Universidad Austral de Chile Facultad de Filosofía y Humanidades Escuela de Pedagogía en Comunicación en Lengua Inglesa

Lead advisor: PhD. Amalia Ortiz de Zárate Fernández

EFL Receptive and Productive Skills and Critical Thinking Abilities in Skateboarders of Valdivia.

Seminario de Tesis para optar al Título de Profesor en Comunicación en Lengua Inglesa y al Grado de Licenciado en Educación

Roxana Miranda Yáñez Felipe Ríos Saldivia Valdivia- Chile 2013

EFL and Skaters in Valdivia i

Abstract

This study emerges with the conviction that a customized curriculum is the key to achieve most goals in educational matters. From a national perspective, a customized curriculum that values and includes the identity features, goals and expectations of students who belong to urban tribes does not seem to be implemented in Chilean schools; however, it is necessary to do so, since it can lead to create an inclusive learning environment and enhance the students’ learning process. In order to explore this area, a field study was carried out. In it, seven high school students from Valdivia, who belong to the skateboarding urban tribe, participated as subjects of study. The authors of this research were able to recognize the aspects that constitute the identity features, goals and expectations through the collected data gathered from participant observations and a group interview. The analysis of the collected information led to the creation of a workshop in which the cultural elements of high school skateboarders are put in use for the benefit of the participants’ critical thinking abilities and EFL receptive and productive skills.

Keywords: Customized Curriculum, Urban tribes, Skateboarding, EFL, Critical

Thinking, Receptive and Productive Skills, Inclusion. EFL and Skaters in Valdivia ii

Table of Contents Abstract i Table of Contents ii List of Tables iv Acknowledgements v Introduction 1 Antecedents 4 1. Theoretical Framework 7 1.1. State of the art 7 1.1.1. Current conditions of education in Chile 7 1.1.2. Skateboarding and Education 8 1.1.3. English as a Foreign Language in Chile 11 1.2. Social Movements 14 1.2.1. New Social Movements 15 1.2.2. Urban Tribes 16 1.3. Critical Thinking 21 1.3.1. Definition of Critical Thinking 21 1.3.2. The Importance of Critical thinking abilities in Education 22 1.4. National Writing Project 26 1.4.1. Mission and Vision of the National Writing Project 26 1.4.2. The Role of Teachers and Students in the National Writing Project 27 1.4.3. The National Writing Project and the Students’ Development of 28 Critical Thinking Skills 2. Procedures and Methods 30 2.1. Subjects of Study 30 2.2. Data Collection Tools 33 2.2.1. Participant Observation 33 EFL and Skaters in Valdivia iii

2.2.2. Field notes 34 2.2.3. Group interviews 36 2.3. Type of Analysis 38 3. Corpus 40 3.1 Results 40 3.1.1 Participant Observations 40 3.1.2. Group Interview 47 3.2. Discussion 51 3.2.1. Identity 51 3.2.2. From Sense of Reality to Critical Thinking 54 4. Teaching Proposal 57 4.1. Workshop 58 General Conclusions 62 Annexes

EFL and Skaters in Valdivia iv

List of Tables Number Name Page 1 Subjects of study 32 2 Generalized list of concerns 36 3 Results of the observations 46 4 Results of the group interview 50 5 Workshop 61

EFL and Skaters in Valdivia v

Acknowledgments

Roxana Miranda Yañez:

First of all, I would like to thank all the people who helped me and supported me through the duration of my studies.

I would like to thank my beloved family and friends, who always gave me their support and endless love. Thank you for your kind words every time I needed them the most and for believing in me and my capacities. I doubt I would be here today, without your support.

Thanks to my thesis partner, Felipe; working with you was awesome. I can sincerely say that I couldn’t wish for a better partner.

Finally, to my lead advisor, Amalia Ortiz de Zárate; thank you so much for your criticism and support, throughout this process. It certainly encouraged me to do my best and to keep growing as a professional.

EFL and Skaters in Valdivia vi

Felipe Ríos Saldivia:

At the end of a long and difficult journey, it is necessary to thank all the people who, directly or indirectly, contributed and helped me to reach the end of it.

I would like to thank my family, girlfriend and friends for their understanding, patience and love. Your support is what kept me going through the difficulties involved in this process.

To my thesis partner, Roxana. Your devotion and patience are fundamental parts of this work. Without you none of this would be possible.

To the teachers who, through the years, supported and contributed to my professional formation. Especially, to our lead advisor, Amalia Ortiz de Zárate, for her guidance, support and encouragement.

I would also like to thank the subjects of this study; their patience and willingness to participate are the cornerstone of this study. Thank you for sharing your lives, experiences, and thoughts.

Finally I extend my thanks to skateboarding and the skateboarding community of Valdivia. Thank you for, once again, proving your importance in my life. EFL and Skaters in Valdivia 1

Introduction

To personalize the curriculum so it can meet the students’ needs and interests, can lead to transform education into a more enriching and rewarding experience, but to do so, implies the challenge of getting to know the students. Nowadays, further research of youth cultures is fundamental in order to facilitate a climate of inclusion in the classroom. Hence, the step stone to create an inclusive classroom is to identify the elements of the students’ sociocultural background and from that point create a customized curriculum that includes and values the students’ identity features, interests, goals and expectations.

Urban tribes have drawn the attention during the past 30 years due to the distinctive characteristics that turn them into actual micro societies. According to Carles

Feixa (2006), urban tribes are young micro-societies built around the common social experiences of its members. The members of these multicultural groups, most of them teenagers, share common interests, lifestyles and possess a strong sense of belonging towards their group that is often considered a family bond by the people who form it

(Vargas & Feixa, 2006, 2008). However, the relationship between the students who belong to urban tribes and the institutions they attend seems to be in permanent conflict, as these students’ perception of life is opposite to the way schools are conceived

(Vargas, 2008). In this regard, the skateboarder urban tribe is not the exception. Skaters as other social groups find school boring or uninteresting, decreasing their motivation towards learning. In relation to this, it is imperative to create learning scenarios in which the students’ identity features are respected and valued, and they become the protagonists of their own learning. Thus, the creation of a customized curriculum can EFL and Skaters in Valdivia 2 lead to transform the students’ life in school into a more rewarding and inclusive experience.

In another aspect, English and critical thinking are two fundamental skills for any person living in the 21st century. In today’s globalized society the English language is the protagonist of world’s languages, and critical thinking is a crucial tool to “compete in a modern, global economy” (Hove, 2011). Any efficient educational system should include these two subjects into their curriculum in order to prepare future citizens to achieve their goals and contribute to the development of society. Such skills can be enhanced and developed in EFL students who are part of the skateboarding urban tribe.

English is an area that can be explored to achieve educational improvement at a national scope, as the language shares an undeniable link with skateboarding. The English language has a major influence in the skaters’ everyday lives as there is a vast quantity of audiovisual and written material related to skateboarding that it is produced in

English. This particular aspect can be used to keep students motivated towards learning, at the same time as using the students’ interests and ideas to enhance their critical thinking skills.

Despite the fact there are studies that highlight the necessity of a customized curriculum to enhance the teaching and learning processes, there are few studies that focus on urban tribes specifically, regarding this matter. Consequently, it was necessary to study the skateboarding urban tribe in both, theory and field through the development of a field study in Valdivia, Chile. EFL and Skaters in Valdivia 3

This research paper is composed of three chapters; number one exposes the theoretical framework. The structure of the theoretical framework is as follows: Firstly, the main themes that this research focuses on are examined; the State of the art, social movements, critical thinking and National Writing Project. Secondly, these concepts are analyzed in the light of the creation of a customized curriculum that includes the students’ cultural discourse, interests, goals and expectations.

The contents of chapter two and three are devoted to expose the field study. The first segment of chapter two describes the methodology used to identify the cultural aspects of the subjects of study: skateboarders in Valdivia. The participants of the study are also described in detail. The research tools applied to gather the information required are participant observations, field notes and a group interview. The aspects that the researchers consider when analyzing the collected data are the following categories:

Identity, Sense of Reality and Expectations.

Successively, chapter three is divided into three sections. The first presents the results of the field investigation. These results are provided from the data collection tools: participant observations, field notes and a group interview. The second section illustrates the discussion based on the previous results. The results are discussed following the ideas and concepts presented in the theoretical framework. The following section exposes the teaching proposal, which mainly portrays a customized workshop adapted to the subjects’ cultural elements with the aim of enhancing their receptive & productive skills and promoting critical thinking abilities. EFL and Skaters in Valdivia 4

Antecedents

General Area

Skateboarders, Urban Tribes, Critical Thinking, EFL, receptive and productive skills.

Objectives

The objectives to answer the proposed research question are the following:

General Objective

To create a workshop for high school skateboarders based on the cultural elements of the subjects, to develop receptive and productive skills and to promote critical thinking abilities.

Specific Objectives

 To identify cultural aspects (such as territory, identity, sport, music, and common interests) of the skateboarders in Valdivia.

 To define within the group of study, cultural elements that can be used for the workshop such as: music, sports or social identity.

 To create a workshop based on the vision of the National Writing Project, to enhance the critical thinking abilities and receptive and productive skills, through the use of their cultural elements. EFL and Skaters in Valdivia 5

Thesis Statement

Cultural elements of a group of skateboarders, such as: sports, music, and identity, can be effective tools in the teaching/learning process in order to develop critical thinking abilities, at the same time as promoting inclusion in the EFL classroom through the use of the receptive and productive skills.

Justification

Considering that the curriculum should be adapted to the students’ needs, goals and interests to enhance the learning process (Richard-Amato, 2003), it is imperative to create learning scenarios in which students are protagonists of the learning process.

Taking that into account, it is possible to state that there is a necessity regarding in depth research of youth cultures. That research can enrich education and offer the students the opportunity to feel they are active participants in their schools, since they can integrate their identity features, sense of reality and expectations to the curriculum. Hence, recognizing the students’ cultural background within the curriculum can lead to enhance learning by having “classrooms filled with teachers and students who openly share their lives, their cultural identities, and their life experiences [to] build trust and foster stronger relationships. This climate leads to student engagement and excitement about learning together” (Eleuterio and Hoelscher in White et al., 2005, p. 3). Thus, a classroom environment in which students can feel engaged and excited about learning together, as active participants in their learning process can be the key to achieve an efficient academic performance, as well as the students’ personal growth in an inclusive community of learning. Consequently, to study the sociocultural aspects of high school EFL and Skaters in Valdivia 6 students that are part of the skater movement in Valdivia can provide the basis for the creation of a workshop customized for the subjects, with the purpose of developing the subjects’ critical thinking abilities, and receptive and productive skills. EFL and Skateboarders in Valdivia 7

1. Theoretical Framework

1.1. State of the Art

In this section, the relationship between students who are part of the skateboarder movement and the Chilean educational system will be described, taking into account the skateboarders’ socio cultural aspects and the place that this urban tribe has in Chilean education and in the world. Moreover, a description of the current conditions of education in Chile and EFL will be given in order to contextualize the possible creation of a customizable national curriculum that could facilitate the inclusion of micro societies as the skateboarder culture into the educational system.

1.1.1. Current conditions of education in Chile.

For the last seven years, education has been a major topic of discussion in

Chile. It is mainstream knowledge that since the Revolución Pingüina, in 2006, education has become one of the centers of political and social attention. Quality and equality in education became trending topics in social networks, specialized literature, politic events and everyday social interactions. This revolutionary process has forced the government and politicians to concentrate most of their attention in this important theme. At the same time, other Latin America countries, have gone through several changes throughout these years in educational matter, however, there is still much to be done to fulfill the educational demands of the students and society in general. Regarding this, the Organización de Estados Iberoamericanos para la Educación, la Ciencia y la

Cultura (OEI) (2012), stated that EFL and Skateboarders in Valdivia 8

different reports about the educational situation show that, even though certain

progresses has been made, and even a significant one in some cases, in terms of

the expansion of the majority of educational systems (this has allowed that a

higher percentage of the population could access and finish school), the

progress involving equity and quality has not been the expected.1 (OEI in

Monarca, 2012, p. 165)

According to Candy Fabio (2009), in the last two decades the number of schools and students in Chile has significantly increased, thus, access to education has definitely been improved; however, in terms of quality, there is still much to be done.

Fabio points out that the efforts to assure access to high school education to every teenager has generated a new problem: segmentation. Nowadays, in Chile, students who live in poverty go to school with other poor students, and the rich ones go to school with other rich kids. This has denied students (and society in general) the chance to live and learn in a culturally diverse environment (Fabio, 2009) and perpetrates the socio economic gap.

1.1.2. Skateboarding and Education.

Skateboarding is an individual sport, but it is also a social activity. Despite the fact that skateboarders are usually seen as outsiders, they are a unique and important part of the teenage society. Within the members of the group the social barriers perpetrated

1 Distintos informes sobre el estado de la educación señalan que, si bien es cierto que se produjeron avances, y en algunos casos significativos, en cuanto a la expansión de la mayoría de los sistemas educativos (que posibilitó que mayores porcentajes de población ingresaran a la escuela y la terminaran), el avance en equidad y calidad no ha sido el esperado. (OEI in Monarca, 2012, p. 165) All translations from Spanish into English of this research paper have been carried out by the authors.

EFL and Skateboarders in Valdivia 9 by the modern education system (Fabio, 2009) no longer exist. Skateboarders from different backgrounds share a common passion leaving their differences aside, as reported by Linda Moore (2009) in an ethnographic study about skateboarders in different competitive scenarios.

