CONTEXT The Institucin Educativa Francisco Miranda (IEFM) is located in Miranda neighborhood, Northeastern Medelln, near Botanic garden,

University of Antioquia and the city planetary. IEFM was created in 2002 when two schools fused, Colegio Francisco Miranda and Escuela Julio Arboleda. IEFM is a public institution which makes part of a group of schools in the city trying to get high educational in pre, elementary and high schools levels. Respect, solidarity, honesty, responsibility and sense of belonging conform the values adopted by IEFM. Also, the humanistic and social treat guide the schools population to development of autonomy and respect for the transformation and improvement of Colombia Society, today contestant of globalization and taking advantage of using a second language. The School has various laboratories, a library, illuminated places and just enough large class rooms. Nonetheless, where English classes are taught, and it is the same location for all high-school students, is not the adequate for foreign language learning. There is are an old TV, the students chairs and some posters on the walls. Plus, the students desks reduce the mobilization into the classroom. English syllabus Called; Plan de rea Integrado defines English as tool for communicating in this globalized, educational and researching context. The eighth grade syllabus attempts to develop students communicative competence (The four language skills) through the learning of tenses and adjectives of quantity. The schools resources are varied; Video beam, Internet, DVDs, podcast, books, etc. However, these elements can be used rarely because they have to be shared with all the schools population. My class 8th-3, was forty six students at the beginning of the year, 19 boys and 27 girls , xxx of this group were taking 8th grade for the second time. The students' age average was 14 among 15 years old, also there is one 12 years old and another 16 years old. Most of the students lived in the Moravia and el Bosque neighborhoods. All the students are Spanish speakers and they have a low English proficiency. Also, they do not seem to be motivated in the target language, they have three English hours per week.

My cooperating teacher, here and after refereed as CT, has taught in this is school for 5 years. He is a professional English teacher graduated from xxx University. He believes that teaching is an everyday battle, besides, he has a elaborated discourse on teaching; he states that one of the best approaches is the communicative; that English is not only about grammar, but also is a culture, which needs interaction and to be contextualized. However, in the classroom he does not reflect what he says because most of the activities seem to be grammar-translation method. Statement of the Problem After a period of three months of non-participant and participant observations, a journal and data analysis such as interviews and questionnaires, it is possible to affirm that several problems related with disrespect affect the social coexistence and hence any academic activity. The data analysis shows three mainly categories where different situations occur. The students' problematic context, the school context, and the teachers' negative attitude. Vulgarities, hits and threading vocabulary are just the beginning of the repertory of aggressive conduct that becomes in more misbehavior. Teachers' vocabulary results in a bad example for the students who reproduce the negative conduct assuming cursing as normal habit. An excerpt from an interview illustrates much better the above stated: The student says: (In Spanish) ...Because sometimes the teachers say fagot or they say brat... (St interview Roque October 28th 2012). Besides, in a teacher interview he states that bad treatment among students results in a friendship slang normal for students. The teacher says: (In Spanish) One calls them the attention due to the fact they refer their partners. Yes! They have their own slangs, they use a lot of camaraderie in their own way, and they find this treatment very normal... (CT interview October 28th 2012). In addition, the information collected from the teacher interview demonstrates that students might be living difficulties at home which contribute to disrespect at school. The teacher says: (In Spanish) Parents allow their children to

do what they want. Also, there is lot of domestic violence or abuse. Not only bad treatment among students is a common event, but also from teachers to students, actions like hitting kids with stuffs and prejudice happen at the school. As consequence children follow the adults attitude, the Student's interview describes well the situation: The student says (In Spanish) ... For instance: When a teacher threw a pen in a boy's face, then the children did the same... (St interview Roque October 28th 2012). In addition, an entry from the journal confirms what the boy said: All the class a boy at the back of the classroom was throwing eraser crumbs to his partners. As consequence, he distracted the others students... (Journal I August 14th 2012). Furthermore, stealing makes part of student's behavior. There is evidence that supports that the children at school are involved and surrounded in activities such as taking possession of the students' objects. The data demonstrate how students witness robs in their neighborhoods, also at school. There are good examples in the student interview, in questionnaires and in the journal which illustrate enough: The student says (In Spanish) ... For example, when a thief stole a TV in the neighborhood... (St interview Roque October 28th 2012). In addition the questionnaires let out a high percentage of activities related with robberies. (In Spanish)

