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Thinking Big for the S mall: Creating an EFL Curriculum for Low-Income Preschoolers

Norbella Miranda José Tovar
Bogotá, septiembre 13 de 2012

Thinking Big for the Small:
Creating an EFL Curriculum for Low-Income Preschoolers
The problem Theoretical background Research design Some preliminary results Further developments Your questions and contributions


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implica un encuentro de los hombres para esta transformación” (Paulo Freire) .The site and its surroundings “Decir la palabra. referida al mundo que se ha de transformar.

The problem  Positive correlation between socioeconomic status (SES) and quality of education  This situation worsens with regards to ELT: Intensive EFL programs in preschool & bilingual education in high SES schools Vs. inexistent programs in poor areas  Bilingualism improves different cognitive capacities of children  Countries have the commitment to achieve high quality education for children. especially for the less favored ones (UNESCO. 2007) .

Gallo & Torres.English levels in Cali Source: Alonso. Casasbuenas. 2012 .

and methodology that respond to the needs and context.Objectives: To design a curricular proposal that gives students the opportunity to learn the foreign language. To identify the needs and interests of the school community in relation to foreign language learning. To characterize the CDC Siloé school community. . contents. To explore the attitudes that the school community has towards the English language and its learning. To design objectives.

Critical pedagogy • Banking education Students as containers that need to be filled with pre-established contents that perpetuate sociocultural current realities • Problem posing education Banking education can only be only contested and stopped through dialogue that recognizes two voices .

Critical pedagogy • Children: from heteronomy to autonomy The work of the humanist teachers as well as parents is to educate the children to initiate a process that will allow them to become autonomous .

37) . p. 2003.Post-method pedagogy Parameters of post-method pedagogy (Kumaravadivelu.

The pedagogic wheel (Kumaravadivelu. 2003. 2009) .

2009) . 2003.Macrostrategies for language teaching Maximize learning opportunities Contextualize linguistic input Ensure social relevance Raise cultural awareness Promote learner autonomy * (Kumaravadivelu.

1989) Planning Acting Observing .Research design • Participatory action research (McTaggart.

school principal. preschool teachers (4). journal • Analys is of information Categorization & descriptive statistics (SPSS) . school librarian. parents ( 57/12) • Data collection ins truments Interview.Research design • Par ticipants CDC Siloé Children (92). observation. survey. school secretary.

technology. singing. TV characters • Preferred school activities: story telling. videos. outdoor activities. cooking .Students’ profile • • • • • 4-6 years old Active Spontaneous Eager to learn Interested in topics about natural science. environmental issues.

internet (20%).A.8% Stratum 1 77. DVD (75%).23% 1. computer (27%). AT HOME: Time spent mostly with mothers (65%) and grandmothers. Activities: play video games & cell phone. books in English (20%) .Students’ profile Students' SES 19.8% 1.2% Stratum 2 Stratum 3 N. stereo (62%). watch TV They have: cable TV (96%).

5 BASICA SECUNDARIA 21.Parents’ profile .1% 7% 12.3% 3. 60 40 56.8 MEDIA BASICA PRIMARIA TECNICA PROFESIONAL TECNOLOGICA PROFESIONAL Highest educational level 33.8 21-29 30-39 40-49 50-59 3.5% 0 15-20 1.1 36.8 1.8 1.1% Age 20 21.3 NO RESPONDE .

1 (37%) Work: No (56%). No (44%) Free time activities: house chores (81%) Income: Informal sector (26%). employed (24%) Wages: 1 MW (53%).Parents’ profile First child: 15-20 (58%). 21-25 (28%) Total number of children: 2 (40%). no MW (32%).8% . 2 MW (2%) Knowledge of English: 1.

of jobs: BA in Preschool education First contact with English Academic information Independent user competence in a None foreign lge Professional information Teaching experience Interest in learning & teaching English: 11-20 years (3 Ts) . 6-10 years (1 T) Yes (3 Ts). 3 (2 Ts). 1 (1 T) 50-59 (1 T) 2 (1 T). No (1 T) . 5 (1 T) No. no contact (1 T) 30-39 (1 T).• Sex: Age: SES: Teachers’ profile Socio-demographic information Women 40-49 (2 Ts). 4 Ts 11-16 (2 Ts). 2 (3 Ts). after 16 (1 T).

