RAMOS ACOSTA KATERINE ESTEFANÍA

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UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“THE HISTORY AND LANGUAGE OF ENGLISH
CULTURE ”
SEVENTH SEMESTER
STUDENT´S NAME: KATERINE ESTEFANIA RAMOS ACOSTA
PROFESSOR´S NAME: LIC. MG. EDGAR ENCALADA TRUJILLO
Magister en Lingüística Aplicada a la Educación Bilingüe Español – Inglés
Licenciado en Ciencias de la Educación especialidad Inglés
AMBATO - ECUADOR
APRIL-SEPTEMBER 2016

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TABLE OF CONTENT
MISIÓN (MISION STATEMENT) ..........................................................................................................4
VISIÓN (VISION STATEMENT).............................................................................................................4
PERFIL DE EGRESO (EXIT PROFILE)................................................................................................5
CURRICULUM VITAE ................................................................................................................................6
SYLLABUS.......................................................................................................................................................7
STATEMENT OF PERSONAL LEARNING GOALS ...................................................................... 18
EVIDENCE FOR ELEMENT 1 .............................................................................................................. 19
FINAL REFLECTION............................................................................................................................... 50
RUBRIC TO ASSESS PORTFOLIO...................................................................................................... 51

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CARRERA DE IDIOMAS
MISIÓN (MISION STATEMENT)
Formar profesionales líderes competentes, con visión humanista y pensamiento
crítico a través de la Docencia, la Investigación y la Vinculación, que apliquen,
promuevan y difundan el conocimiento respondiendo a las necesidades del país.
VISIÓN (VISION STATEMENT)
La Carrera de Idiomas de la Facultad de Ciencias Humanas y de la Educación de la
Universidad Técnica de Ambato por sus niveles de excelencia se constituirá como
un centro de formación superior con liderazgo y proyección nacional e
internacional

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PERFIL DE EGRESO (EXIT PROFILE)
Al concluir la Carrera de Idiomas los estudiantes demostrarán haber adquirido
y desarrollado las siguientes competencias, capacidades, habilidades, destrezas
y desempeños como resultados de su formación profesional:
1. Usa el idioma inglés a un nivel B2 del Common European Framework.
2. Maneja competentemente los métodos y estrategias metodológicas para
la enseñanza del idioma inglés según las exigencias del Teaching
Knowledge Test (TKT)
3. Diseña programas o cursos específicos y sus respectivos materiales
didácticos.
4. Elabora materiales didácticos mediante la utilización de NTIC´s.
5. Transforma el contexto educativo a tráves de la práctica de valores.
6. Genera escenarios de aprendizaje significativos dando lugar a la
investigación participativa, el aprendizaje basado en problemas y el
trabajo en equipo.
7. Maneja leyes y reglamentos de Educación Ecuatoriana.
8. Aplica técnicas de valoración de los aprendizajes, así como también de su
propio desempeño docente.
9. Manejo de los aspectos sociales, intelectuales y psicológicos de los
estudiantes para promover el aprendizaje.
La Carrera de Idiomas adopta como instrumentos de evaluación interno del
perfil de ingreso dos simulaciones de exámenes con estándares internacionales.
Siendo así, Teaching Knowledge Test (TKT) test de acreditación internacional
para la enseñanza del inglés y Test of English as a Foreign Language
(TOEFL) para la competencia comunicativa.
Para ello la Coordinación de Carrera de Idiomas organizará dentro de los
módulos optativos seminarios taller de preparación para dichos tests, los mismos
que podrán ser aprobados a partir del séptimo semestre.

