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2nd Web conference FLAL 2026 II — Transcript

by Steffi Marín · 8,981 words · 1,390 segments · language en · Watch on YouTube

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0:03Welcome to our second web conference,
0:05where we are going to talk about the
0:07activities, and obviously, speaking
0:19collaboratively. My name is Joanna
0:21Lopez. I will be here with professor
0:24Gina Camacho, who is also going to
0:26explain some sections of this second
0:28web conference. So, welcome everybody.
0:33Please, in order to maintain the
0:35organization of the session, we are
0:38going to leave our questions until the
0:41end; we will present, because in the
0:43meantime, while we are explaining one
0:46slide or another, we can resolve your
0:49questions. So please stay attentive,
0:52keep your notes, and at the end, we are
0:54going to be answering questions about
0:56the activities. Okay, so I am going to
0:59share my screen now. Please confirm if
1:03it is working for you in this case.
1:07This one. Yeah. It is working. My
1:11screen. Can you see my screen now? Can
1:13you see the presentation? Perfect. To
1:20start, as you know, our director is
1:23Steph Marine, who is currently with the
1:25people earning their degree, so that is
1:28why she is not actually with us; but in
1:31this case, we are going to continue
1:33with our presentation. We are going to
1:37start with this part, which is the
1:39agenda. In the agenda, we have the key
1:42theories in foreign language
1:43acquisition. We are going to start by
1:47making a brief explanation of them
1:49because, as you know, the idea is that
1:52you can read about these theories in
1:55all the materials we have provided for
1:57you, okay? So, we have some of the
2:01theories we are going to explore during
2:03the session: behaviorism, innatism, the
2:06comprehension input hypothesis,
2:08interactionism, acculturation theory,
2:11and usage-based approaches to language
2:13learning, okay? In number two, we are
2:17going to have case two. In case two, we
2:20have the analysis of acquisition
2:22theories. Teachers, we are also going
2:25to talk about teacher support and how
2:28you are going to develop this work with
2:30your peers and, obviously, supported by
2:32your teachers; and as I said, we will
2:34answer all the questions you have at
2:37the end, right? So, in this case, we
2:41are going to start talking about
2:43behaviorism, right? In behaviorism,
2:46yeah, that is the first theory that we
2:49are going to address. We are going to
2:53talk about the habits we are developing
2:56and how we are going to use positive
2:59reinforcements or negative
3:01reinforcements. Do you know how to say
3:04behaviorism in Spanish? How do we say
3:09behaviorism in Spanish? How do we
3:11translate conductism into Spanish?
3:13Conductism. Exactly. So this is one of
3:16the first theories that we got in our
3:19course, and in this case the, the key
3:21theorist, the key author that we can
3:24explore, is Skinner, and that was
3:26another psychologist who made
3:28experiments about the behavior of
3:30people and how people learn, right? One
3:34of the things that we had in their
3:37experiment: they started doing it with
3:39rats. Okay. And in this case, what they
3:44did was to take a rat. They would take
3:47a little mouse, they would put a button
3:49, right? And the the little mouse would
3:51press the button, it would get food.
3:54Ready? Obviously, in that order of
3:56ideas. Ah, give me a second, please,
3:59I'm having a little problem here. One
4:02moment, give me a minute, please. Sorry
4:31, sorry, sorry, sorry. So, as I was
4:35telling you, they had a little mouse,
4:37the mouse pressed the button and
4:38obtained food, right? And that showed
4:42that the little mouse was learning
4:43through a positive reinforcement, that
4:45is, the food, and modifying its
4:46behavior. How was this transferred to
4:50learning? That's why we have here
4:52learning that occurs through habit
4:55formation via repetition, imitation,
4:57and positive and negative reinforcement
4:59. So, one example that we have of this
5:03behaviorism habit is, for example, when
5:06a student says something good, yeah, or
5:09has a good pronunciation and we say, "
5:11Very good, do it again, yes, you can do
5:14it, yeah." Those are positive
5:18reinforcements, and we make our
5:20students repeat and repeat and repeat
5:22until they actually can, well, do the
5:25things in a proper way. So that's how
5:29this was like transcribed maybe or
5:32translated into the learning process.
5:36One of the methods that emerged from
5:38that theory was the audio lingual
5:40method. Do you remember that audio
5:43lingual method? That is one of the of
5:45the methods that emerged from this
5:47behaviorism. Hm. And what they told us
5:50is that we listened and we repeated.
5:53Yes? So we are going to have drills,
5:57patterns, many models, many practices
5:59where we repeat and receive positive or
6:02negative feedback. Ready? Another
6:07method was the grammar translation
6:09because remember that they gave us
6:11structures that we had to repeat and
6:14repeat until we memorized them and
6:16could reproduce them. Hm. And another
6:21one was the direct method, which also
6:23emphasized oral practice a lot, not so
6:25much the grammatical part, but in one
6:28way or another, what we did was our
6:30teacher would tell us sentences that we
6:32repeated until we could, we emphasized
6:34oral practice much more than the
6:36grammatical part. Okay, that's it. So
6:41this is actually the first of the key
6:43theories that we are going to work on
6:45and that we invite you to explore to
6:47make the analysis of case number two.
6:50Okay. The second theory that we are
6:53going to talk about is innatism. Yeah.
6:56One of the key authors in this theory
7:00is Chomsky, and in this case he said,
7:03okay, what we have is, we are not
7:06actually learning. through exposure in
7:11this case to positive or negative
7:13reinforcement, but we are learning
7:15because we have a language acquisition
7:17device.
7:20We have a device that, in this case, eh
7:23, Chomsky said, already comes somewhat
7:26pre-installed in our brain and that,
7:28when we are exposed to*comprehensible
7:31input*, that is, to input that we can
7:33understand, which is demanding but
7:35still within our level of comprehension
7:38, we can develop the, the, the learning
7:41of the language. So, he, for example,
7:45eh, also associated other types of
7:48languages or other languages with the
7:51learning of a second language, a
7:54foreign language. That is to say, we
7:57are going to take everything we already
7:58know from our native language and we
8:00are going to apply it to those
8:01languages because, in one way or
8:03another, they share certain aspects.
8:05One of the aspects he also mentioned
8:08was universal grammar, that is, that in
8:10languages, well, usually we have, for
8:12example, a subject, a verb, a predicate
8:15, and that we can transfer that from
8:17the native language to the second or
8:19foreign language. Ready? One of the
8:22teaching methods that emerges from that
8:25is the natural approach, obviously. And
8:28in this case they retook some of the,
8:31um, actually statements from or taken
8:34from Krashen in which what they say is
8:37that we need to expose our children to
8:40meaningful communication and meaningful
8:43input, not grammar. So, notice that it
8:48was a bit of a critique of this, of
8:50this theory, because here they were
8:53telling us: "No, what we need is, eh...