Your teammates steal Every day 14% Sometimes in the week 33% Few Times 19% Rarely 29% Never 15% Finally, is important to say that in the classes there is not respect for everyone else's turn to speak. Students make a lot of noise due to the fact every single person speaks while somebody says something. The class becomes in a yelling battlefield. Plus, this lack of respect is translated in more noise and

offenses, even in hits. Extracts from the journals interviews and questionnaires clarify what has been said. This moment was so noisy, all the Ss wanted to talk at the same time. As the teacher could not talk, he stayed be quiet. Then Ss listened. Then they made noise again during the voting. Ss do not respect the others opinion. The Tc explained that democracy and opinion are important, Ss listened, and the voting passed quiet... (Journal III August 28th 2012). Introduction This paper is an action research project carried on from xxx to xxx, at the the Institucin Educativa Francisco Miranda, here and after refereed as IEFM. The inadequate treatment among 8th graders encouraged me to research more about respect and presenting a proposal where CLIL is the main component of the action plan. Combining two contents, English and physical education, I expect students change the disrespectful treatment to a more polite behavior. During the search of information I realized that most of the literature is focused on the North American and European context, and the addressed issues related with disrespect are mainly bullying. Although, it occurs in the researched context, it is only one fact that makes part of disrespect actions at school, and it is not the most important. The necessity for solving the problematic promotes the development of creative strategies. Also, it makes me wonder if using various contents I might improve the respect in English classes. In my degree practicum I attempt to implement a strategy which involves multiple contents. Teaching values through English class using the physical education class' content as motivational fact for solving the disrespect matter. The way the project is organized and stated has the identification of a problem, which needed data collection, as initial point. The development of the research question and the action plan comes later as consequence of the problematic. Finally, I implement the actions and make conclusions from the findings.

Theoretical Framework This section objective is to clarify, explain and contextualize what has been researched about the concepts which support this study. This literature review exposes the terms in the next order: Values, The importance of teaching respect at school, and its importance for the learning process. Plus, here it is set out the strategies explored on this topic, also what has been implemented related with physical education for promoting respect, due to the fact the action plan consists in the learning of content, and the simultaneous of a foreign language. Therefore, the last presented concept is Content and language integrated language (CLIL), the approached used in the action plan.

Values The concept of values has been defined several times by several authors. It has been said that values are rules or agreements for coexistence. Medrano values' definition states that values are priorities that reflect the inner world of people and they are shown in our behaviors (Medrano, C. 1999)1 On the other hand, values are a perceptive

judgements about the good and evil socially speaking (Daz-Aguado M. 1999)2. That is to say that different people could have a different definition of good and evil, what is right for some it is not for others or it is different. A good example are some students from IEFM School, they think that bad treatment as insults is normal. A standard definition of values is taken in account by most of population; values are person's principles or stands of behaviour; one's judgement of what is important in life: they internalize their parents rules and values (Oxfored Dictionary). Teaching respect For understanding why teaching respect is important, first we have to comprehend what respect means. Also, what is already said in literature. There is not a unique definition of respect. During the looking for literature there is possible to find many significations on the web, books, journals, Etc. However, two common meanings for respect are: It is the admiration felt or shown for someone or something that you believe has good ideas or qualities. (Cmo educar adems de ensear)3SP. Also, in the educational context and some others is defined as accepting individual differences and being mindful of what people around us believe, think and do (Parra, B. 2008).

