Nowadays Mexico has intended to align with a wide education program realizing the need we have of an effective English National Program. The fact is that there is a high number of children who are not receiving these benefits. Understanding the importance of the English language, and taking into consideration the international companies and business in Puebla, have lead us to come up with the idea and plan that make us to act in favor of those children who are in socioeconomic disadvantages, providing English classes for them at DIF Puebla "Centro de Día".
Today, learning English has become a necessity in a globalized system, this is why our social project is focused on those children who may have left behind attending regular English classes at regular school programs provided by SEP or at private schools.
DIF Puebla attends those kids who were not able to get in regular SEP's schools programs and are in difficult social situations, because of this, it is important that this Social institution be able to provide an accurate and inclusive English program for their students, taking into consideration all of the issues we are going to face and deal with, this is a brief overview of what we are proposing in order to implant and run this social program for those in disadvantage. The main objective is to give those children a useful tool that could lead them to have better opportunities in the future.
This Project consists of providing English classes to children from eight and up to fourteen with socioeconomic disadvantages. Nowadays, this international language represents more than just a second language. Richards says “The current status of English as an international language has enormous implications for people worldwide (Richards, 2015).’’ This means that knowing the language can benefit learners future. On the other hand, Mexico has a low percentage of students who graduate from Junior High school. According to the institution Mexicanos Primero, Just 3% of the students who finish high school have the adequate English level established by the Secretaría de Educación Pública (Terrazas, 2015). These numbers are only in Public schools. It is worse for homeless children. Therefore, the classes are going to be taught to young learners and early teens who attend educational programs at the National System for Integral Family Development known as DIF Puebla that takes place on its “Centro de Día Atención para niños en situación de calle y Vulnerabilidad” located at Priv. 14 sur No. 3912, Colonia Anzures, Puebla, Puebla. It is a Mexican local public Institution of Social assistance that focuses on providing English classes to youth in socioeconomic disadvantages. DIF Puebla’s mission is to lower poverty. Understanding that, English has become a language of commerce and trade. Our country today has companies from around the world where English is used to communicate. According to Pizarro-Chacon (2015), the importance of learning English professionally must be done at the same time reach learning the formal and informal way. Therefore, providing equal opportunities for children with unintentional deprivations have to impact our surroundings.
Social assistance is a sensitive institutional vector that is close to the problems of the communities, hence its obligation to extend its benefits to young people who are the most exposed to situations of marginalization and circumstances of vulnerability. Experience shows that the promotion of workshops, educational programs, courses, talks, training and employment programs results in social terms of great benefit. It is the social development of young people that is the stake, and therefore the urgency of providing responses to their proposals.
This investigation was carried out at Centro de Día School. This School is one of the programs that DIF offers to those children not in school but of age to join public schools. The Department in charge is “Dirección Jurídica/ Departamento de Dormitorio Municipal y niños en situación de calle”. We were attended by Dr. David Duran Meneses, Head of Department. He is too interested in our project because there have not been projects like the one we are offering. He also expressed his concern because the right education in the second language is not offered to these children.
We also visited human resources manager at DIF Municipal located in San Baltazar Campeche Offices: Alejandra Contreras, she also confirms that Centro de Día School needs to create the necessity and to fill in some formats in order to state a program where we can offer social service.
The Constitution of 1917 observes the idea of charity, since charity and philanthropy are evolving maturing and institutionalized to what is now known as social assistance, understood as a responsibility of the Mexican state that goes beyond of the social aspect and arrives at the ethical. Hence, the need to create an institution that coordinates public and private efforts that are performed in the field of social assistance. This idea was created by decree in January 1977, an organization with the function of bringing together, organizations responsible for assistance and in governing social assistance in the country, its official name was System for Integral Development of the Family DIF, which had among its attributions the one to promote the social welfare, to support and foment the nutrition and the actions of preventive medicine directed to childhood, o investigate the requirements of the child, of mothers and entire families, to lend welfare services for abandoned or abused children, etc.
Like all social changes and revolutions, the creation of DIF responds to the growing demand for complementary state aid and assistance services. Therefore, the federal executive declared that social assistance services were not a gift but a product of social justice that the State sought from its governed.
