THE BILINGUAL PROJECT

FORMING QUALITY HUMAN BEINGS

BILINGUAL
PROJECT

Integrants:
Mayra Alexandra Cetares Córdoba
William González Duarte
Jennifer Lorena Amaya

Bogotá
 2015

ENGLISH LEARNING
IN ACTION
MISSION

The purpose of the course is to strengthen English learning processes of students through
the development of different activities that allow them to interact using the English
language in different contexts and improve communication skills in this language and
therefore promote awareness of culture of English-speaking countries.

VISION

Set some goals for the short, medium and long term to enable the consolidation of
bilingualism project involving the entire educational community in the process of linguistic
and cultural familiarization in different activities and celebrations typical of English-
speaking countries to establish an enabling environment for strengthening communication
skills in English for students to acquire the ability to communicate in this language in
different contexts.
 INTRODUCTION
English has been taking an increasingly more important position in our society, and this is

not just in our closest context but also all around the world. For this reason, it is part of the

school’s responsibility to help the students achieve in a world where it is almost required to

develop skills in a second language in order to open doors in the real world and connect

different cultures.

As mentioned above, to be skilled in a second language is key to bringing down boundaries

between other cultures resulting in experiencing new cultures that could change our own

way of thinking. As a result, we could imagine a better country to live.

Everyone has a different way of learning, some people are more visual and it is easier for

them use their eyes for a better understanding. However, every one learns with a different

method and this is why the school needs to carry out various strategies to help the students

to learn effectively. Some people think that to teach a second language is about

grammatical knowledge, but it is important to know that learning a second language is

about culture, beliefs, and thoughts between others. It is when the students understand that

the hardest part of an English class is not the grammar or structures, but the understanding

of a new culture that is different from ours in many ways.

The English project of Liceo Psicopedagogico Nueva Castilla is looking for the student

community to be interested in having an active role in their own learning process. That is

the reason of searching for activities where English will have a second role, in other words,

the focus of the activities is not learning English as a first goal although it is part of the
process. With this, as the English project group, English is seen as a way and not the final

goal.

It is also known that English is not a language that is learned over night, it is a process that

family, teachers, and the student need to be part of. With the awareness of the importance

of knowing English and being able to communicate in a foreign language, we are not just

going to have students with a great ability to speak English at the end of 2015 or five years

from now, but even better, we are going to have better prepared citizens, capable of

competing in a global world.

OBJECTIVES
According to the English standards

 To achieve citizens able to communicate in English, so that they can insert the
country into the universal communication processes, in the global economy and
cultural openness, with internationally comparable standards.

According to the LPNC:

 To achieve that the students accomplish with the recommended levels according to
the National Education Minister to get 11th have can have better level in the
language learning process as English.
JUSTIFICATION
 PROBLEM STATEMENT
In the Nueva Castilla School we have a some issues which had hindered increase our level
inside the school. For this we have the next difficulties:

 There is a basic performance in the English subject as much as in Grammar English

as in Conversational English.

 The majority of the Parents do not have previous knowledge in the English area and
this problem has been a factor hindering the process.

 The only teachers who are taught in English area are the English teachers, the rest of
the others have basic level.
REFERENCE FRAMEWORK
CONCEPTUAL FRAMEWORK
 LEGAL FRAMEWORK

In this part we present the principal foundations that sustain the project of Bilingualism and
that have been of great sustenance for which to make pedagogic that frames the project.

According to the Common European Frame in the margin with the Department of National
Education, this proposes a level of learning of the English language that the students must
reach when they degree finishes 11 ° and that therefore is necessary to search on having
finished the school process to promote across the years of education.

The common European Frame of reference to the languages: learning, education,

evaluation forms a part essentially of the general project of linguistic politics of the Council
of Europe, who has developed the considerable strength for the unification of directives for
the learning and the education of languages inside the European context.
 WHAT IS THE COMMON EUROPEAN FRAME OF REFERENCE?

The Common European Framework provides a common basis for the development of
language programs, curriculum guidelines, examinations, textbooks, etc. It describes in a
comprehensive way what they have to learn to make language students in order to use a
language to communicate, as well as the knowledge and skills they need to develop in order
to act effectively in setting the cultural context in which lies the language. The Framework
also defines levels of language proficiency that allow you to check student progress at each
stage of learning and throughout his life.

NATIONAL BILINGUAL PROGRAM

The National Bilingual Program is a strategy of the Ministry of Education as part of the
educational relevance and competitiveness, for the formation of more competitive citizens
that are able to interact in society globally.

The main objective of the National Bilingualism Program is to have citizens able to
communicate in English, with internationally comparable standards, to insert the country
into universal communication processes in the global economy and cultural openness. For
this purpose, the program has been a consolidation strategy such as: the definition of
standards of English proficiency, skills assessment in students, teachers and graduates of
undergraduate programs and languages.

