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Descriptive Study on the Acculturation Process for English Teachers in the Indigenous Culture of Bribri in Talamanca

This document is a thesis presented by Irma Brown Forbes to obtain a degree in English Teaching. The thesis aims to describe the acculturation process of non-indigenous English teachers working in the indigenous communities of Talamanca, Costa Rica. It presents background information on the location of the communities and the schools where the research took place. It also outlines the objectives, variables, instruments, and analysis of the results from questionnaires given to the teachers regarding their personal, educational, cultural backgrounds and emotional experiences working in the indigenous communities. Charts and graphs are used to present the results from the questionnaires.

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UNIVERSIDAD MAGISTER FACULTAD DE EDUCACIÓN CARRERA DE LICENCIATURA EN ENSEÑANZA DE INGLÉS TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS IRMA BROWN FORBES JANUARY, 2016
SUBJECT Descriptive study on the acculturation process for no indigenous English teachers in the indigenous communities of Bribri inTalamanca
PROBLEM How no indigenous English teachers experience the acculturation process when they have to work in the indigenous communities?
JUSTIFICATION Being an English teacher in an indigenous community it´s a life changing experience. When teachers are sent there, nobody tells them the changes they are about to faced, the importance of adapting to the culture and tolerant needed when the cultural differences arise.
Need to bond with the inhabitant Understand and accept the difference from their own culture Live away from home
Facing a new language Different food Different customs and traditions
GENERAL OBJECTIVE •Describe the acculturation process of the no indigenous English teachers in the indigenous communities of Talamanca, based on the socio- cultural, familiar, emotional, to facilitate the teaching – learning process.
SPECIFIC OBJECTIVES To identify the personal background of no indigenous English teachers working in the indigenous communities of Talamanca. To describe the educational background, of the no indigenous English teachers working in indigenous communities of Talamanca.
SPECIFIC OBJECTIVES Describe the cultural background of the teachers who work in the indigenous communities. Identify emotional factors of teachers who work in the indigenous communities.
Acculturation process begins with the contact between two different cultural backgrounds. ACCULTURATION
Individuals are able to adjust to new cultures and benefit from new intercultural experiences Processes of social, cultural and psychological adaptation of an individual Includes acquiring languages and adopting new cultural customs no indigenous English teachers working in an indigenous area face these and many changes more, and their families also have to be part of the adapting process because it is very difficult to take all the members of the family to live there.
These investigation took place at Upper Talamanca Valley, Limon Province, Costa Rica. Amubri is the heart of the indigenous reserve of Talamanca. From Bribri town take two buses through La Pera road or to the side of the Sixaola River, passing by the communities of Chase, Bambú and Suretka, get to the Telire River, cross by motorboat and get on a bus at the other side of the river. Amubri is surrounded by other neighbor communities like Kekolde, Dique, Corbita, Kachable, Tsuiri, Los Cocos. It limits to the north with the community of Suiri, to the south with the community of Soki, to the east with the community of Los Cocos and to the west, it limits with the communities of Córbita and Kachabri. LOCATION
THE COLEGIOTÉCNICO PROFESIONAL DE TALAMANCA The Colegio Técnico Profesioonal de Talamanca was founded in 1974, in the community of Hone Creek, located in the district of Cahuita. First it was a school part of the group of agricultural schools in the country, later it became professional technical schools and the educational offer was diversified.
15 administrative • 1 Principal • 1 Assistant • 2 Administrative assistants • 1 Secretary • 2 Counselors • 1 Librarian • 3 Janitors • 4 Security guards. 850 Students • 29 groups • 3 special education groups 56 teachers • 33 tenure and • 23 interim
Colegioi Sulayöm the first indigenous high school in Costa Rica. It was founded in 1995 and its first name was “Colegio Tercer Ciclo de Amubri” (Third Cycle High School of Amubri). It was the first academic school located in the community of Amubri, Talamanca, and Limón, Costa Rica. Because of the very long distances many students have to walk to go to school, there are many rivers they have to cross over, it is difficult for them to get back home every single day after school duties. so students from very far have to look for a place to stay during school days because the only way to get home is walking about 8-hours