One of the challenges this study presents is that in our context the issue has not been researched enough yet. Most of the literature about teaching respect in English classes, or at least related with the topic teaching values in education, is foreign to the Colombian context. Then, the theory presented to the community refers to problems as bullying and extreme violence, a good examples are two studies. The first paper assesses the degree of school violence in 11 European countries and analyzes the determinants of being a victim and its effect on student performance (Ammermueller, A. 2012). A second study examines whether participation in a schools ponsored community youth service program reduces selfreported violent behaviors among young urban adolescents (O'donnell, L. 1999). Furthermore, I want to mention a Johnston's book, Values In language English Teaching, where the author shows a different point of view about language teaching by studying moral issues. Although, this literature is not contextualized, it has brought value information for the research development. In addition, the few contextualized literature encourages further research, since those studies leave more opened questions than answers. Two studies about values were significant for wondering what was happening beyond misbehaviour at the school. A study looked if the reinforcement of values improves the learning teaching environment (Botero, D. 2011). The other study aimed to promote if selfreflection focused on values promotes respectful behaviours (Parra, B. 2008). In addition, there are more researches in process related with this topic. One of these studies pretends to promote values through stories, which also attempts to explore the values field in ELT. According to Johnston, this lack of literature responds to the moral dimension of teaching has rarely been talked about, and most of the time teachers are not consciously aware of it (Johnston, B. 2003). Now that we take for granted what respect means lets take a look why it is important in the classroom. It is significant that students coexist in an environment free of disrespect; otherwise students learning is affected. The motivation, concentration and self-confidence of students are likely to suffer when students are affected by violence (Cassidy, T. 2009). One of the most disrespect actions observed in our society is violence (El Tiempo 2011). The data collection shows

that students at IEFM have violent behaviour such as hitting others children. Plus, respect is decisive due to the fact that understanding and accepting that people are different implicates coexistence success (Hildebrand, D. 2004). Furthermore, quite relevant for this study is Johnston's statement in which he argues that English Learning Teaching (ELT) is not merely a matter of training students in a particular set of skills. Rather, the occupation of ELT is profoundly imbued with values, and these values furthermore are complex and riven with dilemmas and conflict (Johnston, B. 2003). Even, the values importance is highlighted when authors state that the language skills and values transmission should not be taught separately, but as whole. Johnston defines this procedure regulative discourse. The regulative discourse is the dominant discourse this is obvious because it is the moral discourse that creates the criteria which give rise to character, manner, conduct ... In school it tells children what to do, where they can go (Johnston, B. 2000). Teaching values and physical education The theory discussed about teaching values through English and sports have been not explored as whole. It is usually to find in literature actions as promoting an attribute through a language skill or vice-versa. The literature one find here presents is insolent, for instance values and sports. Here, I want to share what have been implemented for problem-solving concerning physical education and values. The connection among English, values and sports is going to be explored later, with the CLIL as far as possible. (O otros contenidos) Approaches as CLIL explore how multiple contents should be taught, this will be expand later

http://www.eltiempo.com/mundo/europa/ARTICULO-WEBNEW_NOTA_INTERIOR-10648404.html (El Tiempo 2011)

Cassidy, T. (2009), Bullying and victimisation in school children: the role of social identity, problem-solving style, and family and school context, Social Psychology of Education 12, 63-76.

Parra, B. (2008), promoting respect and self-reflection through a themebased approach 13

Medrano, C. ( 1999 ) Es posible ensear y aprender valores en la escuela? Revista de psicodidctica 7, pp. 67-81.

Daz-Agudelo, M, y Medrano, C. ( 1995 ). Educacin y razonamiento moral. Bilbao: Mensajero.

Dictionnaires Le Robert-Paris ( Ed. ) ( 2008 ), Le Nouveau Petite Robert (x ed. ). Oxford.

Grupo Oceano (2007). Cmo Educar Adems de Ensear. Madrid. Autor 361

Hildebrand, D. (2004). La importancia del respeto en la educacin. Educacin y Educadores 7, pp. 221-228. O'donnell, L. (1999) Violence Prevention and Young Adolescents Participation in Community Youth Service 1

Ammermueller, A (2012). Violence in European schools: a widespread phenomenon that matters for educational production

"CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign languagewith dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language". (Marsh, D. 2002. Content and Language Integrated Learning: The European Dimension Actions, Trends and Foresight Potential).