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ENGLISH TEACHING IN COSTA RICAN PUBLIC EDUCATIONAL SYSTEM:  DIFFERENCES BETWEEN EXPERIMENTAL BILINGUAL HIGH SCHOOL AND PUBLIC ACADEMIC HIGH SCHOOL THAT GUARANTEE SUCCESS
 

ENGLISH TEACHING IN COSTA RICAN PUBLIC EDUCATIONAL SYSTEM: DIFFERENCES BETWEEN EXPERIMENTAL BILINGUAL HIGH SCHOOL AND PUBLIC ACADEMIC HIGH SCHOOL THAT GUARANTEE SUCCESS

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Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.

Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,

Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.

Rectoría, Universidad Magister. – 2014.

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    ENGLISH TEACHING IN COSTA RICAN PUBLIC EDUCATIONAL SYSTEM:  DIFFERENCES BETWEEN EXPERIMENTAL BILINGUAL HIGH SCHOOL AND PUBLIC ACADEMIC HIGH SCHOOL THAT GUARANTEE SUCCESS ENGLISH TEACHING IN COSTA RICAN PUBLIC EDUCATIONAL SYSTEM: DIFFERENCES BETWEEN EXPERIMENTAL BILINGUAL HIGH SCHOOL AND PUBLIC ACADEMIC HIGH SCHOOL THAT GUARANTEE SUCCESS Presentation Transcript

