Plataforma Virtual Bilingüe
“ENGLISH KNOWLEDGE, ONE OF THE KEYS TO OPEN DOORS AROUND THE WORLD”
In an ever more globalized world, speaking English has become almost a requirement for everyone. Mastering this language should be achieved as soon as possible for several reasons, among which are: the improvement of our quality of life and improving our communication processes. An added value by mastering the English language is the ability to fulfill our desire to travel. By speaking English, we can easily develop ourselves in almost all countries, because this language is almost universal, due to it is taken into account as the second language practically in all over the world. Today, many people lose better job opportunities because they are not bilingual. Certainly, Speaking English is no longer a luxury but a basic need worldwide.
Teaching English in educational institutions, especially in public schools, has received too many criticisms from the community because of their poor results. The ordinary person does not understand the fact that a student receives English lessons for six years and at the end, they do not have the ability to speak in this language. However, in most of the so called bilingual schools, especially those that use to work in B Calendar, 10 years old children speak English fluently. It seems unbelievable. How can we explain this huge difference? Many people will argue that bilingual schools have too much support and many resources, due to the excellent economic conditions in which these private institutions use to operate.
Our experience as teachers who like to search about the foreign language teaching processes has shown us several facts that affect the English learning as a second language in public and private institutions. First of all, in bilingual schools, English is taught from preschool. In many of the homes of these children there are adults who know how to speak English. Their vacation time is usually enjoyed in foreign environments in which they have direct contact with native English speakers. Their English teachers are usually native speakers or at least they have almost a native pronunciation. But, perhaps the most powerful advantage these children have for learning their second language is the long time they are in touch with the second language. In the weekly schedule of these schools English lessons appear distributed in five hours. The other subjects are studied in English, except Spanish class. Of course the texts for trailing these materials are written in English and teachers explain their lessons in English. All the complementary activities are performed in English: workbooks, students´ guides, written assessments, presentations, exams, workshops, worksheets, etc. In addition, since the moment when the child has his/her first contact through the school life, the use of the second language is a common denominator in their daily school routine. Bilingual teachers always speak in English and coordinators usually lead their students in English. In many cases, teachers are native administrators or at least they are fully bilingual.
Looking at this academic scenery, we can understand why children who are graduated from institutions such as: The English School, Abraham Lincoln School, Nueva Granada, Anglo Colombiano, The British School, Vermont, Colombo Gales, Alcaparros, Santa Francisca Romana, etc., are fluent in their second language at the time they receive their high school diploma. In these institutions, speaking English is taking into account as a general objective in their PEI. But in some of the bilingual schools in Bogotá, bilingual lessons are not being run in English after middle school because children at the end of their primary education are already performing very well their second language. To be given an evidence of to this fact we can mention for instance, some institutions such as the Colegio San Carlos, St George of England and Richmond School, among others.
After reviewing the features of these schools we are enforced to give a look to our public educational institutions reality and we are inquired ourselves by the following question:
Is it possible to prepare fully bilingual students in the public schools of Soacha?
A group of teachers who work at Ricaurte Institution has faced on this challenge. We are sure that to construct an excellent public bilingual institution in Soacha is not a utopia. As a starting point for achieving this goal, Ms. Leonor Teresa Bejarano has given us the green light to this educational project from 2010.
Our dream is to achieve at least one group of 35 students, in order to get the goal set by the Ministry of Education for the year 2019. We have a leading group of 35 students, to whom we have called "the experimental group". The would be becoming the first class of bilingual students in the municipality of Soacha, not for 2019 but for 2017. We would like to do a bigger work, but the circumstances do not allow us to do it better. The available sources to support this great project are in a short supply. However, we believe it can be done if we really want to do it.
It's not a dream. We hope someday Soacha can have at least one truly bilingual institution which can dispose all the features of a six class bilingual school. Soacha has a great responsibility because this Town has been named as one of the pioneer cities in Colombia for the National Program of Bilingualism. This bilingual school should structure all its students fully bilingual from preschool to senior graders. If we join all our forces and we all work convinced that a kind of an excellent education is possible in all stratums, probably, we will raise the level of English not only in a special institution, but in the whole educational community of the Municipality.
This project is a first grain of sand. We work to ensure that Ricaurte Institution can be empowered with the perspective of being the pioneer School in the execution of the local bilingual project.
