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Art As a Means to Teach English Language Vocabulary To ART AS A MEANS TO TEACH ENGLISH LANGUAGE VOCABULARY TO ELDERLY PEOPLE FROM THE RETIREMENT HOME: Hogar del Abuelo Divino Pastor CLAUDIA JULIETH CARDONA NARANJO LINA VANESSA GARCÍA QUINTERO SANTIAGO OSORIO GARCÍA M.A DOLLY RAMOS GALLEGOS CLASSROOM PROJECT’S ADVISOR 2018 UTP Teaching English through Arts to elderly TABLE OF CONTENTS ACKNOWLEDGMENT ................................................................................................................................... 4 ABSTRACT ................................................................................................................................................... 5 1. Justification ......................................................................................................................................... 7 2. Objectives ......................................................................................................................................... 10 2.1. Teaching Objectives .................................................................................................................. 10 2.1.1. General Aim ...................................................................................................................... 10 2.1.2. Specific Objectives............................................................................................................. 10 2.2. Learning Objectives ................................................................................................................... 10 2.2.1. General Aim ...................................................................................................................... 10 2.2.2. Specific Objectives............................................................................................................. 10 3. Conceptual Framework ..................................................................................................................... 11 3.1 Andragogy ................................................................................................................................. 11 3.1.1. History of Andragogy ......................................................................................................... 11 3.1.2. Definition of Andragogy .................................................................................................... 12 3.1.3. Andragogical Training ........................................................................................................ 12 3.2 Arts ............................................................................................................................................ 14 3.2.1. Definition of Arts ................................................................................................................... 14 3.2.2. Arts Integration ................................................................................................................. 14 3.2.3. Integrating Arts in Education ............................................................................................. 15 3.3 Elderly Learning ......................................................................................................................... 16 3.3.1. The process of ageing ............................................................................................................ 16 3.3.2. Sensory perceptive abilities............................................................................................... 16 3.3.3. Elders motivation .............................................................................................................. 17 4. Literature Review .............................................................................................................................. 18 5. Methodology .................................................................................................................................... 23 5.1 Context ...................................................................................................................................... 23 5.2 Setting ....................................................................................................................................... 24 5.3. Participants ............................................................................................................................... 24 5.3.1. Elderly (Adult partakers) ................................................................................................... 25 5.3.2. Practitioners ...................................................................................................................... 25 5.4. Design ....................................................................................................................................... 25 2 Teaching English through Arts to elderly 5.5. Development and implementation ........................................................................................... 26 5.6. Resources and materials ........................................................................................................... 27 5.7. Assessment ............................................................................................................................... 27 5.8. Instruments and reflection ........................................................................................................ 28 5.8.1. Observations ..................................................................................................................... 28 5.8.2. Journals ............................................................................................................................. 28 6. Results............................................................................................................................................... 29 6.1 Linguistic Outcomes .................................................................................................................. 29 6.1.1. Strengths ........................................................................................................................... 29 6.1.2. Weaknesses....................................................................................................................... 30 6.2 Professional Development ........................................................................................................ 31 6.2.1. Strengths ........................................................................................................................... 32 6.2.2. Weaknesses....................................................................................................................... 33 6.3 Students’ Responses ................................................................................................................. 34 6.3.1. Strengths ........................................................................................................................... 35 6.3.2. Weaknesses....................................................................................................................... 36 7. Pedagogical Implications ................................................................................................................... 37 8. Conclusions ....................................................................................................................................... 38 9. Limitations ........................................................................................................................................ 39 10. References .................................................................................................................................... 41 3 Teaching English through Arts to elderly ACKNOWLEDGMENT We want to thank first professor Dolly Ramos, the head of the research hotbed “In- bloom”, who supported and allowed us to carry out this classroom project; and for her constant professional and personal support and motivation provided since the beginning of this project. Secondly, we would like to thank the administrative of the retirement home and all the staff who opened the doors to develop this classroom project inside the nursing home. We also thank Miguel Ángel “El Tylino” Ortiz (R.I.P) who participated actively during the complete process in the project and supported us with the management of the participants who presented limitations. Thirdly, we are grateful for the opportunity we had to work together during this classroom project; we complemented each other to develop this project not only for professional growth but also for personally experiences shared during the entire process. Finally, we would like to thank and dedicate this project to our families for their everlasting love and their remarkable efforts to give us the enormous support when needed to accomplish this goal. 4 Teaching English through Arts to elderly ABSTRACT Vocabulary is part of the linguistic competence in the learning of a second language. This classroom project is focused in the teaching of the English language vocabulary to elderly people from a retirement home located in Pereira. In Colombia there is few evidence of researches about the practice of teaching to elderly people -andragogy-; thus, this classroom project intended to use strategies that allowed the implementers to develop lessons where the participants were asked to complete tasks related to the learning process of the English Language vocabulary as well as to develop artistic techniques required for each session. As such, this
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