230Students • 11 GROUPS Teachers • 12 Teachers Administratives • 1 Principal • 1 Asistant • 2 Secretaries • 2Janitors • 2 Guards
The Research
Acculturation and Deculturation acculturation In order to understand what no indigenous English teachers go through when they go to work at the indigenous communities of Talamanca, it is important to understand the meaning of the word acculturation and deculturation. Deculturation Cultural modification of an individual, group, or people by adapting to or borrowing traits from another culture Process of divesting a tribe or people of their indigenous traits
THEORIES OF ACCULTURATION Language • The largest factor in successfully acculturating Immersion • Includes coming to understand the customs, traditions, acceptable behaviors and learning the language Assimilation • Involves the accumulation of information about a new culture and resulting adaptations to match the new culture Integration • Includes participating socially in an environment to be considered an equal among the society
Variable N° 1: Personal background of no indigenous English teachers working in the indigenous communities ofTalamanca. • It refers to the Personal background of no indigenous English teachers working in the indigenous communities ofTalamanca. Conceptual Definition • In order to identify the Personal background of no indigenous English teachers working in the indigenous communities of Talamanca they will answer a questionnaire design to collet that information. Operational Definition • A questionnaire used to collect the needed information about the Personal background of no indigenous English teachers working in the indigenous communities ofTalamanca. Instrumental Definition
Variable N° 2: Educational background, of the no indigenous English teachers who work in indigenous communities of Talamanca. • It refers to the Educational background, of the no indigenous English teachers who work in indigenous communities of Talamanca. Conceptual Definition • In order to describe the educational background, of the no indigenous English teachers who work in indigenous communities of Talamanca. They will answer a questionnaire designed to collet that information. Operational Definition • A questionnaire designed to collect information about Educational background, of the no indigenous English teachers who work in indigenous communities of Talamanca, they will answer a questionnaire design to collet that information. Instrumental Definition
Variable N° 3: cultural background of the teachers who work in the indigenous communities. • Cultural background of the teachers who work in the indigenous communities. Conceptual Definition • In order to determine the cultural background of the teachers who work in the indigenous communities they will answer a questionnaire design to collet that information. Operational Definition • A questionnaire designed to collect information about the cultural background of the teachers who work in the indigenous communities, they will answer a questionnaire design to collet that information. Instrumental Definition
Variable N° 4: Emotional factors of teachers who work in the indigenous communities. • It refers to emotional factors of teachers who work in the indigenous communities. Conceptual Definition • In order to determine the social, emotional factors of teachers who work in the indigenous communities, they will answer a questionnaire designed to collet that information. Operational Definition • A questionnaire designed to collect information about emotional factors of teachers who work in the indigenous communities, they will answer a questionnaire design to collet that information. Instrumental Definition
ANALYSIS AND INTERPRETATION OF THE RESULTS The analysis of the collected data is presented variable by variable, at the same time they are going to be analyzed taking into account the used instrument
Absolute Percentage . Yes 3 33% No 4 45% No Answer 2 22% Total 9 100% CHART N° 1. FAMILY BACKGROUND KNOWLEDGE Source: Irma Brown. 2015
GRAPH N° 1. PERSONAL BACKGROUND 33% 45% 22% Yes No no answer
CHART N°2. ANCESTORS OF THE ENGLISH TEACHERS Absolute Percentage …. No 6 55% Yes 3 45% TOTAL 9 100% Grandmother 3 27% Grandfather 1 9% Mother 0 0% Father 1 9% Source: Irma Brown. 2015
GRAPH N°2. ANCESTORS OF THE ENGLISH TEACHERS 55% 27% 9% 0% 9% 45% No grandmother grandfather mother father Source: Chart N°2
CHART N°3. PLACE OF BIRTH Source: Irma Brown. 2015 Absolute Percentage …. Urban 2 22% Coast 5 56% Rural 2 22% Total 9 100%
GRAPH N°3. PLACE OF BIRTH 22% 56% 22% Urban Coast Rural Source: Chart N° 3
Absolute Percentage … Concern 6 67% Exited 0 0% Afraid 0 0% Happy 1 11% Disappointed 2 22% Total 9 100% CHART N°4. RELATIVES OPINION ABOUT WORKING IN THE INDIGENOUS COMMUNITIES. Source: Irma Brown. 2015
Source: Chart N°4 GRAPH N°4, RELATIVES OPINION ABOUT WORKING IN THE INDIGENOUS COMMUNITIES. 67%0% 0% 11% 22% Concern Exited Afraid Happy Disappointed
CHART N°5, PRIMARY FAMILY’S REACTION ABOUT MOVING WITH THE TEACHER TO THE INDIGENOUS COMMUNITIES. Source: Irma Brown. 2015 Absolute Percentage No 7 78% May Be Later 2 22% Yes 0 0% TOTAL 9 100%
