Políticas Educativas.
UNIVERSIDAD DISTRITAL FRANCISCO JOSE DE CALDAS
Bogotá Bilingual Plan: Attitudes and Perceptions of English Teachers of Luis Carlos Galan Sarmiento Public School
Luz Yaneth Susa Salamanca
20091165003
Licenciatura en Educación Básica
con Énfasis en Inglés
June 26th 2012
Table of Contents
INTRODUCTION3
Justification5
Problem Statement7
Research Questions…..10
Objectives11
References12
INTRODUCTION
The present research of mixed character
focuses on the description of the attitudes of English Teachers of Luis Carlos Galan Sarmiento Public School about Bogota Bilingual Plan 2004-2019; language policy that was created by the National government in the framework of National Bilingualism Program 2004 - 2019. This research will be carried out taking into account the following questions; What are the attitudes and perceptions of English teachers of the Luis Carlos Galan Sarmiento School toward Bogotá bilingual plan? and What difficulties do English teachers of Luis Carlos Galan Sarmiento School meet to accomplish the goals proposed in Bogotá Bilingual Plan? How can these be solved?
The idea of this project arises from the need to know the feelings of the English teachers considering not only the importance of these actors in the development of the project, what refers to implementation of strategies and fulfillment of objectives stated in that language policy. But also the various criticisms that have arisenaround the Bogota Bilingual Plan
as consequence of establishing a bilingual education program based on standards outlined in the Common European Framework, a project created from the characteristics and needs of the European context but differ greatly from requirements and features of the Colombian context. In this regard, I emphasize that from the reflection of the perceptions and attitudes of English teachers on Bogota Bilingual Plan, this research intends to provide significant information to analyze and rethink this language policy, according to the educational context of the Luis Carlos Galan Sarmiento Public School; in order to create institutional, educational and pedagogical strategies that allow carrying out the teaching and learning process in second language (English) aimed at achieving the objectives set out in Bogotá Bilingual Plan.
With respect to the development of the project, it is presented in the first chapter; justification, the problem statement, objectives and questions emerged from the problem statement. Likewise in the second chapter; the literature review. On the other hand, in the third chapter is presented; methodological framework; the research design, type of research, type of study, participants, setting and instruments to collect data. In regard to fourth chapter is presented the data analysis. In the fifth chapter are highlighted the conclusions. In the sixth chapter are presented the annexes and finally the bibliography used to carry out this research.
JUSTIFICATION
First, it is necessary to emphasize the importance of reflecting not only about language policies in our country; in this case Bogotá Bilingual Plan, but also how this language policy is developed in the conditions of the public school in Bogotá. In this regard, I want to mention that this research contributes to my training as a teacher - researcher, allows me to think critically not only on the proposals outlined in the Bogota Bilingual Plan, but also about the conditions of public education in Bogotá and its influence on the development of the language policy mentioned above.
With regard to the District University Francisco José de Caldas, it is significant to develop this research because with this may support the mission of the project L.E.B.E.I (Licenciatura en Educacion Basica con Enfasis en Inglés) which consists in "Training of teachers - researchers for basic teaching in primary and secondary cycles in the area of English, who reflect critically on the conditions of the Colombian school system and who be involved in the transformation of the social and cultural development of children and young people, both the district capital and the country at large."
With respect to Luis Carlos Galan Sarmiento public school, it is important to carry out this research, due the fact that it may allow to know what are the attitudes and perceptions of English teachers toward Bogota Bilingual Plan and thus create strategies that allow not only implement this project in the institution but also achieve the goals proposed in it.
Finally, I mention that this research may contribute to the educational community of Bogota, because it presents a topic that has not been addressed before, unveils the perceptions and attitudes of English teachers of a public school toward Bogotá Bilingual Plan. On the other hand, not only it may provide valuable information to consider for further research related to the same topic, but also it may help in the implementation of Bogota Bilingual Plan in public schools of Bogota city, considering that opinions come from the English teachers, important actors not only to carry out the language policy but also to attain the objectives of it.
PROBLEM STATEMENT
Bogota Bilingual Plan 2004-2019
proposed by the Ministry of Education in Colombia, distinguishes clear goals that point to improving standards of teaching English as a second language. This language policy is based on the Common European Framework which “provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively”
However, the CEF was designed with the purpose of to achieve specific objectives taking into account certain characteristics and needs of the European context; in consequence the Bogota Bilingual Plan is a language policy decontextualized due the fact it establishes standards on the domain of a second language without considering the reality of the Colombian educational context.