8:55" Meaningful communication for the
8:57student, meaningful input for the
9:00student, and not so much that they
9:02learn grammar and sentences and
9:04repetition, because that way they won't
9:07develop fluency. That was what the
9:10natural approach said. Another method
9:13was the Silent Way, where in theory and
9:16according to this postulate, children
9:19had a device, right? Or we have a
9:22learning device to acquire the language
9:24. So, the Silent Way emerged from this
9:29theory, in which the teacher is not
9:32going to talk, is going to talk
9:35minimally in the classroom. And what
9:39the teacher is going to do is to expose
9:42the students to the maximum amount of
9:46language and they are going to discover
9:49the rules independently. They are going
9:52to work with the foreign or the second
9:55language and they are going to actually
9:57discover the rules of that language
10:00without explaining the grammar. Right?
10:03And another one is the Montessori
10:05method that actually obviously promotes
10:07self-directed learning with authentic
10:09input and activities. In this case, it
10:14takes up this concept of authentic
10:16activities and authentic input, which
10:18leads us to expose our students not to
10:21organized knowledge of, say, verbs and
10:23such, but to real-life knowledge.
10:27That's why this authentic input. And at
10:31the same time, the student autonomously
10:34, self-directed, is going to understand
10:37that foreign or second language. Okay,
10:45is also related to this area in which
10:48we are going to learn the language in
10:51the best way, and usually what they say
10:54is that if you start learning or
10:57acquiring the language in the early
11:00years of your life, you are going to
11:02have like a better, um, or a higher
11:05probability of actually developing good
11:08accuracy. in we had that perfect moment
11:16of learning, and in fact, it was
11:20available to the students. So it was
11:25also said that the younger they learned
11:27the language, the higher the
11:29probability that they would have good
11:31fluency and learn it in an adequate and
11:33accurate way. Okay? That is the
11:36innateness theory. But we have another
11:39theory that is the monitor theory or
11:42monitor hypothesis. Right? In this case
11:46, the author we have is Stephen Krashen
11:49and it includes five hypotheses about
11:52acquisition and learning. Right? First,
11:55he distinguishes between acquisition
11:58and learning. Do you remember that
12:01distinction between acquisition and
12:02learning? What could acquisition be?
12:06For example, if we are talking about
12:08English and Spanish in a context, let's
12:10say, in most cities in Colombia, what
12:12processes would we have for Spanish? An
12:15acquisition process or a learning
12:17process? What do you say?
12:20Acquisition, because it is the language
12:22of each region. Ah, okay. It is the
12:26official language we have in most of
12:28the country, because well, we also have
12:31indigenous languages, Creole, we have
12:33the Rom language, we have sign language
12:35, yes, we have many languages in our
12:37country, approximately 65 indigenous
12:40ones, anyway, ready. But in most of the
12:45country the official language is uh
12:46Spanish and we go through a process of
12:49acquisition of that language. And why
12:51did Krashen say it is acquisition? Well
12:54, Krashen says that when we talk about
12:57the acquisition process it is because
12:59we do it unconsciously. Yeah. And we
13:03learn it because of the interaction
13:05that we have or the the information
13:07that we have in our context. Right?
13:11Instead, the learning process is
13:13different because in the learning
13:16process you receive planned instruction
13:18of the second or foreign language. And
13:23you actually have a conscious process
13:26that you are learning another language.
13:29Right? So, in the acquisition process
13:32it is an unconscious process
13:34practically out of necessity for
13:35survival. On the other hand, in the
13:38learning process, you are already
13:40conscious that you are being taught
13:41another language, but you already have
13:43a representation of your first language
13:45. Ready? Obviously, in certain contexts
13:50, for example, in the multicultural and
13:52multilingual contexts we have in
13:54Colombia, the acquisition is not going
13:56to be only Spanish, but a child, not a
13:58student, it is a child, will be able to
14:00learn Spanish and their indigenous
14:01language, or on the border they will be
14:03able to learn Spanish and Portuguese
14:05because they are interacting with the
14:07language from a young age and both,
14:09both, will be acquisition processes. OK
14:12, so we need to actually analyze the
14:15context in which we are actually
14:18defining what is acquisition and what
14:20is learning, right? Also, he talks
14:24about the natural order, right? In this
14:27natural order, what he says is that we
14:30need to teach like some kind of
14:32knowledge that is understandable for
14:34this student, yeah, and pretty similar
14:37to the one that we develop when we are
14:40little children. So, in this case, he
14:44says, for example, we can start by the
14:46first, maybe first learning vocabulary,
14:48because that is the one that you learn
14:50when you are actually acquiring your
14:52language. Later we are going to try to
14:57express some complex structures and in
15:00that way in a scaffolded way, in a
15:03tiered, scaffolded process. Yes, we are
15:06going to make that learning
15:08increasingly complex. Another one is
15:12that he says that we need to present to
15:15our students a comprehensible input so
15:18they can produce a meaningful output.
15:22That's the monitor one, right? Simply
15:25that the student actually, well,
15:27considers that what you are presenting
15:29is boring. But in this case, the
15:33comprehensible input is something he or
15:35she can understand, but actually in
15:37this case it has a complexity or is a
15:40bit challenging or is presenting
15:42something new for the student, and in
15:44that way you are going to progress in
15:47the learning of the language, right?
15:51And in this case also he's talking
15:53about the affective filter, right? This
15:57affective filter is so important. And I
16:01believe that nowadays we are revisiting
16:04this part of learning theory, because
16:07he told us that the affective filter,
16:09what happens on an emotional level
16:12inside the classroom, will largely
16:14determine our students 'learning. So he
16:19told us, "If you have a high filter,"
16:21if you have a high affective filter,
16:23the student will not learn. Ready? What
16:26is a high affective filter? An
16:29affective filter where there is a lot
16:31of stress in the class, the student
16:33does not feel safe participating, or
16:35maybe there is bullying, right? Those
16:39affective filters, or perhaps the
16:40teacher has not promoted a context
16:42where mistakes are part of the process,
16:45then the student will not be able to.