GRAPH N°5. PRIMARY FAMILY’S REACTION ABOUT MOVING WITH THE TEACHER TO THE INDIGENOUS COMMUNITIES. 78% 22% 0% No May be later Yes Source: Chart N°5
Absolute Percentage Indigenous Community 0 0% Home town 6 67% Away from home town 1 11% No far from home town 2 22% TOTAL 9 100% CHART N°6, PRIMARY AND HIGH SCHOOL LOCATION Source: Irma Brown. 2015
GRAPH N°6, PRIMARY AND HIGH SCHOOL LOCATION 0% 67% 11% 22% Indigenous Community Home town Away from home town No far from home town Source: Graph N°6
Absolute Percentage Below Average 0 0% Average 7 78% Good 1 11% Excellent 1 11% TOTAL 9 100% CHART N°7, STUDENT BACKGROUND Source: Irma Brown. 2015
GRAPH N°7, STUDENT background 0% 78% 11% 11% Bellow average Average Good Excellent Source: Chart N°7
Absolute Percentage Play baseball 0 0% Flip the cards 1 10% Jump rope 3 30% Sack race 0 0% Play jacks 2 20% Ride a bike 4 40% CHART N°8, FREE TIME ACTIVITIES Source: Irma Brown. 2015
GRAPH N°8, FREE TIME ACTIVITIES 0% 10% 30% 0% 20% 40% Play baseball Flip the cards Jump rope Sack race Play jacks Ride a bike Source: Chart N°8
Absolute Percentage Very Much 0 0% Enough 0 0% Not Enough 2 22% Hardly 4 45% Not at All 3 33% TOTAL 9 100% CHART N°9, UNIVERSITY TRAINING Source: Irma Brown. 2015
GRAPH N°9, UNIVERSITY TRAINING 0%0% 22% 45% 33% Very Much Enough Not Enough Hardly Not at All Source: Chart N°9
CHART N°10 YOUTH FRIEND SHIP Source: Irma Brown. 2015 Absolute Percentage No 1 11% Yes 8 89% TOTAL 9 100% Preschool 1 11% Elementary 5 22% College 2 56%
GRAPH N°10 YOUTH FRIEND SHIP Source: Chart N°10 0% 11% 11% 56% 22% 89% No Preschool Elemenary College
Absolute Percentage Spanish 0 0% Afro descendent 9 100% Indigenous 0 0% TOTAL 9 100% CHART N°11, ETHNICAL BACKGROUND Source: Irma Brown. 2015
GRAPH N°11, ETHNICAL BACKGROUND 0%0% 100% 0%0% Spanish Afro descendent Indigenous Source: Chart N°5
GRANDPARENTS PLACE OF BIRTH Absolute Percentage Jamaica 5 50% Spain 0 0% Europe 1 10% South America 0 0% Haiti 0 0% Costa Rica 4 40% CHART N°12, GRANDPARENTS PLACE OF BIRTH Source: Irma Brown. 2015
GRAPH N°12, GRANDPARENTS PLACE OF BIRTH 0% 50% 0%10% 0%0% 40% Jamaica Spain Europe South America Haiti Costa Rica Source: Chart N°12
CHART N°13, OTHER MEMBERS ETHNIC Source: Irma Brown. 2015 ABSOLUTE PERCENTAGE Jamaica 6 30 Europe 3 15 South America 2 10 Haiti 7 35 Costa Rica, Indigenous 2 10 Costa Rica 9 31
GRAPH N°13, OTHER MEMBERS ETHNICITY Source: Chart N°13 30% 0% 15% 10% 35% 10% Jamaica Europe South America Haiti Costa Rica, Indigenous
CHART N°14, REMAIN ANCESTORS’ TRADITIONS SourceChart N°14 Absolute Percentage Jump rope 2 11% Rice and beans 5 28% Ron don 4 22% Go fishing 2 11% Cook Afro-American dishes 5 28%
Source: Chart N°14 11% 28% 22% 11% 28% Jump rope Rice and beans Ron don Go fishing Cook Afro-American dishes GRAPH N°14, REMAIN ANCESTORS’ TRADITIONS
CHART N°15, INDIGENOUS LANGUAGE LEVEL Source: Irma Brown. 2015 Absolute Percentage Very low level 0 0% Low level 1 11% Medium Level 5 11% Medium high level 2 22% High level 1 11% TOTAL 9 100%
0% 11% 56% 22% 11% Very low level Low level Medium Level Medium high level High level GRAPH N°15, INDIGENOUS LANGUAGE LEVEL Source: Chart N°15
Absolute Percentage. Yes 8 89% No 1 11% TOTAL 9 100% CHART N°16. RECALL OF THE MEP´S CALL Source: Irma Brown. 2015
GRAPH N°16 RECALL OF MEP´S CALL 89% 11% Yes No Source: Chart N°16
Absolute Percentage Pleased 2 22% Unhappy 0 0% Happy 2 22% Concern 3 34% Scared 2 22% TOTAL 9 100% CHART N°17. REACTION Source: Irma Brown. 2015
GRAPH N°17, REACTON 22% 0% 22% 34% 22% Pleased Unhappy Happy Concern Scared Source: Chart N°17
Absolute Percentage Pleasant 6 67% Exhausting 1 11% Unexpected 0 0% It couldn´t be worst 0 0% Terrifying 0 0% It couldn´t be better 1 11% Nice 1 11% TOTAL 9 100% CHART N°18, EXPERIENCE Source: Irma Brown. 2015
GRAPH N°18, EXPERIENCE 67%11% 0%0%0% 11% 11% Pleasant Exhausting Unexpected It couldn´t be worst Terrifying It couldn´t be better Nice Source: Chart N° 18
Absolute Percentage Yes 9 100% No 0 0% TOTAL 9 100% CHART N°19, FAMILY SUPPORT Source: Irma Brown. 2015
GRAPH N°19. FAMILY SUPPORT Source: Chart N°19 100% 0% Yes No
Absolute Percentage Yes 1 11% No 8 89% TOTAL 9 100% CHART N° 20, COMPLIANCE OF EXPECTATIONS Source: Irma Brown. 2015
GRAPH N° 20, COMPLIANCE OF EXPECTATIONS 11% 89% Yes No Source: Chart N°20
CONCLUSIONS •Analyzing the obtained answers from the teachers who work at the indigenous
• Most of the teachers working at the indigenous communities of Bribri are from Limon province, even though they live in the same province that the indigenous communities only a few of them actually have indigenous ancestors, the majority of the teachers are Afro descendant, and none of them practice any kind of cultural customs from the Bribri culture. PERSONAL BACKGROUND
PROFESSIONAL BACKGROUND • Experimenting is a part of working in an indigenous community, any university prepares a teacher to work in the indigenous community, where the community is completely different from where the teacher is from, implies changing and adapting to what it’s there to work with as well as the context where learning is taking place.