The National Program of bilingualism is a project that seeks to achieve a specific objective: to graduate all Colombian students speaking English at a B1 level, according to the Common European Framework. To get this goal at public schools, excellent English teachers are needed and also excellent methods must be applied to teach other subjects in a second language. Besides, it is also necessary to employ a training material to assist bilingual teaching of each subject. Of course, these specialized resources demand an economic investment that is not covered by the budgets of the official educational institutions.
Teaching Mathematics, Science and Social Studies in English, for example, can be difficult if teachers do not take into account certain conditions such as the full command of the language and knowledge of the issues, and pedagogical methodologies in the task of explaining these other branches of knowledge. Experts of language learning and bilingual education advocates have shown that students learn a second language in a better way if it is used as a tool for acquiring knowledge. If the study of English becomes a conscious and meaningful activity the language domain will be easier.
It is clear therefore, that the execution of a project in bilingual education implies to create an appropriate environment that does not exist in our public schools nowadays. But it is clear that in order to generate a truly bilingual environment, we require not only human resources but certain elements such as suitable buildings for bilingual education. Bilingual teaching cannot be always arranged in the official sector. There must be appropriate teaching materials for this purpose, language laboratories, computers, etc. The conclusion is that we have a problem to solve: Colombian government orders to schools to prepare bilingual students with a B1 level. But we lack many resources to maintain the government guidelines and requirements in terms of bilingual education.
Hence we have done the following question ourselves:
Is it possible to prepare bilingual students effectively in the Ricaurte institution?
The point of this project looks for answering that question and wants to take the lead. To succeed in the task of gathering this challenge, we propose the design of a program that allows us to develop the first skills of the students' communicative competence in English through other branches of knowledge, and second, to extend teaching of the second language in the early grades, based on the fact that for natural reasons, learning foreign languages is more effective in the early years of life of the individual. We want to enclose our students in a bilingual atmosphere, no matter we do not have the enough human and material resources. This is our challenge!!!
As a way to meet the challenges of globalization, in the year 2004 the Ministry of Education worked out the National Bilingual Program. In consequence, the Ricaurte Institution has decided to enroll in the program, increasing the communication skills of all her students in the English language usage. The head master of the institution, Lic. Leonor Teresa Bejarano de Rodriguez has led an internal project of bilingualism under the following conviction : "To enhance the competitiveness of our graders we need to give them the opportunity to master the universal language as an additional tool to achieve their professional goals "
There is no doubt about the importance of today's English in all areas of modern life. It is also undeniable that who knows how to speak English anywhere has more advantages when it comes to access to higher education or a field of work.
Ricaurte Institution proposes itself the task of being the first pilot bilingual school in Soacha. We are a group of teachers committed to the belief that bilingual education is a need nowadays. Our principal, Mrs. Leito is dedicated to maintaining the best standards of achievement in our pupils. That is why that group of teachers is presenting this project of bilingualism to the local community.
The accomplishment of this program is conceived since the first years of primary education, so that students can develop their communicative competence in both Spanish and English languages. Learning English can be easier if our pupils are led to use their second language through other subjects and to apply it in real fields of their lives.
Our bilingual project is run from February of the year 2010. The Common European Framework is our essential tool as an international referent in the task of diagnosing strengths and weaknesses, evaluating processes and results in the way of teaching English. In addition, our proposal takes into account another reference which is a small group of excellent bilingual schools in Colombia. We are also appreciating the experience and the knowledge from some of our teachers who have worked in successful bilingual schools.
· To Certify the first bilingual class in 2017, according to the Common European Framework
· To extend the program in other groups each year till we can have a bilingual group per level from preschool to eleventh grade.
· To extend the project to the other public schools in Soacha.
· To construct an authentic bilingual school in the city.
To search for an outstanding bilingual education, in an environment projected to solve the necessities of a globalized world. We want to develop the natural linguistic abilities on our pupils to help them face the challenges that a competitive world demands nowadays.
To keep up and reinforce the recognition as the first bilingual educational institution in Soacha, by a constant improvement process in the English learning , till our institution can become as a fully bilingual school performed from pre-school to high school
An examination was taken to eighth and tenth grader in 2005 in Colombia to diagnose levels of English proficiency. The results were so unfortunate: in eighth grade, students were below the level A1 and tenth graders were just in A1 level!