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CURRICULUM VITAE
1. PERSONAL INFORMATION
LAST NAMES: Ramos Acosta
NAMES: Katerine Estefanía
AGE: 21 years
ID: 1850107051
CIVIL STATUS: Single
EMAIL: stefyramos94@gmail.com
NATIONALITY: Ecuadorian
ADDRESS: Gregorio Escobedo and Batalla de Pichincha
TELEPHONE NUMBER: 0995548876
2. EDUCATION
PRIMARY 1999-2006: Liceo Cristiano Emanuel
SECONDARY 2006-2012: I.T.A.S L.AM (Agronomy)
UNIVERSITY 2012-studying: Technical University of Ambato
3. ABILITIES
 English fluency
 Computers and Internet

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SYLLABUS
I. GENERAL INFORMATION
Subject
The History and Language of English Culture
Program
Carrera de idiomas
Code: FCHE/I/MP/2129/07/04 Prerequisites:
Study Modality: Presencial Subject Code
Advanced English II FCHE/I/MP/2129/06/04
Curricular Organization Unit: Profesional
Credits: 3
Level: VII
Corequisites:
Subject Code
1.Psycholinguistics
2.Realidad Nacional
FCHE/I/MP/2129/07/05
FCHE/I/MP/2129/07/01
Hours per Week
Class Hours: 3 Theoretical:2 Practical:1
Tutoring Student
Hours:
On Campus: Virtual:
TOTAL LEARNING HOURS :
WEEK HOURS:3
HOURS DURING THE SEMESTER
NUMBER OF SEMESTER HOURS: (18 weeks x 3 hours) = 54 hours
INTERDEPENDENT HOURS: 3x40=120
ACADEMIC TUTORING: 120-54=66
TOTAL HOURS: 54+66= 120 hours (3 credits)
II. PROFESSOR'S TEACHING PROFILE
Professor's name: Encalada Trujillo Edgar Guadia
Academic degree: Magister en Lingüística Aplicada a la Enseñanza Bilingüe Español -Ingles
Knowledge area:
Broad field 01 Education
Narrow field 011 Education
Detailed field 0113 Teacher training with subject specialization
Bachelor's degree: Licenciado en Ciencias de la Educación especialidad Inglés
Knowledge area:
Broad field 01 Education
Narrow field 011 Education
Detailed field 0113 Teacher training with subject specialization
Professional experience: 15 years
Teaching experience: 18 years
Program Academic area: Pedagogical and Psycholinguistics Competence
Professsor's schedule (practical application and learning experimentation) :
Thursday from 07:00 to 09:00 – Friday from 11:00 to 12:00
Professor's schedule (Academic tutoring):
Monday and Wednesday from 14:00 to 15:00
Phone numbers: 032 800 435 - 0996575373

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E-mail: eg.encalada@uta.edu.ec
III. COURSE DESCRIPTION AND OBJECTIVES
Purpose
Develop an understanding of English-speaking cultures and its roots as well as how languages
develop under different cultural regimes, with an emphasis on critical thinking.
Course Description:
This module focuses in situating the English language in both a historical and cultural
framework. Students will explore and analyze the relationship between the language that they
have been learning and historic and current political, cultural, and demographic situations in the
context of the United States and American English. This course is reading intensive and
requires participation both in person during class hours and virtually through the online course
platform.
Through this module, students will be able to develop the following abilities: identify the impact
of American culture and the English language in a global setting, recognize cultural variety and
linguistic differences in the United States, examine the complex interaction between
demographics and language in American and Ecuadorian contexts, interpret the cultural and
linguistic impact of the Hispanic population on the United States and American English through
analysis of literary works, and explain the symbiotic relationship between American popular
culture and American English slang.
Course General Objective:
Make use of linguistic elements, psychological processes, and sociocultural aspects in order to
apply them in the teaching-learning process in an effective way.
Course Specific Objectives :
1. Identify the impact of American culture and the English language in a global setting.
2. Recognize cultural variety and linguistic differences in the United States.
3. Examine the complex interaction between demographics and language in American and
Ecuadorian contexts.
4. Interpret the cultural and linguistic impact of the Hispanic population on the United States and
American English through analysis of literary works.
5. Explain the symbiotic relationship between American popular culture and American English
slang