CULTURAL BACKGROUND • As it was mentioned before, all of the teachers are afro-descendant, giving this situation a further investigation about why this phenomenon occurs can take place. Despite the fact that all of them are Afro-descendant, not all are from the same region, even though most of their grandparents are from Jamaica, they are also from Europe and many of them from Costa Rica.
EMOTIONAL FACTORS • Working in the indigenous communities it’s not easy for the English teachers, their expectations of workings in a indigenous community it is not what they were expecting, and because they didn’t receive any kind of preparation, they did not have an idea what to expect, their relatives don’t visit them and their social live it’s affected by the long periods of times they are away from home, these fact affect the teachers emotionally.
RECOMMENDATIONS Call • To take into consideration the no indigenous English teachers, request the principal to adapt their schedule in such a way that they can at least go home once or twice a week. Presentation • To receive a basic class of the indigenous language, and be introduced to the culture, to be informed exactly where they are going, how far they have to travel and the means of transportation they have to take • To organize workshops to teach the teachers the basics to the Bribri language needed, the minimum cultural details to bond with the inhabitants and have a place for them to stay during the school days as well as a list of “most to have” before they go there to be prepare Preparation
PROPOSAL
PREFACE • In the fallowing proposal there is presented a project that aims to the teachers who go to work in the indigenous communities, facing a new culture, new language and away from home and people they love.
GENERAL OBJECTIVE • To create a data base with those teachers who have already worked in the indigenous communities, their experiences, their thoughts and attitudes toward this new life and how do they succeed.
SPECIFIC OBJECTIVES To define the most important aspects teachers must know when they are sent to work at the indigenous communities. To enlist the, for sure, difficulties they are going to face. To prepare a document with recommendations to overcome those difficulties successfully.
JUSTIFICATION • Being an English teacher in an indigenous community it´s a life changing experience, traveling per hours, living there from Monday to Friday, facing a new language, different food, different customs and traditions. • The need of bonding with the inhabitant • The mission of convincing students, parents and authorities the importance of learning English as a foreign language, because Spanish is their second language.
• This proposal has the purpose to help no indigenous English teachers who are sent to the indigenous communities to work, to have smoother adaptation process, to be prepared to face whatever they are going to face during this time as much as possible, and to encourage new teachers to live this amazing experience.
DEVELOPMENT • To present the results of this project and give examples of the different experiences is to create an eight hours meeting with the new no indigenous English teachers and the ones who are already working there, this meeting is going to be prepared by the regional advisor and it’s going to include no indigenous English teachers from the different communities, the new teachers and members of the different indigenous communities.
STRATEGY
To talk to the no indigenous English teachers in order to have the most accurate information, during the meeting must count with the presence of no indigenous English Teachers who already worked in an indigenous community. It is important to present to the assistants the testimony of former students and indigenous community’s leader, in order to have an idea what is expected from them as English teachers as a future members of the community IMPORTANT ASPECTS
ENLIST DIFFICULTIES After defining the most important aspects, theses have to arrange based on their interest and impact in the lives of no indigenous English Teachers who are going to work for the first time in an indigenous community.
DOCUMENTATION Documenting the most important information enlisted, it has to be presented in a document to be given away to the no indigenous English Teachers who are going to work for the first time in an indigenous community, doing this is very important due to the distance between the advisors and the teachers,
Descriptive Study on the Acculturation Process for English Teachers in the Indigenous Culture of Bribri in Talamanca

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Descriptive Study on the Acculturation Process for English Teachers in the Indigenous Culture of Bribri in Talamanca

  • 1.
    UNIVERSIDAD MAGISTER FACULTAD DEEDUCACIÓN CARRERA DE LICENCIATURA EN ENSEÑANZA DE INGLÉS TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS IRMA BROWN FORBES JANUARY, 2016
  • 2.
