Focus Liceo A-38 de Recoleta was founded in 1941 as Escuela de Artesanos de Conchal.

The school was an insertion tool for the male youth of the past century. In here boys could learn mechanics, furniture making and carpentry. In 1943 shoemaker was added to the specialties that boy can study. And in 1945 tapestry making, smithy and soldering were added. Even though during this time there were lot of politics changes and mistaking attempts to reform the education, the school could reach a prestige as a real center of professional formation. As a result of the 1980s reform the state is separated from the administration of the primary and secondary education. After this three modalities of state administration were applied: Municipal education, particular subsidy and state school administer by corporation. The school became part of the last modality and from the 1st of June of 1980 the school started to be named Liceo industrial A-38 de Recoleta. Different corporations took the administration of the school over the years: Corporacin privada de Educacin Industrial CPEI, Corporacin privada de Desarrollo social ASINDES, Universidad Metropolitana de Ciencias de la Educacin UMCE, Universidad Tecnolgica Metropolitana UTEM. From 2007 Fundacin de Solidaridad Romanos XII has being administrating the school. Since the Fundacin de Solaridad Romanos XII took the school administration, the school has being teaching under the dual modality, auto mechanics and mould construction. It is also incorporating girls to their facilities. The school receives students at social risk.

I did my internship with 10th grade which is one of the classes that has girls on it, and I observed auto mechanics 12th grade. I went there on Wednesdays from 7:30 a.m. to 14:30 p.m. I did classes to 10th grade, prepared material and monitored work on 12th grade. Both grades were supposed to be working with the ministry book but they did not. They work with worksheets prepare by the teacher. Both grades also were supposed to related all their subjects to their specialties, in order words to have English for specific purposes, but again this did not happen. Instead they had grammar based classes, in Spanish. 10th grade is the class in which I was doing classes; I went there with Vernica Cisterna, my host teacher, who is also the head teacher of the class. This class has a little group of students: 20 on the list, but around 14 go to classes. The belief in the school is that all students are messy, irresponsible and they do not want to learn. But being there I learnt that this is a misconception that teachers have. Students of this class are very responsible and they are will to learn. They see education as a tool to overcome their reality, but as teacher take them for granted they do not learn or advanced beyond the minimum effort. In 12th grade happens the same, they want to do more but they are only ask to do the minimum, so they do not advanced. What is interesting in these classes is how students see English. Both classes think English is lame because is a Spanish class in which the teacher only teach them grammar structures. They believe that if English was a real English class in which they can learn thing related to their specialties they would find the point in learning a second language.

Research Question and Hypothesis My research question came from three reasons; Firstly the students concern about learning English. As I said before, students think that English is useless because it is not related to what they are studying or what they want to study. They think that if in English classes were about mechanics or mould construction they will be willing to learn, to participate and to try to make English a second language for them. Secondly, according to the schools educational project the mission of the school is prepared and develop students abilities and potentialities in the metal mechanic area in order to facilitate them the opportunities in the work field. If the school wants to prepared students abilities in order to develop them in the work field all subjects, according to what I believe, should be related to what they are studying. And it is not only what I believe, it is also what I was told the first day that I came to the school. When the head master told me how the school works, she told me that it is a school in which all subjects are related and in English classes students learn vocabulary about mechanics, how to read a manual, how to talk with foreign costumers, but nothing of this happen, it was just a grammar based class in Spanish. And finally, after my internship, what I saw and what I learn in the school I strongly believe that technical education in Chile needs English for Specific purposes classes. Technical school trains students in order to provide immediate

jobs opportunities in which students will develop all the knowledge acquire in the school, and nowadays English is a basic knowledge that workers should have, and technical workers more than have a general knowledge of the language, need to know a have a specific knowledge of the language. So, taking into account this reason the main question of my research is: How can I use English for specific purposes to teach an auto-mechanics class which has have only English grammar classes in Spanish? My hypothesis to this question is that teaching English for specific purposes firstly, As Fiorito says that in ESP English is not taught as a subject separated from the students real world (and wishes); instead, it is integrated into a subject matter area important to learners students (Fiorito, 2005) According to this, students will be more interested in learning a second language because they are curious about what this language can give them to improve their performance as professionals. Secondly, Fiorito also says ESP concentrates more on language in context than on teaching grammar and language structures (Fiorito, 2005), in this way students will be learning how to use English in their context in this case auto-mechanics, they will learn skills that are vital for their professions, for example they will learn how to read manuals, how to use specific vocabulary, how to communicate with colleagues and costumers and so on. They will learn a language that they really could apply in their futures jobs.