16:48What do we have to achieve according to
16:49Krashen? A low affective filter. As it
16:52sets here. A low affective filter. That
16:55is to say, an environment where the
16:58student knows they are learning, feels
17:01comfortable learning; even in some
17:04cases, through this theory, some
17:06methods were developed where teachers
17:09used music to try to relax the student
17:12and be able to teach them the language
17:15or anything we actually want to learn,
17:18because this is a learning theory.
17:21Right. So in this case, as a conclusion
17:24, the author says language is acquired
17:28when the learners receive
17:30comprehensible input, obviously in a
17:33predictable order, in an environment
17:36with a low affective filter, meaning
17:39when he or she feels comfortable and
17:42willing to learn what we need to learn.
17:46Part of these postulates were also
17:48taken up by the natural approach,
17:50obviously, because there are many
17:51similarities between what Chomsky
17:53presented and the communicative
17:55approach. Why? Because of this, because
17:59we are presenting meaningful input,
18:02right? Comprehensible, so the student
18:06can use language to communicate. Okay.
18:10Now we are going to listen to Professor
18:12Gina, who will present the following
18:13theories to us. Hello guys, my name is
18:24Paola Rivera. Can you see my screen,
18:39guys, please? It is working well. Thank
18:44you so much. The next moment, this is
18:50interactionism. Do you know what it is
18:55in Spanish?
19:02No. Interac. Interactionism. Yes.
19:06Interactionism. Thank you. The theory.
19:10Okay. Interaction explains that we
19:14learn a language through interaction
19:16with other people. When we communicate
19:20something, we don't understand each
19:23other. For example. So, negotiate, ask
19:28questions, clarify information, and
19:30receive feedback. For example, this
19:33interaction helps learners notice and
19:35improve their language. One example in
19:39Spanish, for example, is when students
19:42work together in English; for instance,
19:45if one doesn't understand a word, they
19:48can ask for an explanation. Through
19:52that interaction, the other student
19:54learns and understands how to use the
19:56language. So, it means that the more
19:59interaction we have with others, the
20:01more we will likely learn. This is
20:04David Jowski. Okay. This is a review
20:09about this theory. Okay. Next. This is
20:13a sociocultural theory. It is very easy
20:15. In Spanish, it's called sociocultural
20:18theory. Sociocultural theory was
20:22developed by Vygotsky. So sorry. This
20:26theory says that we learn a language by
20:28interacting with other people. And
20:31about the social and cultural
20:34environment. We can learn better when
20:38we are with another teacher or, for
20:39example, a classmate, because they can
20:41help and support us. It's an important
20:46idea because the zone of proximal
20:49development means that students can do
20:52more with help, than they can do alone.
20:56For example, one example in Spanish is
21:01a teacher can pronounce or provide
21:03vocabulary in English, helping students
21:05with examples and to carry out
21:07activities in English. As students gain
21:11confidence and autonomy, the teacher
21:13gradually withdraws that support. It
21:17means that the more interaction we have
21:20at a sociocultural level or with the
21:22environment, the better we could learn
21:25according to this theory. And the last
21:31is usage-based approaches. Usage-based
21:34approaches. This theory is by Nick
21:39Ellis and Michael Tomasello. This is
21:43the idea. This theory says that we
21:47learn language through frequent use and
21:50practice in real-life experiences. We
21:54learn words and grammar by seeing and
21:56using them in different situations. In
22:00simple words, guys, we learn a language
22:02by using it. An example could be a
22:07student hearing the expression "how are
22:10you" many times in different situations
22:13; through exposure and frequent use of
22:16the word, or whatever we want to
22:19express, they learn its meaning and can
22:22finally use it more naturally. So, this
22:27is through repetition and the frequent
22:31use we have when exposed to any word.
22:38And that's it about the theory. Teacher
22:43, are you here?
22:47Yes, here. Okay. This exercise in your
23:04groups. Okay. So, I'm going to share
23:07again my screen here. Here. Open here.
23:19Look, it's going to be very similar to
23:22the cases you'll find in this specific
23:24second case, this phase that we are in
23:27or that will begin next Monday. Okay.
23:31I'm going to put it here. You can tell
23:34me. Yes. And look, we have a case here;
23:38you can participate in the chat or turn
23:40on your microphones. Okay. For example,
23:44in a classroom, the teacher prioritizes
23:46storytelling, the atmosphere is relaxed
23:49, and students...until monitor model,
23:57innatism, or is it behaviorism? Which
24:00one do you think it is? Let's see,
24:05which one were we saying?
24:06A.
24:07A. Uh-huh. Everybody agrees. I think
24:11letter B.
24:12Letter B. A. Well, let's go.
24:17A. Okay. A quick one. Yes. Very good.
24:23Remember that the affective filter is
24:25important in the monitor model. Ready.
24:27In this one. A teacher claims that
24:30children acquire complex grammatical
24:33systems despite receiving incomplete or
24:35imperfect linguistic data. Monitor
24:40model, social constructivism, and
24:42innatism. What do you think?
24:48I think yes.
24:50You think yes? Uh-huh. Any other?
24:56What other options? Are you sure? Okay.
25:11Of course, because remember that even
25:14though we receive information that is
25:16not perfect, we are capable of
25:18producing it, and that was based on the
25:20device that Chomsky said we had. Well,
25:23this one: in tasks, learners struggle
25:27to explain their ideas. They pause,
25:30rephrase, ask follow-up questions, and
25:33adjust their language until mutual
25:35understanding is achieved. What do you
25:39think?
25:40B? You said, and the rest? Everybody
25:43agrees B.
25:45B, everybody B. Ok. the last word we
25:50have here. Yes. Excellent. Ok. So in
25:56this one: a beginner student rarely
25:59speaks during the first months of
26:02exposure to the new language, but later
26:05begins to produce full sentences
26:07without having practiced them
26:09extensively before. What do you think?
26:15behaviorism, monitor model...sorry. You
26:22said behaviorism, we are divided: A, or
26:25what do you...A or C, what do you think
26:29?
26:33Now what?
26:36C, you said, check this case, no, it
26:39was the monitor one. Let's continue. It
26:46says: during a lesson, the teacher
26:49models a sentence pattern several times
26:52. Students practice variations of the
26:56pattern in a highly structured sequence
26:58. Errors are immediately reformulated
27:01by the teacher. form is reinforced.
27:06What do you think? Innatism, monitor
27:09model, or behaviorism? Yes.
27:14B. Remember where we talked about
27:16positive and negative reinforcement.