Some English tests applied to English teachers in 2003 and 2004 by the MEN showed that only 2% of the English teachers speak and understand the English language perfectly! (level C1 of the European Framework)
Bilingualism in the schools of our country has become just about as a mandatory requirement, according to the new polices of the government authorities who rule the Education in Colombia. However this is not exactly the reason why the Ricaurte Institution has decided to be the pioneer in order to put a bilingual project into operation. No, we have taken into account other reasons that are very pertinent.
Globalization demands from all citizens in the world to handle the foreign language that has been used more than others in the last 65 five years in the commercial field. After World War II, the influence of English became evident and necessary everywhere. Trading reasons confirm this fact. Our economy is increasingly integrated with international markets. A second language, English in this case, is the vehicle needed to exploit the advantages offered by new job opportunities, business or studies outside Colombia.
Being bilingual allows us to communicate better in a globalized world. Bilingualism has positive effects on language development and children´s education.
Another advantage of bilingual education is the mainstreaming through bilingual environments that makes easy the practice and learning of language in context as a significant achievement.
Finally, we can say that learning a second language is important for children and even adults all over the world. It helps us communicate with others and understand other cultures. It broadens our horizons and erases barriers between cultures and countries. There are many reasons for people to become bilingual.
Conclusion: Sooner than later, speaking English will become a need for all students, teachers and administrators in our Institution.
In addition, there are several aspects that justified the execution of the project to offer bilingual education in our Institution. Some of those important reasons that encouraged us to take this decision are the following.
The enthusiastic daily pedagogic activities, the great motivation from our pupils at the time of studying English, the good SCORE in the last ICFES tests and specially the BEST PERFORMANCE obtained by RICAURTE INSTITUTION in the Fifth National Theater Contest called :”ENGLISH AND FRENCH IN THE TABLES”, have us motivated to lead the Bilingualism Project in Soacha. We want to be the pioneer school in the duty of giving a bilingual education in the city.
FRAME OF REFERENCE
"English as a foreign language: a strategy for competitiveness"
Based on the previous postulate", late in 2004, the Ministry of education met the need for a common frame of reference for learning, teaching and assessment of languages, adopting the Common European Framework of Reference for Languages due to strength of its proposal and applicability in the education sector. Taking this reference framework, goals of Language for different populations were set, and then the competence standards in English for basic and media education were formulated and published in December 2006.
Diagnosis and lines of action
Until June 2009, 78 certified secretaries of education of the country carried out the Placement Test of their teachers of English. This serves as a basis to develop improvement plans in different regions of the country, taking into account the specific needs of each region. A total of 11.064 teachers from the official sector in service have been tested and the results obtained at national level have been very similar, making clear the lack of competence that exists in a large percentage of the teachers who currently teach this language in the country. Only 10% of the teachers tested reach B2 level or higher, situation that demands urgent actions in order to train the 90% that are below this level of competition.
The national program of bilingualism, has established clear guidelines that facilitates the identification of the training needs of teachers, the formulation of coherent training plans with those needs, and in general, the close monitoring to the processes of teaching and learning of English in the country. In accordance with the axes of the quality policy of the Ministry, the proposal develops around three fundamental lines of action:
1. Definition and dissemination of standards of English for basic and mediaeducation. They were published in the year 2006. The socialization process initiated in March 2007 in the entire country until June 2009, the standards have been socialized in 76 secretaries of education in the country to 6.068 teachers from the official sector.
2. Definition of a solid and coherent evaluation system:
Since 2007 the State and ECAES test English components are aligned to standards and levels of the common framework of reference. The main objective of this action is to have a clear overview of the language level of graduates of basic and higher education in order to continue formulating improvement programs that allow strengthen levels of language of future teachers and professionals in the country.
3. Definition and development of training plans
Such training is implemented to improve the communicative and linguistic skills as well as to provide them with professional development opportunities, updating teaching practices, training in the use of new technologies and media, etc.
Up to June 2009, 5620 teachers of English in the country have received training opportunities through different training. One the one hand, among the major strategies is the immersion in standard English in the island of San Andres which hashad eight (8) versions with 489 teachers from 47 Secretaries of education of the country that have advanced to the level B1 according to the CEFR. In immersion in standard English in the interior of the country there have been two (2) versions with 110 teachers attached to eighteen (18) secretaries of education. On the other hand, 280 teachers of 15 Secretaries of education have benefited from regional workshops in English: emphasis in oral skill and use of resources (Commission Fulbright-MEN).