5% . Teachers “it’s job requirement” “it helps you find a job” “it opens doors” “an opportunity to ‘drag’ them from violence” Children (from Ts’ point of view) “They'd feel happy” “They ‘d laugh to death” .Attitudes towards English teaching and learning Parents: 96.

Some preliminary thoughts: • There’s a positive attitude towards the project • Instrumentalist view of lge learning • Topics and activities preferred by children provide initial hints for content selection • The characteristics of the current environment does not provide support for EFL teaching or learning • Mothers’ involvement is needed • Need to think of ways to take advantage of resources at home and activities at home .

Further developments & challenges PRACTICAL PROBLEMS:  Who will be responsible for the actual teaching of English KNOWLEDGE PROBLEMS:  Instrument to identify / measure children’s attitudes towards the foreign lge  How can children’s autonomy be fostered through the learning of the foreign lge .

Your questions & comments .

8. & Quinchía. (2011). P. pp. & Moss. H. Albany. D. PROFILE. I. M.. (1989). NY: Routledge. Una metodología para la enseñanza bilingüe en la etapa de Primaria. Pike. Bilingüismo en Santiago de Cali: Análisis de los resultados de las Pruebas SABER 11 y SABER PRO. B. C. No. A. Freire. Ikala. pp. Manual teórico práctico. No. G. & Quinchía. . (2002). Designing a Holistic Professional Development Program for Elementary School English Teachers in Colombia. D. Understanding language teaching: from method to postmethod. 40. (2012). McNulty M. Pedagogía del oprimido. (2009). Gallo . 455-466 Hatch. No. 2012.uk/par.. C..org. Macrostrategies for Language Teaching. 69-81. 131-143 . Teaching English in Primary School through a Spiral Thematic Curriculum. (2007). Research Notes. M. 346. C. (2004). I.caledonia. 16 Tenets of Participatory Action Research. Análisis de contenidos y categorización. Last retrieved: Sep. 37-55 Cadavid. Mariño. P. R. pp. (2003). I. No. 13. (2002). McTaggartt. pp.REFERENTS Alonso. Elementary English Language Instruction: Colombian Teachers’ Classroom Practices. Kumaravadivelu. Una propuesta holística de desarrollo profesional para maestros de inglés de la básica primaria. Doing Qualitative Research in Education Settings. Cadavid. 135-158 Cadavid. P. P. 14. 8. México: Siglo XXI editores. & Torres. No.. 5. The Postmethod Condition. PROFILE No. Casasbuenas. (2009). C. I. When Theory Meets Practice: Applying Cambourne’s Conditions for Learning to Professional Development for Elementary School EFL Teachers. Cali: Universidad Icesi Revista Dinero (noviembre 11 de 2011). 175-187 Freire. En: La investigación cualitativa etnográfica en educación. Quinchía. México: Trillas. PROFILE Vol. Gómez. No. (2003). 81-97 Cadavid. Ikala. C. I. N. Pedagogía de la autonomía. A.. Martínez. (2010). NY: State University of New York Press. pp. pp. Colombia national bilingual project. 21. Díaz & Quinchía. 17–22 Halbach. J. (2008). Los mejores colegios 2011. (2005). J. D. USA: Yale University Kumaravadivelu. Vol. I. 1. McNulty. México: Siglo XXI Editores. (2009). from: http://www. In: Caledonia Center for Social Development. Vol. C. pp. & Díaz.. 14. B. I. pp.htm#1. Revista de Educación.

com josetovarb@gmail.Thanks!!! Norbella Miranda: José Tovar: norbellamiranda@yahoo.com .