27:21Reinforce, look. Reinforced. I will
27:29help you. It's C. Remember that in
27:31behaviorism, we repeated and repeated
27:33and corrected the student positively or
27:36negatively. So, behaviorism. Ready. It
27:41is. Let's see. While collaborating on a
27:44science project in a second language,
27:47students improve their grammatical
27:49precision as they clarify
27:51misunderstandings and reformulate their
27:54explanations. What do you think? A, B,
27:59or C?
28:01C.
28:03C you said, Aha.
28:05C.
28:06C. Aha.
28:08You said B. The other. A child says, "
28:24She eated my cookie." Parents are
28:26surprised because the child has never
28:29heard this before. A linguist argues
28:33this reflects rule formation rather
28:35than imitation. So in these cases...
28:40Constructivism or behaviorism?
28:43A.
28:44A.
28:45A. Everybody says A. Yeah, last word,
28:53social. Maybe not. I hear a "no" over
28:56there.
28:59B. Well, let's go with the majority who
29:02said A. Yes. A. Very good. Okay. The
29:09last one was innatism, because notice
29:11that the girl was already producing
29:13sentences she had never heard before.
29:16The social approach, remember as
29:18Professor Paola said, is based on, uh,
29:21carrying out interaction, exactly. On
29:23doing projects, on exchanging meanings,
29:26right? So that they can learn the
29:29language. Ready? So now professor is
29:33going to explain the basics of case two
29:36in our course. I'm going to stop
29:40sharing here. Okay. Now okay guys,
29:50number two. Ready, guys. We are going
29:55to start with the main part of our
29:56webinar, and it is to talk about our
29:58second phase, okay? Our phase is
30:01collaborative. You know that our
30:04previously completed quiz, which ends
30:07on the 30th, was individual, but this
30:09activity is collaborative. It is an
30:14intermediate moment in our course. It
30:16has a score of 110 points. As you can
30:21see, it is quite high, and our activity
30:24begins on August 31st and ends on
30:27September 27th. So, we are going to
30:32talk a little bit in depth, guys, about
30:34what this phase entails and what is
30:36expected of us and what are the works
30:39expected to be delivered. Ready?
30:42Remember, guys, that since it is a high
30:44score, the idea is for you to be
30:46responsible with the submission, since
30:49it has a high score. Okay. Okay. So,
30:56now we are going to see step by step
30:58what you are going to do in this case
31:00two. This part, right? Uh, this is the
31:07activity that you are going to do in
31:09case number two. We have the first step
31:13, obviously, which is your
31:15participation today, which is actually
31:17so important; it is paramount because
31:20you actually need to have this
31:22information clear. If you don't have
31:25the opportunity of participating in
31:27this web conference, you can include
31:29the summary, obviously, when you go
31:31over the video and information that we
31:33are explaining today. So those who are
31:36here can just take a screenshot and put
31:39it in your document. So, one piece of
31:42evidence is to take a screenshot of
31:44your participation in this
31:46videoconference, and that will be your
31:48proof of participation. Those who
31:50didn't participate, include your
31:51summary at the end of the document as
31:53well. Ready? Uh, if the date doesn't
31:56appear for you in this case, or if
31:58you're on your cell phone, you can just
32:01type your name in the chat. Yes, put
32:04your name as I do, Johana López, uh,
32:08August 29, 10:36. Ready. And take a
32:13screenshot, because many are connecting
32:14from their cell phones and the date
32:16doesn't show up. If you are on your
32:18computer, please take a full screenshot
32:20where the date and time of your
32:22participation in the web conference are
32:24visible. Ready? Well, step number two.
32:28This is the collaborative work that you
32:30are going to do. So in this case, you
32:32are going to select a row. You are
32:36going to go to the annex one and you
32:38are going to choose one of the
32:39responsibilities that that role is
32:41going to execute. So for example, I'm
32:44going to change here. I'm presenting
32:46from here. I'm going to go to the
32:49course to explain this part about annex
32:51one. Remember that we are currently in
32:53the intermediate stage. In case one,
32:56that is the one that opens on Monday.
32:58Ready? We have several aspects. We have
33:01the learning guide, the contents, the
33:04discussion, which is what you should
33:06take full advantage of, and the
33:08submission space, which is case two:
33:10analysis, acquisition, and learning.
33:13There it is. Ready. What is it that we
33:16are going to do? If you go here to your
33:18learning guide, I'm going to open it
33:20one by one again. So, you will find
33:23your annex one, two, and three, okay?
33:26And your work guide. They tell us in
33:29annex one, select a role. These are the
33:33roles we have. Leader, compiler,
33:36evaluator, submitter, and alerts. So
33:40you are going to choose one role. Yeah.
33:43And you are going to communicate the
33:46decision in the forum. Right? So, here
33:50in the forum where our case two was,
33:54okay, you are going to communicate that
33:56decision in this forum, you are going
33:58to say, "In this case, I am going to
34:00take such and such role." Ready? So
34:02that your classmates also know that you
34:04are active. Ready? So that is the annex
34:07one that we are talking about here in
34:09the presentation. Okay? Second, after
34:13choosing one row, what you are going to
34:15do is obviously to read about the
34:17following theoretical perspective. As I
34:21told you, we did a very, very succinct
34:24summary of what the theories were, but
34:27you must explore them in depth by
34:29reading the materials. Okay? Once again
34:33, where are the materials? Here in your
34:36learning guide. So, we were here, we
34:39clicked on "learning guide," and here
34:41in your learning guide, you will find
34:43the available materials. That is your
34:49guide. Look, here are the materials.
34:59The reading.
35:01Wait a second.
35:05Wait a second. Let's continue. As I
35:08mentioned, let's take notes on your
35:10questions, and at the end, when we have
35:13finished the session, we will ask all
35:15the questions, because perhaps I will
35:17resolve them for you. If there is any
35:20reading that is not working, well, we
35:21are going to test it here now. If it is
35:25not working, then let your director
35:28know. We will check them now and we
35:31will correct them immediately. Ready?
35:35Well, as I was telling you, here are
35:37the readings you are going to explore
35:39and where you will find information
35:41about the theories we just explored. So
35:43, for example, we have this Science
35:46Direct article. Ready? Log in with your
35:49role, obviously as a student or teacher
35:51, and you can immediately download the
35:53PDF here, which in fact you already
35:56explored in case one in the previous
35:58session. This book is fundamental.
36:01Notice that this book does have a
36:04summary of all learning theories and it
36:07is extremely detailed. Look, we start
36:11with, well, how is second language
36:13learning understood, language aspects,
36:15and so on? But notice that later we
36:18start with each of the aspects,
36:20motivation, affects, social, and so on.