A total of 5,800 teachers have benefited so far from the language courses of the Idiomas sin Fronterassocial program (ICETEX - MEN), for teachers from all areas who wish to study a language. Educational training centers for employment and human development that offer language courses are registering your programs according to the 3870 decree to guarantee the minimum conditions of quality of their programs. Similarly, the Ministry is working with universities to offer faculty professional development programs for English teachers with sixty-two teachers (262). In addition, diagnosis and support schemehas been developed to strengthen the undergraduate programs in languages/English offered by universities in the country.
International cooperation and other activities
The program has benefited from international cooperation offered by the Governments of England and United States. The Government of the Kingdomhas been advising the program through the British Council-Colombia, official entity to build cultural and educational relations in Colombia. Meanwhile, the U.S. Government provided both human resources and financial for the development of regional English workshops for English teachers and undergraduate students.
An exam administer in November 2005 in eighth and tenth grades to diagnose levels of knowledge of English resulted in eighth graders having below level A1, and tenth graders in A1!Tests administered to teachers of English in the year 2003 and 2004 by the MEN showed that only 2% of the teachers of English speak and understand English perfectly.(The Common European Framework-level C1)
The national Government officially implemented the National Plan for bilingualism in 2001 by signing an act of commitment, signed by the Ministry of Trade, the Government of Cundinamarca, the Mayor of Bogotá, trade of The Regional trade Advisory Committee and The BogotáChamber of Commerce. The initiative was driven by Bogota’s councilors Abel Valoyes, Carlos Baena and Susana González.
Subsequently, the Ministry of education made the National Program of Bilingualism 2004-2019, including new standards of communicative competence in English, taking the Common European Framework as a reference to set the proficiency levels to be achieved. The plan calls for establishing systems that allow free English learning for all people of social level one and two, without exception.
Since 2007, the English exam in the ICFES exams becomes mandatory as well as in universities. Test administered to students in last semester at universities will resemble TOEFL, including listening and speaking skills.The goals established for 2019 requireeleventh graders reach a level between A2 and B1 according to the Common European Framework. It aims to make high school studentsbe successful at tests such as TOEFL or MICHIGAN and get into university.
The table below shows the MEN requirementscompared to scores obtained in the TOEFL.
English teacher in elementary and middleschool
English Elementaryteachersorteachers of othersubjects
Eleventh grade students
Bachelor of Arts
First of all let´s set up the difference between bilingualism and bilingual education. Bilingualism is the ability to communicate in two different languages. Bilingual education is the use of two different languages in classroom instruction.
Now, let´s read the following lines about the different theories and ideas given by some important authors about bilingualism and bilingual education.
Charmian Kenner of Goldsmiths in the University of London, has demonstrated that children under 6 years are capable of learning more than one writing system simultaneously. This fact benefits their thinking, cultural awareness and visual motor skills. There is no evidence to suggest that it's any harder for a child to acquire two languages than it is for the child to acquire one language. As long as people are regularly speaking with the child in both languages, the child will acquire them both easily.
But bilingualism can potentially cause language-learning problems in children, when the second language is introduced while the child is still mastering the first one.
The older you get, the harder it is to become fluently bilingual: human capacity for learning language drops after puberty. To be truly fluent in two languages, it's best to start learning both as an infant.
Many authors argue that it is important to have a solid foundation in the mother tongue before starting the process of learning a second language. If we raise the level of literacy and fluency in their native language we can have the chance of increasing their second language acquisition.
Research indicates that there are numerous advantages to bilingualism. Bilingualism has been reported to improve the following skills:
- verbal and linguistic abilities
- general reasoning
- concept formation
- divergent thinking
- metalinguistic skills, the ability to analyze and talk about language and control language processing
These abilities are important for reading development in young children and may be a prerequisite for later learning to read and write in a new language.
BILINGUALISM ENHANCE ATTENTION
Children who speak two languages can focus their attention on the most important detail more easily in the presence of a undistracted. This was determined by a panel of Neuroscience Research Science Park of the University of Barcelona, involving 100 children and 100 monolingual bilingual. Both groups performed different tasks that tested their ability to care.
It's a matter of necessity. Explains Albert Costa, head of the project, "the bilingual must continuously monitor his two languages to keep them separate and prevent interference of one over the other.
"This Mental over effort also pays off in old age, as other studies have shown that bilingual individuals take longer to develop neurodegenerative diseases like Alzheimer's."