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IV. COURSE STUDY PROGRAM
Curricular Units
U.1 Identify the impact of American culture and the English language in a global setting.
Thematic Units
Class Hours Tutoring
Hours
Independent hours
including research
and community
service
Assessment tools
Theoretical Practical
1.1 America and English in the World 1 Tasks
1.2 The relationship between language and
society/culture
1 1 Scoring scales
1.3 American Culture in the World:, 1 1 2 Questionnaires
 globalization 1 1 2 Mind maps
 cultural imperialism 1 Written tasks
 impact of American popular culture 1 1 2 Summative tests
1.4 English in the World: English as a global language 1 1 Digital tasks in Excel
1.5 borrowed words in Spanish (anglicismos) 1 1 2
8 3 3 8 TOTAL HOURS 22
Learning outcome: Discuss manifestations of American cultural worldwide through a debate (element 1, Friday 22nd
, april)
Learning Methodologies: Collaborative Learning; Project based learning, Study case, problem based learning
Educational Strategies: Simulations; Conferences; Mind maps creation
Didactic Resources: Slides, markers, projector, audiovisual aids, internet

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U.2 Recognize cultural variety and traditional American Values and Beliefs in the United States.
Thematic Units
Hours
Independent hours
including research and
community service
Assessment tools
2.1 Cultural and Linguistic Diversity in the United States 3 1 3 Tasks
Historical context 1 1 Scoring scales
What makes an American? Questionnaires
2.2 Linguistic focus 3 1 1 2 Mind maps
 Stereotypes 1 Written tasks
 Diversity and Dialects 1 1 Summative tests
2.3 Historical context: African Americans since the 1900s; 1 2 Digital tasks in Excell
2.4 Linguistic focus:
 African American English (AAE),
 Ebonics
1
SUBTOTAL HOURS 8 5 3 7 TOTAL HOURS 23
Learning outcome: Discriminate between diverse cultures in the United States and their values and beliefs through searching for examples. ( element 2:
Friday, may 13th
,2016)

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U.3 Examine the complex interaction between demographics and language in American and Ecuadorian contexts
Thematic Units
Hours
Independent hours
community service
Assessment tools
3.1 Relationship between Demographics and Linguistic
Variety and Change in the United States
2 1 2 Tasks
 African American linguistic and cultural responses to
oppression (hip-hop and gangs)
1 1 1 Scoring scales
3.2 Historical context: Regions and Regionalism 2 1 1 3 Questionnaires
3.3 Linguistic focus: Major regional dialects 1 1 Mind maps
3.4 Historical context: Immigration to the U.S. in the 20th
century
1 1 1 Written tasks
3.5 Linguistic focus: Language change and English as an
official language
1 1 2 Summative tests ,Digital
tasks in Excell
SUBTOTAL HOURS 8 5 4 7 TOTALHOURS 24
Learning outcome: Analyze American English through the lens of cultural differences and change from a sociolinguistic perspective through an oral
presentation (Friday, june 2nd
2016)

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U.4 Interpret the cultural and linguistic impact of the Hispanic population on the United States and American English through analysis of literary works.
Thematic Units
Class Hours
Tutoring
Hours
Independent hours
including research
and community
service
Assessment tools
4.1 Hispanic Influence on Culture and Language in the
U.S.
2 2 1 3 Tasks
4.2 Historical context: The Hispanic Background of the
United States
2 2 1 3 Scoring scales
4.3 Spanglish and Chicano English in informal and formal
contexts (songs, literature, etc.)
2 2 1 4 Questionnaires
Mind maps
Written tasks
Summative tests
Digital tasks in Excel
Learning outcome: Illustrate the influence of Hispanic culture and Spanish on American culture and English, through a role- play.

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U.5 Explain the Education in the United States and how it differs from our own country
Thematic Units
Hours
Independent hours
community service
Assessment tools
5.1 Popular Culture and its Embodiment in Language 2 1 1 3 Tasks
5.2 Attending and American University. 1 1 1 3 Scoring scales
5.3 Educating the Individual 1 2 1 3 Questionnaires
5.4 Racial Equality in Education 1 1 1 3 Mind maps
Written tasks
Summative tests
Digital tasks in Excell
Learning outcome: Outline the connections between education in the United States and in our country through a chart to be exposed in pairs.