Regardless of gender, discipline, ethnicity, or age, the participants in this study

routinely embraced each other, supported each other by showing

encouragement and appreciation, and showed no signs of negative emotion

toward other participants, despite the fact that prize money was on the line. This

lack of negative emotions infers an inclusionary construct within the

skateboarding culture. (Moore, 2009)

The skateboarding micro-society is not completely alien to the teaching learning environment. Most of the members of the group are teenagers who are currently going to high school or are studying different university majors; however, as Tae Yun

Kim (2011) points out “skateboarders find school environments extremely strange”. For skateboarders in the process of learning a new trick, failing is normal, expected and even mandatory; there is no estimated amount of time or attempts needed in order to learn a new trick; and most importantly, no attempt is graded, because “it would not add anything new to the experience” since “the reward of skateboarding is to learn new tricks” (Kim, 2011). In contrast, in formal education failing is often punished, the main reward of the process is a mark instead of knowledge and, most importantly, class materials, tests and activities are aimed at a several different students who progress at different paces, but are expected to perform in an standardized way. EFL and Skateboarders in Valdivia 10

Just as skaters, many others teenagers’ social groups find school boring or uninteresting. In order to transform teenagers’ school experiences into an interesting and rewarding process, the inclusion of relevant topics and cultural elements of today’s micro-societies into everyday school situations, is fundamental:

Through the cultural values of inclusion, having fun, self-expression, and

progression, participants can build confidence to become leaders. By

understanding the culture of skateboarding, today’s leaders are in a better

position to understand tomorrow’s leaders and develop communication styles to

improve interaction between generations. (Moore, 2009)

At the same time, skaters (or any other social group) should be helped to communicate efficiently with today’s leaders. Through education skaters can receive the proper tools to achieve this goal.

Curriculum plays a role of great importance for teaching and learning, and its customization can improve the quality of education. Dr. Rolando Pinto affirms that students should be the protagonists of the curriculum. He states that “it is fundamental for the educator and school to know and understand the students' biological, psychological and socio-cultural characteristics because the students’ needs and personal interests are built upon these elements”2 (Pinto, 2005, p.74).

2 Es fundamental que el docente y la Unidad Educativa conozcan y comprendan las características biológicas, psicológicas y socio-culturales concretas que muestran sus alumnos específicos, ya que sobre ellas se edifican y constituyen las necesidades e intereses específicos de cada educando. (Pinto, 2005, p.74) EFL and Skateboarders in Valdivia 11

1.1.3. English as a Foreign Language in Chile.

In nowadays globalized world, teaching and learning of English as a Foreign

Language (EFL) has become a necessity in any developed or developing country, such as Chile. English language is now part of the daily lives of thousands of Chilean students who, through the years, have witnessed how this language has slowly taken mass media, technology, social networks and has become the promise of a better economic situation in the future.

The beginning of the 21st century in Chile was full of changes, in which the

English language became one of the main characters. According to Gloria Romero

(2010), it was during these years that, “the importance of the English language in the

Chilean school system . . . began to be emphasized”3 (p. 1). From this point on, Chile aimed at becoming a bilingual country by the year 2010, therefore, “this led to the creation of programs that mainly focused on improving the quality of the EFL teaching and learning”4 (Romero, 2010, p.1). Some of the several innovations that were developed during this period of time, with the main purpose of enhancing the teaching and learning of the English language in Chile were

massive production of study texts adapted to our educational context, English

teachers' training, the creation of PIAP (Programa Inglés Abre Puertas),

Several scholarships for English as a foreign language teaching' students,

interscholastic debate' contests, the creation of a program with volunteer native

3 Se inició el gran énfasis que tiene…el idioma inglés en nuestro sistema escolar (Romero, 2010, p.1) 4 Esto ha implicado la creación de programas que, principalmente, apuntan a mejorar la calidad de la enseñanza y aprendizaje de este idioma extranjero (Romero, 2010, p.1) EFL and Skateboarders in Valdivia 12

speakers by MINEDUC in partnership with PNUD, Summer camps, among

others. 5 (MINEDUC in Romero, 2010, p. 1)

Even though, these innovations were designed with the purpose of improving the level of English language proficiency in schools, it was evidenced that Chilean schools are still far from it. According to Romero (2010), in 2004 the Chilean Ministry of Education in partnership with Cambridge University carried out a national test to measure 8th grade students' level of English proficiency. The results revealed that only a

5% of the students had an efficient level of English competence.

There are several obstacles that are certainly preventing further improvement regarding EFL teaching and learning in Chilean schools. According to Romero (2010), in the Chilean school system, the importance given to the English class is taken over by the subjects that are considered more “important” in order to get accepted in universities, such as science, math, and mother tongue, among others. Moreover, unlike bilingual countries where the students are totally exposed to the target language, the amount of time in which the Chilean students are exposed to the English does not reach more than

6 hours a week (Romero, 2010), which is certainly not enough time in order to reach the

European standards to become a bilingual country.

In another aspect, “our national curriculum considers that the students should learn the English language from 5th grade”6 (Romero, 2010, p. 4). However, several

5 Dentro de las innovaciones generadas en este periodo, está la creación masiva de textos pensados en nuestro contexto escolar, capacitación a profesores de inglés, la creación del PIAP (Programa Inglés Abre Puertas), becas para estudiantes de pedagogía en lengua inglesa, concursos de debates inter escolares, la creación conjunta, entre el MINEDUC Y PNUD, del programa de voluntarios angloparlantes, los Summer camps, entre otros. (MINEDUC, 2009) EFL and Skateboarders in Valdivia 13 studies have shown that children who are exposed to a second language at a young age can demonstrate a better performance in terms of proficiency when adults. In relation to this, according to the Center for Applied Linguistics, funded by the US department of education

When children have an early start to a long sequence of language instruction

that continues through high school and college, they will be able to achieve

levels of fluency that have not been possible in the past due to the late start of

most language programs (n.d, p. 2)

Regarding this matter, a change in the national curriculum, in which Chilean students could be exposed to the English language before reaching 5th grade, could be highly beneficial.

6 Nuestro currículo nacional considera que los alumnos deben aprender el idioma a partir de 5to básico. (Romero, 2010, p. 4) EFL and Skateboarders in Valdivia 14

1.2. Social Movements

Social organization is one of the main features of society. In general terms, group work has always been the key to social development. Through history, several social groups have decided to disagree with what the general political order decides for society, and, in some cases, these groups have taken action against the government or the establishment. These social groups, in search for a general political and socioeconomic change and redistribution of power, can be called “Social Movements”

(Feixa, Costa & Saura, 2002).

As Carles Feixa, Carmen Costa and Joan Saura (2002) point out that since the beginning of the XIX century the term “Social Movements” has always been used to refer almost exclusively to labour movements. These social organizations were rarely linked to juvenile groups, despite the fact that there are some historical events where work-class and teenagers have joined in pursuit of a common objective. Social movements are defined as “a social attempt to promote a common interest or ensure a shared objective through actions outside of the established institutions”7 (Giddens in

Feixa, Costa & Saura, 2002, p. 10).

However, in the XX century some authors drew attention to the emergence of new social groups that had different characteristics from the original social movements that were mostly formed by work-class men. These new groups were formed by teenagers and looked for a cultural revolution rather than a political rupture. Finally, in

7 Un intento colectivo de promover un interés común o de asegurarse un objetivo compartido, mediante la acción colectiva en el exterior de la esfera de las instituciones establecidas (Giddens in Feixa, Costa & Saura, 2002, p. 10)

EFL and Skateboarders in Valdivia 15 the decade of 1970’s and mostly in the decade of 1980’s, different researchers started studying these juvenile groups and named them “New Social Movements”. (Brand,

Racionero in Feixa et al., 2002, p. 11, 12)

1.2.1. New Social Movements.

Most of the time, teenagers live separated from the adult society. This has caused the appearance of a teenagers’ society with its own language, symbols and, most importantly, system of rules and values, different from the values established by the mainstream society (Coleman in Feixa, 2006). New social movements are composed by groups of people that are part of the teenagers’ society.

New social movements are formed by young people from different socioeconomic backgrounds who share a common objective or interest. These groups were, at the beginning, mostly motivated by the necessity of a sociocultural change, and presented a decentralized and open organization, in which decision taking was often promoted (Feixa et al., 2002). In the XX century, in different parts of the world, the appearance of New Social Movements had a major impact on the way institutions, governments, and society in general worked.

According to Pere-Oriol Costa, José Manuel Pérez & Fabio Tropea (2011), nowadays, teenagers’ social groups are not only instruments to fulfill social goals, but their mere existence is an objective in itself. For teenagers, to be part of a social group is to have an identity, and a chance to step away from an unsatisfying society. These emotional characteristics of the group, combined with other features, constitute the social structures now known as Urban Tribes. EFL and Skateboarders in Valdivia 16

1.2.2. Urban Tribes.

According to Costa et al., (2011), tribes are social groups formed by individuals who work together to fulfill their needs. These needs are normally associated to food, but social and affective needs are also fundamental for human beings. Normally, the members of a tribe share territory, activities and a strong feeling toward their group and its members. In general, the members of a tribe share life. Nowadays, the emergence of new teenagers’ social structures that have taken these characteristics has drawn the attention of society all around the world.

Punks, Hipsters, Skinheads, Otakus, Headbangers, Pokemones, & Skaters are some of the groups that are part of neo-tribalism. Within these multicultural groups, teenagers share lifestyles, interests, aesthetics and rituals that differentiate them from other groups and from society in general (Vargas, 2008). According to Carles Feixa

(2006), urban tribes are young micro-societies built around the common social experiences of its members. These social groups express their fellows’ experiences through their distinctive life styles, shared territory and time spent with other associates of the group. Due to the affective link shared by the members, their sense of belonging, and the strong group identity, urban tribes are often considered as a family by the people who form them (Feixa, 2006).

Martha Alvis Orjuela (2012) points out that the members of each Urban Tribe share three main features which sets them apart from other groups or mainstream society: appearance, music and language. Appearance is the most easily identifiable characteristic of each group. For the members of an Urban Tribe, clothing is a way to EFL and Skateboarders in Valdivia 17 express identity and attitude towards society (Vargas, 2008). At the same time, music is one of the strongest elements for a tribe: According to Alvis (2012) most Urban Tribes choose one particular type of music to represent them and, in some cases, this type of music is the central element of their identity. Finally, tribes create and combine different linguistic codes to create their own language, which can be unintelligible for those who are not part of the tribe. The expansion of North American culture through television, movies, music and internet has also influenced the way teenagers communicate, especially within Urban Tribes (Alvis, 2012). As Rosa Vargas (2008) explains

“language is alive and constantly developing, and where this is most evident is in teenagers’ gatherings.”8

In short, Tribes are characterized by common interests and attitudes, and a strong sense of belonging; however, despite all the above mentioned characteristics, most anthropologists and ethnologists disagree with calling these groups “tribes” because, according to them, they lack too many features of the original tribes. For Costa et al, the tribal elements of these groups arouse as a reaction against a complex, unsatisfying and exclusionary society (p. 32).

Urban Tribes and Society.

Urban Tribes are in constant conflict with society. Perhaps, the main origin of these new social groups is related to the fact that teenagers often feel undervalued, or simply excluded by the system – school, family, adults, etc. – and, by forming their own

8 La lengua está viva y en constante desarrollo, y donde mejor puede verse es en las reuniones de adolescentes. (Vargas, 2008) EFL and Skateboarders in Valdivia 18 micro society, they refuse to be completely rejected by the rest of the community (Costa et al., 2011, p. 13).

Despite the fact that Urban Tribes, or teenagers in general, are an important part of society, they are still not completely accepted as social actors for governments or social sciences, unless they fulfill the roles that these institutions have established for them (Vargas, 2008). It seems that teenagers are only accepted by society when they fulfill the role that adults choose for them. Thus, teenagers are seen by adults in two contradictory ways: on the one hand they are presented as “a promise for the future: those who will inherit civilization”, but, on the other hand, as “threats who could betray the values of adults” (Costa et al., 2011, p. 12).

Within the social boundaries of neotribal groups, kids and teenagers form social relationships based mainly on emotions, contrary to adult society that bases its associations mostly on objectives (Costa et al., 2011, p. 56). In summary, through tribes, teenagers get the power to provoke or simply separate themselves from institutions, forming new societies that give them the possibility to acquire a new social status, a status they could not possibly achieve within the adult society.

Urban Tribes and Schools.

Most members of Urban Tribes are teenagers that attend school. In the educational institutions teenagers not only acquire knowledge or develop skills, but also develop the majority of affective links outside of their families since schools are also a social center. However, it seems that students and the institution they attend to are always in crisis. According to Vargas (2008), the origin of this crisis is related to the EFL and Skateboarders in Valdivia 19 way schools are organized: teenagers’ perception of life is opposite to the way schools are conceived.

Sadly, in most schools diversity is not a commonly reinforced aspect of life.

Alvis (2012) points out that, instead of helping students in their search for identity, most schools tend to

discipline and punish the behaviors which are not considered appropriate

because of dissenting from the cannons established by the institutional

guidelines of behavior or the opinions of the teaching staff and school officials,

who do not respect the ideological attitudes of the youngsters since they do not

share or understand them because of the generational gap which crosses and

separates students and teachers.9 (Alvis, 2012, p. 6)

Regarding this, Alvis (2012) suggests schools to enhance self-control in students instead of monitoring and controlling their behavior.