Review topics already seen in subjects like social Spanish, math and science through English language gives students a more natural way to develop their language skills. Bilingual education is based on the use of a second language as a channel for teaching other subjects for better student´s immersion. The language becomes as a very important and meaningful tool to help the student get the basic skills required in the subjects, and at the same time it improves the communicative skills in another language to understand the curriculum contents. Therefore, the contents and language are equally important. Students are enforced to enhance their language skills in the second language in order to assimilate the topics covered in the other subjects.
To achieve this double objective, it is necessary that teachers focus their teaching process as a participatory and collaborative activity that stimulates the assimilation of the covered topics. Certainly students will feel more motivated as long as the language does not become like a barrier but rather a tool to make the learning an easy work.
Language is not a closed set of skills that students need to memorize, but a useful communication tool to get things: order a coffee in a bar, reading the newspaper, express feelings, ask for information, give information, read documents on the Internet , interpret an instruction manual of an electronic device, etc.. Teacher must use the second language from this point of view. The aim of lessons is to incorporate a topic through the foreign language. The methodology must be directed in two ways: first, the contents of the topics demand the usefulness of the language such as it occurs in real life; second, students get dynamic continuously in the classroom developing activities like listening, reading, speaking with peers, asking questions, etc.
“As a social being, man has the "need" to transmit ideas, to show feelings, to raise doubts or questions. Therefore it is necessary to give priority to the development of a practical and functional communication among students in the classroom”
THE COMMUNICATIVE APPROACH
The essence of this approach is the need children have to create situations of language function where they can use the contents of the foreign language to communicate
According to Krashen (1982) learners use the target language from the time they are able to understand the meaning of the messages in the communication activity. The secret lies in using contextual cues that support the emergence of new linguistic elements. It also emphasizes the importance of understanding the activities in the foreign language, not only paying attention to linguistic elements but also the meaning of the task itself.
Swain (1985) points out that production is important and understanding are both important in the foreign language as a condition for learning.
Mureira says that the instruction is a communicative competence, because it is a simple ability to use language to communicate ideas and functions where students are the focus of the activities using the language according to their needs.
Según Hymes, el proceso que describe encierra en sí la presencia de varias competencias contenidas en la competencia comunicativa, a saber: competencia lingüística, competencia sociolingüística, competencia discursiva y competencia estratégica, aunque tome elementos de otros teóricos como Chomsky para describir las cuatro competencias a las que se hace referencia en su modelo.
Communicative competence is understood, as the ability to use the language correctly and appropriately to complete communicative goals. The desired goal in language learning is the ability to communicate and the ability to use the language as a native speaker.
According to Hymes (1972), communicative competence is the knowledge and ability to use the language , to determine precisely what to say, to whom, why, how, where and when, and includes the correct and appropriate use of this.
According to Dominguez (1998), this is the knowledge that enables us to use language as an instrument of knowledge in a particular social context.
Moreover Savingnon (1972) argues that it is the ability of foreign language learning to interact and negotiate meaning with another speaker.
To Cepero's (2004:24) there is another important topic in the communication process called the sociolinguistic competence. He says that this kind of competence requires an understanding of the social context in which the language is used. Cepero's discretion (2004:24), sociolinguistic competence requires an understanding of the social context in which the language is used. The judgments of what is appropriate involve more knowledge of what to say in a situation and how to say it. Also consider that this is extremely crucial to develop the sociolinguistic competence in order to develop the communicative competence.
Canale and Swain argue that the in overall design for language teaching there are five important principles underpinning the development of the communicative approach:
1. Communicative competence consists of linguistic competence, sociolinguistic, strategic and discourse.
2. A communicative approach should be based on the communication needs of learning and responding to them, stating that competition concerns grammatical correction levels in oral and written communication; socio-linguistic competence includes requirements relating to the situation itself; the subject and the communicative functions using lastly strategic competence refers to compensation strategies that are used when there is a failure in other competitions.
3. Students should have the opportunity to use the second language to interact with speakers of the same, thus giving response to authentic communication needs in real situations.
4. Early in the study of language, learning must make optimal use of those aspects of communicative competence matching between the mother tongue and the second language.
5. It is necessary to provide students the information and practice as much as possible from the experience in order to address their communication needs in the foreign language.
In the opinion of the two authors,he presence of these principles in the foreign language classroom facilitates the development of communicative competence to a higher level.
The following sources were taken into account to write down the last annotations.
