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UNIVERSIDAD MAGISTERFACULTAD DE EDUCACIÓN
CARRERA DE BACHILLERATO EN LA ENSEÑANZA DEL INGLÉS
TESINA PARA OPTAR AL GRADO DE BACHILLERATO EN LA ENSEÑANZA DEL INGLÉS
“STUDY OF METHODOLOGIES TO TEACH ENGLISH AS A FOREIGN LANGUAGE (EFL)
TO INDIGENOUS GRADUATES FROM HIGH-SCHOOL”
FRANKLIN CARTÍN BRENES
GENERAL OBJECTIVE
To explore methodologies to teach English as a foreign
language (EFL) to the indigenous graduates from High-
schools with the purpose of developing a proposal that
facilitate the learning process
SPECIFIC OBJECTIVES
1. To describe some of the characteristics of the indigenous graduates from High-school studying English at Universidad Magíster in Costa Rica.
2. To state the constraints in the learning of writing, reading comprehension, listening and speaking of the indigenous graduated from secondary schools in Costa Rica.
3. To recognise the traditional methodologies used for teaching English as Foreign Language (EFL) to indigenous graduates from secondary schools in Costa Rica.
SPECIFIC OBJECTIVES
4. To determine the level of language acquisition and period of time spent while studying English as a Foreign Language inthe Great Metropolitan Area (GMA) in Costa Rica.
5. To identify the academic level of the teachers teaching English as foreign language in most renowned institutes providing English as a Foreign Language in the Great Metropolitan Area (GMA) in Costa Rica.
6. To propose an alternative methodology to teach Englishas a Foreign Language (EFL) to indigenous graduates from High-school.
1. Characteristics of the indigenous graduates from High-school.
2. Constraints the indigenous graduates from High-school may have in the learning of writing, reading comprehension, listening and speaking English as a Foreign Language.
3. Traditional methodologies used for teaching English as Foreign Language.
4. Level of language acquisition and period of time spent while studying English as a Foreign Language.
5. Academic level of the teachers teaching English as a Foreign Language.
VARIABLES
Three pillars support the institutional duties:
INSTITUTIONAL FRAMEWORK
• Social responsibility.
• Proper environment.
• The humanized technologies working together with
indigenous communities, social problems attention
centres, International Red Cross and elderly program
Strategic objectives of Universidad Magíster:
INSTITUTIONAL FRAMEWORK
• To manage knowledge among students, teachers, administrative staff and vendors in a platform for the development.
• To humanise technological advances to turn them into service of the development of society.
• To built up a consciousness upon environmental activities and social programmes.
• To permanently link Universidad Magíster to dynamical needs of the market itself.
• To train and to educate without any limits to different sectors of national economy.
Values of Universidad Magíster:
INSTITUTIONAL FRAMEWORK
•Peace.
•Ethics.
•Discipline.
•Perseverance.
•Humbling.
•Charity.
•Beauty.
"Psychology and linguistics have caused a good deal of harm bypretending to have answers to those questions and tellingteachers and people who deal with children how they shouldbehave. Often the ideas presented by the scientists are totallycrazy and they may cause trouble...(...) The truth of the matter isthat about 99% of teaching is about making the studentsinterested in the material. Then the other 1% has to do with yourmethods.” Noam Chomsky (1928- )
THEORETICAL FRAMEWORK
Design of investigation: Mixed (Qualitative / Quantitative)
Type of investigation: Mixed(Descriptive/exploratory/participative)
Population: Indigenous graduates from High-school studying
Teaching of English in Universidad Magíster (III-2016) / Privately own institutes providing English classes in GMA
METHODOLOGICAL FRAMEWORK
1. Indigenous graduates from High-school studying
Teaching of English as a foreign language at Universidad
Magíster (III-2016).
2. Privately own institutes providing English classes in the
Great Metropolitan Area of Costa Rica.
