Designing contextualized materials for teaching english to korebaju community

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  1. 1. 1 Approval of Director In my capacity as director of the current research, nominated by Amazonia University: Certify: The report of the product named Designing contextualized materials for Teaching English to Korebaju Community presented by Saulo Paul Bolaos Piranga and Luis Fernando Galeano Cardozo from Amazonia University, Florencia-Caquet, fulfills the requirements and merits to be submitted to the jury examiner's assessment that the curriculum committee designates. September 2016 Director Mag. Julin David Meja Vargas
  2. 2. 2 Designing contextualized materials for Teaching English to Korebaju Community Luis Fernando Galeano Cardozo Saulo Paul Bolaos Piranga Research Proposal as a Degree Option Director Julin David Meja Vargas Universidad de la Amazonia Education Sciences Faculty English Language Teaching Program August, 2016
  3. 3. 3 Abstract Nowadays we live a crucial moment for human evolution globalization which has brought the world through the exchange of goods and products, information, knowledge and culture. Colombia is part of this process, opening the way to international relationships and interculturalization. Furthermore, the ministry of national education opts for the implementation of bilingualism which has as main objective to educate citizens unable to communicate in English and participate in the process of universal communication for the global economy and the cultural openness. Besides, to satisfy the needs created and fulfill the objectives established by the ministry, the current research has as purpose to design a contextualized material for English teaching in Korebaju community, an ethnical community located in Caquet department. The main objectives in this research project include: planning and designing a set of meaningful units within the study established by the national bilingualism program and observe the effect of using this material to teach English in the development of communicative competences. Therefore, the research aims to contextualize English learning within the indigenous knowledge from this group, designing materials based on topics like values, rules, customs, celebrations, spirituality and among others. In order to carry out the research, people from Korebaju community are the main reference for designing the material to teach English, giving their ideas, what they like learning and their needs and in that way learn English language based on what they already know having meaningful learning classes. KEYWORDS: interculturalization, teaching, contextualized, designing materials, indigenous, ethnical, community, meaningful learning.
  4. 4. 4 Index 1. Introduction .............................................................................................................. 5 2. Problem Statement .................................................................................................... 7 2.2 Research Question..................................................................................................... 7 3. Justification................................................................................................................ 8 4. Objectives................................................................................................................... 10 4.1 General Objective.................................................................................................... 10 4.2 Specific Objectives.................................................................................................. 10 5. Literature Review........................................................................................................ 11 5.1. State of the Art....................................................................................................... 11 5.2. Theoretical Framework ........................................................................................... 14 5.3 Normativity ............................................................................................................ 17 6. Methodology .............................................................................................................. 19 6.1 Type of Research..................................................................................................... 19 6.2 Instruments ........................................................................................................ 20 6.3 Phases ............................................................................................................... 22 7. Results ....................................................................................................................... 25 7.1. Descriptive level results......................................................................................... 25 7.1.2 Findings of the interview.................................................................................. 25 7.1.3 Field diary findings.......................................................................................... 33 7.1.4 Findings from photos....................................................................................... 36 7.1.5 General conclusions of the data analysis ............................................................ 38 7.2 Result of designing contextualized material to teach in Korebaju community..... 39 7.3 Development of intervention (Units application) ................................................ 42 7.3.1 Unit number one: Greetings and Goodbye expressions ........................................ 43 7.3.2 Unit number two: Korebaju daily routine ........................................................... 44 7.3.3 General observations ....................................................................................... 44 7.4 Interpretation of the findings ............................................................................ 45 8. Conclusions ............................................................................................................. 47 9. Recommendation........................................................................................................ 49 10. References............................................................................................................ 50 11. Annexes ............................................................................................................... 54
  5. 5. 5 1. Introduction As the Peace Process goes on in La Habana between the government and the FARC, theres a word that has been widespread in the day-to-day Colombia and, over the months, virtually has become transversal to all public and private agendas. Post-conflict has been heard in many areas such as in the formulation of plans for regional and local development, the emphasis of the education or justice reforms, universities programs, technical and technological programs, new labor camps to be opened in the next decade, formulating public policies for town and population flow, the delineations related to reengineering rural and environmental production, and so on. Socialization processes must be carried out with communities throughout the territory. Nevertheless, this process will bring many changes in the country, and will open a lot of opportunities like showing the world as we really are and the great culture that we have to share, to open the tourism in Caquet department where people will come from different places around the world to know this amazing land. Therefore, the national bilingualism can contribute to the process of post-conflict that we have not only in Caquet department but also all the nation. That is why, learning English for indigenous communities is essential to share with other cultures. On the other hand, we are currently living a crucial moment for the human evolution - globalization- which has created the world through the exchange of goods and products, information, knowledge and culture. Colombia is part of this globalization process, opening opportunities through the international relationship and the inter-culturalization. That is why, the national education ministry opt for the implementation of the bilingual program which has as a main target educate the citizens to have the capacity to communicate in English and participate in the universal communication process of the global economic and the cultural opening. This program tries to benefit the development of the mother language (Spanish) and the different indigenous languages, and also promotes the foreign language learning (English), to satisfy these needs and carry out the objectives established by the ministry (MEN). Therefore, according to Martinez (2015) learning and teaching a foreign language has always been associated with the use of materials-more than especially printed texts. But there is
  6. 6. 6 one situation which is the lack of contextualized material to teach English in ethnic groups from Caquet, Colombia. The current research proposal opt for the design of contextualized material for English teaching in the Korebaju community, which is an ethical group located in south of the Caquet department. The main objectives of this research proposal include: designing a meaningful material within the educative plan established by the municipal bilingualism program. The project expects to contextualize the English learning within that indigenous group: Korebaju customs, Occupations in Korebaju community, Typical meals, Values, Common expressions in Korebaju community (greetings and goodbyes), Sports, hobbies, ethnic languages from Caquet (Based on municipal bilingual program for Florencia - Caquet, the 6th and 7th grades).
  7. 7. 7 2. Problem Statement The twenty first century has brought several technological, scientific and academic advances. It is important to mention that one of the most influential processes taking place in this century has been globalization. That