TeachingEnglishDIF

Third part of my social project

Goals

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 English language in Elementary and High School.

Objectives (competences)

General Objective:

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.

Specific Objective:

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.

Methodology

This Project is going to be implementeda 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 with 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 flash cards, worksheets, posters, color pencils, and markers.

Evaluation

The evaluation is going to be done with monitoring students participation, presentations and portfolio. Participation 30%, Presentation 30% and portfolio 40%.

Resources

Human resources:

·  Teachers

·  Children

Classroom resources:

·  Desks

·  Blackboard

·  Markers

Materials;

·  Sheets

·  Photocopies

·  Media

·  Board games

·  Flashcards

·  Support material (book).

Sources of support:

·  Human Resources Division

·  Teachers

·  Health Service

·  Social Workers

·  Parents

COSTS

TEACHERS

NUMBER OF PARTICIPANTS

COSTS 

VIATICS AND FOOD

TRANSPORTATION, CARS, BUS, NOURISHMENT

PLACE

CLASSROOMS, INSTITUTIONAL  BUILDING

MATERIAL EQUIPMENT

MARKERS, BOOKS, NOTEBOOKS, SEARCHLIGHT, EXTRA MATERIAL

OPERATING EXPENSES

ELECTRICITY, GAS, BILLS, GENERAL SERVICES

EXTRA EXPENSES

CONSIDER THE 5% OF THE GENERAL BUDGET

Other, limitations and constraints

Limitations and constraints

·  Time of each class and number of hours allowed per week.

·  The working time with students (only 6-12 months).

·  Participants for each group. (50-55 students each classroom)

·  Human Resources

·  Economic Resources

·  Students non-interest

·  Behavior problems

·  Children registration dates are every month

·  Absenteeism

·  Addictions

Social impact

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.

Outcomes

·  English learning

·  Skills developed

·  Positive attitude

·  New life possibilities

·  Better social conditions

Reflexive activity

What is it? 

Is a social project consisting in teaching English classes for children in socioeconomic disadvantages.

What I have done?

Researching information that is going to lead us to teach English classes to this socioeconomic specific group of children at a social institution in Puebla, looking at several different resources in order to establish a good English program for kids from 8 up to 15 years old.

What is missing?

Presenting the English teaching program to the authorities accordingly, having it approved and organized our team's times and efforts to run it on a specific time to do so.

References

ANDER EGG, Ezequiel (2000): La animación sociocultural. Ed. Morata

El aprendizaje del inglés en Mexico. Recuperado de http:// www.mexicanosprimero.org/images/stories/sorry/Sorry-digital-ok.pdf

Pizarro-Chacón, G; (2015). Multi Dialectismo: Un reto para la enseñanza de una segunda lengua. Revista Electrónica Educare, 19() 359-381. Recuperado de http://www.redalyc.org/articulo.oa?id=194138017020

Retrieved from Internet:

http://www.auditoriapuebla.gob.mx/sujetos-de-revision-2/cuentas-publicas/entidades-paraestatales/item/sistema-para-el-desarrollo-integral-de-la-familia-del-estado-de-puebla

Richards, J.C.(2015). Key issues in language teaching. United Kingdom: Cambridge University Press


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