Children's Health » B » Bilingualism/Bilingual Education http://www.healthofchildren.com/B/Bilingualism-Bilingual-Education.html#b#ixzz2I9Bg8i8A
The Article 21 of the General Education Act (Act 115 of 1994) regulates that educational institutions must proffer a foreign language to their students from basic level to eleventh grade. As a result, the Ministry of Education outlines the curriculum guidelines to conduct the teaching and learning of students in primary and secondary education in the decade of nineties. However, most students are still having a poor level of English (A1-A1: Basic), which is a consequence of the low communicative competence in foreign language of our English teachers (A1 - A2: Basic ).
The Ministry of Education established the National Bilingual Program 2004-2019, which contains the new standards of communicative competence in English as a foreign language.
Taking into account the Common European Framework as a national and international referent, the project looks for "improve the communicative competence in English in the whole education system and increase national competitiveness".
The new standards of foreign language competence of the National Bilingualism edited in October 2006 by the MEN, and published in January 2007, compel the use of language and its understanding to each students who receives the high school diploma. It is expected that these goals can be gotten in the year 2019. Thus, a student who started his primary education in 2008, must be fluent in English in 2019, receiving his high school degree with a B1 level, according to the proficiency standards that were set up in the national project.
The implementation of the mandatory bilingualism program in schools and educational institutions is sustained by the following aspects.
Ten-Year Education Plan 2006-2016 (http://www.plandecenal.edu.co)
October 12, 2007
It would be mandatory to teach English in all formal education cycle.
The proposal which was approved at the Sixth Committee of the Colombian senate was presented by Senator Marta Lucia Ramirez.
This proposal amended law 115 of 1994 and established that English teaching is mandatory in formal education (pre-school, elementary, middle and high school).
The number of class-hours to be stated in a year are ruled by the decree 1850 of the year 2002.
The program takes into account the European Common Frame as Reference. This proposal will assess the competences of all the performers of the education system, including teachers, according to the international standards.
The VI Senate Committee has set that teachers should be trained in order to guarantee a teaching process in the right and proper way. The time committed to teachers training was approved in the second debate. Colombian government will afford and Finance the cost of the new program.
We decided to lead and implement the project of bilingualism in the year 2009. The project was run in 2010. Our students at first attended bilingual lessons of Math, Science, Social studies, Religion and Ethics in fourth grade. On the other hand, English lessons underlined the development of the four skills using the themes of the other subjects as a context, according to the essential curriculum ruled by the official programming.
The project had two major achievements that worked as a hard drive to set it run: the good score in English in the ICFES test and the prize in the national competition bilingual theater. Fortunately our head master, committed and accepted the challenge and despite the limitations in terms of resources, she turned on the green light to the project, which was well expected by students and parents.
In the belief that bilingualism should start with children in first cycle , in 2010 the project was settled down in elementary school. But it was not possible to perform it in first cycle as well as we had thought previously but just in fourth degree. The reason why the program did not start with zero grade was given by the diagnosis. This diagnosis showed that only from fourth grade the students could manage their first language in a high percentage. It is clear that we could not run a bilingual education program if our children had not mastered their first language perfectly.
In 2011, we had two groups related to the project, fourth and fifth grades. And so on a level group was gradually increasing each year until 2013, when we have five groups, all involved in the bilingual program.
· Bilingualism is a very common word nowadays.
· Speaking English is a mandatory need no matter what we have decided to do in our professional life.
· A person who knows how to speak English has more possibilities to get a better job and a better professional life.
· Colombian government has launched the National Program of Bilingualism 2004-2019 to increase the level of English in the official schools.
· The government program implies that English language must be adapted for academic purposes, in public schools, making emphasis on speaking and listening comprehension.
· Public schools have to rearrange their English programming so that students can enhance their communicative skills.
· Learning a second language is important for children and even adults all over the world.
· English language helps us communicate with others and understand other cultures.
· English language enlarges our horizons and erases barriers between cultures and countries.
· There are many reasons for people to become bilingual.
· Learning other subjects in English can be easier if there is a close communication between teacher and students in the SL.
· Younger children can learn a second language because they understand and master a language in a natural way.
· Methodologies must focus the acquisition of the second language in a natural way.
· A bilingual environment is adequate for a meaningful learning.
· it is necessary have students use the language in contexts that are familiar to them.
· Bilingualism has positive effects on language development and children´s education.
