Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Course: Colombian Education
Code: 551035

Activity Guide and Evaluation Rubric – Task 2 - Adopting a critical position

towards bilingualism

1. Activity Description
Type of activity: Collaborative
Evaluation moment: Intermediate Unit 1
Highest score of the activity: 175 points
The activity starts on: Thursday, The activity ends on: Saturday,
February 22nd 2024 March 23th 2024
With this activity, you are expected to achieve the following learning
outcome:

Learning Outcome 2: explain the sociocultural impact of the Bilingualism Plan in

Colombia through critical and reflective analysis of the Colombian educational
context.
The activity consists of:

Step 1: Analyzing statements

Go to the learning environment and read the document
Mejia, A. (2006). Bilingual Education in Colombia: Towards a Recognition of
Languages, Cultures and Identities.
And focus on the following statement and question:

Statement
Particularly (Spanish-English bilingualism) has been privileged. This is seen as providing
access to a highly ’visible’, socially-accepted form of bilingualism, leading to the possibility
of employment in the global market-place. In contrast, bilingualism in minority Amerindian or
Creole languages has been generally undervalued and associated with an `invisible` form of
bilingualism related to underdevelopment, poverty and backwardness.

Question
The question we can ask, how far bilingual education programs for majority language
speakers in Colombia today are actively helping towards the creation of a more
understanding, amore tolerant society and not only providing a way to better jobs and a higher
standard of living for their graduates?

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Step 2: Recording
Record yourself discussing the statement shared in Step 1; here you need to
express your opinion about the statement. It is essential that you choose a side,
and establish a critical point of view.
-Give examples to explain your ideas.
-Your ideas must be supported by the reading shared in Step 1. Also, you can look
for further information on the internet, andother articles related to the topic.
-In the same video, you have to answer the question shared in Step 1, your
answer must be based on your own experience and in the reading of the documents
of unit 1.
The video must last minimum 3 minutes.
You can use slides and images, but you must show yourself in the video.

Step 3: Designing a blog

Read the document Grosjean, F. (2013). Bilingualism: A short introduction. In
Grosjean, F. & Li, P. (2013), pp. 5-25.

Then collaboratively design a blog, where you explain the implications of being
bicultural and/or bilingual. Here you have to:
-Write a short introduction to the topic.
-A general objective for the blog.
-Explain the differences between being bilingual and bicultural.
-Give examples of being bilingual, bicultural, and both bilingual and bicultural.
-Add images related to the topic.
-Three conclusions.
-Add the individual videos of Step 2 of each member of the group, and name the
videos with the name of each author, in order to facilitate the identification of the
author of the video.

In order to create the blog, you can use this page:

https://www.blogger.com/onboarding
Also, you can check the following tutorial: https://youtu.be/LXxm2_1RVm8

For the development of the activity consider that:

In the Initial Information Environment, you must:

- Check the course agenda to be aware of the activities this course implies.
- Go over the course rules and conditions to double-check your commitment to
participate in the course activities accordingly.

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- Be attentive to the informative web conferences schedule to assure your
attendance.

In the Learning Environment, you must:

- Read thoroughly the course syllabus to understand the dynamics and nature of
Colombian Education course.
- Go over the requested material in the contents and bibliographic references
section.
- Interact in the forum with peers to check their contributions and provide and get
meaningful feedback.

In the Evaluation Environment, you must:

- Submit the collaborative outcome consisting of a PDF with the link to the blog and
check your score and feedback afterward.

Evidence of individual work:

No individual evidence is required in this activity.

Evidence of collaborative work:

The collaborative evidence to be submitted is:
A PDF with the link to the bilingualism blog structured according to guidelines.

2. General Guidelines for the Development of Evidences to Submit

For Collaborative evidence, consider the following:

The PDF to be submitted to the Evaluation environment must include the public link
to the blog.

• The leader of the group must deliver one PDF document, with the link to the
blog; remember that you must add the individual videos of Step 1 in the blog.
• Before submitting the requested product, students should check that it meets all
the requirements mentioned in this activity guide.
• All members of the group must participate with their contributions to the
development of the activity.
• Before submitting the requested product, students should check that it meets all
the requirements mentioned in this activity guide.
• Only the members of the group that participated with contributions during the
time assigned for the activity should be included as authors of the submitted
product.

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 Please keep in mind that all individual or collaborative written products must comply
with the spelling rules and presentation conditions defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with APA style.
In any case, make sure you comply with the rules and avoid academic plagiarism.
You can review your written products using the Turnitin tool found in the virtual
campus.