    SUBJECT Descriptive study onthe acculturation process for no indigenous English teachers in the indigenous communities of Bribri inTalamanca
  • 3.
    PROBLEM How no indigenousEnglish teachers experience the acculturation process when they have to work in the indigenous communities?
  • 4.
    JUSTIFICATION Being an Englishteacher in an indigenous community it´s a life changing experience. When teachers are sent there, nobody tells them the changes they are about to faced, the importance of adapting to the culture and tolerant needed when the cultural differences arise.
  • 5.
    Need to bondwith the inhabitant Understand and accept the difference from their own culture Live away from home
  • 6.
    Facing a newlanguage Different food Different customs and traditions
  • 7.
    GENERAL OBJECTIVE •Describe theacculturation process of the no indigenous English teachers in the indigenous communities of Talamanca, based on the socio- cultural, familiar, emotional, to facilitate the teaching – learning process.
  • 8.
    SPECIFIC OBJECTIVES To identifythe personal background of no indigenous English teachers working in the indigenous communities of Talamanca. To describe the educational background, of the no indigenous English teachers working in indigenous communities of Talamanca.
  • 9.
    SPECIFIC OBJECTIVES Describe thecultural background of the teachers who work in the indigenous communities. Identify emotional factors of teachers who work in the indigenous communities.
  • 10.
    Acculturation process beginswith the contact between two different cultural backgrounds. ACCULTURATION
  • 11.
    Individuals are ableto adjust to new cultures and benefit from new intercultural experiences Processes of social, cultural and psychological adaptation of an individual Includes acquiring languages and adopting new cultural customs no indigenous English teachers working in an indigenous area face these and many changes more, and their families also have to be part of the adapting process because it is very difficult to take all the members of the family to live there.
  • 12.
    These investigation tookplace at Upper Talamanca Valley, Limon Province, Costa Rica. Amubri is the heart of the indigenous reserve of Talamanca. From Bribri town take two buses through La Pera road or to the side of the Sixaola River, passing by the communities of Chase, Bambú and Suretka, get to the Telire River, cross by motorboat and get on a bus at the other side of the river. Amubri is surrounded by other neighbor communities like Kekolde, Dique, Corbita, Kachable, Tsuiri, Los Cocos. It limits to the north with the community of Suiri, to the south with the community of Soki, to the east with the community of Los Cocos and to the west, it limits with the communities of Córbita and Kachabri. LOCATION
  • 13.
    THE COLEGIOTÉCNICO PROFESIONALDE TALAMANCA The Colegio Técnico Profesioonal de Talamanca was founded in 1974, in the community of Hone Creek, located in the district of Cahuita. First it was a school part of the group of agricultural schools in the country, later it became professional technical schools and the educational offer was diversified.
  • 14.
    15 administrative • 1Principal • 1 Assistant • 2 Administrative assistants • 1 Secretary • 2 Counselors • 1 Librarian • 3 Janitors • 4 Security guards. 850 Students • 29 groups • 3 special education groups 56 teachers • 33 tenure and • 23 interim
  • 15.
    Colegioi Sulayöm thefirst indigenous high school in Costa Rica. It was founded in 1995 and its first name was “Colegio Tercer Ciclo de Amubri” (Third Cycle High School of Amubri). It was the first academic school located in the community of Amubri, Talamanca, and Limón, Costa Rica. Because of the very long distances many students have to walk to go to school, there are many rivers they have to cross over, it is difficult for them to get back home every single day after school duties. so students from very far have to look for a place to stay during school days because the only way to get home is walking about 8-hours
  • 16.
    230Students • 11 GROUPS Teachers • 12 Teachers Administratives •1 Principal • 1 Asistant • 2 Secretaries • 2Janitors • 2 Guards
  • 17.
  • 18.
    Acculturation and Deculturation acculturation Inorder to understand what no indigenous English teachers go through when they go to work at the indigenous communities of Talamanca, it is important to understand the meaning of the word acculturation and deculturation. Deculturation Cultural modification of an individual, group, or people by adapting to or borrowing traits from another culture Process of divesting a tribe or people of their indigenous traits
  • 19.
    THEORIES OF ACCULTURATION Language •The largest factor in successfully acculturating Immersion • Includes coming to understand the customs, traditions, acceptable behaviors and learning the language Assimilation • Involves the accumulation of information about a new culture and resulting adaptations to match the new culture Integration • Includes participating socially in an environment to be considered an equal among the society
  • 20.
    Variable N° 1:Personal background of no indigenous English teachers working in the indigenous communities ofTalamanca. • It refers to the Personal background of no indigenous English teachers working in the indigenous communities ofTalamanca. Conceptual Definition • In order to identify the Personal background of no indigenous English teachers working in the indigenous communities of Talamanca they will answer a questionnaire design to collet that information. Operational Definition • A questionnaire used to collect the needed information about the Personal background of no indigenous English teachers working in the indigenous communities ofTalamanca. Instrumental Definition
  • 21.
