The problem of Elementary Schools in Medellín.
The reality of English in elementary schools is
far too different from the goal proposed by “Plan Nacional de Bilingüismo”. Low
linguistic ego, low communicative competence and few strategies to teach
English are the main problems that present most of the teachers in elementary
schools due to the lack of teachers “licenciados” in English.
The low linguistic
ego the teachers of elementary schools had made them feel incompetent in their
communicative competence, giving to the students few tools to learn the
language, because some of those teachers, as they didn´t know much about the
language, felt scared to teach something wrong to their students. This setback
delays the goals of “Colombia bilingüe” in 2019, taking into account that,
besides the teachers lack of competence in English, they don´t have much
strategies to teach the language, making the situation even worst.
That is why some of
us students of “Fundamentos en Inglés III” gathered in order to think about a
plan with which we want to improve elementary schools teachers´ English level
and English teaching strategies in order to make “Plan Nacional de Bilingüismo” more
reachable for 2019. I have done some changes to the planning, making it more realistic.
1. Problem:
Elementary
teachers’ low preparation in English and low English Teaching strategies in
public Elementary Schools in Medellin.
2.
Justification.
Due to the
fact that elementary English teachers in
public schools don’t have a strong basis on how to teach the language and the
lack of knowledge about the methodology and strategies they can apply in the
classroom, we decided to create an English Program for Teachers where they can
reinforce the language and, at the same time, they can learn how to teach the
language in order to increase their linguistic ego and start to feel more
confident of themselves when teaching something that is outside of their
subject matter.
3. Time:
One year as
a matter of training, once a week duringfive hours. Two hours and a half
devoted to the training on the language and two hours and a half devoted to the
English Teaching Strategies.
4. Resources:
Human:
• English teachers prepared on this
field, who know how to teach English with different resources, styles and
strategies. We are going to have two public schools, one in the south and the other in the north, to train the English teachers from those schools in order to improve their English level.
• Support from the institutions and
the greatest attitude to perform this project and accomplish the different
goals.
• University teacher form the
Teaching English Program.
• Universities to support the
campaign.
Material:
• A classroom provided by the
institutions where the classes and the training can take
place.
• Reading and audiovisual material supported
by the institution and the group of teachers that are going to be part of the
program. All of them working as a team can gather enough material to develop
this program.
• ICT’S and other possible tools that
can be integrated over time. (Video beams, computers, screens, etc.).
• Different Materials that the
teachers would use to improve their linguistic level along with teaching
strategies such as Flashcards, Authentic and Non-authentic material and Genuine
Material.
5. Intentions. (Objectives).
1. To train
teachers in order to improve the foreign language: English, looking forward to
achieve with them a B1 level according to the Common European Framework.
2. To create
an English program where the teachers know how to apply the different kind of
strategies in the English teaching process.
3. To
increase the linguistic ego of the English teachers so they can perform their
role as language teachers in the way that they like and feel motivated when doing
it.
4. To
emphasize the pragmatic knowledge instead of the syntax, however there has to
be shown a way to link both of them.
5. To
foster the learning of a foreign language, English in this case, as a way of
discovering different possibilities in the academic, professional and personal
fields in order to overcome the demands proposed by society.
6. To
Establish discussions about the beliefs the teachers may have regarding the
best ways of learning English (No need to travel abroad to enhance or acquire a
good linguistic level)
6. TOPICS
TEACHING
STRATEGIES
1- Methods and approaches of English
teaching.
2- Learning Styles
3- Learning Theories
4- Integrated Language Skills
LANGUAGE
ABILITY IMPROVEMENT WORK
1- Cooperative and Collaborative work
2- Communicative
Language Learning
3- Experiential
Language Learning
Vocabulary:
Communicative competence: is the way in how people can communicate with others, in both written and spoken language.
Strategies: are the tools used by someone in order to overcome any difficulty.
Vocabulary:
Communicative competence: is the way in how people can communicate with others, in both written and spoken language.
Strategies: are the tools used by someone in order to overcome any difficulty.
Linguistic ego: is the way how a person feels about his/her level of competence in certain language. If the person has a low communicative competence, then its linguistic ego is going to be lower, and the same happens the ather way around.
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