36:23So it is also very important that you
36:25explore it. Another of the materials we
36:28have is this one. Let's check here to
36:31make sure it is working. Take a look.
36:34First language acquisition. Yes, you
36:37can download the book here, and this is
36:38another one. Notice that this book,
36:42specifically in its index, talks
36:45specifically about the theories. Look,
36:50it talks about constructivism, about
36:53primary biological, about sociocultural
36:55theory, all of them, every one of the
36:57theories we have; it is very easy. You
37:00simply click download, open it, right?
37:04And notice that each and every one of
37:06the theories will appear there.
37:09Everything we explained today is there,
37:11from communicative and lexical approach
37:14to First Language acquisition. It even
37:18includes what we explained about other
37:20cases and so on, everything like
37:22behaviorism, principles, all of that,
37:24right? And going back here, we have
37:29this other book, right? What is the
37:33learning guide. Look at this one right
37:35here, this one too, we can download it,
37:37but it is through your institution.
37:40That is to say, when you log in from
37:42UNAT, we can download it. Ready? And in
37:46this case, it is also a book that will
37:49help us to obviously have access to all
37:52the theories. Ah, even over here in,
37:57one second, one moment, I'll enter via
38:03your institution so it can work for us.
38:08Let's see if we can do it, or otherwise
38:10we'll change the link. Let's go here
38:22through the CRY. CRY UNAD. Ah, UNAD, so
38:31we can also show you how you can go
38:34searching. Over here we have services.
38:40Chun chun chun. Well, one moment,
38:44Professor Paola, do you have it on hand
38:47to show the students?
38:51I just sent the link to the chat.
38:53Ah, ready, perfect. Thank you. So, we
38:56need to change it in the classroom.
38:57Ready, let's look at it here. Download
39:01lib. Ah, ready. On ResearchGate. Well,
39:04externally. Ready. So, in this case we
39:08have the book here, we download it and
39:10notice that this book is also one of
39:13the most complete ones we have because,
39:16just like here in our, ah, ready, here
39:18it is in our index, well, notice that
39:21it also starts by explaining each one
39:24of the theories we talked about in the
39:26lecture. Behaviorism, innatism,
39:31constructivism, eh, it talks about the
39:34input hypothesis of Krashen, the output
39:37hypothesis by Swain, and all of them.
39:41Automaticity, other cases that were the
39:44ones the professor mentioned at the end
39:46, social theory, yeah, all of them. In
39:50other words, with this book, you have
39:52practically seen everything that the
39:54course includes. Ready? That's it.
39:57Ready. Going back to our classroom here
40:01, our case, let's go to the
40:03presentation. Ready? So, with that step
40:07three of reading the material, we did a
40:10lot of work, but now comes the part
40:12where we have to work obviously as a
40:15team. So, after completing the readings
40:18, fill in the chart in the annex, the
40:20theory comparison chart, and answer the
40:23following questions. This is
40:26independent work. This question is
40:29independent. Which theory do you
40:33consider most useful in explaining
40:35language learning in contemporary
40:37educational contexts? Ready. So, what
40:41is annex two? Remember, we go over here
40:45to our virtual classroom and right up
40:48here where we found the guide, is annex
40:51two. So, we open it, right? We download
40:57it, and you will find a copy of what
41:00annex two is. Ready. Look, this is the
41:03theory comparison chart. Yes. And it
41:06says comparison of foreign language
41:08acquisition and learning theories.
41:11These are the ones we explain here. So,
41:13for that reason, we invite you to do
41:15further reading. We are going to
41:18classify between main author, the key
41:20principles, how the language occurs,
41:22the strengths, the limitations, and
41:25obviously the example in an English
41:27context. Okay, that's it. And we must
41:30also include the individual question.
41:33What is the individual question we have
41:35? It was here in the presentation. That
41:38is: which theory do you consider most
41:40useful for explaining language learning
41:43in a contemporary educational context?
41:48It says, "Upload the complete chart and
41:50your answer to the question in the
41:52discussion forum." It is important to
41:56do this on time, not at the end, so
41:58that you can receive feedback, because
42:00that is precisely step six. Once you
42:03complete your chart and the answer to
42:05the question, you must upload it to the
42:07discussion forum to receive feedback
42:09from your classmates. Ready? In step
42:15number seven, we are going to start the
42:17analysis of a case. Okay, this is the
42:21collaborative work. Okay, as a group,
42:24you are going to select one of the
42:26educational cases in annex 3, and you
42:29are going to answer the questions based
42:32on the selected case and through the
42:35lens of the theories. Right. Where do
42:38we find that annex? Likewise, remember
42:41that we are here in our classroom and
42:43it is here in annex 3. So, what are we
42:45going to do? We download it the same
42:47way. Ready? And here we have it. Annex
42:513. Look, we have case one, highly
42:53motivated learner, and the questions.
42:56Case two, language learner, and
42:59questions, and the case here. And case
43:03three, the immigrant child, and the
43:05questions here. Right? So in this case,
43:09what you are going to do is choose one
43:12as a group. Take into account that this
43:15is not individual; as a group, you are
43:16going to choose one. And as a group,
43:19you are going to answer the questions
43:22that are here. So what is the
43:25suggestion? Obviously to contribute in
43:28the forum. The idea here is perhaps to
43:31keep taking advantage of our forum
43:33anyway. So the ideal is that everyone
43:37also presents their contributions
43:39through the forum regarding the answers
43:41to these questions, because the goal is
43:44to promote dialogue about what we are
43:46doing. Ready? That's it. And in this
43:50case, what you are going to do is,
43:53after discussion, after having your
43:56answers, yeah. To your questions, you
44:00are going to design the interactive
44:03infographic. You can use any program,
44:06it could be Genially, Piktochart, I
44:08mean, whichever one you consider is
44:10best for you. And in this case, you are
44:14going to create an infographic in which
44:17you are going to explain your
44:19conclusions, yes, how you involve the
44:21theory, how you, uh, actually, well,
44:23you're going to present recommendations
44:26for the case. The minimum information
44:32it must have is a title, a brief
44:34description of the case, an explanation
44:38of how the theory interprets this case,
44:41the learning theories, pedagogical
44:43recommendations derived from the
44:46analysis, and the, oh sorry, and the
44:49group's conclusions. Ready? Obviously,
44:55include APA references, that is, the
44:57books we have in our guide. And it is
45:01much better if you were able to obtain
45:03information from external resources
45:05that are not in the learning guide,
45:07much better, because that way your work
45:09is much more enriched. Ready? Now
45:13Professor Paola is going to explain the
45:16specific evidence that you must submit
45:18for this learning result of case two.
