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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Ähnlich wie ENGLISH TEACHING IN COSTA RICAN PUBLIC EDUCATIONAL SYSTEM: DIFFERENCES BETWEEN EXPERIMENTAL BILINGUAL HIGH SCHOOL AND PUBLIC ACADEMIC HIGH SCHOOL THAT GUARANTEE SUCCESS
Ähnlich wie ENGLISH TEACHING IN COSTA RICAN PUBLIC EDUCATIONAL SYSTEM: DIFFERENCES BETWEEN EXPERIMENTAL BILINGUAL HIGH SCHOOL AND PUBLIC ACADEMIC HIGH SCHOOL THAT GUARANTEE SUCCESS (20)
ENGLISH TEACHING IN COSTA RICAN PUBLIC EDUCATIONAL SYSTEM: DIFFERENCES BETWEEN EXPERIMENTAL BILINGUAL HIGH SCHOOL AND PUBLIC ACADEMIC HIGH SCHOOL THAT GUARANTEE SUCCESS
2. 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?
3. Objectives
General objective:
To analyze the characteristics that makes experimental
bilingual high schools more successful than academic high
schools in teaching English.
4. 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.
5.
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.
6.
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
8. 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.
9. 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.
13. VARIABLES
•
LEVEL OF ENGLISH OF THE TEACHER
•
MOTIVATION
•
METHODOLOGY
•
EVALUATION
•
SUPPORT
•
LEVEL OF ENGLISH OF STUDENTS
14. 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.
17. 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%
18. 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%
19. 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%
21. 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.
22.
L.E.B.T.: small groups + 80-minute lessons=
personalized attention.
Dr. Clodomiro Picado T.: 80 and 40-minute
lessons = not profitable.
23. 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.
26. 5. Support
L.E.B.T.: receive support from
institution, government, and parents.
Dr. Clodomiro Picado T.: limited support.
Parents.
27. 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
28. Recommendation
Make appropriate use of the resources
they have.
Parents need to be aware of the
importance of materials in the learning
process.
30. 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%
31. 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%
32. 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%
33. 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%
34. 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