Bachelor Education Program in Teaching English as a foreign language

Group # 11
Andrea Anglica Manosalva Santiago
Leivy Tatiana Torres Bayona
Carmen Sofa Corzo
Albeiro Vergel
CAU Ocaa

Research Foundations in Language Teaching

From Research Interest to Need Analysis

1. Language research topic.

Going along with the BA. Ed Paths1, this research is oriented by Language policy for languages
in the country according to EFL in the social context. The present study is interested in analyzing
an important phenomenon, as identify students language competence is. Colombia is a Spanish
language country where it is not necessary English in quotidian communication but for different
implications the subject is requested. Nowadays, globalization is a real fact that involves
technology advances and real-time business interaction; however a Lingua Franca2 means clear
contact. That places English in high position. So that has come with the requirement of learning a
foreign language aimed to make up for communication needs.

Government, throughout Ministry of National Education, has implemented an educational

curriculum3 that involves English as a foreign language into an important subject of teaching
programs. Guided by Common European Framework, Basic Competence on English as a Foreign
1

Research Paths in B.Ed. Program in Teaching English as a Foreign Language VUAD. Universidad Santo Toms.
General format. Retrieve from: http://aula20142.ustadistancia.edu.co/course/view.php?id=775#
2
Nicholas Ostler: Empires of the Word: A Language History of the World, HarperCollins, 2005, ISBN 978-0-06621086-5.
3
Ministerio de educacin nacional. Serie gua #22. (October, 2006). PDF format. Retrieve from:
http://www.colombiaaprende.edu.co/html/micrositios/1752/articles-315518_recurso_3.pdf

Language Standards were designed to measure what schools have to execute and what students
has to learn. In spite of ministry implement measures, not good English level on students has
been noticed and the are educational institutions accomplishing goals ruled? question has been
asked by the community. Encouraged by previous affirmations this project has been raised in
order to investigate and to clarify the real situation moved through language learning,
delimitating population to Ocaa, specifically to Colegio Cristiano Luz y Vidas eleventh grade
students. That is, the basic competence standards on English as foreign language assessment
according to Ministry of National Education.

2. Revising previous research

Selected investigations were important bases to support this previous research because of clarify
topics they carry on. The article called A Perspective of the Implications of the Common
European Framework Implementation in the Colombian Socio-cultural Context4 was lighting on
the path throughout the research. Thanks to the article it was possible to find the specific
differences throughout rural, urban, private and public schools in learning contexts. Also, there
were characteristics that interfere in the socio-cultural context and competence standards
development in Colombia. The research developed and this one are similar into the Common
European Framework application, the curricula adaptation and study orientation. A second article
was consulted: A study of EFL students interpretations of cultural aspects in foreign language
learning5; in this case, the study helped the investigation to take into account the cultural aspects
importance in the language context immersion. i. e., to develop language cultural competence in
order to make learning more meaningful. This exploration case and the previous analysis
presented make aware about applicability on language learning competences into socio-cultural
context living. Finally, a third investigation was consulted, Searching for Coherence in language
teaching: the issue of teaching competencies6; which support the main study with important
elements definition as the approach or the method to be worked on a foreign language teaching,
it defines the design to be implemented according to the approach took on. They both share
reflection on curriculum orientations when developing language competencies towards acquiring
and learning any language at different factors needs that are related to students as well as the
social context.

As a final result, it is imperative to mention how aforementioned researches made impact on the
society. One of those is the need of raising awareness to reconsider the current practices and
improving the competence standards according to the different socio-cultural contexts, moreover

Zrate J., lvarez J. A Perspective of the Implications of the Common European Framework Implementation in the
Colombian Socio-cultural Context. (September, 2005). PDF Format. Retrieve form:
http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/162/260
5
Hernndez Castro O., Samac Bohrquez Y. A study of EFL students interpretations of cultural aspects in foreign
language learning. (September 2006) PDF Format. Retrieved from:
http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/171/278
6
Rico Troncoso C. Searching for Coherence in language teaching: the issue of teaching competencies

the fact of becoming qualified on particular issues. Besides, the second subject showed how
cultural context is needed when learning a new language. And the last one contribution said that,
it was not possible to consider social factors that influences language learning, except that it is
also relevant to analyze personal characteristics on individual beings (as belief, affective states,
learners experience); someway, they affect learning or acquisition process. Summarizing, there
are uncountable factors that interfere on Foreign Language Learning to achieve a real context
knowledge; so, there are uncountable ways of learning to supply any factor that could be on the
way. Because, if there is any problem there will also be the solution.

3. Contextual Factors Analysis-Justifying Research

Ocaa (Norte de Santander) is a small city where private schools have recently been established
as high schooled levels; these institutions are popular for its liberty about decisions and
curriculum designs, but it is known that every establishment must be supported by government
regulation. Due to this fact, it was thought to delimitate population into eleventh grade students
from Colegio Cristiano Luz y Vida7 owing to this college was founded by a VUAD graduate on
Bachelor Education program on Kindergarten, because of the intention of evaluating the English
program carried on. Attempting to develop the research, it was required to have in mind the
process to achieve on it. The principal goal was to assess the basic competence standards on
English as a foreign language on eleventh grade students from Colegio Cristiano Luz y Vida
according to Ministry of National Education demands. The rule mentions B1 level as basic state
for eleventh grade students8. On this way, to identify the learners English level depending of
Common European Framework9 was the objective utilized in order to define the institution
standard on English competence.
In order to evaluate the language level, Preliminary English Test (PET)10 was applied. This test is
used to recognize how prepared is people into B1 language level, and to analyze if they have the
communication skills11 needed at this point. The exam developed by the students as a method of
data compilation had a negative report because any of them achieved the B1 level expected. Only
three interviewees were, difficulty, graded at A2 level as well and the rest of them were at A1. In
conclusion, Colegio Cristiano Luz y Vida does not fulfill the Basic Competence on English as a
Foreign Language Standard required. So, in an overview, a restructuration in the English
curriculum is imperative to guarantee better results when new studies are developed.

Colegio Cristiano Luz y Vida. Resolution No. 03509 from October 30, 2012. Rector: Elizabeth Lopez Barbosa.
Ministerio de educacin nacional. Serie gua #22. (October, 2006). PDF format. Retrieve from:
http://www.colombiaaprende.edu.co/html/micrositios/1752/articles-315518_recurso_3.pdf
9
Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Council of Europe.
PDF format. Retrieve from: http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
10
Preliminary English Test. University of Cambridge ESOL Examinations. 2006. PDF Format. Retrieve from:
http://www.cambridgeenglish.org/images/24944-pet-information-for-candidates.pdf
11
Common European Framework of Reference for Languages: learning, teaching, assessment. PDF Format. Retrieve
from: https://www.eui.eu/Documents/ServicesAdmin/LanguageCentre/CEF.pdf
8