The mission of DIF is to create and consolidate actions and programs that generate conditions for vulnerable population to overcome their disadvantaged situation, through social policies that agglutinates and directs the efforts of their workers and professionals towards the integral development of families. Address the basic needs of families who are in social disadvantages and extreme poverty, assisting them with a set of actions intended to modify their social circumstances, which may prevent them from realizing themselves as individuals, as members of a family and social principles, through its programs. Promote the integral development of the family and some communities, promote the strengthening of human values and social principles, and promote inter-institutional and intersectoral coordination to guide, complement and unite the resources and efforts of the government in favor of the vulnerable disadvantaged population.
Planning a project
In order to plan our Project we use a number of wh-questions
What is the project?
This Project is providing English classes to kids between the ages of 8 up to 15 that attend educational programs at the National System for Integral Family Development DIF Puebla.
Classes are going to be taught to young learners in socioeconomic disadvantages. DIF Puebla’s mission is to lower poverty and cover the need for English language learning at the social institution.
Providing equal opportunities for children with unintentional deprivations and social disadvantages to have a positive impact on their surroundings, the intention is to help them reach a more inclusive level of education and improve the chances for them to get better future opportunities.
To what extent?
We are looking after developing children abilities through English language knowledge, make them feel themselves confident an familiar with the language and awake their interest throughout this new knowledge for professional self-development future purposes.
The National System for Integral Family Development DIF Puebla at its “Centro de día Atención para niños en situación de calle y vulnerabilidad” which is located at Priv. 14 A sur No. 3912, Colonia Anzures, Puebla, Puebla.
When and How?
Approximate date of implementation 2019.Throughout eclectic approach to teaching English language program implemented for kids that attended DIF educational programs.
These are the main goals we are going to reach:
● Strengthen Elementary and High School English knowledge level of students that attend DIF programs.
● Improving and fulfill Teaching English of DIF’s educational programs.
● Help students in socioeconomic disadvantages who attend DIF’s programs to improve and reach English knowledge levels required among regular scholar SEP’s requirements.
● Help Students that attend DIF’s programs who struggle with the English language in Elementary and High School.
The general objective of this project provides the opportunity of developing an inclusive education to the students of “Centro de Día Atención para niños en situación de calle y vulnerabilidad”, give them English classes and complement their educational training.
The purpose of this project is to teach English as ESL to the students of “Centro de día Atención para niños en situación de calle y vulnerabilidad” providing to the students the tools that allow them to develop the skills acquire it in their learning process.
CONCRETE, OBSERVABLE AND MEASURABLE ACTIONS
● Students can communicate and express ideas through basic English structures.
● Students can provide information establish a conversation using the English language.
● The teacher develops strategies for projects, homework, and activities that allow students use the knowledge acquired during the learning process.
● The teacher uses books, videos, and materials that support the students’ learning process.
● The minimum qualification established by the institution will be the approval for the course to be taught.
This Project is going to be implemented at “Centro de Día Atención para niños en situación de calle y Vulnerabilidad” located at Priv. 14 sur No. 3912, Colonia Anzures, Puebla, Puebla. It is a Mexican local public Institution of Social assistance that focuses on providing English classes to youth in socioeconomic disadvantages. There are two multilevel groups of fifty students from eight to twelve-year-olds. An eclectic approach is going to be done because of the age difference. Classes are going to be done at A1 level according to the CEFR. Resources during class time are flashcards, worksheets, posters, color pencils, and markers.
The evaluation is going to be done with monitoring students participation, presentations and portfolio. Participation 30%, Presentation 30% and portfolio 40%.
· Board games
· Support material (book).
Sources of support:
· Human Resources Division
· Health Service
· Social Workers
|TEACHERS||NUMBER OF PARTICIPANTS||COSTS|
|VIATICS AND FOOD||TRANSPORTATION, CARS, BUS, NOURISHMENT|
|PLACE||CLASSROOMS, INSTITUTIONAL BUILDING|
|MATERIAL AND EQUIPMENT||MARKERS, BOOKS, NOTEBOOKS, SEARCHLIGHT, EXTRA MATERIAL|
|OPERATING EXPENSES||ELECTRICITY, GAS, BILLS, GENERAL SERVICES|
|EXTRA EXPENSES||CONSIDER THE 5% OF THE GENERAL BUDGET|