Proyecto ingles

INDEX
Page

CHAPTER 1: INTRODUCTION 3

CHAPTER 2: PROJECT IDENTIFICATION 5
- 2.1 Name of the project
- 2.2 Main topic of the project
- 2.3 School identification

CHAPTER 3: DESIGN OF THE STUDY 8
- 3.1 Gantt chart 8
- 3.2 Diagnosis of the situation 15
- 3.3 Analysis of the situation 18
- 3.4 Statement andJustification of the problem 27
- 3.5 Significance of the study 29
- 3.6 Objectives of the project 30
- 3.6.1 General objective 30
- 3.6.2 Specific objectives 30

CHAPTER 4: REVIEW OF THE RELATED LITERATURE 31

CHAPTER 5: RELUCTANCE TO CHANGE 36

CHAPTER 6: FEASIBILITY OF THE PROJECT 37

CHAPTER 7: ACTIVITIES TO BE CARRIED OUTAS SPECIFIED IN THE

PROJECT 38

CHAPTER 8: VALIDATION PROCESS 39

- 8.1 Background information 39
- 8.2Criteria for the validation process 41
- 8.3 Diagnosis 41
- 8.4 Implementation of the validation process 42
- 8.5 Results 51
8.5.1 Students’ comments about the process 51
8.5.2 Comments fromthe collaborator teacher 51
8.5.3 Conclusion 53
8.5.4 Appendix 56

CHAPTER 9: CONCLUSIONS 71

CHAPTER 10: BIBLIOGRAPHY 73

CHAPTER 11: APPENDIX 75

CHAPTER 1: INTRODUCTION

In 2004, the Chilean Ministry of Education directed by the former minister Sergio Bitar, asked Cambridge University from England to apply ESOLExaminations for eleven thousand students from 8th grade to 12th grade who belonged to 299 schools. The result showed that 87% of the 8th graders and 82% of the 12th graders just had a low elementary level of English comprehension.

After that bleak prospect diagnosis, the Chilean Ministry of Education (MINEDUC) proposed to improve the teaching-learning process of English. For that reason, theMINEDUC launched a program called “English Opens Doors” to create a policy on improving the quality of the English subject and making it compulsory in every Chilean school.

“English Opens Doors” covers three fields: Professional Teaching Development, Measurement Standards, and School Support, which develop strategies to achieve international standards in English.

The governmentwants Chilean people to be bilingual before the bicentenary of the country; some examples of these situations are developed countries such as Sweden and Switzerland. These countries have a high percentage of students with a considerable oral level of English in spite of the fact that English is considered as a foreign language, like in Chile.

However, when it was decided to spur thelearning and teaching of English, the schools and, mainly the teachers, found a series of obstacles that make difficult the correct fluency of the language. The most common and difficult problem is that the students do not speak this foreign language. Furthermore, the majority of the evaluations that have been carried out in the country do not demand the use of the students’ linguistic oral skills.The evaluations administered in 2004 to three thousand students from elementary and high school stressed on reading and writing skills, instead of oral and listening ones.

In addition to this, in order to satisfactorily face the Key English Test (KET) in 8th grade and the Preliminary English Test (PET) in 12th grade, the students are expected to achieve international standards by the year2013, emphasizing mainly oral production and listening comprehension. The lack of training on those areas does not make the results meaningful, mainly due to the use of English only in classes (when it is used) and not after it. These factors make it difficult to apply D. Ausubel’s theory which promotes the significance in the learnings to generate.

Taking into account all the above...