    Variable N° 2:Educational background, of the no indigenous English teachers who work in indigenous communities of Talamanca. • It refers to the Educational background, of the no indigenous English teachers who work in indigenous communities of Talamanca. Conceptual Definition • In order to describe the educational background, of the no indigenous English teachers who work in indigenous communities of Talamanca. They will answer a questionnaire designed to collet that information. Operational Definition • A questionnaire designed to collect information about Educational background, of the no indigenous English teachers who work in indigenous communities of Talamanca, they will answer a questionnaire design to collet that information. Instrumental Definition
  • 22.
    Variable N° 3:cultural background of the teachers who work in the indigenous communities. • Cultural background of the teachers who work in the indigenous communities. Conceptual Definition • In order to determine the cultural background of the teachers who work in the indigenous communities they will answer a questionnaire design to collet that information. Operational Definition • A questionnaire designed to collect information about the cultural background of the teachers who work in the indigenous communities, they will answer a questionnaire design to collet that information. Instrumental Definition
  • 23.
    Variable N° 4:Emotional factors of teachers who work in the indigenous communities. • It refers to emotional factors of teachers who work in the indigenous communities. Conceptual Definition • In order to determine the social, emotional factors of teachers who work in the indigenous communities, they will answer a questionnaire designed to collet that information. Operational Definition • A questionnaire designed to collect information about emotional factors of teachers who work in the indigenous communities, they will answer a questionnaire design to collet that information. Instrumental Definition
  • 24.
    ANALYSIS AND INTERPRETATIONOF THE RESULTS The analysis of the collected data is presented variable by variable, at the same time they are going to be analyzed taking into account the used instrument
  • 25.
    Absolute Percentage . Yes3 33% No 4 45% No Answer 2 22% Total 9 100% CHART N° 1. FAMILY BACKGROUND KNOWLEDGE Source: Irma Brown. 2015
  • 26.
    GRAPH N° 1.PERSONAL BACKGROUND 33% 45% 22% Yes No no answer
  • 27.
    CHART N°2. ANCESTORSOF THE ENGLISH TEACHERS Absolute Percentage …. No 6 55% Yes 3 45% TOTAL 9 100% Grandmother 3 27% Grandfather 1 9% Mother 0 0% Father 1 9% Source: Irma Brown. 2015
  • 28.
    GRAPH N°2. ANCESTORSOF THE ENGLISH TEACHERS 55% 27% 9% 0% 9% 45% No grandmother grandfather mother father Source: Chart N°2
  • 29.
    CHART N°3. PLACEOF BIRTH Source: Irma Brown. 2015 Absolute Percentage …. Urban 2 22% Coast 5 56% Rural 2 22% Total 9 100%
  • 30.
    GRAPH N°3. PLACEOF BIRTH 22% 56% 22% Urban Coast Rural Source: Chart N° 3
  • 31.
    Absolute Percentage … Concern 667% Exited 0 0% Afraid 0 0% Happy 1 11% Disappointed 2 22% Total 9 100% CHART N°4. RELATIVES OPINION ABOUT WORKING IN THE INDIGENOUS COMMUNITIES. Source: Irma Brown. 2015
  • 32.
    Source: Chart N°4 GRAPHN°4, RELATIVES OPINION ABOUT WORKING IN THE INDIGENOUS COMMUNITIES. 67%0% 0% 11% 22% Concern Exited Afraid Happy Disappointed
  • 33.
    CHART N°5, PRIMARYFAMILY’S REACTION ABOUT MOVING WITH THE TEACHER TO THE INDIGENOUS COMMUNITIES. Source: Irma Brown. 2015 Absolute Percentage No 7 78% May Be Later 2 22% Yes 0 0% TOTAL 9 100%
  • 34.
    GRAPH N°5. PRIMARYFAMILY’S REACTION ABOUT MOVING WITH THE TEACHER TO THE INDIGENOUS COMMUNITIES. 78% 22% 0% No May be later Yes Source: Chart N°5
  • 35.
    Absolute Percentage Indigenous Community0 0% Home town 6 67% Away from home town 1 11% No far from home town 2 22% TOTAL 9 100% CHART N°6, PRIMARY AND HIGH SCHOOL LOCATION Source: Irma Brown. 2015
  • 36.
    GRAPH N°6, PRIMARYAND HIGH SCHOOL LOCATION 0% 67% 11% 22% Indigenous Community Home town Away from home town No far from home town Source: Graph N°6
  • 37.
    Absolute Percentage Below Average0 0% Average 7 78% Good 1 11% Excellent 1 11% TOTAL 9 100% CHART N°7, STUDENT BACKGROUND Source: Irma Brown. 2015
  • 38.
    GRAPH N°7, STUDENTbackground 0% 78% 11% 11% Bellow average Average Good Excellent Source: Chart N°7
  • 39.