As it was previously mentioned, appearance and fashion are important issues for teenagers, especially for those who are members of an Urban Tribe. Since most

Chilean schools have a strict dressing code, students are in a constant struggle with the educational community. According to Alvis (2012) for students, this issue represents a power struggle which defines who sets the rules and who must to follow those rules. The author also points out that, in relation to dressing codes and Urban Tribes’ fashion,

9 vigilar y castigar todas aquellas conductas que se consideran no apropiadas, por salirse de los cánones establecidos en los manuales de convivencia o la postura personal de docentes y directivos escolares, quienes en principio no respetan las actitudes ideológicas de los jóvenes por no compartirlas o comprenderlas, debido a la brecha generacional que atraviesa y separa a estudiantes y maestros. (Alvis, 2012, p. 6) EFL and Skateboarders in Valdivia 20 schools consider that “most youngsters that are part of Urban Tribes . . . give a bad reputation to the educational institutions, or are a bad influence for rest of the students”10

(Alvis, 2012, p. 6).

All the elements mentioned above turn school and school life into a stressful experience instead of being a relaxed and comfortable environment, ideal for education and social development. The fact that many students feel that school is a place where their way of seeing life is meaningless increases the chances of dropout. School is an institution in which students are formally included, but culturally excluded (Alvis,

2012).

As Vargas (2008) mentions, if the root of most problems that involve students and schools are based on social differences, the only way to solve these issues is in a social manner. Schools should have a participative educational approach in which knowledge, interests, motivations, questions and concerns of the students are used to nurture their identities and social skills (Vargas, 2008).

Schools and society in general should see young cultures as social centers in which talents, artistic expressions, critical thinking and social skills are discovered and developed. The role of school in regards to teenagers society should be to provide students a chance for personal growth and social development.

10 la gran mayoría de jóvenes que pertenecen a las tribus urbanas . . . le dan mala imagen o aspecto a [la comunidad educativa], o son mala influencia para los demás estudiantes. (Alvis, 2012, p. 6) EFL and Skateboarders in Valdivia 21

1.3. Critical Thinking

Taking into account that one is living in a globalized world, in which “life, society and economics are becoming more complex” (Abdullah, n.d, p.1), it is necessary that “the first priority of an education system is to teach the children how to learn and how to think” (Shukor in Abdullah, n.d, p. 1). According to this, it is fundamental to promote critical thinking skills in the classroom, as well as to include it into the school curriculum “to cope with the fast changing world where new knowledge is being produced daily, while old knowledge is being reorganized and redefined” (Abdullah, n.d, p. 1).

1.3.1. Definition of Critical Thinking.

The concept of critical thinking is defined as “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action” (Scriven & Paul in Gueldenzoph & Snyder, 2008, p. 90). Moreover, According to Emily Lai (2011),

Critical Thinking, involves both cognitive skills and dispositions. These

dispositions, which can be seen as attitudes or habits of mind, include open –

and fair – mindedness, inquisitiveness, flexibility, a propensity to seek reason, a

desire to be well-informed, and a respect for and willingness to entertain

diverse viewpoints. (p. 2) EFL and Skateboarders in Valdivia 22

In relation to the education context, the concept of critical thinking or thinking culture possesses a relevant place regarding the students’ social development and personal growth. According to Tishman, et al (1995), critical thinking “is about how to transform the culture of a particular classroom, into a culture of thinking with the purpose of teaching thinking to prepare students for a future of effective problem- solving, thoughtful decision making and lifelong learning” (in Abdullah, n.d, p. 2).

Moreover, the promotion of critical thinking abilities in the classroom could lead “to prepare students for post-secondary education and the workforce” (Lai, 2011, p. 4).

1.3.2. The Importance of Critical Thinking Abilities in Education.

As it was previously mentioned, developing and promoting critical thinking skills has become a necessity in the 21st century and it needs to be prioritized in education. According to Mohd Noor Abdullah (n.d), the fact that modern jobs are getting more complex requires workers to be able to use judgment, as well as to comprehend the workplace in which they are immersed in. In addition, Abdullah claims that as the information is spreading at such a fast pace, people are required to utilize transferable skills to allow them to interact with problems in different contexts and times throughout their lives. These are some of the reasons, which constitute and validate the needs of high order thinking skills in modern society. In relation to this, as one is living in a globalized world; students nowadays are expected to become capable workers or employees who are able to think critically. Therefore, “Merely having knowledge or information is not enough. To be effective in the workplace (and in their personal lives), students must be able to solve problems to make effective decisions” (Gueldenzoph &

Snyder, 2008, p. 90). EFL and Skateboarders in Valdivia 23

Moreover, the development of critical thinking skills must have a fundamental place within the school curriculum. A curriculum that could integrate critical thinking could lead to properly encourage students to become independent thinkers, as well as to prepare them so they can meet the expectations and demands of the labor market. In relation to this, according to Cotton (2003) in Abdullah (n.d):

Other than the concern on mastery of the basics such as reading, writing,

science and mathematics etc., equal concern is also on thinking abilities. Basic

knowledge alone or mastery of it alone is not sufficient to meet the demands of

the labor market in the future. (p. 3)

However, promoting and developing critical thinking in the classroom will not only help students meet the expectations of the labor market. The importance of critical thinking, within the school curriculum, also lies in the fact that it will provide the students, the tools to become a “future effective problem-solver and thoughtful decision-maker” (Abdullah, n.d, p. 2), as well as to give them a more relevant place in the learning process and the school curriculum.

In another aspect, promoting and developing critical thinking abilities in the classroom needs to be constantly integrated into the curriculum. In relation to this, according to Lisa Gueldenzoph and Mark Snyder (2008), “the premise that critical thinking is to knowing as listening is to hearing, implies that critical thinking is a learned skill that must be developed, practiced, and continually integrated into the curriculum to engage students in active learning” (p. 91). Hence, by developing critical thinking skills in the classroom, students are constantly encouraged to question their learning and use EFL and Skateboarders in Valdivia 24 curiosity as a tool to grow as independent thinkers. In relation to this, Ira Shor (1992) reflects upon human nature and one’s natural instinct to be curious, consequently, he offers his perspective about the traditional curriculum, regarding the development of critical thinking skills. Shor (1992) affirms that,

people are naturally curious. They are born learners. Education can either

develop or stifle their inclination to ask why and learn. A curriculum that

avoids questioning school and society is not, as it commonly supposed,

politically neutral. It cuts off the students’ development as critical thinkers

about their world. If the students’ task is to memorize rules and existing

knowledge, without questioning the subject matter or the learning process, their

potential for critical thought and action will be restricted. (p. 12)

At the same time, Shor (1992) claims that in order to avoid being the only ones transferring knowledge in the classroom; teachers should have a curriculum in which students are encouraged to participate on a critical manner. In relation to this, Shor

(1992) proposes that by having a curriculum that encourages students to question inside the classroom, teachers can avoid being an authoritative figure that transfer knowledge on a unilateral manner. Moreover, teachers can help students develop, both intellectually and emotionally to be able to examine their learning process, their everyday experiences and society itself. Therefore, teachers can give the students the opportunities to develop as independent thinkers and utilize reflection to make meaning, instead of handing them values that they will have to memorize. In addition, “not encouraging students to question knowledge, society, and experience tacitly endorses and supports the status EFL and Skateboarders in Valdivia 25 quo” (Shor, 1992, p. 12). Regarding this matter, it is necessary that the curriculum could challenge the aspects of society, as well as to go beyond the standard syllabus, since

a curriculum that does not challenge the standard syllabus and conditions in

society informs students that knowledge and the world are fixed and are fine the

way they are, with no role for students to play in transforming them and no

need for a change. (Shor, 1992, p. 12)

Hence, a curriculum that challenges students to question the aspects of society and their learning process could lead to transform education into a rewarding and enriching experience, in which students could actively participate in their learning process and play a fundamental role within the school curriculum. Consequently, by developing critical thinking skills in the classroom, students will not only be able to succeed regarding economic competence, but as social agents in a fast changing world.

EFL and Skateboarders in Valdivia 26

1.4. National Writing Project

The National Writing Project (NWP) is an educational initiative and network of sites created in the United States. The main aim of this project is to focus on “improving the teaching of writing and the use of writing as a learning tool across the curriculum”

(NWP, 2013). This initiative was originally created by James Gray from the University of California in 1974 and nowadays the initiative is granted by the U.S. Department of

Education, supplemented by local, state, and private funds.

1.4.1. Mission and Vision of the National Writing Project.

The vision of NWP emphasizes the idea of writing as an essential tool and “the signature means of communication in the 21st century” (NWP, 2013). Regarding this matter, the NWP states that the initiative “envisions a future where every person is an accomplished writer, engaged learner, and active participant in a digital, interconnected world” (NWP, 2013). Moreover, based on the idea that writing “helps us convey ideas, solve problems, and understand our changing world” (NWP, 2013), this initiative has the mission of performing “sustained efforts to improve writing and learning for all learners” (NWP, 2013), focusing mainly on the knowledge and expertise of the US educators (NWP, 2013).

One of the core principles of this project states that “there is no single right approach to teaching writing; however, some practices prove to be more effective than others” (NWP, 2013). In relation to this, the NWP believes that “a reflective and informed community of practice is in the best position to design and develop comprehensive writing programs” (NWP, 2013). An example of this type of EFL and Skateboarders in Valdivia 27 methodology is carried out by Linda Christensen, director of the Oregon Writing

Project, and she states: “Students write more authentically and powerfully when they write pieces about what they care about” (Christensen in Morgan, 2010).

1.4.2. The Role of Teachers and Students in the National Writing Project.

The NWP initiative emphasizes the need of letting the students be part of the curriculum and the protagonists of their own learning. An example of this is

Christensen's curriculum, which is based and centered in the students and how they can relate their lives to the activities carried out in the classroom. In relation to this,

Christensen (2010) reflects on the teachers’ role regarding letting the students be the protagonists of their own learning by claiming that teachers need to be able to find moments of joy in the classroom, in which they can gain something from the students, learn about them and their lives and help them discover their own voices.

Moreover, Christensen gives a new perspective, regarding the students’ role in the classroom. In relation to this, the author affirms that the students should be the protagonists of their own learning and proposes a curriculum that can include the students’ identity features and life experiences and use them as a way to turn them into poetry, narrative, essay, among others (Christensen, 2010). In relation to this, the necessity regarding the inclusion of the urban tribes’ socio cultural aspects, such as the skateboarder culture into the Chilean national curriculum needs to be emphasized.

Regarding this matter, following a teaching methodology as Christensen proposes, which is part of the NWP initiative, could certainly become beneficial, regarding the inclusion of the students’ identity features into the national curriculum. In other words, a EFL and Skateboarders in Valdivia 28 curriculum that could be customized to value the students’ cultural discourse, goals and interests.

A customized curriculum that could include and value the cultural background of students who belong to urban tribes, could only benefit the students’ experience in school and facilitate their learning process, since “recognizing and validating multiple cultural identities in the classroom community and developing positive student–teacher relationships strengthen individuals’ sense of worth and, ultimately, their academic performance” (Sumaryono & Ortiz, 2004, p. 1).

1.4.3. The National Writing Project and the Students’ Development of

Critical thinking skills.

Nowadays, teaching and promoting critical thinking skills in the classroom has become a necessity. As one is living in a globalized world, students need to be able to develop problem-solving skills to be able to understand a world that is constantly changing and producing new knowledge. Regarding this matter, the NWP initiative, also recognizes the importance of developing the students’ critical thinking skills, through writing, reading and research. In relation to this, the initiative focuses on perceiving the students as potential writers and describes the skills that an accomplished writer can possess, as well as its importance in higher education. According to an article published by The Council of Writing Program Administrators (CWPA), The National Council of

Teachers of English (NCTE) and The National Writing Project (NWP):

Through critical writing and reading, writers think through ideas, problems, and

issues; identify and challenge assumptions; and explore multiple ways of EFL and Skateboarders in Valdivia 29

understanding. This is important in college as writers are asked to move past

obvious or surface-level interpretations and use writing to make sense of and

respond to written, visual, verbal, and other texts that they encounter. (CWPA,

NCTE & NWP, 2011, p. 11)

Moreover, The NWP believes that teachers should provide the students with the opportunities and the guidance to foster their critical thinking skills, so the students are able to “read texts from multiple points of view, write about texts for multiple purposes including (but not limited to) interpretation, synthesis, response, summary, critique, and analysis, evaluate sources for credibility, bias, quality of evidence, and quality of reasoning” (CWPA, NCTE & NWP, 2011, p. 11), among others.

A customized curriculum that could value and include the socio cultural discourse and identity features of students who are part of urban tribes, such as the skateboarder movement must be developed. This type of curriculum could lead to transform education into a more rewarding and enriching experience for the students that can allow them to actively participate in their learning process, enhance their receptive and productive skills, help them grow as independent thinkers and motivate them to go further as learners in a globalized society.

EFL and Skaters in Valdivia 30

2. Procedures and Methods

This research project will aim to fulfill its objectives through a qualitative type of research in which six high school students that are part of the skateboarder movement in Valdivia (Chile) participate as the subjects of study.

The type of research that will be carried out to fulfill the objectives proposed in this paper is qualitative. A qualitative research study design will provide the researches the necessary flexibility to know and understand the values, beliefs, perceptions, experiences and interests of the studied group (Kumar, 2011). This qualitative research will be based following the principles of a field study in order to obtain the required information for the creation of a pedagogical proposal. The pedagogical proposal will consist of a workshop in which the gathered data will be used to enhance the participants

EFL skills, and to promote critical thinking.