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V. NORMATIVE STANDARDS EVALUATION
Specific Objectives
Diagnostic
Evaluation
Formative
Evaluation
Summative
Evaluation
1. Recognize cultural variety and traditional American Values and Beliefs in the United
States.
Techniques and
instruments:
Teacher observation.
Questions- answers
Oral and written
quizzes and tests.
Portfolios.
Oral and written
language production
Oral presentations.
2. Interpret the cultural and linguistic impact of the Hispanic population on the United States
and American English through analysis of literary works.
Techniques and
instruments:
Teacher observation.
Questions-
answers
Oral presentations.
Portfolios.
Using TICs in the
class
Oral and written
language
production
Oral and written
quizzes and tests.
3. Examine the complex interaction between demographics and language in American and
Ecuadorian contexts
Techniques and
instruments:
Teacher
observation.
Oral and written
quizzes and tests.
Portfolios.
Written language
production
4. Model how to teach grammar from examples
Techniques and
instruments:
Teacher
observation.
Oral and written
quizzes and tests.
Sample lessons
presentations
Rubrics for the
oral production
5. Explain the Education in the United States and how it differs from our own country
Techniques and
instruments:
Teacher
observation.
Oral and written
quizzes and tests.
Role-plays.
Portfolios.
Written language
production.
.

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VI. BIBLIOGRAPHY
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
EDITORIAL CITY/COUNTRY NUMBER
OF PAGES
Inge. T.M. 1991 American Reader Third
Edition
United States
Information
Agency
Washington. DC 584
CODE/ DATABASE LOCATION:
(Código Biblioteca: 028=20G745)
(Inventario: 6846) P. 584
COMMENTARY:
This book contains an overview of the evolution of the American culture,
emphasizing how a complex and diverse nation emerged from a variety of
ethnic backgrounds, interest group, and lifestyles.
NUMBER
OF ISSUES
PRINTED: X
DIGITAL: 1
VIRTUAL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
EDITORIAL CITY/COUNTRY NUMBER
OF PAGES
Lemay, L. 1992 American Reader 4th
Edition
United States
Information
Agency
Washington. DC 741
CODE/ DATABASE LOCATION:
(Código Biblioteca: 028=20L549)
(Inventario: 6845)
COMMENTARY:
This book emphasizes the major distinctive themes in the American experience
as well as the reactions against them.
NUMBER
OF ISSUES
PRINTED: X
DIGITAL: 1
VIRTUAL:
AUTHOR (S) ISSUED
YEAR
BOOK TITLE EDITION
NUMBER
EDITORIAL
CITY/COUNTRY
NUMBER
OF PAGES

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Althen, G. & Bennett, J. 2007
American Ways: A
Cultural Guide to the
United States
3rd
Edition)
Intercultural
Press
Boston, USA 279
CODE/ DATABASE LOCATION: COMMENTARY:
The notion that the United States is the greatest country in the world
seems to have been strengthened in some people’s minds but weakened
in the minds of others. Readers of this third edition of American Ways
will find elaboration on these and many other aspects of American life in
the pages that follow.
NUMBER
OF ISSUESPRINTED:
DIGITAL: X
VIRTUAL:
URL: http://site.ebrary.com/lib/uta/docDetail.action?docID=10451131&p00=american%20ways
ADDITIONAL BIBLIOGRAPHY
AUTHOR/S
ISSUED
YEAR BOOK TITLE
EDITION
NUMBER EDITORIAL
CITY /
COUNTRY
NUMBER
OF PAGES
Keith L. B 2014 Culture in the
American Southwest :
The Earth, the Sky, the
People
Texas A&M
University
Press
USA 394
CODE/ DATA BASE: COMMENTARY:
From Houston to Los Angeles, from Tulsa to Tucson, the Southwest remains a
unique region of the United States. It reflects the distinct contributions of three
cultures. Anglos, Hispanics, and Native Americans have demonstrated the
significance of interaction with the environment.. This, then, is the story of the
many peoples living across this dramatic landscape, under a vast blue sky, and
of the culture they created.
NUMBER
OF ISSUESPRINTED:
DIGITAL: X 1
VIRTUAL:
URL: http://site.ebrary.com/lib/uta/reader.action?docID=10991706&ppg=8

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VII. SYLLABUS APPROVAL
Date prepared: March 18th, 2016
Lic. Edgar Encalada Trujillo. Mg.
SUBJECT PROFESSOR
Date of approval: April 7th, 2016
Lic. Dorys Cumbe Mg. Mg.Verónica Chicaiza Redin PhD.
Area Coordinator Program Coordinator
Syllabus Evaluator Syllabus Validator
Dr. Marcelo Núñez Mg.
Faculty Sub-Dean
Approval

