How to Improve Communicative Skills through Project Based Activities at Domingo

Savio 9th Grade Students?

Dayana Cobo

Lina F. Carvajal

Linsay S. Doncel

Adriana P. Oliveros

University of Amazonia

English program

Florencia- Caquetá

2011

How to Improve Communicative Skills through Project Based Activities at Domingo

Savio 9th Grade Students?

This project is presented to

the teacher: Maritza Housset

Dayana Cobo

Lina F. Carvajal

Linsay S. Doncel

Adriana P. Oliveros

University of Amazonia

English program

Florencia- Caquetá

2011

Index

1. Justification

2. Research Question

3. Objectives

3.1 general objectives

3.2 specific objectives

4. Theoretical framework

4.1 Content –Based Instruction

4.1.1 Learners Role

4.1.2 Teachers Role

4.2 The Language-Cultural Connection

4.3 Task Based

5. Methodology

5.1 Participants and Course Description

5.2 Place and Time

5.3 Strategies

6. Results

7. Conclusions

8. Anexos

9. References

INTRODUCTION

A foreign language is the most successfully acquired when learners are engaged

in its meaningful use. Language learning and content of subject matter could be

brought together within the content based instruction (CBI). The integration of

language and content involves the corporation of content material into language

classes. CBI is sometimes referred to as ´language across the curriculum´, and

has become increasingly popular as a means of developing linguistic ability.

Content can provide a motivational and cognitive basis for language learning since

it is interesting and of some value to the learner (Brewster, 1999). CBI combines

integrated teaching of all language skills and subject matter, which makes it can

appealing approach to English for specific purpose (ESP) courses, as at higher

levels language can be perfected through subject contents.

This project was conducted in order to explore various forms of CBI and integrating

the relevant content into the ESP classroom within a slightly different approach

with 10 grade at Domingo savior. They were between 14 and 15 years old. CBI can

be implemented by teaching English through subject content. Employing learners

‘knowledge of subject, using task-based learning and holistic approach to language

instruction through up –date authentic materials and involving learners in the

meaningful usage of language allows learners to develop their linguistic ability in

the target language. Learners´ responses and self- assessment of successful/

unsuccessful experiences in CBI activities are being presented and discussed.

1. JUSTIFICATION

Through this project we as an English Students tried to put into practice a new way

to teach with the intention to acquire a new technique that is based not only on

teaching grammar in the same way, using a book, a pen and teaching the rules on

the board; this is using information around us with content, giving to student an

input and in this way teach them the grammar and make them to used their four

skills in order to have an output.

2. RESEARCH QUESTION

2.1 Main Question

The main question for this project was the following:

How to improve communicative skills through project based activities at Domingo

Savio 9th grade students?

3. OBJECTIVES

3.1 General Objective

In this project the general objective was:

To encourage students to know more about United States culture using English in a

communicative way developing the four skills.

3.2 Specific Objectives

To look student´s attitudes forward this project.

To analyze the use of skills by students in the activities.

To give students adequate materials and tools to improve their knowledge

about United States.

To realize if the content based, task based and project based activities

taught by the teachers are appropriate for the students.

To use key structure which allow students describe typical food, dance and

cloth.

To practice commands and orders that let students respond in order to

dance.

4. THEORETICAL FRAMEWORK

This project was framed inside definitions of Content-based instruction, task-based

and project-based.

4.1 Content –Based Instruction

According to Brinton, Snow and Welsh (1989) is the integration of content learning

with language teaching aims. More specifically, it refers to the concurrent study of

language and subject matter, with the form and sequence of language presentation

dictated by content material. Such an approach contrasts sharply with many

practices in which language skill are taught virtually in isolation form substantive

content.

When language becomes the medium to convey informational content of interest

and relevance to the learner, then learner are pointed toward matters of intrinsic

concern. Language takes on its appropriate role as a vehicle for accomplish a set

of content goals. A recent surge of research and material on CBI has given us new

opportunities and challenges. Content based classrooms may yield an increase in

intrinsic motivational and empowerment, since students are focused on subject that

is important to their lives. Students are pointed beyond transient extrinsic factors,

like grades and test, to their own competence and autonomy as intelligent

individuals capable of actually doing something with their new knowledge.

Challenge range from a demand for a whole new genre of textbooks and other

materials to the training of language teachers to teach the concepts and skills of

various disciplines, professions and occupations, and/or to teach in teams across

disciplines.

According to Freeman (2000) content based instruction using content from other

disciplines in language courses is not a new idea for years, specialized language

courses have include content relevant to a particular profession or academic

discipline. The especial contribution of content based instruction is that it integrated

the learning of language with the learning of some other content, of often academic

subject matter. It has been observed that academic subject provided natural

content for language instruction such observation motivated the language across

the curriculum movement for native English speakers in England which was

launched in the 1970s to integrated the teaching of reading and writing into all

other subject areas. Of course when student study academic subjects in a non-

native language they will need a great deal of an assistance in understanding

subject matter texts; therefore, there must be clear language objectives as well as

content learning objectives. Because the language objectives are directed by the

text content based instruction night fully fits in with the other methods.

Principles:

The subject matter content is used for language teaching purpose.

Teaching should build on student’s previous experience.

Jack C. Richards and William A. Renandya state that: Content Based instruction

has been used in variety of language learning context, thought is popularity and

wider applicability have increased dramatically since the early 1990s numerous s

practical features of CBI make and appealing approach to language instruction :

To stimulate student to think and through the use of the target language.

It employs authentic reading materials which require students not only

understand information but to interpret and evaluate it as well.