2.1. Subjects of Study

According to Robert E. Stake (1995), it is fundamental to select subjects of study that can be easily addressed and that are willing to answer the researchers inquiries. Having this in mind, and considering that one of the researchers is part of the skateboarders’ social group, selecting high school skateboarders of Valdivia as subjects is a reliable and plausible choice. Furthermore, the subjects of study have shown interest and willingness to participate when presented with the principles of the research.

Therefore, the chosen subjects of study are seven male students from 7th to 4th grade of high school that are between the ages of 15 and 19; all of them, part of the skateboarder urban tribe in Valdivia, Chile. EFL and Skaters in Valdivia 31

The subjects live in different locations in Valdivia: including Isla Teja,

Regional, Corvi, Picarte 3000, among others. In addition, the respondents are currently studying in different schools such as: Liceo Armando Robles Rivera (Public), Colegio particular Gracia y Paz (Subsidized), Insituto Alemán Carlos Anwandter (Private) and

Centro de educación de adultos Andrés Bello (Subsidized).

Regarding the socioeconomic background of the subjects, it is possible to state that they all belong to different socioeconomic status that vary from lower, middle and upper class. This particular feature will provide the research project with reliability and it will give the researchers the opportunity to offer a wide perspective from the different realities.

The main locations in which the subjects of study gather to develop their activities as members of the skateboarder urban tribe are: Parque Krahmer and, occasionally, Plaza de la República de Valdivia.

EFL and Skaters in Valdivia 32

Table 1

Subjects of Study

Subject 1 2 3 4 5 6 7 Age 14 years 15 years 14 years 16 years 19 years 15 years old 15 years old old old old old old

Grade 9th 9th 9th 10th 11th and 7th and 8th 9th 12th School Liceo Instituto Liceo Colegio Centro de Instituto Instituto Rector Italia Rector Gracia y Educación Tecnológico Aleman Armando Armando Paz para del Sur Carlos Robles Robles adultos Andwanter Rivera Rivera Andrés Bello Type of Public Public Public Subsidized Subsidized Subsidized Private School Area of Población Población Barrios Picarte Isla Teja Corvi Regional residence Yañez Pablo bajos 3000 Zabala Neruda

EFL and Skaters in Valdivia 33

2.2. Data Collection Tools

To accomplish the general and specific objectives of this research, it is necessary to know the interests, vision, and cultural discourse of the subjects. These details will be fundamental for the creation of the workshop. In order to fulfill this goal, three data collection tools will be used: Participant Observation, Field Notes and Group

Interviews. In this section, the rationales behind these three data collection tools will be exposed.

2.2.1. Participant Observation

The first step of the field study is to observe the subjects. To observe in a purposeful, systematic and selective way is the most appropriate tool to study a group interaction or behavior (Kumar, 2011, p. 140).

It is important to note that one of the researchers is part of the studied social group; thus it will be easy to create situations in which the respondents feel comfortable and willing to contribute. Consequently, the chosen method of observation for this project is participant observation. According to Ranjit Kumar (2011), in order to properly carry out participant observations, the researchers must get involved in the activities of the studied group, create a link with the subjects, and finally, keenly observe the situation, interactions or phenomena (p. 129). With this strategy, the researchers should “develop a close interaction with members of the group”, or “live the situation which is being studied” (Kumar, 2011, p. 128) in order to gather information related to the subjects interests, commonalities, topics of conversations and cultural discourse. EFL and Skaters in Valdivia 34

This type of observation allows the researchers to study the group with or without them knowing they are being observed (Kumar, 2011 & Kothari, 2004).

This tool will give the researches the advantage of getting a spontaneous and deep picture of the subjects of study lives, opinions, interests, interactions and behavior, and will allow the researchers to take the sufficient amount of time observing the group to get a detailed image of them.

However, there are certain disadvantages with the use of participant observation. First of all, in some situations “when individuals are aware that they are being observed they may change their behavior” (Kumar, 2011, p. 141), nevertheless, this situation is unlikely to happen in this research, since the researcher is no foreign to the group. Secondly, the information obtained through the use of this tool can be subject to observer bias if it is not properly analyzed (Kothari, 2004 & Kumar, 2011). To prevent this situation, the researchers will study the collected data independently and will compare their conclusions afterwards. One final problem is the fact that the amount and variety of the information obtained through direct observation is limited to what the subjects of the study normally express in social interactions. In order to deepen the collected data, and to prevent interference in the analysis of the gathered information, interviews will be another data collection tool in use.

2.2.2. Field notes

The researchers will utilize field notes to record all of the information provided by the participant observations. The gathered information will be systematically recorded and subjected to checks in order to control validity and reliability. To obtain EFL and Skaters in Valdivia 35 detailed information an audio recorder will be used, in such a way that the researchers will have the chance to review data before interpreting it, or drawing any conclusions

(Kumar, 2011). In order to make the observation process more reliable the participant observer will use descriptive field notes during and after every participant observation so as to document the information provided in an organized manner and offer a description of the events that could take place in the observations as detailed as possible. Then, the other researcher (the one who is not participant observer) will dump the data tables in order to be analyzed. Regarding this matter, a generalized list of concerns 1will be required before recording on the field notes.

The strategy used to record the field notes will be a comprehensive note taking with the audio recorder that will allow the researchers to “systematically and comprehensively describe everything that happened during a particular period of time, such as a single trip to the field” (Wolfinger, 2002, p. 90). Moreover, the main advantage of using the comprehensive note taking method is that it will force the researchers to “recreate events in the order they really happened. This can aid in the recall of details that might otherwise have been forgotten” (Wolfinger, 2002, p. 91).

1 Based on list by Spradley, 1980:78 EFL and Skaters in Valdivia 36

Table 2

Generalized list of concerns

1. Space and time The physical place

2. Subject The person involved

3. Activity What the subject is doing

4. Feelings The emotions that the subject felt and

expressed

5. Opinions Opinions about issues of personal and

sociocultural concern

2.2.3. Group Interviews

The researchers will utilize group interviews as a data collection tool to acquire further knowledge about the subjects of study and complement the participant observation stage.

As Kumar (2011) points out, group interviews are an excellent tool to acquire knowledge about a group in a free and open environment. Through the use of open questions that facilitate group discussions, the researchers will obtain information of the members of the skateboarder movement related to their worldviews, interests and opinions towards learning. Moreover, in order to achieve a natural and spontaneous conversation, the researchers will have “the freedom to decide the manner and sequence in which the questions would be asked” (Kothari, 2004, p. 98). EFL and Skaters in Valdivia 37

In order to carry out the group interviews, the researchers will need to provide a comfortable environment. One possible place to carry out this activity could be the usual place where skateboarders gather, “so that respondents may feel at ease while talking to and discussing with the interviewer” (Kothari, 2004, p. 99). It is expected that, through an anxiety-free environment, the members of the group will offer accurate and deep information that could serve to obtain a closer look into their realities and vision of the world.

One important benefit of group interviews is that, if it is previously agreed with the subjects of study, the researchers could record the interviews. The record of the discussions could be used as “the basis of analysis for findings and conclusions”

(Kumar, 2011, p. 128).

The main disadvantage that this tool presents is that the questions could not be answered as expected if the group discussions distract the participants from the topic. In order to prevent this situation from happening, the researchers must carefully prepare the questions or topics of discussions in advance, and present them to the subjects in a natural manner, directing the interviews and bringing the participants back to the topic if they go astray from the discussion.

In conclusion, the group interviews will be used as a method to deepen the information provided by the participant observations. Through the use of this data collection tool, the researchers will be able to access specific information that might not be obtained in the participant observations, and that they might be particularly relevant EFL and Skaters in Valdivia 38 when creating the workshop, in which the subjects of study will develop their EFL skills and critical thinking abilities.

In the annex A1 the questions used for the group interviews can be found

2.3. Type of Analysis

This research project comprehends an exploratory type of analysis in which the researchers will examine the role of students who are part of the skateboarder urban tribe, in relation to the national curriculum, in terms of their cultural discourse.

2.3.1. Criteria of Analysis.

In order to analyze all the collected data from the seven subjects of study, it was important to determine the criteria to organize the analysis. Therefore, the criteria applied in this data analysis were established by the major themes covered throughout the theoretical framework of this research project. The aspects that the researchers considered when analyzing the collected data, through the use of participant observations, field notes and group interviews were the following categories: Identity,

Sense of Reality and Expectations. The categories were defined using the theoretical framework. At the same time, the analyzed data will be used to create a workshop based on the vision of the National Writing Project to enhance the receptive and productive skills of the subjects.

Regarding the category of identity, the researchers will analyze all of the collected data concerning fashion, music, interests, language and socialization among the participants that could lead to determine a pattern in relation to the skateboarder EFL and Skaters in Valdivia 39 urban tribe. This category will be connected to the theme Social movements of the theoretical framework.

In relation to the category sense of reality, the researchers will examine all of the collected data concerning the subjects’ thoughts and opinions regarding education, life in school, politics and their own learning process. The analyzed data will be related to the theme Critical Thinking of the theoretical framework.

Finally, the category expectations will be analyzed in terms of the subjects’ thoughts about their learning and what they expect from the national curriculum, as well as their future goals and expectations. The analyzed data will be connected to the state of the art proposed in the theoretical framework. At the same time, the analysis will aid the researchers to create a workshop EFL and Skaters in Valdivia 40

3. Corpus

In this section the results of this research project are introduced. These results were obtained after the data collections tools that were presented in the previous chapter were applied to the subjects of study. Therefore, the corpus is divided in three main segments. In the first part the results obtained through the use of the research tools are exposed in detail, in the second part the discussion of those result are presented, and in the third part the workshop proposal, in which the gathered data and results are be used, is presented.

3.1. Results

The results obtained were analyzed following the aspects described in the theoretical framework section of this work. Accordingly, the results of the topics discussed and exposed in observations and interviews were related to identity, sense of reality and expectations. Concerning identity the main references taken into account are related to fashion, language and music styles preferences. Secondly, in terms of sense of reality, the main variables described are connected to the perception the subjects of study have regarding their position in society, their opinions about education and their reflections on topics such as politics and society. Lastly, in relation to expectations, the variables considered are related to the subjects of study’ perception about their academic future and projections after school.

3.1.1. Participant Observations.

The subjects of study were observed six times by one of the researchers. The following descriptions will summarize all the observations carried out. It is important to EFL and Skaters in Valdivia 41 point out that all observations took place in Parque Kramer, in Valdivia, where the subjects of study, along with other skaters, gather regularly. This place consists of two paved rectangles, where skaters have placed different obstacles, such as ramps and rails, and a place where they sit to take breaks, drink water and talk. All observations were carried out at random, in different days of the week between 5 pm to 9 pm, because this is the time skate sessions are normally held. In all sessions, the subjects of study and the other skateboarders skate in irregular spaces of time; they usually skate for thirty minutes, and then sit for fifteen minutes. This is repeated several times. While they skated they also engaged in conversation, but these talks were normally focused on giving and receiving technical pieces of advice about their skateboarding practice, and cheering the performed maneuvers. While sitting, the subjects spoke about different topics.

Observation N°1.

In this session, subject 1, 2, 3, 4, 5 and 7 were present. While sitting, all the subjects talked about skateboarding maneuvers and the progress that they had made during this year. The youngest subjects of study (subject 1 and 2) were encouraged to keep practicing by older skaters.

Subjects 1, 3, 4 and 7 engaged in a conversation regarding politics and the elections. They expressed their opinions about the topic, and also discussed their families’ preferences and their perceptions about these preferences. Subject 1 stated that Chile needs a change, and to accomplish this goal it is necessary to elect any candidate different from the ones that represent the two main parties. All subjects agreed with this statement, except subject 3, who pointed out that the traditional candidates have the necessary experience and EFL and Skaters in Valdivia 42 support of other politicians in order to lead the country. The discussion ended at this point, and most skaters started practicing again, some remained seated talking about skateboarding and sharing life anecdotes.

Observation N°2.

In the second observation session subjects 1, 4, 6 and 7 were present. During this session they mostly discussed about the music they listen while they skate. Subjects 1, 4 and 6 stated that they prefer rap (mentioning artists such as Notorious BIG, Public Enemy and Tupac), because it makes them feel more confident, and this is helpful for their performance. Subject 7 stated that he prefers psychedelic rock (and named the artists Jimi

Hendrix, Led Zeppelin and The Doors), because it makes him feel anxious and, according to his perception, he performs better under pressure.

The subjects also discussed a new skateboard video featuring a young reknown skater named Nyjah Huston. They praised his abilities and skateboarding style. They also discussed the life of professional skateboarders that travel around the world. Subject 4, who according to his peers is the most talented skater among the subjects, stated that he desires to become a professional skateboarder, but he would not leave school in pursuit of that dream.

Observation N°3.

For the third observation session, all the subjects of study were present. Subjects 2,

5, 6, and 7 talked about a recent skateboarding accident suffered by subject 6, in which he broke his right arm. The participants discussed about the risks of skateboarding, how to EFL and Skaters in Valdivia 43 prevent such injuries, and the treatment received by subject 6. They also pointed out the importance of following a complete treatment, and the support of an older skater, who is a kinesiologist.

Subjects 1, 3, 4, 5 and 6 engaged in a conversation about rap artists and their lives.

They discussed about their luxuries and what would they do if they were millionaires.