Under the Academic Code of Conduct, the actions that infringe the academic order,
among others, are the following: paragraph e) Plagiarism is to present as your own
work all or part of a written report, task or document of invention carried out by
another person. It also implies the use of citations or lack of references, or it
includes citations where there is no match between these and the reference and
paragraph f) To reproduce, or copy for profit, educational resources or results of
research products, which have rights reserved for the University. (Acuerdo 029 - 13
de diciembre de 2013, artículo 99)

The academic penalties students will face are:

a) In case of academic fraud demonstrated in the academic work or evaluation, the
score obtained will be zero (0.0) without any disciplinary measures being derived.
b) In case of proven plagiarism in academic work of any nature, the score obtained
will be zero (0.0), without any disciplinary measures being derived.

3. Evaluation Rubric Template

Type of activity: Collaborative

Evaluation moment: Intermediate Unit 1
The highest score in this activity is 175 points
First evaluation
High level: The recording lasts a minimum of three minutes,
criterion:
the speech is fluent and coherent, the pronunciation is clear, it
is easy to understand and follow, the ideas discussed are related
Shoot a video with
to the topic, and the question and statement proposed were
clear pronunciation
replied accurately.
and the required
If your work is at this level, you can get between 34 points
content and
and 40 points
structure

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This criterion Average level: The quality of the video might have been
represents 40 affected due to more than one of the following shortcomings:
points of the total The recording does not last a minimum of three minutes, the
of 175 points of ideas are not related to the topic or are difficult to understand,
the activity. there is no answer to the question, the speech is not clear, or
pronunciation is difficult to understand.
If your work is at this level, you can get between 24 points
and 33 points

Low level: The video was not submitted at all or it misses most
of the requested features according to guidelines.
If your work is at this level, you can get between 0
points and 23 points
Second evaluation High level: The student demonstrates a great capacity for
criterion: analysis and critical thinking. The video shows a deep reflection
on the topic. Besides, the examples are coherent and according
Adopt a critical to the ideas and situations expressed by the student. The ideas
position regarding are well supported.
bilingualism If your work is at this level, you can get between 38 points
and 45 points
This criterion
represents 45 Average level: There might be difficulties when presenting
points of the total ideas as cohesion is not at a desirable level; ideas might lack the
of 175 points of necessary support and the quality of examples is not enough to
the activity. provide accurate explanations on the topic. Finally, the video
does not show such a deep reflection on the topic.
If your work is at this level, you can get between 27 points
and 37 points

Low level: The speech on the video does not show a critical and
analytical position of the student toward bilingualism in
Colombia, or the video is much shorter than required.
If your work is at this level, you can get between 0
points and 26 points
Third evaluation High level: The blog is accurately structured according to
criterion: guidelines, with introduction, objectives, concepts, differences,
similarities, examples, conclusions, etc., about bilingualism and
Design biculturalism. It includes the videos of Step 1 from everymember
collaboratively a of the group. In addition, all students in the group played a
blog about meaningful role in the collaborative design of the blog.

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bilingualism and If your work is at this level, you can get between 38 points
biculturalism and 45 points
This criterion
represents 45 Average level: The blog lacks several of the requested sections,
points of the total or it does not address the topic of bilingualism and biculturalism
of 175 points of accordingly. The individual videos of Step 1 were not posted in
the activity. the blog, or they are incomplete. Moreover, the student did not
have an active role in the design of the collaborative blog.
If your work is at this level, you can get between 27 points
and 37 points

Low level: The collaborative blog was not submitted, or it does

not include any meaningful information about bilingualism and
biculturalism. The student did not make any contributions to
building the collaborative blog.
If your work is at this level, you can get between 0 points
and 26 points

Fourth evaluation High level: The contents of the blog show a deep analysis and
criterion: understanding of the dynamics of bilingualism and biculturalism
and how these phenomena affect language learning.
Analyze the If your work is at this level, you can get between 38 points
differences between and 45 points
bilingualism and
biculturalism Average level: A deeper analysis of bilingualism and
biculturalism could have been developed through the content of
This criterion the collaborative blog to explain their influence over foreign
represents 45 language learning in our context.
points of the total If your work is at this level, you can get between 27 points
of 175 points of and 37 points
the activity.
Low level: The topic in the blog is not related to bilingualism
and biculturalism and their influence on foreign language
learning, or the content is scarce, or the link to the blog was not
submitted.
If your work is at this level, you can get between 0
points and 26 points