis de grado]. Universidad
de Valladolid, Segovia, España. Consultado en:
https://uvadoc.uva.es/bitstream/handle/10324/3562/TFG-
B.339.pdf;jsessionid=6CE7EFEFB897849868AE46C148136756?
sequence=1

• García, I & Pérez, R. & Carvo, A. (2013) Expresión corporal.

Una práctica de intervención que permite encontrar un lenguaje
propio mediante el estudio y la profundización del empleo del
cuerpo. Redalyc. Núm. 23. Recuperado desde:
https://www.redalyc.org/pdf/3457/345732289004.pdf

• Serrano, M. (2002) Incidencia de la expresión corporal en el

desarrollo temporo-espacial en los niños de la etapa preescolar
[Trabajo de grado]. Universidad de la sabana, Chía, Colombia.
Consultado en:
https://intellectum.unisabana.edu.co/bitstream/handle/10818/
5713/128857.pdf?sequence=1&isAllowed=y

• ¿Estamos perdiendo la comunicación verbal por culpa de los

smartphones? (2016, Junio 7) Recuperado de:
https://www.marketingdirecto.com/digital-general/mobile-
marketing/estamos-perdiend-comunicacion-verbal-culpa-
smartphones

• Arguedas, C. La expresión corporal y la transversalidad como

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omunicacion_apuntes_para_una_reflexion_sobre_la_comunicaci
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