Subjects 2 and 7 stated that they prefer rock music and rock artists. Both groups made fun of each other in a friendly way, and exchanged opinions of how music preferences can influence their skateboarding styles. According to the subjects, skaters who are influenced by rap music skate slowly and perform very difficult maneuvers, while those who prefer rock skate more aggressively and try to perform simple tricks in risky places.

Subjects 4 and 7 also talked about a famous skater biographical video called

Andrew Reynolds. In the video his techniques, style, and habits are shown. They discussed the hallmark maneuvers of the skater and practiced some of these stunts.

Observation N°4.

For the fourth observation session subject 1, 3, 4, 5 and 6 were present. During this session they talked about school and the end of the term. The subjects of study shared the results of their final exams, and their plans for next year. Subject 1 stated that he will probably fail the year, and that he is doing his best to get better results in the last exams.

The participants also discussed subject’s 5 and 6 school experience studying in schools for adults. They explained the reasons why they are studying in these institutions. Subject 5 also talked about his opinion of the PSU test, and his goals for next year. EFL and Skaters in Valdivia 44

Subjects 1, 3, and 4 talked about the results of the elections. They shared their opinions and stated that they expected different results. They also referred to their parents’ choices and the differences in opinions between generations regarding political topics.

Subject 3 stated that he was content with the results.

Subjects 3, 4 and 6 talked about rap music and skaters that are influenced by this music style. The participants agreed that this was their preferred skating style.

Observation N°5.

In the fifth observation session all the subjects of study were present. In this session the subjects spent most of the afternoon skating and almost did not sit down. While skating they talked about skateboarding in general, and gave pieces of advice to the least experienced. Subjects 1, 4 and 7 discussed about the benefits of skateboarding for coping with stress. They spoke about the pressure they normally feel by the end of the school year, and how skateboarding helps them relax and have fun. All subjects agreed that they expect to continue skating regularly next year.

Subjects 1, 2 and 6 discussed about music and its influence in skateboarding. They also discussed how fashion has changed in the last few years, focusing especially on how rap artists have changed their clothing.

Observation 6.

In the sixth observation session subjects 1, 2, 4, 6 and 7 were present. The subjects shared school experiences and their thoughts about this school year and expectation for the following year. Subject 1, 2, 4 and 6 said that, in general, they enjoy going to school. EFL and Skaters in Valdivia 45

Subject 7 expressed his discomfort with his school, arguing that it is too demanding and that during this year he did not have time to have relax and that he even had to miss several family events in order to fulfill the academic requirements of the school.

At 6 pm a person who represented the presidential candidate Michelle Bachelet went to the park to speak with the skaters to get a photo of them holding a large banner with the candidate’s name, to show support for her campaign. All skaters, including the subjects, refused to do it. The participants and the other skaters discussed this situation.

Subject 1 said “doing what the people want or need is the job of the president (…) I do not think we should do them favors just to get them to do their job”1 (Personal

Communication2, December 5th, 2013). All the subjects agreed with subject 1.

1 “Hacer lo que la gente quiere es el trabajo del presidente (…) no creo que tengamos que hacerle favores para que hagan su trabajo” (Subject 1, personal communication, December 5th, 2013) 2 From now on PC EFL and Skaters in Valdivia 46

Table 3

Results of the observations

Observation Subjects Identity Sense of reality Expectations Session present Observation 1 1, 2, 3, 4, - Their progress - The elections and 5, 7. skating. their preferences. Observation 2 1, 4, 6, 7. - Music choices (Rap - Future expectations and Psychedelic Rock). in skateboarding. - Skate videos Observation 3 1, 2, 3, 4, - Influence of music in 5, 6, 7. skate style and fashion. - Skate videos. Observation 4 1, 3, 4, 5, - Rap music and - Schools for adults. - Next year school 6, 7. skaters its influence in - Elections’ results plans. skate style. Observation 5 1, 2, 3, 4, - Skateboarding to cope - School pressure - Next year skate 5, 6, 7. with stress. plans. - Rap music and skaters its influence in fashion. Observation 6 1, 2, 3, 4, - School and its time 6, 7. demands. - Politicians and their job.

EFL and Skaters in Valdivia 47

3.1.2. Group Interview.

All subjects were interviewed in a single session. The interview took place in

Parque Kramer, where the subjects of study usually gather to practice skateboarding. The topics discussed in the interview were divided in three sections. The first one was Identity.

In this part topics such as the importance of skateboarding in their lives, the relevance of music in their identity, and the sense of belonging to the skaters’ social group were discussed. In the second section, which was about their Sense of Reality, the researches gathered information about the subjects’ opinions regarding social issues and the establishment. Finally, in the third section of the group interview, named Expectations, the researchers explored the subjects’ expectations for the future, as well their opinions regarding education and the educational system.

Identity.

In the first section of the interview, which was related to identity, the subjects discussed their opinions concerning skateboarding. All the subjects agreed on saying that skateboarding is one of the things they love the most. Subject 1, 3, 5, 6 and 7 stated that, for them, skateboarding was about friendship. The participants also talked about music and their importance in skateboarding. In spite all the respondents agreed that music has no major relevance in skateboarding, they acknowledged that the style of music one prefers can modify the skating style that each skateboarder has. Rap and Rock are the most popular music styles among the subjects of study. Regarding the sense of belonging to the group, all the participants agreed that they felt welcomed to the group from the very beginning. They stated that one of the things they like the most about skateboarding, is that all skaters, EFL and Skaters in Valdivia 48 despite their age, background or expertise in skateboarding, are friends and support each other.

Sense of Reality.

In the second section of the interview, which was related to the subjects’ sense of reality, they expressed their feelings and thoughts about social matters and the establishment. All the subjects of study agreed that, even though it is important to be informed about these topics, they are not particularly interested in social matters because they feel they cannot make any changes to their realities, and do not think that politicians are committed to their work. They also pointed out that they felt disappointed about the outcomes of politicians work. Subject 3, however, said that he is involved in a right wing party, and that he truly believes that these politicians can improve Chilean’s quality of life.

Regarding their relationship with the establishment, they expressed that after several years insisting to the authorities about their presence in Valdivia they were finally listened and a skatepark will be built in Parque Kramer. The participants said, however, that they were not directly involved with this process, since the representation of skateboarders in Valdivia is led by older skaters, however, they are always informed about all related issues. The respondents expressed that the skatepark project makes them believe that nowadays some improvements can be made with the help of the establishment.

Expectations.

In the third and final part of the interview the subjects shared and discussed their expectations and their thoughts regarding school. Subjects 1, 2, 3, 4 and 6 said that they plan to go to college after finishing high school, while subjects 5 and 7 stated that they are EFL and Skaters in Valdivia 49 still unsure about their plans for the future. All subjects agreed that school is necessary, because society demands educated citizens. Subject 4 said that “school teaches you things that you need to learn to be someone in life”3 (PC, November 30th, 2013). Subject 1, 2 and

7 agreed that they only go to school because “that is what you are supposed to do (…) the real goal is to finish school”4 (Subject 1, PC, November 30th, 2013). All subjects agreed that rules, especially those related to dressing codes, do not benefit the school environment, and that this is the most uncomfortable part of school. Subject 2, 4 and 7 disagreed with school dressing codes saying that they do not think that the way one dresses affects one’s performance in school or work. Subject 7 also pointed out that the school he attends is too demanding and this makes going to school an unpleasant experience.

3 “El colegio te enseña las cosas que necesitas para ser alguien en la vida” (Subject 4, PC, November 30th, 2013) 4 “Vamos al colegio porque es lo que tenemos que hacer (…) el objetivo es salir del colegio” (PC, November 30th, 2013) EFL and Skaters in Valdivia 50

Table 4

Results of the group interview

Identity Sense of reality Expectations

All subjects believe that Social issues are not a major The subjects that are part of the skateboarding is very important concern for the subjects. They feel public education system desire in their lives. they cannot make any changes in to go to the University after the system. finishing high school. Those All subjects agree that the most who are in the private system are important element in the General disappointment towards not sure. skateboarding community is the results of the elections, except friendship. in subject 3. The participants believe that school is necessary. Music does not have a direct The respondents believe that the influence in the community, but it relationship between the All subjects disagree with most can affect the skateboarding style establishment and the school rules, and believe that that one has. Rap and Rock are skateboarding community is rules do not benefit school the preferred styles. finally showing results. environment.

All the participants agreed that they do not felt any difficulties joining the skateboarding community.

EFL and Skaters in Valdivia 51

3.2. Discussion

In this section the discussion begotten thanks to the analysis of the information obtained through the use of the data collection tools will be displayed. It is important to remark that in this section the results will be discussed in the light of the concepts presented in the theoretical framework of this research.

3.2.1. Identity.

The application of the data collection tools utilized in this work permitted the researchers to identify several characteristics, opinions and perceptions of the world that were shared by the participants. The subjects, along with the other members of the studied social group, are part of a strong and active young micro-society. Despite the differences of their backgrounds, within the boundaries of this social group, they find friendship, acceptance and something to feel identified with. Therefore, the combination of certain shared identity elements and characteristics allow to classify Valdivian skaters as members of an Urban Tribe (Costa et al., 2011; Feixa, 2006).

The above mentioned characteristics have contributed to the creation of a strong group identity. The members of the group share a strong sense of belonging to the group, and show a very close affective link among them. This friendship has motivated the participants to get completely involved and committed to the activities of the group, and to assimilate the characteristics that are part of the group’s identity.

EFL and Skaters in Valdivia 52

Appearance.

Clothing and appearance in general is a way to express identity and attitude towards society (Vargas, 2008). However, despite the fact that skaters share certain identity elements, not all of them dress alike. Besides skateboarding, other factors, such as social background, family and music, have a strong influence upon the appearance of the subjects and skateboarding fashion in general. Music is perhaps the most important influence, in terms of fashion, for the participants, being rap and rock the two most mentioned music styles during the application of the data collection tools. Still, there are certain skateboarding items of specific brands that are preferred by all subjects, but the products produced by these companies, and the professional skateboarders who wear these clothes, are also influenced by the music styles marketed by music industry. The skaters who prefer rap music tend to use baggy pants and large plain t-shirts, while those who feel identified with rock use tight jeans and plain t-shirts or checkered shirts. The main way in which the subjects and the other members of the community receive fashion influences is through

Skate Videos, in which professional skaters can be seen wearing distinctive clothing items and skateboarding accessories that reflect their identity, style and music preferences and the brands that sponsor them. The subjects (and skaters in general) wear the pieces of clothing that suit their identities best. They tend to prefer the brands that only produce skateboarding items (such as Baker Skateboards, Zero Skateboards, Supra Footwear, Independent Trucks, etc.) over multinational brands that produce these items (such as Nike, Adidas, or Puma).

The variety in dressing style of the subjects creates a diverse environment and implies acceptance and tolerance for the preferences of the other members of the group. EFL and Skaters in Valdivia 53

It is important to note that the subjects have expressed their disagreement with the dressing code imposed by their schools in several occasions, stating that this type of rules do not benefit their learning experience or outcomes. With these statements they have elicited the importance of appearance in their identity and the discomfort that can be caused when they are forced to leave that identity aside in order to fully integrate to the school community without disrespecting its rules.

Language.

Language is an important part of any Urban Tribe. The subjects of study, beside territory and appearance, also share expressions and words to state acceptance, to make jokes with and about the other members of the group and to praise skills and maneuvers.

These expressions also contribute to the creation of an environment in which the participants feel not only a strong group identity but also full integration within the micro- society.

One interesting point regarding the language used by skaters is that it is greatly influenced by English language, despite the fact that in most cases they have not received formal instruction of it. Since skateboarding originated in an English speaking country and most of professional skateboarding is performed by skaters of the United States or Europe, the vast majority of the audiovisual material about the sport is in English and, as it was evidenced by the participant observations, skate videos are an important piece of the skater’s lives. Also most names of events, magazines, brands, products, skate spots and, most importantly, skate maneuvers are in English. Additionally, a great part of the music they listen, regardless of the genre, is in English. In short, because of skate culture in EFL and Skaters in Valdivia 54 general, the subjects have accepted and acculturated English into their own mother tongue and, consequently, into their lives.

To round up, to know the identity and the interests of any young social structure can be of great aid for society if this information is used to boost their intellectual, social, and practical abilities, improve education and facilitate their integration to the mainstream.

In the studied case, the characteristics of the group and of the sport they practice make

English an excellent area to explore in terms of educational improvement, because of the link shared by the language and the origin of the skateboarding mentioned above. This link creates an involuntary interest of the members of the group towards English language. As several authors and initiatives, such as National Writing Project (NWP), point out, the utilization of a customized curriculum that includes the students’ interests and identity features can be of great benefit for the entire teaching/learning experience. The vast quantity of audiovisual and written material related to skateboarding produced in English- speaking countries, and the relevance of these products for skaters, create a perfect scenario for a customization of the curriculum. Moreover, using the subjects’ interests and ideas to create a personalized curriculum can be an excellent way to foster their critical thinking skills and help them grow as independent thinkers.

3.2.2. From Sense of Reality to Critical Thinking

Critical thinking skills are fundamental to achieve a full and successful integration to university, mainstream society and the labor market. In the process of observation and in the group interview, particularly in the second part of the interview, which was related to their sense of reality, the subjects showed the existence of critical thinking skills. In their EFL and Skaters in Valdivia 55 conversations they have expressed their thoughts and feelings towards politics and politicians, the establishment, and the educational system and institutions. They have also talked about their expectations in relation to education and their future in general.

