How three desplaced english students performe into a efl enviroment

How do social skills reveal performances of displaced students in an EFL classroom?/ how do social skills performed by three displaced students reveal/show that EFL classroom is an inclusive environment for them?

GABRIEL HERNAN SUÁREZ RAMÍREZ
20052165056
GLORIA ESPERANZA TOBON CASTRILLON
20052165015

LICENCIATURA EN EDUCACIÓN BÁSICA CON ÉNFASIS EN INGLÉS Y LENGUAS EXTRANJERASUNIVERSIDAD DISTRITAL FRANCISCO JOSÉ DE CALDAS
BOGOTÁ

2010

INTRODUCTION

In Colombia, one of the most dramatic social problem of the armed conflict among guerrilla, paramilitary groups and the army during the last two decades has been the forced internal migration of about two million people who flee, mostly in a scattered way, from the countryside to urban areas, be it towns, cities or thenational capital Bogotá. This situation provokes that displaced people suffers radical changes, new environments, jobs, places to live, schools. In general the displacement affect all dimensions of their life style, one of those dimensions that is deeply affected is the educational part, especially in children.

According to Lerma (2007). from 1985 until 2005 in Colombia 3.662.842 people have beendisplaced; moreover, he says that about 1.100.000 of that number are displaced children who should be at school, but they are not, because of different issues that make difficult their adaptation in schools; what means it is one of the most important social problems, that needs to be treatment in our society.

As a way to try to solve this situation is using the schools, taking into account thatinside the educational process the school is a place of socialization, it is a way of democratic growth, that has the capacity to internalize the rules that regulate the life of the collectivity, at the same time, the school helps to carry out the goal of the education that is the adjustment of the child into the social environment in which he/she has to live, bearing in mind that a person is apart of a community in which he/she must be an active member, the school has an important role since it helps to the individual to develop and establish relationships with him/her self and the others. So the aim of this research is to report the social skills performed by three displaced English students which reveal that an EFL classroom is an inclusive environment, taking in mind that EFL classroomis an environment that promotes input, feedback, and the production of output in a foreign language that allows the interaction among participants during the English classes, knowing as MEN (2006) assures that those classes support them in the social interaction practice and improve their capacity to establish relationships with other people and perform in new situations.

The literature reviewof this study overviews the social skills of an EFL classroom environment and the phenomena of displacement, which are the mean issue in this project. Thus, English learning environment is seen as the space in which the interaction happens, social skills is the unit of analysis and the abilities that students have to perform during the interaction, and the displacement is the condition thatcharacterizes the subjects of the study.

This paper has been divided into chapters; the first one includes the problem statement, research questions and objectives. The second one presents the literature review taking into account the main theories that support construction of this study. The third one informs about the instructional design used during the research. The fourth chapter shows theresearch design, its description and explanation in terms of the general purpose of the study. In the fifth one is described the data analysis and the explanation of the process developed for this one. In the sixth chapter are the conclusions of this research project. Finally the seventh chapter refers to the pedagogical implications.

JUSTIFICATION

Nowadays we have seen in our society an...