    Absolute Percentage Play baseball0 0% Flip the cards 1 10% Jump rope 3 30% Sack race 0 0% Play jacks 2 20% Ride a bike 4 40% CHART N°8, FREE TIME ACTIVITIES Source: Irma Brown. 2015
  • 40.
    GRAPH N°8, FREETIME ACTIVITIES 0% 10% 30% 0% 20% 40% Play baseball Flip the cards Jump rope Sack race Play jacks Ride a bike Source: Chart N°8
  • 41.
    Absolute Percentage Very Much0 0% Enough 0 0% Not Enough 2 22% Hardly 4 45% Not at All 3 33% TOTAL 9 100% CHART N°9, UNIVERSITY TRAINING Source: Irma Brown. 2015
  • 42.
    GRAPH N°9, UNIVERSITYTRAINING 0%0% 22% 45% 33% Very Much Enough Not Enough Hardly Not at All Source: Chart N°9
  • 43.
    CHART N°10 YOUTHFRIEND SHIP Source: Irma Brown. 2015 Absolute Percentage No 1 11% Yes 8 89% TOTAL 9 100% Preschool 1 11% Elementary 5 22% College 2 56%
  • 44.
    GRAPH N°10 YOUTHFRIEND SHIP Source: Chart N°10 0% 11% 11% 56% 22% 89% No Preschool Elemenary College
  • 45.
    Absolute Percentage Spanish 00% Afro descendent 9 100% Indigenous 0 0% TOTAL 9 100% CHART N°11, ETHNICAL BACKGROUND Source: Irma Brown. 2015
  • 46.
    GRAPH N°11, ETHNICALBACKGROUND 0%0% 100% 0%0% Spanish Afro descendent Indigenous Source: Chart N°5
  • 47.
    GRANDPARENTS PLACE OFBIRTH Absolute Percentage Jamaica 5 50% Spain 0 0% Europe 1 10% South America 0 0% Haiti 0 0% Costa Rica 4 40% CHART N°12, GRANDPARENTS PLACE OF BIRTH Source: Irma Brown. 2015
  • 48.
    GRAPH N°12, GRANDPARENTSPLACE OF BIRTH 0% 50% 0%10% 0%0% 40% Jamaica Spain Europe South America Haiti Costa Rica Source: Chart N°12
  • 49.
    CHART N°13, OTHERMEMBERS ETHNIC Source: Irma Brown. 2015 ABSOLUTE PERCENTAGE Jamaica 6 30 Europe 3 15 South America 2 10 Haiti 7 35 Costa Rica, Indigenous 2 10 Costa Rica 9 31
  • 50.
    GRAPH N°13, OTHERMEMBERS ETHNICITY Source: Chart N°13 30% 0% 15% 10% 35% 10% Jamaica Europe South America Haiti Costa Rica, Indigenous
  • 51.
    CHART N°14, REMAINANCESTORS’ TRADITIONS SourceChart N°14 Absolute Percentage Jump rope 2 11% Rice and beans 5 28% Ron don 4 22% Go fishing 2 11% Cook Afro-American dishes 5 28%
  • 52.
    Source: Chart N°14 11% 28% 22% 11% 28% Jumprope Rice and beans Ron don Go fishing Cook Afro-American dishes GRAPH N°14, REMAIN ANCESTORS’ TRADITIONS
  • 53.
    CHART N°15, INDIGENOUSLANGUAGE LEVEL Source: Irma Brown. 2015 Absolute Percentage Very low level 0 0% Low level 1 11% Medium Level 5 11% Medium high level 2 22% High level 1 11% TOTAL 9 100%
  • 54.
    0% 11% 56% 22% 11% Very low level Lowlevel Medium Level Medium high level High level GRAPH N°15, INDIGENOUS LANGUAGE LEVEL Source: Chart N°15
  • 55.
    Absolute Percentage. Yes 889% No 1 11% TOTAL 9 100% CHART N°16. RECALL OF THE MEP´S CALL Source: Irma Brown. 2015
  • 56.
    GRAPH N°16 RECALLOF MEP´S CALL 89% 11% Yes No Source: Chart N°16
  • 57.
    Absolute Percentage Pleased 222% Unhappy 0 0% Happy 2 22% Concern 3 34% Scared 2 22% TOTAL 9 100% CHART N°17. REACTION Source: Irma Brown. 2015
  • 58.
  • 59.
    Absolute Percentage Pleasant 667% Exhausting 1 11% Unexpected 0 0% It couldn´t be worst 0 0% Terrifying 0 0% It couldn´t be better 1 11% Nice 1 11% TOTAL 9 100% CHART N°18, EXPERIENCE Source: Irma Brown. 2015
  • 60.
    GRAPH N°18, EXPERIENCE 67%11% 0%0%0% 11% 11% Pleasant Exhausting Unexpected Itcouldn´t be worst Terrifying It couldn´t be better Nice Source: Chart N° 18
  • 61.
