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Bach. Meylin Retana Hernández
Bach. Emmanuel Vindas Jiménez

Licentiate Degree

September, 2011
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?
Objectives
General objective:



To analyze the characteristics that makes experimental
bilingual high schools more successful than academic high
schools in teaching English.
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.


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.


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


Attainments



Limitations
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.
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.
THEORETICAL FRAMEWORK


History



The learner



The teacher



Motivation



Approaches and methods. (Communicative
and Multiple Intelligences Approaches)


Evaluation



Language skills (importance of
integrating them)



Materials
INSTRUMENTS


Students´ Survey



Teacher´s Survey



Observations



Test administered to students
VARIABLES
•

LEVEL OF ENGLISH OF THE TEACHER

•

MOTIVATION

•

METHODOLOGY

•

EVALUATION

•

SUPPORT

•

LEVEL OF ENGLISH OF STUDENTS
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.
RECOMMENDATIONS


University degree.



High level of English certified by a reliable test like T.O.E.I.C.
or T.O.E.F.L.
2.MOTIVATION
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%
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%
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%
Recomendations


To implement more engaging activities.



Reinforce the importance of English
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.


L.E.B.T.: small groups + 80-minute lessons=
personalized attention.



Dr. Clodomiro Picado T.: 80 and 40-minute
lessons = not profitable.
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.
4. Evaluation


L.E.B.T.: assess the four language skills.



Dr. Clodomiro Picado T.: assess reading
and writing.
Recommendation


Proctor Listening and oral tests.



Certify the students’ level of English.
5. Support


L.E.B.T.: receive support from
institution, government, and parents.



Dr. Clodomiro Picado T.: limited support.
Parents.
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
Recommendation


Make appropriate use of the resources
they have.



Parents need to be aware of the
importance of materials in the learning
process.
6. STUDENTS’ LEVEL OF
ENGLISH
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%
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%
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%
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%
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

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ENGLISH TEACHING IN COSTA RICAN PUBLIC EDUCATIONAL SYSTEM: DIFFERENCES BETWEEN EXPERIMENTAL BILINGUAL HIGH SCHOOL AND PUBLIC ACADEMIC HIGH SCHOOL THAT GUARANTEE SUCCESS

  • 1. Bach. Meylin Retana Hernández Bach. Emmanuel Vindas Jiménez Licentiate Degree September, 2011
  • 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.
  • 10. THEORETICAL FRAMEWORK  History  The learner  The teacher  Motivation  Approaches and methods. (Communicative and Multiple Intelligences Approaches)
  • 11.  Evaluation  Language skills (importance of integrating them)  Materials
  • 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.
  • 15. RECOMMENDATIONS  University degree.  High level of English certified by a reliable test like T.O.E.I.C. or T.O.E.F.L.
  • 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%
  • 20. Recomendations  To implement more engaging activities.  Reinforce the importance of English
  • 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.
  • 24. 4. Evaluation  L.E.B.T.: assess the four language skills.  Dr. Clodomiro Picado T.: assess reading and writing.
  • 25. Recommendation  Proctor Listening and oral tests.  Certify the students’ level of English.
  • 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.
  • 29. 6. STUDENTS’ LEVEL OF ENGLISH
  • 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