ASSIGNMENT FOR MODULE # 3

INTRODUCTION
Oral language development is one of the keys not only English-learning students want to
achieve, but also people in the community know it represents that students are learning the
second language. It is not the same to mention students know the English language and give
oral demonstration that giving written demonstration of their proficiency.
DISCUSSION
It is a fact that my undergraduate students in education, especially those who will be teaching
kindergarten kids and elementary-school students are required to show proficiency in English
as a second language and get a certification in level B2 according to the Common European
framework of reference for languages. In the syllabus of the program for the bachelors degree
in education in elementary school (http://www.dgespe.sep.gob.mx/public/rc/programas/lepri/
ingles_a1_lepri.pdf) it is mentioned that the students must develop different learning
strategies to study a second language.

Expecting my students to continue studying a step further once they have graduated from this
training for teachers college means that they need academic language to be taught to them.
In case they want to pursue a masters degree ahead in their lives they will be in need of the
basic and intermediate levels of English for academic purposes. On the other hand academic
language is also expected for them due to the fact that they will be teaching elementary-
school students in the immediate future. Secretary of Public Education (SEP) is putting a lot of
effort on getting students from training for teachers college prepared to be the ones who will
be teaching English as a foreign language within the next few years. According to the
magazine Forbes Mexico (2013): in our country at least 85 thousand teachers of EFL are
needed to cover the total amount of students attending to elementary schools.
The activities inside the classroom are more specific in terms of what students need or want to
happen when learning English. Using basic vocabulary and cognates are two ways in which my
students may feel hooked and motivated to learn. They would feel motivated because the
teacher is speaking in English, which is not a strength for many of them, but they are still
being able to understand the main idea of what is been spoken in class. Taking at least one
class to let them research, analyze and pronounce cognates and false cognates gives them
lots of confidence to the following sessions. That activity also makes them aware of those
words that could be written or said similarly to one in their mother language, but means
something very different in English.
The use of non-verbal cues to help student internalize new vocabulary without having the
necessity to translate all the time is one need that my students have. When they are trying to
compare both languages at all times, it seems to me that they are not paying enough
attention to learn new ways of using the target language. They want to say in English what
they know in Spanish in the exact same way they think about it in Spanish. I think that by
speaking less inside the classroom in our first language and by doing our best effort to use the
target language, it would represent one big milestone for English learners.
My students want and need to know various key survival phrases for everyday life. For them,
being able to use the target language inside and outside the classroom means that what they
are learning in a class is true. Not only they are learning the theory, but rather than that they
are being able to communicate in a different language. This key phrases for everyday life
might be as small and useful as possible. Where is the?, What does mean?, What
time is it?, and What are you doing? are some examples.
One of the most important needs for my college students is to learn a diverse set of activities
to teach English as a second language to elementary students. After the first year of the
program, they go to different elementary schools to practice and improve their pedagogic and
didactic skills for two-week periods in a semester at first. Then it gets as high as 16 weeks of
practice for the 8th semester. Until this point, there has been no need for them to practice with
English as a second language. Spanish, mathematics, science and history are the subject-
matters that are usually taken into account for this purpose. However among the teaching
community in the institution where I work, it is perceived the prevailing necessity to have our
students teaching in their practice schools.
CONCLUSSIONS
I have concluded that being aware of my students needs is one of the first things I need to
know before I start teaching English as a second language next semester and the following
ones. Analyzing that data will help me to follow the path in order to get where my students
want and/or need.
The way I can think of fulfilling the above mentioned needs of my students is through
education. I have to become a better-prepared teacher for them. I have always thought that if I
want my students to learn something, I must be able to teach them that something or at least
guide their learning process. If I want to have successful students then I must be a successful
teacher. If I demand my students to put their biggest effort, I have to do a bigger effort than
they are doing. In conclusion I must be a living example for my students of how to be
successful at learning English as a second language.

References

Cambridge, university press. Common European framework of reference for languages. (n.d.)
Retrieved from https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Ontario Board of education. Supporting English language learners: a practical guide for Ontario
educators. (2008). Retrieved from
http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf .Printer for Ontario.

Forbes Staff. Mxico se resiste a aprender ingls. (2012, December 13) Retrieved from
https://www.forbes.com.mx
/mexico-califica-bajo-en-dominio-de-ingles-ef-education-first/

Secretary of Public Education. Study plans (2012). Retrieved from

http://www.dgespe.sep.gob.mx/public/rc/
programas/lepri/ingles_a1_lepri.pdf