This project has been defined taking into account the axis cycle quality: standards,
assessment and improvement. In the axis of standards, proficiency standards were
formulated in a foreign language: English. In evaluation, they serve as reference standards
to align the English component of the state test. In relation to improvement plans, the
program focuses on the training of trainers of English teachers in teacher training in the
area of public sector service and intensive use of media that serve the purpose of the
project.

ENGLISH AS A FOREIGN LANGUAGE: A STRATEGY FOR

COMPETITIVENESS
Article 21 of the General Education Act (Act 115 of 1994) provides that educational
institutions must offer their students learning a foreign language from the basic level.
Consequently, the Ministry of National Education defines the nineties curriculum
guidelines to guide the teaching and learning of students in primary and secondary
education. However, most students still continues to have a low level of English (A1 -A1:
Basic), which is derived from the low communicative competence in foreign language of
the majority of teachers in the area (A1 - A2: Basic).

In late 2004, the Ministry of Education supplies the need for a common frame of reference
for learning, teaching and assessment of languages, in adopting the Common European
Framework of Reference for the strength of its proposal and its applicability to education
sector. From that framework, first they established the level of language goals for different
populations, and then proficiency standards were formulated in English for primary and
secondary education, which were published in December 2006.
 • At this level I understand short stories told in simple language.

• I develop strategies that help me understand some words, phrases

and sentences I read.

Grades • I understand the basic language about my family, friends, games

and places known, if it speak me slowly and with clear
1° to 3° pronunciation.

Elementary school
Beginner
(A)

• I often turns to my mother tongue to demonstrate understanding

of what I read or told.

• I speak in English with isolated words and short sentences, to

express my thoughts and feelings about issues from school and
my family.
Grades • Participated in talks with clear pronunciation and good
1° to 3° intonation.

Elementary school • I begin to structure my writings; I am learning to read and write

in my mother tongue. Therefore, my English is lower.
Beginner
(A)

• In addition to what I got at the previous level, at this level I

understand texts short, simple and illustrated , personals and
about literary themes.
• I understand short stories or what my teacher says in class.
• I Participate in short conversations using sentences with
predictable structures.

Grades • I talk about myself, my colleagues and our daily activities with
simple sentences, sometimes chained logically stored.
4° to 5°
• I have difficulties to talk about things that are out of my family
Elementary school or school.
Basic 1
(A2.1)
 • My pronunciation is understandable and I speak slowly and
leisurely way.

• I write small simple texts on subjects of my surroundings.

Grades
4° to 5° • My vocabulary is limited and related with issues near and
Elementary school known.
Basic 1
(A2.1)

• In addition to what I got at the previous level, at this level I

understand short texts with some difficulty on daily activities,
my interests, other subjects and social environment.
• I listen to an oral text and if looks familiar, understand the most
Grades important information.
• I hold a routine to say hello, goodbye, talking about the
6° to 7° weather or how I feel in conversations.
Basic secondary
Basic 2
(A2.2)

• I also hold monologues where I make short presentations and simply

explain my preferences, and other activities related to my environment
issues and interests.

• I express my ideas, sensations and feelings with short and clear sentences
and comprehensible pronunciation.

• I write short texts that tell stories and describe people and places that I know
or imagine.
Grades
• My spelling is acceptable though I make mistakes in words that I do not use
6° to 7° frequently.
Basic secondary • I mastered the language and enables me to express everyday issues or
Basic 2 those that I have knowledge, but it is normal that I commit some basic
errors.
(A2.2)
 Listening
Comprehension
skills
Reading

Spicific
standards Writing

Production skills Monologs

Conversation
 SCHEDULE 2015
Month Activities Date
February San Valentine’s Day 28th
February

March Teacher diagnostic, English music 27th March

performances
April Millionaire Game 17th and 24th April

may Cook Day (Primary School) 22nd may

June Vacations

July English karaoke’s 17th July

August English Teachers Breakfast, Teacher 14th august

Celebration (Write letters)
September English test application for teachers and 25th October
students
October Preparation of plays During the all month

November English Play Presentations 2st ,3rd ,5th ,6th

November
EVIDENCES
 REFERENCES
http://www.mineducacion.gov.co/1621/articles-237704_archivo_pdf_marco_europeo.pdf

http://www.mineducacion.gov.co/1621/articles132560_recurso_pdf_programa_nacional_bi
linguismo.pdf

http://www.colombiaaprende.edu.co/html/competencias/1746/w3-article-244116.html

http://www.mineducacion.gov.co/cvn/1665/article-115174.html