An outlook of a community-based project

1. Empowering Young Voices
in The Community
Laura Juliana Nempeque Murcia
Master Program of Language Didactics, Universidad Industrial de Santander
Research Proposal
Professor María Eugenia Rojas Villamizar

2. AGENDA
• Statement of the problem
• Justification
• Research question
• Objectives
• Literature review
• Methodological design
• Timetable
• Impacts
• Strategies for sharing
• Budget
• References

3. STATEMENT OF THE PROBLEM
Young voices are not visible in their
community.
(Pyne, Scott, O’Brien, Stevenson & Musah,
2014)
(Burke & Hadley 2018)
Low interest for argumentative writing skills.
(Chapetón & Chala , 2013)
Pabón (2019)

4. JUSTIFICATION
Stimulation of
learners’
critical
thinking
Writing as a cultural-
situated practice
(Chapetón & Chala,
2013)
Recognition of
oneself as an
autonomous
individual

5. RESEARCH QUESTION
To what extent do the 10th graders at the Consolata Bilingual
School empower their argumentative writing voices in their
community through the integration of Genre Pedagogy
principles and Youth Participatory Action Research workshops?

6. MAIN OBJECTIVE
To empower the Consolata
Bilingual School 10th
graders’ argumentative
writing voices in their
community through the
integration of Genre
Pedagogy principles and
Youth Participatory Action
Research workshops.

7. SPECIFIC OBJECTIVES
To identify the barriers that hinder the
construction of meaningful
argumentative writing texts in the 10th
graders towards social phenomena that
surround them.
Focal group interview
Thematic coding and
categorizing (Gibbs, 2007).
To describe how to integrate genre
pedagogy principles and Youth
Participatory Action Research (YPAR) to
empower participants’ writing voices.
Observation through journal
Teacher’s artifacts (lesson plans)
Students’ artifacts (written
samples)
Documented data
Thematic coding and
categoziting (Gibbs, 2007).
Document analysis
To evaluate how the integration of genre
pedagogy principles and Youth Participatory
Action Research workshops empowers 10th
graders argumentative writing voices in their
community in Bucaramanga.
Focal group interview
Students’ artifacts (written
samples)
Thematic coding and
categoziting (Gibbs, 2007).

8. LITERATURE REVIEW
YPAR APPROACH
Voice empowerment
Situated learning
Burke & Hadley (2018)
Ozer (2018)
Marciano and Chezare (2018)
Pabón (2019)
Chala & Chapetón (2012; 2013)
GENRE PEDAGOGY
Feez (1998; 2002)
Hyland (2007)
ARGUMENTATIVE WRITING
Goatly (2000)
Álvarez (2001)
Chala & Chapetón (2012;2013)

9. METHODOLOGICAL DESIGN
• Consolata Bilingual
School in
Bucaramanga 2022
(private school).
Tenth graders – 27
students.
• Action Research
(Kemmis &
McTaggar (1982):
to plan, to take
action, to observe,
• to reflect.
•Qualitative
Approach
(Hatch, 2002)
Research
approach
Type of
research
Data
collection
instruments
Setting and
participants
CRITICAL
PARADIGM
Hatch,
2002

10. PEDAGOGICAL DESIGN
• Step 1: Recruit the team
• Step 2: Build relationships
• Step 3: Critical awareness from Genre
Pedagogy principles
Cycle 1: Let's get
together
• Step 4: Define issues
• Step 5: Research design
• Step 6: Conduct research
• Step 7: Analyze data
Cycle 2: Digging
into the
surroundings
• Step 8: Advocate for change from a
word-of-mouth strategy and
argumentative writing voices
• Step 9: Reflect and repeat
Cycle 3: We’ve
got a voice too

11. CYCLE STEP + WORKSHOP WEEK #1 / DATE
Let's get together
Workshop #1: Recruit the team and build
relationships (step 1 &2)
Week 1
Jul 12th - Jul 15th
Let's get together
Workshop #2: Critical awareness from Genre
Pedagogy principles (step 3)
Week 2 - 3
Jul 19th - Jul 22nd
Jul 26th - Jul 29th
Digging into the
surroundings
Workshop #3: Define issues (step 4)
Week 4 - 5
Aug 1st - Aug 5th
Aug 9th - Aug 12th
Digging into the
surroundings
Workshop #4: Research design (step 5)
Week 6 - 7 - 8
Aug 16th - Aug 19th
Aug 22nd - Aug 26th
Aug 29th - Sep2nd
Digging into the
surroundings
Workshop #5: Conduct research (step 6)
Week 9 - 11
Sep 5th - Sep 9th
Sep 20th - Sep 23rd
Digging into the
surroundings
Workshop #6: Analyze data (step 7)
Week 12 - 13
Sep 26th - Sep 29th
Oct 3rd - Oct 7th
We got a voice too
Workshop #7: Advocate for change from an
argumentative writing voice (step 8)
Week 15
Oct 18th - Oct 21st
Oct 24th - Oct 27th
Oct 31st - Nov 4th
We got a voice too Workshop #8: Reflect and repeat (step 9)
Week 16
Nov 8th - Nov 11th
Nov 15th - Nov 18th

