Introduction
This globalized world allows us to
connect with everyone, and learning a new language is part of a great tool when
it comes to progress as a student and professional. For this reason, many
recommend learning a second language from childhood, although it is never too
late to learn another language; the learning of different languages is no
longer a waste of time for schoolchildren, since it has become a primordial
necessity, since it is an investment not only because learning increases the
possibility of getting a better job but also enriches social life and cultural,
since language is the key to culture.
This encourages great challenges in which
students have to dare to enter this world of permanent communication with other
countries with a different language. Considering this, and current results made
by uniserty cambrige, who said "that there is a link between spoken
language, learning and cognitive development, when using language and listening
to how others use it." For this reason, I will focus this project in the
skills of LISTENING AND SPEAKING FROM YOUNG TO ADULT, when it comes to learning
another language since these skills are as important for children as for young
people and adults because through them, the learner in an indirect way and
Therefore, it is very important for new teachers to become aware of this and
learn to guide the development of spoken language in young people and adults
when teaching another language.
Also, I can mention that these skills are the first developed by
children in their first stage at the time of acquiring their mother tongue,
which suggests that if any person regardless of age, sex, race, or ethnicity
would like to learn another language they should learn the second language in
the same way they acquired their mother tongue.
Theoretical Framework
In
order to obtain a better learning in a second foreign language, there are so
many theories that focus on the use of speaking and listening, Because student
needs to acquire this new language and appropriate it, student can express
their ideas and communicate from t, in so This is one of the most
difficult parts to achieve in the process of learning another language.
According to "UNIVERSITY OF CAMBRIDGE" said in a recent research
about link between spoken languages, learning and cognitive development. By
using language and listening to how others use it. And in another side
STRIRLING SCHOOL (2016) in a blog published on March 31, I can say the following that listening is the
ability to listen and understand in English, which makes it a fundamental part
when learning a language. It is a difficult skill is, along with speaking, and
the one that we need to improve, to use it in our daily life. In the other
hand, the teacher LUI (2012) affirmed in the BOLGSPOT that
"Listening" is piece fundamental in learning and domain of other
languages.
Many focus on other tasks or skills,
because they believe that it is the most important thing when start to studying a foreign language, but "Listening" is equally important or more
and should be practiced in a strategic way.
These skills will be evaluated in a real
context, outside the classroom. It is a very important part when it comes to
daily interaction, for this reason, the teacher has the responsibility to
prepare to students as much as possible to be able to speak English. in the
real world outside of the classroom. Through listening and speaking.
Context Description
This lesson plan implemented at CENTRO COLOMBO AMERICANO in 4
vientos,this
center is located on Av. Pedro de Heredia sector 4
vientos a neighborhood with socioeconomic stratum 3. The institution has a
cafeteria with wifi, sports area, teacher room , administrative area, library,
in addition the COLOMBO AMERICANO have psychological services and its
classrooms have air conditioning and information and communication technology
(TIC) that helps the student in their learning
for the second language. The classrooms can have a maximum of 24 students, the
age of these students is around 13 to 16 years, and the class in this teaching
center is mixed, between female and male. And most of its students belong to
different socioeconomic levels. In addition, they must reach level B1 to pass
another better level.
Most of the teachers
are at a C1 level (according to marco comun europeo), some teachers are native
speakers of the English language, and most teachers use only the second
language (English) and in some cases use Spanish
Colombo’s mission is to promote relations between our country
and the United States, through cultural exchange and the dissemination of the
English language, projecting by 2022 to maintain leadership in the
dissemination of the English language through an innovative and quality
academic offer. The communicative approach used by the institution as a
dialogical model, like its books, has allowed its students to develop good
communication and writing skills.
This educational-center has different schedules, and the students
we evaluate attend every Saturday with an intensity 2 hour continuous classes,
these students are evaluated each month with the performance test, and at the
end of the 16 levels they are evaluated with COMPETITION TESTS.
Taking into account the
pedagogical model of CENTRO COLOMBO AMERICANO, as a dialogical approach, we
believe that this model of conversational nature and its form of evaluation in
an informal, summative and formative way has great implications in the teaching
of the language, such as allowing students to appropriate of knowledge through
applied teaching and in context. Also, like projection to internalization of
that national and international learning in the knowledge of other cultures.
On the other hand, Colombo teachers use didactic activities
that motivate the school to participate actively and at the end, these activities
allow the student to acquire knowledge and at the same time to improve their
skills such as listening and speaking.
FRANCISCO JAVIER AGUIRRE HERRERA
LICENCIADO EN EDUCACION CON ENFASIS EN INGLES
CARTAGENA 2018
Comentarios
Publicar un comentario