Consequently, the creation of scenarios where critical thinking skills are developed could unquestionably benefit the subjects’ lives.

Critical thinkers.

The skaters’ social group has a critical view of the world. In the different sessions the participants and other members of the group have shown signs of general disconformity with the establishment, politicians and the educational system. This has led the researches to notice that there is a constant reflection, and a consequent generation of opinions, in relation to their immediate world and the way it works.

Despite the fact that the subjects have declared that they are not directly involved in politics, and that they do not participate in the negotiations carried out by their social group with the establishment due to their age and lack of experience, they are constantly informed and have an opinion in regards to these matters. Also, these topics are frequently discussed among the participants. As several authors, such as Emily Lai (2011), point out, propensity to seek reason and be well-informed, and willingness to know diverse viewpoints are some of the main features of critical thinkers. Lai (2011) also states that open-mindedness and flexibility are dispositions involved in any critical thinking process.

These characteristics can be seen in the subjects’ background diversity, the constant inclusion of new members to the tribe, and the strong friendship and sense of belonging shared by the participants. EFL and Skaters in Valdivia 56

Critical students.

One of the main axis of the subjects’ lives is school and education. As most teenagers, the subjects spend a large amount of time in school and school activities. During the observation process and the interview the participants discussed their perception towards school, school system and school rules. As it has been previously mentioned, the integration of the interests of the participants in their education could greatly aid their motivation towards school and learning. As the subjects have shown clear signs of being interested in social matters and current events, the inclusion of these topics in their curriculum could overtly benefit their overall experience and enhance their critical thinking skills.

The participants acknowledged the importance of school, but disagreed with the way schools are organized and conceived. According to their perception, school rules do not benefit school experience, and the contents taught in the classes do not share a connection with their identities, beliefs or interests. As the NWP envisions, students should be the protagonists of their own learning by being placed in different scenarios where their skills and critical thinking abilities are put to use. Considering that being informed and discussing current events are part of the identity features of the studied group, the creation of educational scenarios where the subjects’ opinions and visions are expressed, shared and challenged, could help education to prepare students to efficiently solve problems, develop original ideas, defy assumptions and explore different opinions.

The inclusion of the students’ opinions and perceptions towards the way schools are organized or education is imparted should certainly improve the experience the students EFL and Skaters in Valdivia 57 have in school, and the effect of the classes prepared by the teachers. A school that does not consider the opinions and demands of the school community, is a school with no role for the students, and no place to grow as citizens and members of the society.

Expectations.

Regardless their disagreements with school and the establishment, the subjects understand the relevance and implications of education in their lives and futures. They know that through education they can obtain the necessary tools to fulfill their lives’ expectations, express their disagreements with the establishment and promote change in society, consequently, they share the desire of going to university and pursuit a professional career.

The subjects have also expressed their discontent with politics and politicians, and their expectations in regards to these matters. They have discussed about jobs, poverty and injustice, and have declared that they expect the world to be a better place for people in general. Considering that knowledge alone is not sufficient to be successful in the labor market, the subjects must develop their critical thinking skills in order to achieve their life goals (Cotton in Abdulla, n.d). The NWP proposes the inclusion of scenarios where these skills are used and developed in order to improve the life and learning experience of the subjects, making it more interesting, gratifying and relevant to their desires. EFL and Skaters in Valdivia 57

4. Teaching Proposal

This section contains a description of the activities developed to fulfill the main objective of this research project, which is to design a customized workshop adapted to the sociocultural background of the subjects of study. This workshop is intended to promote critical thinking abilities and enhance the receptive and productive skills of the subjects. These activities have been created considering the results provided by the field research “EFL and Skateboarders in Valdivia”. The background of this workshop exposes consistent theory in the light of a customized curriculum, which includes and values the identity features, interests, goals and expectations of the subjects. Therefore, the goal of enhancing the learning process of the adolescents belonging to the skateboarding community, by actively performing in an inclusive learning environment, is accomplished.

The subjects of study are chosen on account of their age, grade, school, type of school and area of residence. They are observed and later on participate in a group interview, so the researchers could deepen in the different aspects of their sociocultural background and identity features. The collected data is analyzed in relation to the criteria applied, established by the major themes covered throughout the theoretical framework of this research project and organized into three categories: Identity, sense of reality and expectations. In relation to this, it was possible to develop the pedagogical proposal based on the theory and the field study.

This proposal exposes a workshop designed according to the subjects’ sociocultural background and identity features. Times, ages, materials and steps have EFL and Skaters in Valdivia 58 been specified in the activities that constitute the workshop, so as to make their application easier. However, these specifications may vary depending on the characteristics of the target students.

4.1. Workshop

The workshop for this teaching proposal is carried out in six sessions of 90 minutes, each of them with a 10 minute break. During each session, the participants work on activities that appeal to their identity, sense of reality and expectations. Hence, the six sessions are presented in three blocks of two lessons each, depending on the category leading the lesson: identity, sense of reality, and expectations. During the six sessions the researchers, now instructors constantly interact with the participants and guide them throughout the activities proposed. The activities for the workshop are developed taking into consideration the results of this field study.

A reflective learning environment is expected in every lesson of the workshop.

Hence, the activities proposed, such as group discussions, writing, reading and listening activities are designed to meet this objective. Group discussions are held in every lesson as they “help [to] develop critical thinking, because students do the thinking and [at the same time], there is an opportunity for them to check their thinking against each other”

(Smith, Hill & Vermette in Garside, 1996, p. 216). In relation to this, the audio visual media (documentaries and videos) used in some lessons of the workshop serve to introduce the topics for the group discussions. Moreover, the activities proposed also intend to enhance the receptive and productive skills of the subjects.

EFL and Skaters in Valdivia 59

4.1.1. Identity (sessions 1 & 2).

Taking into account the results of this field study, music and skate videos play an essential role in the subjects’ sense of identity. These two aspects of the subjects’ identity features are utilized in the lessons concerning identity to keep the participants interested and motivated towards learning.

During lessons 1 and 2, the participants focus on activities that appeal to identity. The participants watch documentaries related to skateboarding and are encouraged to have group discussions afterwards. During these sessions the subjects participate in writing activities concerning their lives, experiences and motivations towards skateboarding. A listening activity is also held in lesson 1. This activity appeals to the subjects’ music preferences that constitute one of the main aspects of the participants’ identity features.

4.1.2. Sense of reality (sessions 3 & 4).

As the results of this field study indicate, the skateboarding industry features an influential issue in the subjects’ sense of reality. Events, magazines, brands and products related to skateboarding, represent a trend topic in most of the subjects’ conversations.

Moreover, skateboarding in Chile also represents an influential issue within the studied group (government’ support concerning the sport, growth of the sport, among others).

During lessons 3 and 4, the participants focus on activities concerning sense of reality. The subjects read an article related to the skateboarding industry and a video concerning the reality of skateboarding in Chile. The participants are encouraged to have EFL and Skaters in Valdivia 60 group discussions afterwards. Reading and writing activities are also held in these sessions. These activities are related to the skateboarding industry and the subjects’ personal point of view concerning the reality of skateboarding in Chile.

4.1.3. Expectations (sessions 5 & 6).

As the results of this field study expose, topics such as school rules and future plans represent a major influence in the subjects’ expectations, regarding education and personal achievement. During lessons 5 and 6, the participants focus on activities regarding expectations. In these lessons, they develop group discussions and writing activities related to the subjects’ perspective concerning school and future goals. A story telling activity is also held in session 6. This activity appeals to the skaters’ dreams, goals and future expectations.

EFL and Skaters in Valdivia 61

Table 5

Workshop

Session Time Activities Materials

Identity 15 min 1. Listening activity (skaters’ music preferences) Video Lesson 1 15 min 2. Group discussion (music) Projector 20 min 3. Writing activity (paragraph) Speakers 15 min 4. Watching a documentary (skaters’ lives) Computer 15 min 5. Group discussion (skaters’ lives) Music Pieces of paper Identity 20 min 1. Watching a documentary (skaters’ lives) Video Lesson 2 20 min 2. Group discussion (skaters’ motivation towards Projector 20 min skateboarding) Speakers 3. Writing activity (reflective paragraph) Computer Pieces of paper Sense of 20 min 1. Examining an illustration (skateboarding industry) Handouts reality 20 min 2. Reading activity (skateboarding industry) Pieces of Lesson 3 20 min 3. Group discussion (skateboarding industry) paper 20 min 4. Writing activity ( reflective paragraph) Sense of 15 min 1. Watching a video (skateboarding in Chile) Video reality 20 min 2. Group discussion (skateboarding in Chile and skaters’ Speakers Lesson 4 25 min experience) Projector 3. Writing activity (letter) Computer Pieces of paper Expectations 10 min 1. Watching a video (School) Handouts Lesson 5 25 min 2. Group discussion (school rules and skaters’ expectations) Markers 20 min 3. Writing activity (paragraph) Pieces of 25 min 4. Writing activity (paragraph) cardboard Video Computer Speakers Projector Expectations 20 min 1. Group discussion (skaters’ future expectations) Markers Lesson 6 20 min 2. Writing activity (bucket list) Pieces of 40 min 3. Story telling (skaters’ future expectations) cardboard Props

EFL and Skaters in Valdivia 62

General Conclusions

The analysis of the collected data in combination with the theories included in the theoretical framework have brought to light several conclusions related to education, and critical thinking. The state of the art and theoretical framework sections of this work evidenced that most teenagers, especially those who are members of urban tribes, feel demotivated and uninterested in school. The application and analysis of the data collection tools used in this research confirmed this information, and indicated that the main reason why students feel this way is because the contents and methodologies used in schools are alien to their realities, identities and interests.

In order to make school more appealing and relevant for the students it is fundamental to make them the protagonists of all learning, thus it is possible to asseverate that schools need to include their topics of interests, abilities and identity features in the contents section of the national curriculum. Besides making school and studying more interesting, these changes could help student develop their skills and talents, benefit the creation of a positive classroom and school environment, improve the school staff/teachers-students’ relationship, make the job of the teacher more enjoyable, and even prevent school absence and dropout.

In today’s world the role of school is much more than teaching contents. Society expects school to give students the necessary tools to face the challenges of university education and/or the labor market. As the theory behind this work exposed, one of the fundamental tools to achieve these goals is critical thinking, consequently, the inclusion of situations in which the students practice and develop such skill should be the cornerstone of education; however, the field study carried out in this work seem to EFL and Skaters in Valdivia 63 indicate that this is not true. Despite their differences, the subject of this study showed critical thinking skills and interest in politics and social issues from the very beginning of the process, but they do not think they have such skill and, therefore, they do not know how or when to express these thoughts. To include these topics in teaching/learning scenarios, and to relate them to the students realities and interests, could greatly benefit their education and personal growth; moreover, since they have expressed their interests in these issues, this would also make them more motivated towards school activities.

One important characteristic of the subjects of this study is the fact that they came from different backgrounds, lived different realities and studied in different schools. Despite these differences they shared a passion and were equal members of a micro-society. Consequently, they adopted certain identity features – which include the previously mentioned critical thinking skills – that were common to all the members of the group. If one considers these differences, it could be inferred that other teenagers might also possess the critical thinking skills evidenced in this research, but they do not show them in school because they lack situations to do so, instead they are permanently trained to avoid uttering what they think and even thinking independently.

To round up, the researchers strongly believe that students should be the protagonists of their own learning. Schools and teachers should focus their efforts into making education relevant to the students’ needs and interests, regardless of the class or subject they are being taught. This would help students develop their skills and talents and prepare them to join the adult world in a most natural way. To transform education into an interesting and motivating experience for the students would not only benefit EFL and Skaters in Valdivia 64 them, but the entire school staff, teachers, school environment and, in the long term, society in general.

Further research

Consequently the researchers consider that in order to further this research the study a different tribe, or even teenagers students in a more general sense, could confirm if more adolescents possess critical thinking skills but they are not encouraged to use them. A study of this nature could also indicate the commonalities and differences among tribes and teenagers in general and, accordingly, this information could be used to create teaching proposals that include teenagers’ interests, and further understand teenagers’ lives and opinions.

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Group Interview Identity

a) How important is skateboarding in your life? Why?

b) What kind of music do you listen to? English?

c) Where do you get your influences in style (fashion) from?

d) How do you get involved with your group (of skaters)? What do you do to be

legitimized inside the group?

Sense of reality

a) Are you interested in social economical political issues?

b) What do you think about school and the Chilean education?

c) How do you participate as part of the group in the activities that are related to the

establishment (city hall, etc...)?

Expectations

a) Is there anything you would like to change or include in your school?

b) Do you think that what you currently learn in school will benefit you in the future

and meet your expectations?

c) What are your goals and expectations for the future? A2

Time 15 min

The

The

-

–

Resources Music: Sky’s the Limit Notorious B.I.G Can you Hear the Music Rolling Stones Computer Speakers Handouts

he teacher

Classroom Management RECESS: When the students participate and are cooperative in class, t writes a letter of the word RECESS in the whiteboard. If the students misbehave door not cooperate a letter erased.is If the word RECESS fullyis written, the students are awarded with a 10 minutes break.

ough direct

Evaluation Formative Evaluation: Thr observation and implicit correction of mistakes.

Workshop: Identity, lesson 1 lesson Identity, Workshop:

nes

Activities Activity 1: Music as part of my identity The participants receive a handout with the lyrics of “Sky’s the Limit” by The Notorious B.I.G and “Can You the Hear Music” by The Sto Rolling The participants listen to both songs (Sky’s the Limit by The Notorious B.I.G and Canhear you the Music by RollingThe Stones).