12. TIMETABLE Jul Aug Sep Oct Now Dic Jan Feb Mar Apr May Jun
Presentation of the study to the participants
Administration of first the fist data collection instrument:
Focal group interview and its analysis
Implementation of the 1st cycle: Let's get together.
Implementation of the 2nd cycle: Digging in our community.
Administration of the data collection instruments:
observation journal, teacher's and students' artifacts and
Implementation of the 3rd cycle: We've got a voice too.
Administration of first the last data collection instruments:
Focal group interview and students' artifacts.
Analysis of the data collected
Sharpening of the previous research chapters and
construction of the final document
Presentation of the studies to each community involved & the
school.
Presentation of the final results to the academic field.
2022 2023

13. IMPACTS
•The strengthening of argumentative writing skills in L2 that can be a
support when facing other contexts, it might support L1 as well.
•The empowerment of young learners’ voices to participate actively
either in their local community or in other places in which L2 is needed.
•The contribution to the L2 research field in terms of the impact of teaching
writing through a learning-situated approach.

14. STRATEGIES FOR SHARING
Process and findings
At the
communities
involved
through an oral
report.
Final oral
defence
In a talk at a
congress
Index journal
Podcast and
photograph
showing about
youth
experiences
Article
presented to
youth activist
organizations

15. BUDGET
Item
Sources
Total
Personal Institution Other institutions
Computer 150.000 pesos 150.000 pesos 0 pesos 300.000 pesos
Internet 200.000 pesos 0 pesos 0 pesos 200.000 pesos
Reading platforms 0 pesos 100.000 pesos 0 pesos 100.000 pesos
Copies 0 pesos 80.000 pesos 0 pesos 80.000 pesos
Transport 100.000 pesos 0 pesos 0 pesos 100.000 pesos
Participants’
incentive
50.000 pesos 0 pesos 0 pesos 50.000
Miscellaneous 50.000 pesos 50.000 pesos 0 pesos 100.000 pesos
Grand total 930.000 pesos

16. REFERENCES
[MEN], M. d. (2006). Ministerio de Educación Nacional. Retrieved from https://www.mineducacion.gov.co/1780/articles-115174_archivo_pdf.pdf
Barkaoui, K. (2007). Teaching writing to second language learners: Insights from theory and research. TESL reporter, 35-48.
Bisquerra, R. (2009). Metadología Cualitativa. In R. Bisquerra , Metodología de la Investigación Educativa (pp. 275 - 292).
Burke, K. J., & Hadley, H. L. (2018). "I'm powered by a Better Connection": Youth Participatory Action Research and Critical Literacy. The Highschool Journal,
217 - 235. Retrieved from
https://www.academia.edu/37355888/_Im_empowered_by_a_better_connection_Youth_participatory_action_research_and_critical_literacy
Chala, P. A., & Chapetón, C. M. (2012). EFL argumentative essay writing as a Situated-Social Practice: A Review of Concepts. FOLIOS, 23-36.
Chapetón Castro, C. M., & Chala, P. A. (2013). Undertaking the Act of Writing as a Situated Social Practice: Going beyond the Linguistic and the textual.
Colombia Applied Linguistics Journal, 15, 25-42.
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Boston, MA: Pearson Education,
Inc.
Hatch, A. J. (2002). Doing Qualitative Research in Eduction Settings. New York: State University of New York Press, Albany.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 148-164.

17. References
Larsen-Freeman, D. (2012). The emancipation of the language learner. Studies in Second Language Learning and Teaching, 297-309.
Marciano, J. E., & Warren, C. A. (2018). Writing Toward Change Across Youth Participatory Acction Research Projects. Journal of Adolescent & Adult Literacy.
Martínez, D. (2020). Developing Writing as a Situated Social Practice Through Project Approach. Bogotá, D.C., Colombia.
Mertler, C. A. (2019). The Wiley Handbook of Action Research in Education. John Wiley & Sons, Inc.
Mora, R. A., Chiquito, T., & Zapata, J. D. (2019). Bilingual Education Policies in Colombia: Seeking Relevant and Sustainable Frameworks for Meaningful Minority
Inclusion. In G. Guzmán Johannssen, Bilingualism and Bilingual Education: Politics, Policies and Practices in a Globalized Society (pp. 55-77). Springer, Cham.
Pabón Montaño, L. M. (2019). Integrating Community-based Learning to Improve Academic Writing. Bucaramanga, Santander, Colombia.
Pyne, K. B., Scott, M. A., O'Brien, M., Stevenson, A., & Musah, M. (2014). The Criticial Pedagogy of Mentoring: Undergraduate Researchers as Mentors in Youth
Participatory Action Research. Collaborative Anthropologies, 7, 50-83. Retrieved from https://doi.org/10.1353/cla.2014.0006
Pyne, K., Scott, M. A., O'brien, M., Stevenson, A., & Musah, M. (2014). The Critical Pedagogy of Mentoring: Undergraduate Researchers as Mentors in Youth
Participatory Action Research. Collaborative Anthropologies, 55-83.
Townsend, A. (2013). Action Research: The challenges of Understanding and Changing Practice. Berkshire: Open University Press.
Yang, S. (2020). Critical Pedagoy for Foreign-Language Writing. L2 Journal, 110-127.
Youth Activism Project. (2018). YOUTH ACTIVISM PROJECT. Retrieved from https://youthactivismproject.org/wp-content/uploads/2018/05/Youth-Activism-
Project-YPAR-Guide.pdf

18. THANK
YOU!