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The theory that I will use is the theory of hope and humanization, was developed by Paulo Freire and was used to study how to get rid of the oppressors and free themselves. This theory indicates that it is rooted in his conception of man. Man is like a being in the world and with the world. What is proper to man, his fundamental position, is that of a being in a situation; that is to say, a being set in space and at a time that his conscious awareness captures and transcends. Only man is capable of apprehending the world, of objectifying the world, of having in it a non-constituent of his self that, in turn, constitutes him as a world of his consciousness.

The pedagogy of the oppressed, as a humanistic and liberating pedagogy, will therefore have two distinct but interrelated moments. The first, in which the oppressed go unveiling the world of oppression and are committed, in practice, with its transformation, and, the second, in which, once the oppressive reality has been transformed, this pedagogy ceases to be that of the oppressed and it becomes the pedagogy of men in the process of permanent liberation.

The way in which Freire conceives the methodology are expressed the main variables that serve as coordinates to the educational process as a political act and as an act of knowledge; these are: the creative and transforming capacity of man; the capacity for amazement, that any person has, regardless of the position that occupies in the social structure; the social nature of the act of knowledge and the historical dimension of it.

Other characteristics of Freire's method are its mobility and capacity for inclusion. Because it is a pedagogy based on practice, it is constantly subjected to change, to dynamic evolution and reformulation. If man is an unfinished being, and this unfinished being is the center and driving force of this pedagogy, it is obvious that the method will have to follow its rhythm of dynamism and development as a constant reformulation.

Education must begin by overcoming the contradiction educator-educating. It must be based on a comprehensive conception of the two poles in an integrating line, so that both become both "educators and learners". It is imperative that the humanist educator have a deep faith in man, in his creative and transforming power of reality. The educator must become a partner of the learners.

As applied to my subject, this theory holds that I would expect my independent variables such as freedom and dedication to influence or explain the dependent variables of learning in English because it allows to find creative and free ways to learn a second language, example with songs, literature, advertising among other ways of learning the language

References

http://educomunicacion.es/figuraspedagogia/0_paulo_freire.htm

http://www.eumed.net/rev/cccss/2016/04/paulo-freire.html

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Presented by group: 551031_2Julia Stella Aya Yuri CamachoWinston Alexander Jácome Diana Alejandra Morales 

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Presented by group: 551031_2Julia Stella Aya Yuri CamachoWinston Alexander Jácome Diana Alejandra Morales 

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The theory that I will use is Early Assimilation. It was developed by Piaget and it was used to study English languages. This theory indicates that it is very important to teach foreigner languages ​​when the children are in the school, that this holds that I would expect my independent variables and age of institution to influence or explain the variable of develop linguistic ability, adaptation in a new language and their culture. Because this generate the group of ability metalinguistic develop mainly in the childhood due to this epoch children develop abstract and symbolic ability process that allow to improve also in other areas as mathematics. Another author as Vygotsky support the early assimilation theory, I explained that during the childhood the growing thought moves in defined stages, according to the intellect and the ability to perceive them. He affirms that the principle of logic develops before acquiring language through the sensory-motor activity of the baby, in interrelation and interaction with the sociocultural environment called "cultural mediation". Where from the birth of the child exercises control to obtain and organize all his experiences of the outside world using all the senses and extremities of his body. Providing intense experiences that being repetitive helps more in the process of cognitive stimulation. (Rueda María 2014).

References

- Rueda Cataño María Cristina, Enfoques teóricos para la adquisición de una segunda lengua desde el horizonte de la práctica educativa from

http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982014000100018

- Creswell, J. (2014). Quantitative Theory Use. In Research design: qualitative, quantitative, and mixed methods approaches page 13.From https://drive.google.com/file/d/1MD-uKDcn1eKRppZSTwQnRJtiPx3wXowu/view

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Feedback to Yuri's theoretical perspective.

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Feedback to Yuri's theoretical perspective.

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Good afternoon

Yuri I just to see the document that I consider interesting from my point of view I did not have any knowledge of that theory. Today, many people speak about inclusion and exclusion but it is not very clear.  I did nt know the way universities determine the access student possibility, different of test It's important to keep in mind. Not only the economic factors also of the environment in which the student lives, culture, and social and politics situation because I considered that a test in some cases don not allow to opportunity to define the real ability of a person.