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STATEMENT OF PERSONAL LEARNING GOALS
The main reasons I have for taking this syllabus “The History and Language of English
Culture” are to develop a clear understanding about the English-speaking cultures. Besides,
I will analyze the political, cultural and demographic situations in the United States and
American English. Furthermore, I will be able to identify the impact of American culture
and recognize the cultural and linguistic impact of the Hispanic population.
I think this course will contribute to my future professional life because I will be able to
explore and analyze different cultures and traditions in the United States and the reason
why people immigrate to other countries. Besides, I will recognize cultural variety and
linguistic differences in the United States. Furthermore, I will complete my goals to be a
great professional in the English language with effort and perseverance.
In conclusion, it’s useful to know the English language and culture because it’s the most
commonly spoken language in the world and it offers opportunities for students exchange,
travel, work and study. For these reasons, I believe that it’s important to study and to
understand the origin of the English language.

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CARRERA DE IDIOMAS
CULTURE ”
EVIDENCE FOR ELEMENT 1
Identify the impact of American culture and the English language in a global
setting.
LEARNING OUTCOME
Discuss manifestations of American cultural worldwide through a debate.
Student´s name: Katerine Estefanía Ramos Acosta
Professor´s name: Lic. Mg. Edgar Encalada Trujillo
Seventh Semester “A”
AMBATO-ECUADOR
APRIL-SEPTEMBER 2016

CARRERA DE IDIOMAS
CULTURE ”
Recognize cultural variety and traditional American Values and Beliefs in
the United States.
LEARNING OUTCOME
Discriminate between diverse cultures in the United States and their
values and beliefs through searching for examples.
AMBATO – ECUADOR
April – September 2016

32
CARRERA DE IDIOMAS
CULTURE ”
Examine the complex interaction between demographics and language in
American and Ecuadorian contexts.
LEARNING OUTCOME
Analyze American English through the lens of cultural differences and
change from a sociolinguistic perspective through an oral presentation.
AMBATO – ECUADOR

41
CARRERA DE IDIOMAS
CULTURE ”
Interpret the cultural and linguistic impact of the Hispanic population on
the United States and American English through analysis of literary
works.
LEARNING OUTCOME
Illustrate the influence of Hispanic culture and Spanish on American
culture and English, through a role- play.
AMBATO – ECUADOR

SPANGLISH
LINK: https://youtu.be/qjWoT46rDaE
REFLECTION: This element was about the influence of Hispanic culture and Spanish
on American culture where we were able to make a role play about Spanglish and
racial discrimination. Furthermore, we understood that Spanglish is a form of speech
between Spanish and English which is commonly spoken in U.S Hispanic communities.
Besides, we identified that there a lot of discrimination in U.S for the different cultures
and traditions that many people have.

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CARRERA DE IDIOMAS
CULTURE ”
Explain the Education in the United States and how it differs from our
own country.
LEARNING OUTCOME
Outline the connections between education in the United States and in
our country through a chart to be exposed in pairs.
AMBATO – ECUADOR

50
FINAL REFLECTION
This syllabus “The History and Language of English Culture” that I studied this
semester was very useful because I discussed manifestations of American cultural
worldwide through a debate. Besides, I identified the discrimination that exists in
different cultures in the United States and their values and beliefs. It means that I
understood that each individual is unique and each person has the freedom of speech,
assembly and religion.
This syllabus is important because I achieved all the goals during this semester
through effort. Furthermore, it helped me to learn that there are many people who
speak Spanglish in the U.S. which is a variety of English heavily influenced by Spanish.
Finally, I learnt the connections between education in the United States and our
country where I analyzed that education is better in the United States because their
methods of teaching are highly interactive and engaged and their institutions
understand that much of the educational process takes place outside the classroom.
In the future, it will allow us to open dozen of doors and opportunities for student
exchange, travel, work and study. Therefore, it requires practice and the use of the
language in our daily lives. It’s beneficial to know this syllabus because it gives us
many advantages in our life to be great and successful professionals in the future.

RAMOS ACOSTA KATERINE ESTEFANÍA

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