    Absolute Percentage Yes 9100% No 0 0% TOTAL 9 100% CHART N°19, FAMILY SUPPORT Source: Irma Brown. 2015
  • 62.
    GRAPH N°19. FAMILYSUPPORT Source: Chart N°19 100% 0% Yes No
  • 63.
    Absolute Percentage Yes 111% No 8 89% TOTAL 9 100% CHART N° 20, COMPLIANCE OF EXPECTATIONS Source: Irma Brown. 2015
  • 64.
    GRAPH N° 20,COMPLIANCE OF EXPECTATIONS 11% 89% Yes No Source: Chart N°20
  • 65.
    CONCLUSIONS •Analyzing the obtained answersfrom the teachers who work at the indigenous
  • 66.
    • Most ofthe teachers working at the indigenous communities of Bribri are from Limon province, even though they live in the same province that the indigenous communities only a few of them actually have indigenous ancestors, the majority of the teachers are Afro descendant, and none of them practice any kind of cultural customs from the Bribri culture. PERSONAL BACKGROUND
  • 67.
    PROFESSIONAL BACKGROUND • Experimentingis a part of working in an indigenous community, any university prepares a teacher to work in the indigenous community, where the community is completely different from where the teacher is from, implies changing and adapting to what it’s there to work with as well as the context where learning is taking place.
  • 68.
    CULTURAL BACKGROUND • Asit was mentioned before, all of the teachers are afro-descendant, giving this situation a further investigation about why this phenomenon occurs can take place. Despite the fact that all of them are Afro-descendant, not all are from the same region, even though most of their grandparents are from Jamaica, they are also from Europe and many of them from Costa Rica.
  • 69.
    EMOTIONAL FACTORS • Workingin the indigenous communities it’s not easy for the English teachers, their expectations of workings in a indigenous community it is not what they were expecting, and because they didn’t receive any kind of preparation, they did not have an idea what to expect, their relatives don’t visit them and their social live it’s affected by the long periods of times they are away from home, these fact affect the teachers emotionally.
  • 70.
    RECOMMENDATIONS Call • To takeinto consideration the no indigenous English teachers, request the principal to adapt their schedule in such a way that they can at least go home once or twice a week. Presentation • To receive a basic class of the indigenous language, and be introduced to the culture, to be informed exactly where they are going, how far they have to travel and the means of transportation they have to take • To organize workshops to teach the teachers the basics to the Bribri language needed, the minimum cultural details to bond with the inhabitants and have a place for them to stay during the school days as well as a list of “most to have” before they go there to be prepare Preparation
  • 71.
  • 72.
    PREFACE • In thefallowing proposal there is presented a project that aims to the teachers who go to work in the indigenous communities, facing a new culture, new language and away from home and people they love.
  • 73.
    GENERAL OBJECTIVE • Tocreate a data base with those teachers who have already worked in the indigenous communities, their experiences, their thoughts and attitudes toward this new life and how do they succeed.
  • 74.
    SPECIFIC OBJECTIVES To definethe most important aspects teachers must know when they are sent to work at the indigenous communities. To enlist the, for sure, difficulties they are going to face. To prepare a document with recommendations to overcome those difficulties successfully.
  • 75.
    JUSTIFICATION • Being anEnglish teacher in an indigenous community it´s a life changing experience, traveling per hours, living there from Monday to Friday, facing a new language, different food, different customs and traditions. • The need of bonding with the inhabitant • The mission of convincing students, parents and authorities the importance of learning English as a foreign language, because Spanish is their second language.
  • 76.
    • This proposalhas the purpose to help no indigenous English teachers who are sent to the indigenous communities to work, to have smoother adaptation process, to be prepared to face whatever they are going to face during this time as much as possible, and to encourage new teachers to live this amazing experience.
  • 77.
    DEVELOPMENT • To presentthe results of this project and give examples of the different experiences is to create an eight hours meeting with the new no indigenous English teachers and the ones who are already working there, this meeting is going to be prepared by the regional advisor and it’s going to include no indigenous English teachers from the different communities, the new teachers and members of the different indigenous communities.
  • 78.
  • 79.
    To talk tothe no indigenous English teachers in order to have the most accurate information, during the meeting must count with the presence of no indigenous English Teachers who already worked in an indigenous community. It is important to present to the assistants the testimony of former students and indigenous community’s leader, in order to have an idea what is expected from them as English teachers as a future members of the community IMPORTANT ASPECTS
  • 80.
    ENLIST DIFFICULTIES After definingthe most important aspects, theses have to arrange based on their interest and impact in the lives of no indigenous English Teachers who are going to work for the first time in an indigenous community.
  • 81.
    DOCUMENTATION Documenting the mostimportant information enlisted, it has to be presented in a document to be given away to the no indigenous English Teachers who are going to work for the first time in an indigenous community, doing this is very important due to the distance between the advisors and the teachers,