The impact of nature-based vocabulary on pre-schoolers' environmental awareness in EFL settings.

Ruiz Patiño, Sara Isabel

The impact of nature-based vocabulary on pre-schoolers' environmental awareness in EFL settings.

dc.contributor.advisor	Cruz Arcila, Ferney	spa
dc.contributor.author	Ruiz Patiño, Sara Isabel	spa
dc.coverage.spatial	Bogotá, Colombia
dc.date.accessioned	2026-07-10T18:14:40Z
dc.date.available	2026-07-10T18:14:40Z
dc.date.issued	2026
dc.description.abstract	Aunque el vocabulario es un puente entre la lingüística y la conceptualización del mundo (Nation, 2003), la instrucción del vocabulario a menudo sigue desconectada de las realidades de los estudiantes, limitando las oportunidades para reflexionar sobre sus contextos inmediatos. Esta investigación cualitativa de acción tenía como objetivo examinar cómo la instrucción del vocabulario informada por temas ambientales podría fomentar tanto la conciencia lingüística como ambiental en los niños preescolares de una escuela pública en Bogotá. Este estudio incluyó una propuesta pedagógica que incluía los enfoques de McCarthy (2008), Richards y Renandya (2002), Terrel (1977) y Miller (1956) para la instrucción del vocabulario. Los datos se recopilaron a través de diarios de campo, grabaciones de audio, entrevistas no estructuradas y artefactos de estudiantes. Se examinó bajo el método de análisis temático. Los hallazgos del estudio sugieren que la instrucción de vocabulario basada en la naturaleza apoyó eficazmente tanto el desarrollo del vocabulario como el surgimiento de una conciencia ambiental entre los estudiantes de preescolar EFL. Los estudiantes pasaron progresivamente de reconocer elementos léxicos aislados a entender la interdependencia ambiental y expresar preocupación por las cuestiones ambientales. Exposición repetida, multimodal y contextualizada al vocabulario para mejorar la comprensión, la retención y el uso significativo del lenguaje, incluida la producción creativa interlingüística. Los hallazgos destacan el potencial de integrar contenido ambiental en la instrucción temprana de EFL como un camino dual para el desarrollo lingüístico y conceptual.	spa
dc.description.abstractenglish	Although vocabulary is a bridge between linguistics and the conceptualization of the world (Nation, 2003), vocabulary instruction often remains disconnected from learners’ realities, limiting opportunities for reflection on their immediate contexts. This qualitative action research aimed to examine how vocabulary instruction informed by environmental themes could foster both linguistic competence and environmental awareness in preschoolers from a public school in Bogotá. This study comprised a pedagogical proposal which included McCarthy’s (2008), Richards and Renandya (2002), Terrel (1977), Miller (1956) vocabulary instruction approaches. Data was collected through field diaries, audio recordings, unstructured interviews, and students’ artifacts. It was examined under the thematic analysis method. The study’s findings suggest that nature-based vocabulary instruction effectively supported both vocabulary development and the emergence of environmental awareness among preschool EFL learners. Students progressively moved from recognizing isolated lexical items to understanding environmental interdependence and expressing concern for environmental issues. Contextualized, multimodal, and repeated exposure to vocabulary enhanced comprehension, retention, and meaningful language use, including creative cross-linguistic production. The findings highlight the potential of integrating environmental content into early EFL instruction as a dual pathway for linguistic and conceptual development.	eng
dc.description.degreelevel	Pregrado	spa
dc.description.degreename	Licenciado en Español y Lenguas Extranjeras	spa
dc.format.mimetype	application/pdf	spa
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.reponame	reponame: Repositorio Institucional UPN	spa
dc.identifier.repourl	repourl: http://repositorio.pedagogica.edu.co/
dc.identifier.uri	http://hdl.handle.net/20.500.12209/22510
dc.language.iso	en
dc.publisher	Universidad Pedagógica Nacional	spa
dc.publisher.faculty	Facultad de Humanidades	spa
dc.publisher.program	Licenciatura en Español y Lenguas Extranjeras	spa
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dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons	Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Enseñanza de vocabulario	spa
dc.subject	Desarrollo de consciencia ambiental	spa
dc.subject	Inglés como lengua extranjera	spa
dc.subject.keywords	Vocabulary instruction	eng
dc.subject.keywords	Environmental awareness development	eng
dc.subject.keywords	English as a foreign language	eng
dc.title	The impact of nature-based vocabulary on pre-schoolers' environmental awareness in EFL settings.	eng
dc.type.coar	http://purl.org/coar/resource_type/c_7a1f	eng
dc.type.driver	info:eu-repo/semantics/bachelorThesis	eng
dc.type.hasVersion	info:eu-repo/semantics/acceptedVersion
dc.type.local	Tesis/Trabajo de grado - Monografía - Pregrado	spa