Internship report at Corporación Colegio La Sabiduría

Amaury Mauricio Figueroa Cassiani

Juliana Margarita Olmos Monsalve

Walter Samuel Marquez Gaviria

Fundación Universitaria Colombo Internacional

Práctica III

Cartagena D.T.C

2023
Internship report at Corporación Colegio La Sabiduría

Amaury Mauricio Figueroa Cassiani

Juliana Margarita Olmos Monsalve

Walter Samuel Marquez Gaviria

Loraine Galvan Zuñiga

Fundación Universitaria Colombo Internacional

Internship IV

Cartagena D.T.C

2023
 Introduction

After analyzing and understanding the functioning of educational institutions in Colombia to

comply in the exercise of the practice, the Corporación Colegio La Sabiduría, located in
Bayunca, was selected as the one that will allow us to verify everything we have learned in
recent semesters in our training process as teachers to complete the realization of the guide
number 1 of the fifth semester. Seeking also to enhance the capacity of analysis and
interpretation to understand everything that makes possible and safe the work of an
educational institution for students rather than for teachers. Therefore, initially, all the
elements that identify this school, its teaching context, classroom environment, and the
importance that the institution gives to the English language in the classroom will be
presented.

Objectives

General Objective

Document systematically the observed aspects during the course of the practice, with a focus
directed towards analyzing the needs

Specific Objectives

● Conduct a comprehensive analysis of the context.

● Identify constraints and their potential impacts.
● Develop strategies to manage constraints.

Context Analysis

Regarding the context in which we are conducting this practice,we have collected through the
director of the institution the pertinent information to make a detailed description.

Institution

The institution is called "Corporación Colegio La Sabiduría" and is located in the village of
Bayunca, specifically in the San Antonio neighborhood. The institution is private in nature,
however, some students benefit from scholarship plans subsidized by the Secretary of
Education. The institution offers educational services from elementary school (daytime) to
ninth grade (afternoon). The student population ranges between 440 students, with the
majority belonging to socioeconomic stratum 1 and the remainder to stratum 2.

Class

After obtaining the above information, we set about the task of selecting the grade we wanted
to work with based on the age groups with which we had the greatest affinity.

The group selected for this study is the fourth grade of primary school, which consists of 29
students between the ages of 8 and 10. The classroom configuration includes a blackboard, a
desk and a window facing the hallway where other classrooms are located. Each student has
his or her respective chair; however, the size of the classroom is not adequate to
accommodate the number of students, which makes the organization not the best and due to
the weather conditions it is really difficult for both students and teachers to just be there.

English Language Teaching

Since the director of the institution knows all this information, we proceeded to request it,
and he kindly provided it to us. He informed us that there is a major problem regarding the
teaching of English at the institution. Currently, there is only one qualified English teacher
available, and this teacher teaches exclusively in the afternoons. Consequently, during the
morning sessions, classes are assigned to other teachers who do not have the necessary
qualifications to teach the subject. Therefore, in primary school there are two hours of classes
per week and in secondary school 3 hours per week.

Additionally, we were told that at the institution English is taught as a second language,
which Nordquist (2019) defines as a term that designates the use or study of the English
language by non-native speakers in an English-speaking environment. However, it is evident
that this statement lacks credibility, given that the institution does not have certified teachers
who provide effective English language instruction, nor does it have adequate facilities that
promote an environment conducive to English language learning. In addition, they are not
referenced to the Common European Framework and, according to the coordinator, the
assessment of students' English language skills is based solely on periodic testing. All of
these observations highlight an alarming lack of attention to the teaching of English at
Corporación Colegio La Sabiduría.

Examining your teaching context

CONSTRAINTS

1 Lack of resources

2 Time constraints

3 Curriculum requirements

4 Class size

5 Diversity of learners

These constraints require creative solutions and adaptability to provide effective education.
The lack of resources in schools can be a significant challenge, affecting the quality of
education. It can include shortages of textbooks, teaching materials, technology, and even
qualified teachers. This issue can hinder students' learning experiences and opportunities for
success. Efforts to address resource disparities in education are essential for ensuring
equitable access to quality education.

This can be principally affected by government decisions. It includes a bad curriculum

designing, Testing and Assessment, Education technology, Resources theft and others.

Conclusion

To conclude, we emphasize that with the help of some managers and teachers, who were
guides in the development of our formative process, and we can draw as conclusions
resulting from this report developed based on the information obtained through visits to the
educational center Corporación Colegio La Sabiduría that this process allowed us to
appreciate from general data of the institution, such as the stratum of the neighborhood in
which it is located that is Bayunca and the neighborhood is San Antonio, the number of
students who receive education in this institution that is 440, etc., to the verification of the
existence of educational resources, the quality of the classroom setting, the place of English
language in the educational institution which is taught as a second language and the
educational preparation of the teacher in charge of teaching the language, to the verification
of the existence of educational resources, the quality of the classroom setting, the place of the
English language in the educational institution and the lack of educational preparation of the
teachers in charge of teaching the language in the classroom we chose to observe and also in
the most of the classrooms in the daytime. We finally conclude with the fact that although
teachers make great efforts to effectively carry out their English classes, as long as most of
them do not have any specialization in the language, they do not really achieve an effective
teaching-learning process, since it is not their forte or what they are professionally prepared
for. Another important factor to mention is the relevance of resources in a quality education,
since in order to positively exploit the students' capabilities, it is done through educational
tools or resources.

References

Nordquist, R. (2020, August 27). Definition of English as a Second Language (ESL).

ThoughtCo.

https://www.thoughtco.com/english-as-a-second-language-esl-1690599