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dc.rights.licenseAtribución-NoComercial 4.0 Internacional
dc.contributor.authorVega, Mercedes
dc.date.accessioned2019-06-25T23:14:40Z
dc.date.available2019-06-25T23:14:40Z
dc.date.issued2002
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/25404
dc.description.abstractOne of the main concerns I shared with other English teachers while taking an in-service course at the Universidad Nacional was that of providing opportunities for students to practice the language. Despite the difficulties (large classes, limited time for language teaching, and lack of student motivation, among others), we try to generate interactions that allow them to experiment with the language. Nonetheless, those practices are not enough. In this paper I describe the way an extracurricular activity was organized and carried out as a means to engage students in a meaningful activity: The English Day.
dc.format.mimetypeapplication/pdf
dc.language.isospa
dc.publisherUniversidad Nacional de Colombia, Facultad de Ciencias Humanas
dc.relationhttp://revistas.unal.edu.co/index.php/profile/article/view/11331
dc.relation.ispartofUniversidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
dc.relation.ispartofPROFILE Issues in Teachers' Professional Development
dc.rightsDerechos reservados - Universidad Nacional de Colombia
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.titlePromoting communication through the english day: an experience after studying an in-service course
dc.typeArtículo de revista
dc.type.driverinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.eprintshttp://bdigital.unal.edu.co/16441/
dc.relation.referencesVega, Mercedes (2002) Promoting communication through the english day: an experience after studying an in-service course. PROFILE Issues in Teachers' Professional Development; Vol. 3, núm. 1 (2002): PROFILE 3, NO.1. Issues in Teachers’ Professional Development PROFILE Issues in Teachers' Professional Development; Vol. 3, núm. 1 (2002): PROFILE 3, NO.1. Issues in Teachers’ Pr .
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.type.coarhttp://purl.org/coar/resource_type/c_6501
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.contentText
dc.type.redcolhttp://purl.org/redcol/resource_type/ART
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2


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Atribución-NoComercial 4.0 InternacionalThis work is licensed under a Creative Commons Reconocimiento-NoComercial 4.0.This document has been deposited by the author (s) under the following certificate of deposit