The document discusses issues with English language instruction at a public high school in Colombia called Escuela Normal Superior de Ibague. [1] The school has around 35 students aged 13-15 for English classes, but the teacher does not provide enough support given the class size and students' language level. [2] In the author's experience, the teacher only used book activities without real-world contexts, underestimating students' needs and limiting their learning process. [3] More varied activities incorporating student sharing and role plays could better reinforce language structures in a natural way.

1. Carlos Andres Otavo Vanegas
B.A in English
051350252007
Research Seminar I
Since the very beginning of the bilingual program introduction to our country, there
have been some advantages and disadvantages to face with. Some teachers
donot care about practices and even about pedagogy which is so important in the
implementation of this plan for educational purposes,taking into account the
standards of English levels.
Specifically, here I have the case of Escuela Normal Superior de Ibague,which is
public high school and the goal of that institute is focused onpedagogicalreference
for students, giving them bases or tools to be proficient future teachers. English is
not their priority, but is an obligation in the curriculum for education in America,
taking into account that English is considered the prime language. Pointing out my
case, we see around 35 students in average age from 13 to 15. Now focusing in
the teacher aptitude in front of the class the first issue that I found in the lesson
development is that teacher is not providing enough understanding to face a class
of that magnificence taking into account that students at that level need a proactive
class in which the teacher needs to knowstudents’ needs about languageapplying
different methods to captivate student’s attention.
In my personal case I faced a class in which the teacher based the lesson into
book activities in no real situations. Here the teacher underestimates student`s
needs and their learning process is not going to be meaningful. In this case the
success of students learning process will be fragmented by the teacher and the
student’s perception of language will change. For instance, we might see that
students react in a good way when the teacher includes varied activities in which
they can share experiences with other partners and also learn from them in a
natural way (such as dialogues and pieces of movies to be role placed) reinforcing
their language knowledge about structures or rules and the language use itself.
The activities that the teacher include into his lesson plan should provides that the
teacher is proactive; in this case, they just work in the book fill in blanks that most
of times the teacher do not provides feedback,at the same time working step by
step on the book should help the student´s to catch some aspects from the
language as I said before but filling blanks at random is not the proper way to do it.
Finally, we should say that the teacher task here is to reinforce his lesson plan
trying to cover all the stances of the student´s needs based on oral or writing
practices, but here is the deal what kind of activities should include the teacher
to improve in a better way his classes…and Does students SLAprocess
might be affected when the teacher is not having or designing a god lesson
plan?