    • Bach. Meylin Retana Hernández Bach. Emmanuel Vindas Jiménez Licentiate Degree September, 2011
    • Introduction Justification “To offer students a second language which can enable them to communicate within a broader social-economic context in and outside Costa Rica” (M.E.P. 2) Problem Why students in the public academic system, after having spent eleven years of learning English as a foreign language are not as competent as students from Experimental Bilingual High schools?
    • Objectives General objective:  To analyze the characteristics that makes experimental bilingual high schools more successful than academic high schools in teaching English.
    • SPECIFIC OBJECTIVES:  To analyze the differences between teachers in academic high schools and an experimental bilingual high school at teaching English as a foreign language in order to propose the necessary improvements.  To explain the methodology used by an academic high school and an experimental bilingual high school in teaching English as a foreign language to propose reforms in methodology.  To recognize the level of motivation of the students in each institution and their influence in language acquisition.
    •  To describe the evaluation used in an academic high school and an experimental bilingual high school in teaching English as a foreign language with the aim of suggesting best practices in evaluation.  To determine how the support that each institution receives impacts the teaching of English as a foreign language.  To identify the level of English of the students from both types of institution as a determining factor to establish their level of success in teaching English.
    •  Type of investigation: Descriptive  Population and sample:  Students observed from 7th and 10th levels  Test = 20 students from each institution  Survey= 20 students from each institution  Survey and observation: 3 teachers from the experimental bilingual high school  Survey and observation: 2 teachers from the academic high school
    •  Attainments  Limitations
    • LICEO EXPERIMENTAL BILINGÜE TURRIALBA (L.E.B.T.)  Location: campus of the Universidad de Costa Rica (UCR), Atlantic branch in Turrialba.  10 lessons per week of English (oral and written) in levels tenth and eleventh.  12 lessons per week of English (5 oral, 5 written and 2 of literature) in levels seventh, eighth, and ninth.  English classes have no more than 15 students.
    • DR. CLODOMIRO PICADO T. HIGH SCHOOL (I.E.T.)  Located in the central district of Turrialba county.  3 lessons per week.  Groups have from 30 to 35 students.
    • THEORETICAL FRAMEWORK  History  The learner  The teacher  Motivation  Approaches and methods. (Communicative and Multiple Intelligences Approaches)
    •  Evaluation  Language skills (importance of integrating them)  Materials
    • INSTRUMENTS  Students´ Survey  Teacher´s Survey  Observations  Test administered to students
    • VARIABLES • LEVEL OF ENGLISH OF THE TEACHER • MOTIVATION • METHODOLOGY • EVALUATION • SUPPORT • LEVEL OF ENGLISH OF STUDENTS
    • 1.LEVEL OF ENGLISH OF THE TEACHER  Experimental bilingual high school:  C1 in T.O.E.I.C.  Licenciate degree.  Academic high school:  C1 in T.O.E.I.C.  One teacher did not provide this information.  Academic level.
    • RECOMMENDATIONS  University degree.  High level of English certified by a reliable test like T.O.E.I.C. or T.O.E.F.L.
    • 2.MOTIVATION
    • I CONSIDER THAT THE ENGLISH I LEARN IN HIGH SCHOOL WILL HELP ME IN MY FUTURE AS A PROFESSIONAL L.E.B.T. I.E.T. 0% 5% 20% 15% Strongly Agree 50% 45% Agree Disagree Strongly Disagree 30% 35%
    • I FEEL MOTIVATED IN MY ENGLISH CLASS L.E.B.T. I.E.T. 0% 10% 5% 25% Strongly Agree 25% Agree 40% Disagree 65% Strongly Disagree 30%
    • ACTIVITIES IN CLASS ARE DYNAMIC AND ATTRACTIVE L.E.B.T. I.E.T. 0% 5% 5% 15% 20% Strongly Agree Agree 45% Disagree Strongly Disagree 50% 60%
    • Recomendations  To implement more engaging activities.  Reinforce the importance of English
    • 3.METHODOLOGY  L.E.B.T.: Teachers use the Communicative and Multiple Intelligences Approaches.  Dr. Clodomiro Picado T.: Teachers do not use any of the approaches suggested by M.E.P.
    •  L.E.B.T.: small groups + 80-minute lessons= personalized attention.  Dr. Clodomiro Picado T.: 80 and 40-minute lessons = not profitable.
    • Recommendations  Motivate students using attractive activities such as games, songs, videos, movies, and others.  Peer observations and sharing of best practices.  Use of approaches suggested by M.E.P.
    • 4. Evaluation  L.E.B.T.: assess the four language skills.  Dr. Clodomiro Picado T.: assess reading and writing.
    • Recommendation  Proctor Listening and oral tests.  Certify the students’ level of English.
    • 5. Support  L.E.B.T.: receive support from institution, government, and parents.  Dr. Clodomiro Picado T.: limited support. Parents.
    • I HAVE ACCESS TO MATERIALS SUCH AS: (L.E.B.T) 3.5 3 2.5 2 1.5 1 0.5 0 Video Music Flashcards Songs Photocopies Costumes Boardgames I HAVE ACCESS TO MATERIALS SUCH AS: (I.E.T) 2.5 2 1.5 1 0.5 0 Video Music Flashcards Songs Photocopies Costumes Boardgames
    • Recommendation  Make appropriate use of the resources they have.  Parents need to be aware of the importance of materials in the learning process.
    • 6. STUDENTS’ LEVEL OF ENGLISH
    • I UNDERSTAND MY TEACHER AND OTHERS WHEN THEY SPEAK ENGLISH. L.E.B.T. I.E.T. 0% 5% 15% 15% 30% Strongly Agree Agree Disagree 20% Strongly Disagree 65% 50%
    • I AM ABLE TO COMMUNICATE WITH ENGLISH NATIVE SPEAKERS I.E.T. L.E.B.T. 0% 15% 0% 20% 20% 25% Strongly Agree Agree Disagree Strongly Disagree 65% 55%
    • I AM ABLE TO EXPRESS MYSELF IN ENGLISH ORALLY L.E.B.T. I.E.T. 0% 5% 15% 10% 25% Strongly Agree Agree 25% Disagree Strongly Disagree 70% 50%
    • TEST ADMINISTERED TO STUDENTS I.E.T. L.E.B.T. 88.95 93 90.25 73.44 51.75 47 38.94 20.17 Reading % Writing % Listening % Speaking% Reading % Writing % Listening % Speaking%
    • PROPOSAL  Participation of different actors in the learning process.  Changes in the methodology of the teaching and learning process.  International certification to determine the level of English of the student.  To decrease the gap between students from public academic high schools and students from private and bilingual high schools