· Being bilingual allows people to communicate better with others.
· Speaking English can aid you and me in school, business, travel, or everyday life.
· English knowledge is one of the keys to open doors around the world.
El buen puntaje obtenido en el último examen del ICFES con un incremento del 34% y especialmente el primer puesto logrado por la Institución Educativa Ricaurte en el concurso nacional de teatro bilingüe “Inglés y francés en las tablas, nos hizo tomar la decisión de liderar e implementar el proyecto de bilingüismo en Soacha a partir del año pasado(2010).
PREMIO INGLES EN LAS TABLAS 2009
Nuestros estudiantes atendieron clases de matemática, ciencias y ética en Inglés el año pasado. Las lecciones de Inglés enfatizaron el desarrollo de las cuatro habilidades: escuchar, hablar, leer y escribir simultáneamente y en contexto.
El proyecto de bilingüismo en la Institución Educativa Ricaurte se inició en septiembre del año de 2008 para mejorar el puntaje en el examen del ICFES. Posteriormente se amplió a la sección primaria iniciando con los niños de cuarto. La razón por la cual no se inició el programa con los niños de grado cero nos la dio un diagnóstico que demostró que a partir de cuarto los educandos ya manejaban perfectamente su lengua materna. Está claro que no se puede iniciar un programa de educación bilingüe si los niños no dominan perfectamente su lengua materna.
obra de ingles 2010
Tarde o temprano, hablar Inglés se convertirá en una necesidad para todos nuestros estudiantes, profesores y directivos de nuestra Institución.
El Ministerio de Educación Nacional ha institucionalizado el Programa Nacional de Bilingüismo 2004-2019, que incluye los nuevos Estándares de competencia comunicativa en lengua extranjera: inglés.
Con el Marco Común Europeo como referente nacional e internacional, el Proyecto busca “elevar la competencia comunicativa en inglés en todo el sistema educativo y aumentar la competitividad nacional”.
Los nuevos Estándares de Competencia en Lengua Extranjera del Programa Nacional de Bilingüismo del MEN editados en octubre de 2006 y publicados en enero de 2007, exigen el uso de la lengua y la comprensión de ésta para todo estudiante que reciba su título de bachiller. Se espera que estas metas sean alcanzadas para el año 2019. En este sentido, un estudiante que inició su educación primaria en el año 2008, debe dominar el idioma Inglés en el año 2019, al recibir su título de bachiller, con un nivel B1, siguiendo obviamente la secuencia planteada en los estándares de competencia.
Los niños adquieren la segunda lengua de una manera comunicativa funcional, utilizando un acercamiento natural.
Es evidente que entre más corta edad posea el niño, más fácil le es comprender y dominar una lengua de forma natural. Nuestra metodología por lo tanto debe buscar eso: la adquisición de la segunda lengua de una FORMA NATURAL, aprovechando esa disposición que el niño tiene en la formación de su lenguaje.
El entorno bilingüe es esencial para lograr que esa naturalidad cree un aprendizaje significativo. Para que esto sea importante se hace necesario el uso de la lengua en contextos familiares para el niño.
obra de ingles 2010
En este caso específico nosotros utilizamos el lenguaje universal de cada asignatura para ayudar a los niños a mejorar el conocimiento de su segunda lengua.
De esta manera se evita la memorización y el doble proceso de traducción mental y se estimula la fluidez conversacional, la comprensión efectiva y la respuesta inmediata.
Tradicionalmente se ha enseñado el Inglés partiendo por la gramática. En un sistema de aprendizaje natural se utilizan estímulos que desarrollen las primeras destrezas comunicativas del niño: escuchar, preguntar , repetir y formar frases. Así como aprendimos nuestra lengua materna.
¿QUE ESPERAMOS DE NUESTROS ESTUDIANTES?
Que se comuniquen en Inglés. Queremos que el bachiller Ricaurtense se exprese efectiva y creativamente en los dos idiomas. Ellos producirán e interpretarán ideas, información, y emociones a través de la escritura, presentaciones orales y presentaciones artísticas (Artes, Teatro, poesía, periodismo y Música.)
NUESTRO GRAN RETO
Preparar bachilleres bilingües para que sean más competitivos y tengan mayores posibilidades de ser exitosos.
Certificar a nuestros profesores en los niveles avanzados C1 y C2 de acuerdo con el modelo europeo y extender el proyecto a las demás instituciones de Soacha.
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