PRIMARY SOURCE
Sex
Age
Exposure
First language
Languages at school
(Cultural Capital)
ANALYSIS AND INTERPRETATION OF RESULTS
Characterization of subjects:
Writing
Reading
Listening
Speaking
ANALYSIS AND INTERPRETATION OF RESULTS
Constraints of the Subjects at:
NATIONALITY & TEACHERS’ ACADEMIC/ACCREDITATION
Eight institutes (53.36%) hireonly Costa Ricans as teachers
of English.
Teachers of with or without accreditation or university
degree.
Six institutes (40.0%) hire only native speakers to.
Whether or not they are university certified or
volunteers.
Four institutes (26.6%) hire Costa Ricans or natives.
Only with a university degree or accredited for teaching
English as a foreign language.
• Characterisation
• Constraints
• Traditional methodologies used
• Time duration and level achieved
• Nationality and academic level of teachers
CONCLUSIONS
RECOMMENDATIONS
• Characterisation
• Constraints
• Traditional methodologies used
• Time duration and level achieved
• Nationality and academic level of teachers
To propose a set of alternative methodologies for
indigenous graduates from High-schools with the
purpose of improve the performance in the four
skills of the English language.
GENERAL OBJECTIVE OF THE PROPOSAL
SPECIFIC OBJECTIVES OF THE PROPOSAL
To optimise the teaching / learning processes in
specific populations in terms of improving the skills
acquisition at: oral production, written production,
listening comprehension, reading comprehension.
SPECIFIC OBJECTIVES OF THE PROPOSAL
To reduce stress generated in the previously
mentioned specific population while facing the
learning process of English as foreign language.
• 90 to 100 minutes for the written test
• 30 minutes for the listening test.
• 15 to 20 minutes on the speaking / interview.
DEVELOPMENT OF PROPOSAL
Placement test:
Duration of the training
DEVELOPMENT OF PROPOSAL
DAYCLASSROOM
HOURS
VIRTUAL
HOURSMORNINGS AFTERNOONS Evenings
Monday
and
Thursday
3 hours
3 hours4 hours 8.00 – 11.00 14.00 – 17.00 18.00 – 21.00
Tuesday
and
Friday
3 hours
3 hours4 hours 9.00 – 12.00 15.00 – 18.00 19.00 – 22.00
Saturday 5 hours 5 hours 8.00 – 13.00 -- --
Total of hours of Total Immersion English Programme: 960
• Build up own language
• Begin with short stories and personal anecdotes
• Keep lesson homework oriented
• Permanent introduction of cultural issues
• Incorporation on ITC’s
DEVELOPMENT OF PROPOSAL
PEDAGOGICAL APPROACH
METHODOLOGICAL APPROACH
The proposal of a new methodology is more than a mixture of
different tendencies and approaches:
THE COMMUNICATIVE APPROACH
THE HUMANISTIC APPROACH
THE PEDAGOGY OF EMOTIONS
THE SILENT WAY METHOD
DEVELOPMENT OF PROPOSAL
1. In the short-term, the subjects of the study will beginto take classes of English under the Total Immersion English Method immediately improving thus their learning of the target language.
2. In the mid-term will be able to stand out in a joint teaching / learning alternative methodologies; Univer-sidad Magíster would be improving teaching /learning methodology student oriented and developing strategies for a better language acquisition.
INSTITUTIONAL IMPACTS
1. In the mid-term, indigenous graduates from High-school studying English will be able to develop their own strategies and this population will replicate thealternative methodologies in their future classrooms and encourage others to apply them and use them.
2. In mid-term or long-term will be the possibility to implement these methodologies to other social English studying groups with specific characteristics: imprisoned persons and senior adults.
SOCIAL IMPACT:
SWOT ANALYSIS OF THE PROPOSAL
Strengths:
Low cost in the sense of the requirements to deliver the lessons,not a lot of equipment and the enrolment fees are not higherthan other fees in other institutes.
Adaptability in the sense of the nature of this alternativemethodology itself; this is a blend of state of the artmethodologies to adapt the best characteristics of them in theteaching/learning process of English for the characteristics andneeds of the students
SWOT ANALYSIS OF PROPOSAL
Weakness:
The socio-economic profile of the students to be might beconsidered weakness; even though the low cost is consideredstrength, due to the socio-economical profile of the students,the cost could be a turn off.