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Theoretical perspective: Theory of Social Exclusion:

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Theoretical perspective: Theory of Social Exclusion:

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The theory that I will use is Theory of Social Exclusion, it was developed by Niklas Luhmann and was used to study a broader and deeper perspective given conceptions social exclusion; and separate it from terms of stratification and poverty and modern societies (as in sociology). This theory indicates that to see the social exclusion in a radical way, prevents to the society to have a complete visibility of the consequences caused by the functional differentiation of society (Luhmann, 1995). It is important also to highlight that the order of the society is based on the separation of its functional subsystems (Luhmann, 1997, p. 631) and the political system is the most important structural power on the principle of inclusion because it has various services and benefits, which if they have an autotransformer (structures and group dynamics), could produce a change in individuals, groups or communities (Luhmann, 1981, p. 97 and 1997, p. 634). As applied to my study, this theory holds that expect my independent variable (s): Academic and ICFES background, age and gender of candidates for a place at the national university (those who have obtained an academic quota vs those who have not obtained a quota to access free higher education) to influence or explain the dependent variables (s)  if it is possible that a form of social exclusion was created at the National University of Colombia, because it will determine how the academic background influences the possibility of acquiring access to free higher education at a given university. Having an idea of the function of the theory of social exclusion will allow senior officials to identify better ways to evaluate the aspirants, in order to break the dogmas that up to now are preventing society from advancing intellectually and integrally because as shown Luhmman (1981, p 97 and 1997, p 634) only can give results in society if an autotransformer occurs in recipients; its mean, correctly adopt the terms to integrate mental and cognitively in various situations to transcend productively as individuals and as members of society to help themselves and others to find the magnitude of the problems that can occur on human rights, development, welfare and equity, and the most feasible option to combat them.

References

- Bachiller, S. (2013). Theories About Social Exclusion.Obtenido de https://iidentidadess.files.wordpress.com/2013/08/bachiller-pdf.pdf

- Blanco, J. G. (11 de November de 1997). Magazine Book. Obtenido de Finally, Luhmann: https://www.revistadelibros.com/articulos/la-teoria-social-de-niklas-luhmann

- Garcia, J. M. (January to Junio de 2012). Social Exclusion in the Social Theory of Niklas Luhmann. Obtenido de https://periodicos.ufsm.br/seculoxxi/article/viewFile/6384/4039

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Feedback to individual task of Winston.

Thanks for sharing with us your theoretical perspective.
I would to say that before delivering it you could to review your text, because while I was reading it, I found some grammatical mistakes.

According to the theoretical perspective that you decided to work, from my point of view it is very interesting and applicable to educational environments. On it you are applying correctly the independent and dependet variables, because as you say, to learn to speak a second language, depends mainly of psychological situation and environment where the student is, due to these factors tend to change personality and thinking of the learner; in the same way, according to Freud, customs create behaviour to each subject, which makes that responds in differents ways to similar situations; so relating this afirmation to the topic, I would dare to say that it is very probable that during the process of acquiring a second language happens the same; because, as for example it is not the same to learn a second language in a classroom than to learn it interacting with native people into its culture.  In conclusión, I consider it is an interesting topic which worth it to deep and carry out.

Thank you.

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Theoretical Perspective: Social Learning Theory:

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Theoretical Perspective: Social Learning Theory:

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The theory that I will use is Social Learning theory. Julian B. Rotter developed this theory, and it was used to study social learning and clinical psychology. This theory indicates that social learning theory is that personality represents an interaction of the individual with his or her environment. When Rotter developed his social learning theory, the dominant perspective in clinical psychology at the time was Freud's psychoanalysis, which focused on people's deep-seated instinctual motives as determining behavior. One cannot speak of a personality, internal to the individual, that is independent of the environment. Neither can one focus on behavior as being an automatic response to an objective set of environmental stimuli. As applied to my study, this theory holds that i would expect my independent variables: These are behavior potential, expectancy, reinforcement value, and the psychological situation to influence or explain the dependent variables of communication in English because the personality, and the social environment required a change in the way the person thinks and communicate in a second language, or change the environment the person is responding to, and behavior will change. Rotter describes personality as a relatively stable set of potentials for responding to situations in a particular way.

References

- Rotter, J. B. (1942). Level of aspiration as a method of studying personality. II. Development and evaluation of a controlled method. Journal of Experimental Psychology, 31, 410-422.

- Rotter, J. B., & Rafferty, J. E. (1950). The Rotter Incomplete Sentences Blank manual: College form. New York: Psychological Corp.

- Rotter, J. B. (1954). Social learning and clinical psychology. New York: Prentice-Hall.

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Julia Stella Aya
Yuri Camacho
Winston Alexander Jácome

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Feedback to Julia theorical perspective.

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Feedback to Julia theorical perspective.

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Greets dear Julia,

About your theorical perspective, i think that the theory you chosen is very important in terms of asimilation and acomodation of the information, especially for learning a second language, and much more important if this process is developed in early children ages. Through assimilation, we take in new information or experiences and incorporate them into our existing ideas. The process is somewhat subjective because we tend to modify experience or information, that plays an important role in how we learn about the world around us. In early childhood, children are constantly assimilating new information and experiences into their existing knowledge about the world, and this process continues through all life stages. In my opinion, as people encounter new things and interpret these experiences, they make both small and large adjustments to their existing ideas about the world around them.

I hope that this comment can be helpful to complement your theorical perspective.

Cheers!