It provides forums in which student can respond orally to reading and lecture

materials.

Students learn a variety of language skills which prepare them for the range

of academic tasks they will encounter.

According to Jack C. Richards and Theodore S. Rodgers CBI has a role in other

curriculum design, language curriculum skills should also be taught in the content

subjects and not left exclusively for the English teacher to deal with.” Every

teacher, an English teacher like other cross-disciplinary proposals”

IMERSION EDUCATION – The foreign language is the vehicle for content

instruction it is not the subject of instruction.

APPROACH – Learning and teaching are realized as central priority.

4.1.1 Learners Role

GOAL- Learners to become autonomous so that they come to “understand their

own learning process and take charge of their own learning from the very start”

CBI is “learning by doing “

Active role in several dimensions.

4.1.2 Teachers Role

Teachers must be knowledgeable in the subject matter and able to elicit that

knowledge from their students.

Teacher have to keep context and comprehensibility when they planning

and presentation.

They are responsible for selecting and adapting authentic materials for use

in class.

They become needs analysts.

4.2 The Language-Cultural Connection

Language and culture are intricately intertwined. Any time you successfully learn a

language, you will also learn something of the culture of the speakers of that

language.

This principle focuses on the complex interconnections of language and culture.

“Whenever you teach a language, you also teach a complex system of cultural

costumes, values, and ways of thinking feeling and acting”.

Classroom applications include the following:

1. Discuss cross-cultural differences with your students, emphasizing that no

culture is better than another, but that cross-cultural understanding is an important

facet of learning a language.

2. Include among your techniques certain activities and materials that illustrate the

connection between language and culture.

3. Teach your students the cultural connections, specially the sociolinguistic

aspects.

4. Screen your techniques for material that may be culturally offensive.

5. Make explicit to your students what you may take for granted in your own

culture.

4.3 Task Based

According to Jack C. Richards and Theodore S. Rodgers Task –Based Language

Teaching (TBLT) refers to an approach based on the use of tasks as the core unit

of planning an instruction in language teaching. Some of its proponents present it

as a logical development of Communicative Language Teaching since it draws on

several principles that forms part of the communicative language teaching

movement from the 1980s.

Activities that involve real communication are essential for language

learning.

Activities in which language is used for carrying out meaningful tasks

promote learning.

Language that is meaningful to the learner supports the learning

process.

Nunan (1989) offers this definition:

The communicative task is a piece of classroom work which involves learners in

comprehending, manipulating, producing, or interact in the target language while

their attention is principally focused on meaning rather than form. The task should

also have a sense of completeness, being able to stand alone as a communicative

act in its own right.

Task-based training identified several key areas of concern:

1. Analysis of real world task-use situations

2. The translations of these into teaching ,tasks descriptions

3. The detailed design of instructional tasks

4. The sequencing of instructional tasks in classroom training/teaching

METHODOLOGY

4.2 Participants and Project Description

This project was developed with 9th grade students at Domingo Savio high school in

Florencia. There were 19 students; they are about 14 and 15 years old, 6 men and

13 women.

This project was developed during some hours in the morning and it was necessary

to meet students in the afternoon in order to organize the activities.

Expo American culture was a project where students prepared some activities in

order to show some important aspects of this country.

In order to students use the target language in a different classroom environment,

they performed history, typical food, clothes and dancing of united states where

English was practiced and used as the principal way to communicate.

4.3 Place and Time

Expo American culture was worked at Domingo Savio High school a private

institution in Florencia, this institution is located at Torasso neighborhood, and this

school has a high English level because it has English emphasis. It lasted a week

since November, 15th until November, 18th taking 4 hours per day.

4.4 Strategies

Teachers showed students general information about United States culture trough

slides, photocopies, videos, pictures and readings in order reinforce their previous

knowledge with the intention to make other activities based on the information given.

5. RESULTS

At the end of expo American culture project, students performed different activities in

the following way:

One of the students was conducting whole program, 3 students started presenting

general information about United States, in this activity they talked about principal

presidents, important days, important places and currency and money then, another

6 students organized a fashion show where, modeled some suits from different states

Hawaiian, hip hop, country clothes and the most used clothes by American women

also, 5 students made a cooking program where showed how to make hamburger

finally, 6 students performed a country dance showing principal movement from this

dance.

In those activities students learnt a lot vocabulary related from each activity because

they were meaningful and attractive for them in the way that most of information was

easy to understand and comprehensible.

6. CONCLUSIONS

The integration of language and content teaching is perceived by the European

Commission as “an excellent way of making progress in a foreign language”. CBI

effectively increases learner’s English language proficiency and teaches them the

skills necessary for the success in various professions. With CBI, learners gradually

acquire greater control of the English language, enabling them to participate more

fully in an increasingly complex academic and social environment.

7. ANEXOS

During this project some evidences were taken, such as videos, pictures, lessons

plans, and slides.

8. REFERENCES

Brinton, D. (2003). Content-based instruction. In D. Nunan (Ed.), practical

English language teaching (pp. 199-224). New York: McGraw Hill.

Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second

language instruction. New York: Newbury House.

Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research

Foundations. In M. A. Snow, & D. M. Brinton (Eds.), The content-based

classroom: Perspective on integrating language and content (pp. 5-21).

NY: Longman.

Snow, W.A.(2001). Content-based and immersion models for Second and

foreign language teaching. In M. Celce-Murcia (Ed.), Teaching English as a

Second or Foreign Language (3rd ed.) (pp. 303-318). Boston, MA: Heinle &

Heinle.