Referring to the previous, during the practicum as pre service teacher were evidenced some educational aspects that were not considered in the adoption of common European framework within Bogota Bilingual Plan; such as public school has large classes and many students, in this respect is important highlight that in contrast in Europe schools have small classes. On the other hand Colombian public schools do not have enough technological teaching resources and the budget of institutions that is not enough. Taking into account those aspects is difficult to point out European schools and Colombian schools could have the same standards to achieve similar goals, considering that their contexts and needs are different.
In this respect have arisen some critics toward Bogota Bilingual Plan in which are mentioned the requirement of create standards according the characteristics of educational Colombian context, students, schools and resources.
Likewise teacher Clara Amador-Watson (2011) highlighted “In various schools in the country, English is taught with methods 'archaic'. Despite the fact that in Colombia was formulated a National Bilingualism Program”
Bearing in mind the previous, and considering not only the need to reflect about the situation of language educational policies in our country but also the important role of English teachers to implement and to achieve different goals proposed in Bogota Bilingual Plan . The purpose of this study is to explore the opinions of English teachers of Luis Carlos Galan Sarmiento Public School on Bogota Bilingual Plan likewise to describe the difficulties do English teachers of Luis Carlos Galan Sarmiento School meet to accomplish goals proposed in Bogotá Bilingual Plan and to establish recommendations from this study for the improvement and adjustment of Bogota Bilingual Plan in the Luis Carlos Galan Sarmiento public School.
RESEARCH QUESTIONS
Main Question
What are the English teachers’ perceptions of Luis Carlos Galan Sarmiento School about Bogotá bilingual plan?
Sub Question
What difficulties do English teachers of Luis Carlos Galan Sarmiento School meet to accomplish the goals proposed in Bogotá Bilingual Plan? How can these be solved?
OBJECTIVES
To explore the opinions of English teachers of Luis Carlos Galan Sarmiento Public School on Bogota Bilingual Plan.
To describe the difficulties do English teachers of Luis Carlos Galan Sarmiento School meet to accomplish goals proposed in Bogotá Bilingual Plan.
To establish recommendations from this study for the improvement and adjustment of Bogota Bilingual Plan in the Luis Carlos Galan Sarmiento public School.
References
ABOUCHAAR V, Dr Alberto, FAJARDO, Luz Amparo, VARGAS Nohra. Lineamientos curriculares para los colegios pilotos hacia el bilingüismo, web side
“ issuu.com”, September 2009, consulted May 26th 2012. URL:
Colomb. Appl. Linguist. J., 2005 vol: nro: 7 pág: 7-26 Common European Framework Implementation in the Colombian Socio-cultural Context.
COUNCIL FOR CULTURAL CO-OPERATION EDUCATION COMMITTEE Modern Language Division, Strasbourg. Common European Framework of Reference for Languages: Learning, teaching, assessment, website “Assets Cambridge Org”, consulted June 3rd 2012. URL:
EL TIEMPO, 'El inglés se enseña de forma muy arcaica aún': experta en bilingüismo, webside “Vida de Hoy”, April 2nd 2011, consulted April 14th 2012.URL:
Johnson, B. & Christensen, L. (2004) Educational Research. Quantitative, Qualitative &Mixed Approaches.
LUGO, Víctor y BERMUDEZ, Jenny. ¿Colombia Bilingüe?: Críticas y Retos del Programa Nacional de Bilingüismo, website “El Espacio del Profe Yamith”, April, 9th2012,consultedMay24th2012. URL:http://profeyamith.blogspot.com/2012/04/colombia-bilingue-criticas-y-retos-del.html
UNIVERSIDAD DISTRITAL. Licenciatura en Educación Básica con Énfasis en Ingles, “udistrital.edu.co”, consulted June 8th 2012. URL:
http://www.udistrital.edu.co:8080/en/c/document_library/get_file?uuid=524ccbde-86c2-4679-981e-06c8915302e2&groupId=15228
JUSTIFICATION:
ReplyDeleteConsidering that our Research Topic is Comparative analysis of the English Teachers’ perceptions about Bogota bilingual plan between two public schools in Bogotá; the Carlo Federici Public School, in which the (piloto) Bogotá Bilingual Plan is being implemented, and the Eduardo Carranza Public School, in which the (piloto) Bogotá Bilingual Plan is not being implemented. We found the mission of our project L.E.B.E.I. seeks for ‘Training of teachers - researchers for basic teaching in primary and secondary cycles in the area of English, who reflect critically on the conditions of the Colombian school system and who be involved in the transformation of the social and cultural development of children and young people, both the district capital and the country at large’ likewise we say that our topic is related with the Line 3 Reflective Practice because our research project tends to analyze and reflect about the Educational Policy Bogotá Bilingual Plan (teachers’ English perceptions).