Content Function: Listening to songs.

eptive eptive skillsand productive

90 minutes

grade of High school of High grade

Skills Listening Speaking

th

to 4

st

To reinforce rec To reinforce thinking critical abilities To enhance for acceptance everyone’s opinions.and respect Develop

1

Curricular Objectives:

-

:

Goal/Aim To introduce the topic.

  

Level Objectives: Cross Time A3

15 min 20 min

Handouts (lyrics)

Handouts (lyrics) Pieces of paper

RECESS RECESS

correction

Formative Evaluation: Through direct observation and implicit correction of mistakes Through direct observation and implicit of mistakes

Formative Evaluation:

two two

ick one ick

What do the songs talk about? What are the main themes in both songs?

words) about a line stanza or

Activity 2: Group discussion The participants are asked questions that leadgroup the discussion : - -

Activity 3: Writing with music The participants need to p song and write a reflectiveparagraph (80 from lyrics the that caught their attention or they couldrelated feel to. After the participants done,are they share their pieces of work.

Function: Discussing reflections.

Function: Writing a short paragraph. Reading their pieces of work.

Listening Speaking

Reading Writing

and

nd write a

To reflect and discuss about the songs listen to others’ opinions To reflect about the lyrics of both songs a short text about it.

A4

min min

15 15

Computer

Video: Getting high with pro skater Antwuan Dixon Projector Speakers

RECESS RECESS

icit correction

Formative Evaluation: Through direct observation and implicit correction of mistakes Through direct observation and impl of mistakes

Formative Evaluation:

as a pro

you Antwuan’s are best

that

tes about the things they

What was the problem exposed in the video? What was the impact of Antwuan’ drug abuse in his everyday life and skater?

Activity 4: Video: “Getting high with pro skater Antwuan Dixon” (10:35 min) The participants watch ofa part documentary aboutpro the skater, Antwuan Dixonhis addiction and problems. The participants are encouraged to take no found interesting. Activity 5: Group discussion The participants are asked 3 questions that leadgroup the discussion: - - Imagine friend, would what youhim tell as a piece of advice?

Function: Watching a video. Function: Discussing reflections.

Listening

Listening Speaking

ut the

To reflect and discuss abo video and listen to others’ opinions

To introduce the topic

A5

min

Time 20

Resources Speakers

Redbull

Video “ perspective: A skateboard film” Projector Computer

2

Classroom Management RECESS:

correction

Evaluation Formative Evaluation: Through direct observation and implicit of mistakes.

o

vation

Workshop: Identity, lesson Identity, Workshop:

e things they

.

Activities

Activity 1: Video: “Redbull perspective: A skateboard film” (16:27 min) The participants watch a documentary, where renowned skaters talk about theirmoti towards skateboarding. The participants are encouraged t take notes about th found interesting

Content Function: Watching a video.

90 minutes

grade of High school of High grade

Skills Listening Speaking

th

to 4

st

To reinforce receptive skills receptive and productive To reinforce thinking critical abilities To enhance for acceptance everyone’s opinions.and respect Develop

1

Curricular Objectives:

-

:

Goal/Aim To introduce the topic.

  

Level Objectives: Cross Time A6

min

20 20 min

Pieces of paper

RECESS RECESS

Formative Evaluation: Through direct observation and implicit correction of mistakes Through direct observation and implicit correction of mistakes

Formative Evaluation:

This This

participants are asked three

What was the video about? What were some of the things that the renowned skaters said about skateboarding? How can you relate those things to your experience as a skater?

art 1)

Activity 2: Group discussion The questions about video. the questions should tolead a group - - - Activity 3: What skateboarding means to me (P The participants write a reflective paragraph 100(80 towords) about what skateboarding means to them and their motivation towards skating.

Function: Discussing reflections.

Function: Writing a short paragraph.

Listening Speaking

Writing

reflect

To and discuss about the video and listen to others’ opinions To reflect about the importance of skateboard ing and write a short text about it.

A7

min

20

RECESS

Formative Evaluation: Through direct observation and implicit correction of mistakes

:

The participants share pieces their of work with their peers

Activity 4 What skateboarding means to me (Part 2)

:

.

Function Reading their pieces of work.

Listening Speaking Reading

To share opinions A8

min

Time 20

n)

Resources Handouts (illustratio

3

Classroom Management RECESS:

, lesson lesson ,

Evaluation Formative Evaluation: Through direct observation and implicit correction of mistakes.

Sense of Reality of Sense

. The a handoute

Workshop: Workshop:

rtrait?

(this activity to serves

it

What do you see in the picture? What catches your attention?

Activities What do you think that the picture tries to po

Activity 1: The participants receiv with a magazine clipping participants need observe to and examine introduce topicof the the lesson). The instructors askparticipants the some questions relatedpicture: to the - -

Content

Function: Discussing reflections

High school

90 minutes Skills Listening Speaking

grade of grade

th

to 4

st

Goal/Aim To introduce the topic.

To reinforce receptive skills receptive and productive To reinforce thinking critical abilities To enhance for acceptance everyone’s opinions.and respect Develop

1

Curricular Objectives:

-

:

  

Level Objectives: Cross Time A9

min

20 20 min

Handouts (article)

Handouts (article)

RECESS RECESS

h direct

Formative Evaluation: Throug observation and implicit correction of mistakes Through direct observation and implicit correction of mistakes

Formative Evaluation:

the

-

is is

the article

ee skateboarding?

s

s

Outs.

-

3:

What was the article about? According to article the howdo

- - big corporation

Activity 2: Reading activity: Skating Sell Outs The participants read Skating Sells Activity Group discussion The participants engage a groupin discussion after they article.read the The instructors askparticipants the 3 questions that leaddiscussion: the According the to article, what impact that the skateboarding business has in the skaters’ lives?

Function: Reading an article Function: Discussing reflections

Reading

Listening Speaking

rd

To read about the industry of skateboa ing and its impact concerning the sport To reflect and discuss about the article and listen to others’ opinions

A10

min

20

Pieces of paper Handouts (article)

RECESS

Formative Evaluation: Through direct observation and implicit correction of mistakes

100 words)100

-

Out”. (80

-

ting Sells

Activity 4 Writing a reflective paragraph The participants write a reflective paragraph concerning the article “Ska After the participants done,are they share their pieces of work

Writing a short paragraph.

Function:

ing

Read Writing Speaking

and

To share opinions.

To reflect about the article write a short text about it. A11

min

Time 15

Resources

Video: “El pero los de skatepark en Chile” Projector Computer Speakers

4

Classroom Management RECESS:

, lesson lesson ,

ative

Evaluation Form Evaluation: Through direct observation and implicit correction of mistakes.

ut Sense of Reality of Sense

Workshop: Workshop:

e participants are encouraged to

Activities

Activity 1: Video: “El pero de los skatepark en Chile” (10:58 min) The participants watchvideo a abo the difficulties practicingof skateboarding in Chile. Th take notes about the things they found interesting.

Content Function: Watching a video.

90 minutes

Skills Listening

grade of High school of High grade

th

to 4

st

To reinforce receptive skills receptive and productive To reinforce thinking critical abilities To enhance for acceptance everyone’s opinions.and respect Develop

1

Goal/Aim To introduce the topic.

Curricular Objectives:

-

:

  

vel

Le Objectives: Cross Time A12

min min

20 25

outs

Pieces of paper Hand (Letter sample)

RECESS RECESS

Formative Evaluation: Through direct observation and implicit correction of mistakes Through direct observation and implicit correction of mistakes

Formative Evaluation:

.

nto nto

e?

local

need to use for the

ts discussts theywhat

What was the video about? What were some of the things that the skaters complained aboutproblem? the What other problems has skateboarding in Chil

Activity 2: Group discussion The participan saw on the video. The participants are asked three questions that leaddiscussion: the - - - Activity 3: Writing a letter theto authorities. The instructors give the participants the sample offormalThe a letter. letter contains the formatthe that participants will following activity. The participants dividedare i groups of and 43 and write a letter to the local authorities. The participants needone to pick problem about skateboarding in Valdivia orregion, the locallet the authorities know offerabout it and a proper solution the to problem.

Function: Discussing reflections.

Function: Writing a letter.

Listening Speaking

Reading Writing

and

in

kateboard

To reflect and discuss about the video and listen to others’ opinions To reflect about s ing Chile write a short text about it.

A13

min

20

RECESS

Formative Evaluation: Through direct observation and implicit correction of mistakes

read their letters to the

Activity 4: The groups rest of the class. If necessary, the letters are discussed in class.

Reading their pieces of work.

Function:

ing

Listen Reading Speaking

o share

T opinions. A14

min

Time 10

Pink

–

Resources

Video: Another Brick in the Wall Floyd Speakers Computer Projector

5

Classroom Management RECESS:

, lesson lesson ,

rrection

ctations

Evaluation Formative Evaluation: Through direct observation and implicit co of mistakes.

Expe

Pink

by

Another

–

Workshop: Workshop:

nteresting.

Activities

Activity 1: Video: Pink Floyd in theBrick Wall (5:54 min) The participants watch video the Another Brick in the Wall Floyd. The participants are encouraged to take notes about the things they found i

Content Function: Watching a video.

nutes

90 mi Skills Listening

grade of High school of High grade

th

to 4

st

Goal/Aim To introduce the topic.

To reinforce receptive skills receptive and productive To reinforce thinking critical abilities To enhance for acceptance everyone’s opinions.and respect Develop

1

Curricular Objectives:

-

:

  

Level Objectives: Cross Time A15

min

25

Handouts (School rules)

RECESS

ection

Formative Evaluation: Through direct observation and implicit corr of mistakes

ir school:lives in

ut going school? to

school?

roup discussion concerning

What was the video about? From what you saw on the video,how do you think that students felt about their teachers and school general? in What comes to your mind when you hear the word “school”? What theis best and the worst thing abo How has it been your experience with school rules? Has it been goodbad?or Try to explain why What would you change about your school? How are the schoolrules and regulations from schools in Thailand different from ones the in your The participants engage a in g these questions.

Activity 2: Group discussion The instructors give the participants a handout with the schooland rules regulations from schools in Thailand. The instructors askparticipants the some questions relatedvideo, to the school rules and the ------

Function: Discussing reflections.

Listening Speaking

To reflect and discuss about the video and listen to others’ opinions

A16

min min

20 25

ces of

Pieces of paper

Markers Pie cardboard

RECESS RECESS

Formative Evaluation: Through direct observation and implicit correction of mistakes Through direct observation and implicit correction of mistakes

Formative Evaluation:

ials, ials, such

.

100 words)

–

nts dividedare into

their school ideal and

e participants write about pros the

nce the participants done,are they

Activity 3: prosThe and cons of school rules Th and cons of school rules and share their personal experience regarding this matter. (80 O read aloud what they wrote Activity 4: My ideal school The instructors give mater as pieces of cardboard and markers to the participants. each ofIn piece cardboard writtenit is “Students must:” and “Students not:” must The participa groups of three andfour The participants have to design the rules of explain why theyhave each rule in their school. As theyfinish with the activity, they share of pieces their work.

Function: Writing a short paragraph. Reading their pieces of work. Function: Writing a paragraph

g

tin

Reading Wri Speaking Reading Speaking Writing

school

To reflect about rules and regulations and write a short text about it. To share opinions To reflect about school rules and regulations and write a text about it. To share opinions

A17

Time 20 min

Resources

6

Classroom Management RECESS:

, lesson lesson ,

Evaluation Formative Evaluation: Through direct observation and implicit correction of mistakes.

g

Expectations

pinions.

Workshop: Workshop:

What comes next?

ectations

What are some of goalsyour and future expectations How do you think that youwhat learn in school will help you to accomplish those goals? Do you skateboardinthink that will still be part ofyour life in the future? Why? Why not?

Activities

Activity 1: The participants engage a groupin discussion regarding and goals their future exp The participants are asked three questions that leadgroup the discussion: - - - The participants in sit a andcircle engage a conversation.in

Content

Function: Discussing reflections

90 minutes

Skills Listening Speaking

grade of High school of High grade

th

to 4

st

To reinforce receptive skills receptive and productive To reinforce thinking critical abilities To enhance for acceptance everyone’s o and respect Develop

1

Goal/Aim To introduce the topic.

Curricular Objectives:

-

:

  

Level Objectives: Cross Time A18

min min

20 40

Pieces of cardboard Markers Props

RECESS RECESS

s

Formative Evaluation: Through direct observation and implicit correction of mistakes Through direct observation and implicit correction of mistake

Formative Evaluation:

The

ture.

cipants usecan props to

Activity 2: Bucket list The instructors give materials, such as markers andpieces of cardboard to the participants so they carrycan out the following activity. The participants write a list bucket with their goals, dreams and expectations for the fu Activity 3: Story telling The instructors provide props to the participants. From what the participants wrote in their bucket they list, narrate the story of futuretheir lives. participants tell their storyfront in of their peers. The parti carry theout activity

Function: Writing a paragraph. Function: Narrating a story

Writing

Speaking Listening

and

nd

in

kateboard

To reflect about dreams, goals and expectatio ns a write a short text about it. To reflect about s ing Chile write a short text about it.