Also, the fact that this methodology is planned to be implement(currently) at Universidad Magíster premises, could beconsidered a weakness due to the physical space limitation
SWOT ANALYSIS OF PROPOSAL
Opportunities:
The possibility to make out of this methodology a NationalStrategy to teach indigenous populations could be consideredopportunity.
To implement this methodology to other populations with
specific characteristics could also be considered opportunity.
SWOT ANALYSIS OF PROPOSAL
Threats:
The only threat that could be mention at the moment could bethe broad competence in the market.
Even though there are a lot of antibodies towards the newregulations towards private universities and costs establishmentin Costa Rica at current time; those could be also considered asthreats, potential threats to this methodology implementation.
COSTS OF ENGLISH TUITION PROPOSAL PAID BY THE STUDENT
RUBRICUNIT COST
(COLONES)
MONTHLY
COST
(COLONES)
YEARLY
COST
(COLONES)
YEARLY
COST
(DOLLARS)
Tuition enrol fee25.000 25.000 25.000,00 44.61
Tuition
50.000 50.000 600.000,00 1.070,83
Book
acquisition25.000 25.000 50.000,00 89.23
Total per year 675.000,00 1.204,67
COST OF PROPOSAL FOR THE FIRST TIME
AREA AMOUNT ACTIONUNIT COST
(COLONES)
SEMESTRAL
COST
(COLONES)
ANNUAL COST
(COLONES)
ANNUAL COST
(DOLLARS)
CLASSROOM
1 Classroom 12.000 576.000 192.000 342,66
1 Video-beam, 150.000 150.000 150.000 267,77
1 Speakers 18.000 18.000 18.000 32,12
½ Internet 8.000 48.000 96.000 171,33
LANGUAGE
LABORATORY
½ Internet 8.000 48.000 96.000 171,33
1 Head-set 6.000 6.000 6.000 10,70
CLASSROOM
SUPPLIES
1 Paper dictionaries 5.000 5.000 5.000 8,92
6 Markers, 3.000 18.000 36.000 64,25
1 White-boards, 36.000 36.000 36.000 64,25
1 Cork-boards, 25.000 25.000 25.000 44,61
--Magazines,
news papersDonated Donated Donated --
-- Reading books Donated Donated Donated --
1 Books photocopies 4.000 24.000 48.000 85,66
ENGLISH
BOOKS1 Book series 25.000 25.000 50.000 89,23
ENGLISH
TEACHER
Six hours
per week
Face-to-face tutorial
classes12.000 1.728.000 3.456.000 6.168,01
Two hours
Teacher for
planning and
checking at
12.000 576.000 1.152.000 271,27
TOTAL COST/
SEMESTER
Three million two hundred and eighty-nine
thousand colones
(Five thousand eight hundred and sixty nine
USD)
3.289.000 5.869
TOTAL COST /
YEAR
Five million three hundred and sixty-six thousand colones.
(Nine thousand five hundred and seventy-six USD)
5.366.000 9.576
Source: Cartín Brenes, Franklin (2016.)
Exchange rate of ¢560,31 for a 1 USD, accordingly to Banco Central de Costa Rica web page (January, 2016).
1. To design a specific methodology for teaching Englishas a foreign language to other populations with specific characteristic similar or not to the indigenous graduates
2. To go deeper in the characteristics of the indigenous population to find better their socio-economical chara-cteristics to help them develop their total potential.
FURTHER POSSIBLE INVESTIGATIONS
3. To analyse common phonetics between the Costa Rican indigenous phonemes and the English phonemes to simplify learning processes.
4. To explore the methodologies applied in privately own institutes to make a change in the teaching.
5. To implement the new methodologies proposed in this research to validate with students in a real environment of English as a foreign language classroom.
FURTHER POSSIBLE INVESTIGATIONS