45:22Ready. I'll stop presenting here. Okay.
45:36Joana. Okay, guys. Give me one moment.
45:39Okay. So, guys, in general, what do we
45:42have to deliver? First, a cover page,
45:46which means you are going to include a
45:48cover page following our APA references
45:50. Okay. Second, Web conference
45:53attendance. Remember that we must add
45:56our screenshot, not send it here to the
45:58chat, but attach it to the assignment,
46:00which must include your name, date, and
46:03time, or well, the time we are
46:05currently in. And if we did not attend,
46:07a small summary of what is being
46:09covered in the session. Remember that
46:11the video of this will be shared, okay?
46:13Each tutor will share the video of the
46:17web conference. Okay. Number three,
46:21theory comparison chart. So, guys, here
46:23, what do we have to do? You must
46:26include the comparative chart, the one
46:28Professor Johana showed you, with the
46:31theories completely filled out and also
46:33the answer to the reflective question.
46:37Okay. For number four, here, what do we
46:39have to do? After having completed the
46:43chart, you need to add a screenshot or
46:46the chart itself, I don't know how you
46:49prefer, but it must be completely
46:52filled out, posted in the forum, and
46:55also provide comments or feedback to
46:58another classmate. Okay? So, up to this
47:03point, we have the chart we are making
47:05here, the comparison chart. Okay. If we
47:11are going to provide a link, guys, you
47:13must verify that the link is public,
47:15okay? Why? Because in some cases, it's
47:19locked and we can't access it. So, no
47:22tutor will be able to give feedback on
47:24that, nor can any student comment on
47:26anything. Why? Because, well, it’s
47:28not public. So, let's be very careful
47:30with that part. Educational case
47:33analysis. So, here, what are we going
47:36to do? You must include the selected
47:39case, okay? This is the group part,
47:42okay? The guiding questions and the
47:45corresponding answers using the
47:48selected theories. Okay? Number six,
47:52interactive infographic. Here, what
47:54should we do, guys? Include our
47:56interactive presentation, our
47:58infographic. It can be in any, uh,
48:01let’s say, application you wish to
48:03include. But, guys, the same thing, if
48:07we are going to add an image or if we
48:09are going to add a link, you must
48:10verify that the link can be easily
48:12accessed and that it can be, let’s
48:14say, viewed, that it is not set to
48:16private; because if not, then, in the
48:18first place, we wouldn't be able to see
48:20it, we wouldn't be able to provide
48:22feedback, and then it delays the work a
48:24little bit, perhaps. I urge you, guys,
48:28to keep that super in mind. Okay. Also,
48:33it is very important to include
48:34references. Okay. This is super
48:37important, include APA references, okay
48:40? And our document should be named "
48:43group," the name of our group, be it
48:46one, three, or 224. Okay. Case two and,
48:51well, our course code 518015. Okay.
48:56Let's see, guys, here it is important
48:58to mention the following. We have two
49:01little parts to our work. And what are
49:05they? An individual part, as you can
49:08see, is our web conference; attend, and
49:11if not, then submit our screenshot,
49:13right? Or the summary in the event that
49:16we cannot attend. Our little chart that
49:19will go where? In our forum, and it
49:22will also be the participation. For a
49:24classmate, or that we comment on
49:26something in the forum. Okay. The forum
49:29here is a fundamental part. Okay. Well,
49:40guys, give me a second, I hear someone
49:41here. Okay, perfect. Now our
49:45collaborative part is our educational
49:47case analysis. Remember, this is the
49:51group part with our interactive
49:53infographic, and, well, we are going to
49:55attach everything in a PDF at the end.
49:58This is important, guys, here, because
50:00only one person from the group is the
50:02one who is going to, let’s say, who
50:04is going to upload the work with all
50:06this evidence. Meaning that I must
50:08attach the screenshot of what I did on
50:10the web, yes? I must attach the
50:13screenshot of my participation in the
50:15forum. Yes, all of this is done
50:17individually. Alright, guys, this part
50:20and our collaborative part to make a
50:23single document, a group one, is only
50:25uploaded by what? Just one person from
50:28the group. It means that if I am with
50:31Professor Johana and maybe Professor
50:32Gina and myself, Paola, then Professor
50:34Johana is the only one who will upload
50:37the document. Okay. I don't have to
50:39upload it, nor does Professor Gina,
50:41because Johana is already with the
50:42group members. Got it, guys. Ah, okay.
50:46There is something very important here,
50:49guys, that you must be aware of, and
50:50that is that the use of artificial
50:52intelligence must not exceed 15%. You
50:57are very responsible in the proper use
50:59of artificial intelligence. And that's
51:03it, guys. That would be, in conclusion,
51:06what we need to submit. So, I don't
51:09know, Professor Johana, if you want to
51:12add anything else or if we could answer
51:16questions.
51:18Yes, I think we can start answering
51:21questions now. I was looking at the
51:25chat here, one I have from Hasblade did
51:28cuara says, "Can someone clarify what
51:31we have to do in step three?" Professor
51:34, if you could help me by going back to
51:36the slide for step three. Moment number
51:42three. Yes. That step three, as
51:45mentioned there, is individual reading
51:48work. Yes. Obviously, before we can
51:51make the contribution in the forum
51:53about what we are talking about, that
51:55is, learning theories and how they
51:58associate with our case analysis, we
52:00must have read the documents that are
52:02in both the learning guide and the
52:04course contents. Got it? So, that step
52:08three is your independent, individual
52:10work of reading, note-taking, and so on
52:12, so that you can develop what follows,
52:14which in this case would be step four,
52:16which is the development of the
52:18comparative table and then the group
52:20case analysis with your team. Got it?
52:24We have another question here that says
52:26, if we attend the web conference, do
52:27we still have to do a summary, right?
52:30If you have the screenshot, as we
52:32indicated, with today's date and the
52:34time, you don't have to do a summary.
52:37The summary is for those who could not
52:40attend the web conference and will have
52:42to review it later. It will still be
52:45shared with everyone in case you want
52:48to go back over what was explained
52:50during the session. Got it. Another
52:54question. Uh, it says, "Professor,
52:57should we only choose just one case?"