A19

Workshop References

Barrow, R. (2009). School Rules and Regulations. Thai School Life. Retrieved from: http://www.thaischoollife.com/school-rules-and-regulations.html

Carcelen, M. (2008, June, 30). Pink Floyd – Another Brick in the Wall (subtitulado). [Video file]. Retrieved from: http://www.youtube.com/watch?v=E3_NuWb9r2A

Kavanagh, P. (2007, June, 21). Notorious B.I.G - Sky's The Limit. [Video file]. Eetrieved from: http://www.youtube.com/watch?v=ZfM-s2Bgj14

Kolesinskas, L. (n.d). [Illustration]. Retrieved from: http://www.jenkemmag.com/home/wp-content/uploads/2012/11/effect-of- corporations-jenkem.jpg

Metrolyrics. (2013). Can You Hear the Music. Rolling Stones lyrics. Retrieved from: http://www.metrolyrics.com/can-you-hear-the-music-lyrics-rolling-stones.html

Metrolyrics. (2013). Sky’s The Limit. Notorious B.I.G lyrics. Retrieved from: http://www.metrolyrics.com/skys-the-limit-lyrics-notorious-big.html

Pozoskate. (2013, April, 26). El Pero de los SkatePark en Chile. [Video file]. Retrieved from: http://www.youtube.com/watch?v=wQdAPkTjKMQ

Redbull (2013, February, 15). Redbull Perspective: A Skateboarding Film. [Video file]. Retrieved from http://www.youtube.com/watch?v=nPuEU16P3zg.

Sheckler, R. (2010, March, 16). Skating Sell-Outs. [Web Log Post]. Retrieved from: http://little-king-ryansheckler.blogspot.com/2010/03/skating-sell-outs.html

Thebestpreliator. (2010, February, 02). The Rolling Stones – Goat’s Head Soup – Can You Hear the Music. [Video file]. Retrieved from: http://www.youtube.com/watch?v=zBxNxMXTNGo A20

Univerity of Victoria. (n.d). Writing Tips, The Parts of a Formal Letter. English Language Centre. Retrieved from: http://web2.uvcs.uvic.ca/elc/sample/beginner/wt/wt_25.htm

VICE. (2011, October, 26). Getting High w Pro Skater Antwuan Dixon 2 of 4 - Epicly Later'd – VICE. [Video file]. Retrieved from: http://www.youtube.com/watch?v=8EfRttxbgW8 A21

Workshop: Identity, lesson 1

Activity 1: Handouts – Lyrics

“Sky’s the Limit” by the Notorious B.I.G

Baby, look at me, mama love you Go in this nigga pocket, rob him while his And I know you ain't no little boy no more friends watchin’ But you'll always be my baby That hoes clockin’, here comes respect RIP TUPAC His crew's your crew or they might be next It seems like only yesterday I was holding you Look at they man eye, big man they never try in my arms So we roll wid em’, stole wid em’ Now look at you now big, but I worry about I mean loyalty, niggaz bought me milks at you lunch I worry about you all the time The milks was chocolate, the cookies, butter Hangin' out on the corner all times at night crunch with the cruel people In gear Oshkosh with blue and white ducks, Baby that ain't nothin' but trouble pass the blunt I always taught you that you could have Sky’s the limit and you know that you keep on whatever you dream Just keep on pressin’ on Well, I want you to hold on to that dream baby Sky’s the limit and you know that you can Hold on to it real tight 'coz the sky's the limit have Good evenin’ ladies and gentlemen What you want, be what you want How's everybody doin’ tonite? Sky’s the limit and you know that you keep on I'd like to welcome to the stage The lyrically acclaimed Just keep on pressin’ on I like this young man Sky’s the limit and you know that you can Because, when he came out have He came out wit the phrase What you want, be what you want He went from ashy to classy, I like that Have what you want, be what you want So everybody in the house I was a shame, my crew was lame, I have Give a warm round of applause enough heart For the Notorious B.I.G., the Notorious B.I.G. For most of em long as I got stuff from most of Ladies and gentlemen give it up for him ya'll em A nigga never been as broke as me, I like that It's on, even when I was wrong I got my point When I was young I had two pair of Lee's, across besides that They depicted me the boss, of course The pin stripes and the gray My orange box-cutter make the world go The one I wore on Mondays and Wednesdays Plus I'm fuckin’, bitches ain't my homegirls While niggas flirt, I'm sewing tigers on my now shirt and alligators Start stackin’, dabbled in crack, gun packin’ Ya wanna see the inside, huh, I see ya later Nickname Medina, make the seniors tote my Here come the drama, oh, that's that nigga wit ninas the fake From gym class to Englass, pass off a global Why you punch me in my face, stay in ya The only nigga wit a mobile, can't you see like place total Play ya position, here come my intuition Getting larger in waist and taste Ain't no tellin’ where this felon is headin’, just in case Keep a shell at the tip of ya melon, clear da space Ya brain was a terrible thing to waste

A22

Keep a shell at the tip of ya melon, clear da space Ya brain was a terrible thing to waste Eighty-eight long gates, snatch initial nameplates Smokin’ spliffs wit niggaz, real life beginner killers Prayin’ God forgive us for being sinners, help us out Sky’s the limit and you know that you keep on Just keep on pressin’ on Sky’s the limit and you know that you can have What you want, be what you want

Sky’s the limit and you know that you keep on Just keep on pressin’ on Sky’s the limit and you know that you can have What you want, be what you want Have what you want, be what you want After realizin’ to master enterprisin’ I ain't have ta be in school by ten, I was in Began to encounter, wit my counter-parts On how ta burn the block apart Break it down into section, drugs by the selection Some use pipes, others use injections Syringe sold separately, Frank the deputy Quick to grab my Smith-n-Wessun, like my dick was missin’ To protect my position, my corner, my layer While we out here, say the hustlas prayer If the game shakes me or breaks me I hope it makes me a better man Take a better stand Put money in my mom's hand Get my daughter this college plan So she don't need no man Stay far from timid Only make moves when ya heart's in it And live the phrase Sky's The Limit Motherfucker, see you chumps on top

Sky’s the limit and you know that you keep on Just keep on pressin’ on Sky’s the limit and you know that you can have What you want, be what you want Sky’s the limit and you know that you keep on Just keep on pressin’ on Sky’s the limit and you know that you can have What you want, be what you want Sky’s the limit and you know that you keep on Just keep on pressin’ on Sky’s the limit and you know that you can have What you want, be what you want A23

“Can You Hear the Music” by The Rolling Stones

Can you hear the music? Can you hear the music? Can you feel the magic hangin' in the air? Can you feel the magic? Oh, yeah Love is a mystery, I can't demystify, oh, no Sometimes I wonder why we're here But I don't care, I don't care When I hear the drummer, get me in the groove When I hear the guitar, makes me wanna move Can you feel the magic, floatin' in the air? Can you feel the magic? oh, yeah Sometimes you're feelin' you've been pushed around And your rainbow just ain't here Don't you fear, don't you fear When you hear the music trouble disappear When you hear the music ringin' in your ears Can you feel the magic floatin' in the air? Can you feel the magic? Oh, yeah, yeah Can you hear the music? Can you hear the music? Can you feel the magic dancin' in the air? Can you feel the magic? Oh, yeah Love is a mystery, I can't demystify, oh, no Sometimes I'm dancin' on air But I get scared, I get scared When you hear the music ringin' in my ear Can you hear the music? Oh, yeah Can you hear the drummer? Gets you in the groove Can you hear the guitar make you wanna move? Yeah Can you hear the music? Oh, yeah Can you hear the music ringin' in my ear? Can you hear the music? Can you hear the music? Can you hear the music? Can you hear the music? Can you hear the music? Can you hear the music? Can you hear the music? Can you hear the music? Can you hear the music? Can you hear the music? Can you hear the music?

A24

Workshop: Sense of reality, lesson 3 Activity 1: Illustration

Workshop: Sense of reality, lesson 3 Activity 2: Article -“Skating Sell-Outs” Skating Sell-Outs

Skateboarding is not a sport. According to some of the biggest names in skateboarding, like Mark Appleyard and Frank Gerwer, skateboarding is not even an

"extreme sport." Skateboarding is an art, a subculture and a world of its own. It possesses many of the same traits as any sport or pastime but the tie that holds A25

skateboarders together is a tight one. Well, at least it used to be.

In August 2007, MTV single-handedly broke down the skate world's barriers by airing the reality TV show, "Life of Ryan," a show that displayed Ryan Sheckler's oh-so-awful life and times growing up in Orange County - with more money than my family, grandparents and uncle put together - while he skateboards and travels the world for a living. Boohoo. As if the label of reality TV isn't misleading enough, the life of Ryan as depicted on the show is clearly far from reality.

I'm not going to say I like Ryan Sheckler because that would be a lie. I will admit that he is a talented skateboarder, and deserves what he has (at least when it comes to sponsors). But do I respect the guy? No way. Ryan's oh-so-exciting life somehow gained the attention of hundreds of thousands of viewers throughout each season of his show's short career, leaving fans with one thought in their mind: "Skateboarding? Yeah,

I could do that." Well, the joke's on you. Meanwhile, the skateboarding world is blowing up online, in magazines, on blogs and elsewhere.

Sheckler and MTV were the talk of the town. The real world adores skateboarders like Sheckler. He's been in everything from deodorant commercials to milk commercials. (Yep, he's one of the few to wear the milk mustache, skateboard in hand.) But who cares? Skateboarding isn't about being in milk commercials, or winning the X Games. Skateboarding isn't about having your own TV show or about being famous. Rather it is about the self-satisfaction of riding the board. It's about skating your surroundings - anything and everything. I think it's sad that corporations such as MTV A26

weasel their way into these kids' wallets. What is even more depressing, though, is when your favorite pros change companies they have been on for years just to boost up that paycheck. They gain money but lose respect. From a fan's perspective, it's just how you look at it. Skateboarding is branching into two major directions right now: you're either in it for the fame, money and sponsors who aren't even associated with skateboarding; or you're doing it for the thrill, passion and the feeling of bombing a hill at 6 a.m. to grab a cup of coffee.

I hate to admit it, but Sheckler does love skateboarding. He is a professional, and deserves his title. I just don't agree with advertisements in skateboarding magazines showing a kid posing for the camera like a model, without a skateboard in sight.

Skateboarders used to make money by skateboarding - strictly and solely. They would take photos (yes, of them skateboarding), which would be published in skate magazines, and they would get paid for ads. Most professional skateboarders in the 1990s and even into the 2000s lived in crammed apartments, with six or seven friends, skating to survive. They didn't drive around in Mercedes or BMWs, let alone shoot skateboarding ads flaunting them. A skateboarder's life was as raw and as exciting as you could imagine. Unfortunately, this was before industry-heads realized they could make a few bucks to be corny and ride for sellout companies. Many of them jumped on that wagon without thinking twice, although a fair share of professionals and skateboarders of all ages remained humble, and underground. MTV called Tim O' Connor, a pro for Habitat skateboards, more than three times to set up meetings and get a show started. He denied them every time. That is exactly how it should be. A27

Workshop: Sense of reality, lesson 4

Activity 3: Handout - Formal letter sample

A28

Workshop: Expectations, lesson 5

Activity 2: Handout - School rules and regulations

Here are some school rules and regulations. Other schools in Thailand will have similar rules.

School Regulations

• Students must wear school uniform • Students must cut their hair according to the school's regulation - namely, short and natural with no artificial methods. • Students must not wear cosmetics and other beauty accessories. • Students must not bring valuable items to the school. If this is violated, the teachers will keep such items, which will only be returned when his/her parents come and collect it/them. • Students must not keep textbooks and notebooks in the classroom or in the school. • Students will use the school's communal areas with care. • Students will not use lifts unaccompanied by teachers, or without permission.

General Rules

• Students must not leave the school without the school permission. When leaving, students must give a permission card to the school staff. • When in school, students must not make a loud noise • Morning orientation will be given after morning assembly. Any advice must be taken and be done so seriously. • When changing classroom, students must line up and walk quietly. • When using special classrooms and/or rooms, e.g. computer room, library, infirmary and so on, students must obey each room's regulations. • Students must behave appropriately to his/her teachers, staff, friends and other people. • Students must not visit forbidden places such as club, A29

casino and other unsuitable places for student status. • Students must not behave in sexually related manners/ways. • Smoking, drinking and drug possession is strongly prohibited. • Students must not possess any kind of weapons when in school or in other places.

Arriving and leaving the school

• Students must attend school regularly, as well as attend every subject according to his/her timetable. • When arriving, students shall pay respect to the Buddha image, as well as to teachers. • Students must arrive before morning assembly (8.00 a.m.) • Any student who arrives later than the above must contact the vice-principal (discipline) for permission to attend classes. • When leaving the school, students must present his/her ID cards to 'duty teachers'. • Students must not stay in the school later than 17.30 p.m. unless he/she is allowed to do so.

Absence

• Students must write a letter explaining his/her reasons for absence. Such a letter must have his/her parents' signature as a confirmation. • If any student is absent more than three consecutive days, she/he must inform the school office and/or classroom teachers for a record. If sick, a letter from a doctor is required. • If the above is not carried out, the school assumes that such a student is unreasonably absent from class.

Eating Manners

• Students must line up when buying food from the school snack shops • Students must sit and eat with a proper manner. Eating while walking is strongly forbidden. • When finished eating, students must return eating utensils to the school in the areas provided. • Students must not bring food to his/her classroom. A30

• Students must keep the school tidy and clean.

Lost and found items

• Students must inform his/her classroom teacher or duty teacher when his/her item is lost. • When an item is found, it should be given to the classroom or duty teacher to find the owner & return it.