RESOURCES BY VIVIANA ANDREA OSPINA
CONTEXTUALIZATION
English learning and communication in the second
language are the main goals in a bilingual environment, therefore in the
Guillermo Ponce School in Tulua, the bilingual project was implemented to help
the students increase their knowledge and be an active part of an everyday
global society, for this reason the project began in pre-school through sixth
grade because is a school that is in the process of implementing high school
level, all the students have 10 hours of English per week, the classes include
activities that target the different language abilities, speaking, reading,
listening, and writing, allowing them to have enough exposure to the target
language. English learning in this context goes hand on hand with technology
and ludic thus creating a friendly approach to the learning process.
ACADEMIC
NEEDS
Young learners need a teacher that implements different methods
because he or she needs to take into account the needs of the students as well
as the way they learn, therefore when implementing them it is easier to assure
that more students are able to learn the target language. The methodology applied
by a teacher is of great importance to obtain good results, also because in
doing so, the classes change and the teacher is able to keep the students engaged
and motivated, it is widely thought that English is taught best at the
early stage, also it is a common belief that
the earlier children learn English, and the more exposure to the language, the
better it will be, this is just one component, in reality there are many
factors that determine the way young learners learn a second language, when
teaching youngsters the teacher needs to consider the nature of language
instruction given, psychological and social factors, teaching materials,
individual differences in cognitive and learning styles, and many other
factors.
So when implementing technology as a supporting tool to achieve the
language goal, it is important to have collaboration from the parents to aid
the learning process, this is why every additional reinforcing material used in
the language class includes the parents as a facilitator for the young learner,
in this case in particular the use of internet to reinforce vocabulary given in
class.
PROPOSED TOOL
The use of a blog, that is kid-friendly and parent
guided is an excellent way to promote fun family learning time, and at the same
time allows the young learner to review the target vocabulary given in class, for
this reason a class blog can be an excellent tool to help in the learning
process because children are very visual and technology oriented, therefore the
class and reinforcement activities should be oriented to stimulate the way they
learn, and feed their need to discover new ways to learn.
LINK:
PRACTICE ACTIVITY:
EDUCAPLAY
https://en.educaplay.com/en/learningresources/2728794/fun_and_games.htm
RESOURCES BY LAURA QUESADA
EDUCAPLAY PRACTICE ACTIVITY:
https://www.educaplay.com/es/recursoseducativos/2730785/html5/better_pronunciation.htm
RESOURCES BY LAURA QUESADA
INTRODUCTION
In recent years, the english
pronunciation has been a crucial factor, in the second language adquisition, because it, becomes
increasingly essential, the properly teacher’s communication skills,in order
the students can easily communicate with
native speakers withouth any inability or impediment.
In this work I will analize how the right english
pronunciation has become a need in my context, and the use of an academic tool
where students will learn new methods to improve their english pronunciation.
CONTEXTUALIZATION
OF THE ENGLISH LEARNING NEED
In my context, there are a lot of
people with excellent knowledges in 2L, but still there are some mistakes with
the pronunciation, in the link of the web 2.0 there are a prezzi presentation,
where there are some ways to improve english pronunciation and also some games
and an exercise which could be used in
class with this aim.
LINK
OF THE ACADEMIC TOOL:
EDUCAPLAY PRACTICE ACTIVITY:
https://www.educaplay.com/es/recursoseducativos/2730785/html5/better_pronunciation.htm
RESOURCES AND ACTIVITIES BY YAMILE CALVACHE RUIZ
INTRODUCTION
This document presents the context of a group of students in Cali, their
educational needs in language learning and a special strategy based on the use
of technology to improve the language average.
CONTEXTUALIZATION
Learning English as a foreign language is easy if the teacher presents
the information, methodology, strategies and goals clearly. Students are able
to participate positively if they feel involved in the process. Never the less,
student’s personal, emotional or even academical issues are common and they
affect learning.
In this case, we are going to work with a population of students in
Cali, the school is a private school and is in the process of becoming 100%
bilingual. It’s a group of 300 students from preschool to high school and they
are facing the challenge of demanding parents, changing school’s processes,
good grades and the rest involved in education, such as behavior, learning
issues, attitude etc.
ACADEMIC NEED
Some schools in Colombia still try to teach languages through grammar
rules, that’s all it matters, and in that process, students are being promoted
to a higher level without the appropriate development of the language basic
skills. When the school’s academic council approved the bilingual proposal,
they choose intensive English classes in their schedule plus topics as science
and social to improve the language average, however, many students are still affected
with that decision because they aren’t able to recognize basic communication
commands, so now, the school is organizing extra classes to fill the blanks in
specific topics of language knowledge.
At the beginning of the year, teachers were making a test to know the
average of each student per skill and the results were worrying.
GRADE
|
LISTENING
|
SPEAKING
|
READING
|
WRITING
|
1º
|
3.0
|
4.4
|
4.5
|
3.4
|
2º
|
2.6
|
4.6
|
4.7
|
3.2
|
3º
|
2.4
|
1.6
|
1.8
|
1.3
|
4º
|
1.9
|
1.6
|
2.4
|
2.6
|
5º
|
2.5
|
2.0
|
2.3
|
2.0
|
6º
|
NA
|
NA
|
NA
|
NA
|
7º
|
3.1
|
3.1
|
3.6
|
3.6
|
8º
|
3.4
|
3.3
|
3.4
|
3.2
|
9º
|
3.2
|
3.2
|
3.3
|
3.3
|
10º
|
3.5
|
3.5
|
3.6
|
3.6
|
11º
|
3.8
|
3.8
|
3.8
|
3.8
|
Table 1 - Grade Average –
Score 1.0 to 5.0
Taking into account that the tests were not international tests - it was
just a grade standard test made by the teacher - it turned into a huge concern.
So now, is a need to take each student and prepare him or her to pass
the international tests (Common European Framework A1 – A2, B1 – B2,) but is
necessary doing it in class, with no extra time and with the school year
running normally.
PROPOSED TOOL
In order to help students to improve English language skills it was
designed a blog and an email. These tools are working as a strategy to
complement everyday classes and basic vocabulary failure, is used once a week
in the school but is available for the students at home to practice in a ludic
way.
Each time that the teacher sees a language weakness, the information, the
games and the online tests are added to the blog. The students participate by
proposing links according to the topic and for now is working just for 3º, 4º
and 5º grade to evaluate the results.
This strategy is helping in language, but also in technology skills – because students only use technology
for entertainment – promote cooperative learning and increases motivation for
English learning that was really low.
Link