53:00Yes, it's only one case per group. We
53:03have three cases. As a group, through
53:05your interaction in the forum, you can
53:08decide which of the three you will
53:10choose. Got it. It says, well, but here
53:15Andrea has already been answered in the
53:18document. Oh, it slipped away, it says,
53:22uh, Isabel, "Professor, in the final
53:25document, should annex 1, 2, and 3 be
53:27all together or is it a separate PDF
53:30file, okay?" that you are going to
53:34upload, as Professor Paola explained,
53:36you are going to attach everything,
53:38both the evidence of your individual
53:40and group work, it must be in that
53:42single submission file. Ready? The
53:46individual forum participation is
53:48included in the final document. Uh,
53:52well, I think you mentioned it,
53:53Professor Pau, I don't know if you want
53:55to help me with that question,
53:57uh? Okay, let me read. The individual
54:00forum participation is inclu Yes. it is
54:02included in the final document. So,
54:04that already depends on how you
54:06organize yourselves, guys. And for
54:07example, let's continue with the
54:09examples, it's Professor Johana,
54:10Professor Gina, and Professor Paola. So
54:13, we put Professor Johana, we can put
54:15the screenshot of the participation in
54:17the forum, Professor Gina, the
54:18participation in the forum, and
54:20Professor Paola, the participation in
54:21the forum. That is up to your
54:24organization and however you wish to do
54:26it. Okay? So, that is a matter of how
54:29you organize yourselves, but it must be
54:31included in the final document. It
54:34means that I must comment in the forum
54:37clearly, but I must also attach that
54:39screenshot in my final document.
54:42Mm, exactly. Got it. The next one says,
54:46"We divide the collaborative activity
54:48among the group participants and we
54:50distribute the roles ourselves." You
54:53have the option to choose which role
54:54you want to take. Yes, that is the
54:56first step. So, you go to annex one,
55:00see what roles there are, and select it
55:02. Obviously, let's also keep something
55:04in mind. We know the reality of what
55:07collaborative work is. If, for example,
55:10only two or three classmates
55:11participated in the forum, but we have
55:14more roles, well, we can distribute the
55:16other roles among ourselves as well.
55:20Now, a suggestion, but it is not, let's
55:22say, mandatory. If you want to take
55:24turns with the roles between each case,
55:26between the subsequent cases, you can
55:28do so. For example, right now in case
55:30two, maybe I'll be in charge of alerts,
55:33but for case three, I'll be in charge
55:35of compilation and so on. In other
55:38words, you can choose the roles you
55:39want to take among yourselves so it's
55:41not necessarily the same person.
55:44Conversely, if you find you work well
55:46from case to case, you could keep the
55:49same roles, there's no problem with
55:51that. Ready?
55:54Uh, guys, one thing, excuse me,
55:56professor, here you must comment in the
55:58forum which role you want to take on in
56:01this case so the other members know and
56:03can organize themselves. Mm. Exactly.
56:10It says, "Teacher, should the work
56:12include all screenshots of the members'
56:15attendance at this web conference?" Yes
56:20, as Professor Paola mentioned, those
56:22of us here take our web conference
56:25screenshot and we add them at the end
56:27of the document. Those who didn't
56:31attend will include the corresponding
56:33summary in the same section. Ready? And
56:36yes, everything must be in the same
56:38document. It says, "Teacher, if I only
56:41work with one classmate, is that
56:43allowed?" Often the other classmates
56:46don't respond and one ends up doing the
56:47work with just one classmate. You can
56:50do the work with those who are active
56:52within the forum. That is why
56:55participation in the forum is so
56:57important, and why it's so important to
56:59start participating on Monday when the
57:01forum opens. Ready? When those who join
57:06too late do, they would have to mediate
57:08with you and also with your tutor. But
57:13well, if only two have been active in
57:15the forum and are willing to carry out
57:17the activity, those two do the activity
57:20. Ready? If only one person spoke in
57:24the forum, then that person will do
57:26their activity individually. Ready? But
57:30we must consider all classmates who are
57:32willing to participate in the activity
57:34within the forum. Ready? It is ideal to
57:38work in a group to broaden perspectives
57:40and truly reach that academic
57:41discussion we want to foster with the
57:43activities. Ready? Uh, it says, "That
57:48is, should every member of the group
57:50put a screenshot of the evidence for
57:51step one and step two?" Yes, of course,
57:54Professor Paola said so. If that's the
57:57case, usually one includes one
57:59screenshot. Mm, I don't understand,
58:02José David, what are you referring to
58:03there? A screenshot of what, uh, well,
58:07let's see. Well, they already answered
58:09each other here. Is there a template
58:12model to lay out all the work for the
58:14final project rubric? My professor
58:16Paola, maybe if you want to help me
58:17with that one.
58:19Uh, alright, guys. Remember that one
58:22appears in the project annex, but we
58:24will share another one with you, uh,
58:27next week, guys. Starting next week, we
58:31will share one with you that will help
58:33you organize the whole project. If you
58:36want to use that one, that's fine. And
58:38if not, well, you can just make one
58:40yourselves, no problem. Don't worry,
58:43guys. Ready. If we don't have any more
58:46questions, can we leave? Of course,
58:48although it's always good to hear
58:50everyone's questions because that might
58:52come up for me later.
58:55Uh, well, yes.
58:58Where will you be sending the guide?
59:01Where do we look for it?
59:04Each tutor, each tutor will, and
59:05usually our course director sends it to
59:07you via email from the virtual
59:09classroom, through the internal
59:10messaging of the virtual classroom.
59:14That is also very important, that you
59:15are constantly checking those emails
59:17you get through the classroom, because
59:18most of the communication is through
59:20there. But we also usually replicate it
59:24in our own messaging and we usually
59:25replicate it through the Teams chat
59:27that we have created in the group. If
59:31you are not in your course's Teams chat
59:33, please write to your tutor so they
59:35can add you, because maybe you joined
59:37this week, you weren't on the initial
59:39list and so you weren't added. So, if
59:43you are not there, please get them to
59:44add you. Ready? But we replicate it in
59:47several spaces so that you receive it
59:49satisfactorily. If you ultimately
59:52didn't find it, well, you can
59:54communicate directly with your tutor
59:55and they will most likely include it
59:57within the same forum so that everyone
59:59can see it. Ready?
1:00:01Thank you very much. Thank you very
1:00:03much.
1:00:03Well,
1:00:04I would like to ask for a favor for a
1:00:05clarification. Okay.
1:00:08That the professor, a group director,
1:00:12uh told us that we could upload the
1:00:15video to YouTube and we could set it to
1:00:19private, so only those who have the
1:00:22link can open it.
1:00:26Which video are you referring to? No,
1:00:29no, any work that one uploads to
1:00:32YouTube, well, it doesn't apply to this
1:00:36submission. Yes, maybe for future
1:00:39submissions we would have to see, uh,
1:00:41specifically in which part you have to
1:00:43make a video. For this submission, you
1:00:46don't have to make a video, okay? It's
1:00:48an interactive infographic, so what
1:00:49you're mentioning doesn't apply there.
1:00:53But of course, in other submissions
1:00:55that include a video, you can upload it
1:00:58so that only the person to whom the
1:01:00link was sent can access it. If not,
1:01:04then there's no problem. You must
1:01:06always ensure that your tutor can see
1:01:08and evaluate it right away, so they
1:01:09don't have to write to you later to
1:01:11look for the evidence. Ready? Thank you
1:01:14very much, professors.
1:01:15Can we use a UNAD template for the
1:01:17final presentation? Uh, that is, for
1:01:20the infographic. Angela, I don't
1:01:23understand your question there. I don't
1:01:26know if Angela is here and can clarify
1:01:28for us. No,
1:01:33there is another hand raised.
1:01:35Uh, yes, professor, no, you already
1:01:36clarified the template issue for me
1:01:38since it's going to be sent via Teams,
1:01:39so I understand now. Thank you very
1:01:41much. Okay. Okay.
1:01:44But remember, guys, that the
1:01:45infographic should be done in any
1:01:47application, Canva, whatever you want.
1:01:49So that part is free. The infographic
1:01:51is more flexible. The document shared
1:01:54with you is for you to attach your
1:01:56evidence. So you are free to choose.
1:01:58But remember, guys, it is very
1:02:00important to mention this part. The
1:02:02link must be public. Ready, guys? Why?
1:02:05Because if it isn't, we can't access it
1:02:07. Mm.
1:02:09And over here, Judy's hand has been
1:02:10raised for a little while. I don't know
1:02:12what your question is.
1:02:14Yes, Judy.
1:02:19Uh, good morning. No, professor, I
1:02:21already sent the question through the
1:02:22chat. Thank you very much. Sorry, I
1:02:24forgot to lower my hand.
1:02:26Ah, okay, don't worry.
1:02:28Ah, well, ready. Over here we had,
1:02:30should we send the screenshot of this
1:02:32videoconference to the forum? That is
1:02:35ideal. The ideal thing is for
1:02:36everything to be inside the forum. That
1:02:39way, the compiler will have a much
1:02:40easier job when making the final
1:02:42document. Ready? Ah, we have Well, for
1:02:47Luz Marina, I think the clarification
1:02:50about the videos has already been
1:02:52resolved. Can someone please send me
1:02:56the UNAD technical support email? Okay,
1:02:59via private message. And well, I think
1:03:03those were all the questions. There is
1:03:07a hand raised by Alberto, Professor
1:03:09Paos.
1:03:11Uh, very good, very good morning. It is
1:03:14a pleasure to greet you.
1:03:17Good morning, Alberto.
1:03:18Good morning.
1:03:19Thank you. A quick question. The thing
1:03:22is, what is a reasonable amount of time
1:03:24to wait for classmates to participate?
1:03:28Because one needs to determine what
1:03:31roles are defined for those who want to
1:03:34participate. What is the reasonable
1:03:37time you have considered in this course
1:03:39that we should wait for a classmate?
1:03:49Well, uh, Alberto, Professor Stefi told
1:03:51us in the previous webinar that a
1:03:53reasonable time is about a week, right?
1:03:57Since the activity takes time and is
1:03:59quite extensive, as you can see, and it
1:04:01is worth a lot of points. So you could
1:04:06agree on the time among yourselves, but
1:04:08since Professor Stefi said the time is
1:04:11a week, the ideal thing is for you to
1:04:13communicate with your classmates, and
1:04:16after that week, you make decisions
1:04:18regarding your work. Remember that we
1:04:22cannot do the work individually without
1:04:25having notified or asked our tutor,
1:04:27because that is very important. If our
1:04:30classmate doesn't respond and
1:04:32definitely didn't answer through any of
1:04:35our channels, neither via Teams nor
1:04:37email, then the standard procedure is
1:04:40to attach a screenshot to our forum as
1:04:43evidence that we actually reached out
1:04:45to that person and they didn't respond.
1:04:48Alright, Alberto, I don't know if I
1:04:50answered your question. Okay. Yes,
1:04:53thank you very much. It’s just that I
1:04:56wanted that to be recorded here because
1:04:58I had an issue in another course, you
1:05:00know? Last semester, and the person
1:05:03took it personally, you know? So we are
1:05:07here to support each other, to learn
1:05:09how to collaborate, but there also
1:05:11needs to be responsibility. Completely
1:05:17agree with you, Alberto. So, ideally,
1:05:20we are with responsible adults who can
1:05:24handle collaborative work and be aware
1:05:27of when we cannot do it. Got it? So,
1:05:31that depends on your group. Alberto, I
1:05:33hope that doesn't happen to you this
1:05:35time. I think and hope you have a good
1:05:38group to work with during the semester.
1:05:41Thank you very much. Very kind of you.
1:05:45Also, something I would like to add to
1:05:47what Professor Paola said. Once you
1:05:49have received your tutor's approval to
1:05:54work individually, you must also
1:05:57communicate it within the forum. Got it
1:06:00? So that if your classmates join late,
1:06:03they know that they must also contact
1:06:06their tutor, explain what happened, and
1:06:09look for a way to do their work. Got it
1:06:13? So, both the decision to work
1:06:15individually and as a group must be
1:06:17explicitly stated within the team,
1:06:19within the team forum. Got it?
1:06:26Okay.
1:06:27Thank you very much. Thank you very
1:06:28much, Ms. Johana. My pleasure. Any
1:06:32other concerns? They are sharing some
1:06:36data here about field and email support
1:06:40. I don't see any more raised hands,
1:06:45teacher. Paola.
1:06:48Neither do I, guys. Everything is clear
1:06:50. There are no more questions. Are you
1:06:52sure? Okay, you're very welcome.
1:06:58Okay,
1:06:59all right, I'll answer you now.
1:07:03All right, guys. Remember, any
1:07:05additional questions go to your tutor,
1:07:07guys. That's it for today. Thank you
1:07:10for your attention and see you in the
1:07:12next opportunity, guys. Thank you so
1:07:14much for participating.
1:07:18Thank you so much. Have a nice weekend.
1:07:20Bye bye. Thank you teacher. Bye
1:07:25teachers. Thank you. Teacher. Thank you
1:07:29.
1:07:31Thank you so much, teacher. Bye bye.
1:07:34Bye bye.

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