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The Teaching of English Incolombian Public Secondary Schools

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The Teaching of English Incolombian Public Secondary Schools DOCUMENT RESUME ED 084 932 FL 004 858 AUTHOR Stansfield, Charles W. TITLE. The Teaching of English inColombian Public Secondary Schools. SPONS AGENCY 'Ministerio de Educacion Nacional, Bogota (Colombia). Instituto Colombiano de Credito Educativo y Estudios Tecnicos en el Exterior. PUB DATE [72] NOTE 289p.; Ph.D. Dissertation, Florida State University EDRS PRICE MF-$0.65 HC -$9.87 DESCRIPTORS Bibliographies; Curriculum Guides; *English (Second Language);. Evaluation Criteria; Inservice Education; Interaction Process analysis; *Language Instruction; Organizations (Groups); *Program Evaluation; Retraining; *Secondary Schools; Second Language Learning; *Spanish Speaking; Student Attitudes;. Teacher Behavior; Teacher Evaluation; Teaching Methods; Teaching. Skills; Textbooks' IDENTIFIERS Colombia ABSTRACT This study describes and analyzes the state of English teaching in Colombian public secondary schools in 1971. Examined are the present status of the Colombian school system, the English curriculum, the attitudes of English students, and the organizations which contribute to the study of English in Colombia. The methods used to teach the language are described by observing a stratified sample of 30 classes and recording teacher behavior via the Flanders Interaction Analysis Categories system. It is found that lecture is the most common teacher behavior pattern, but that pattern drills are also widely used. Self-evaluation studies indicate that the listening and speaking skills are the weakest and that professional preparation is the strongest of the English teachers' competencies. Major problems include large classes, poor pay, anti-Americanism, a lack of didactic aids, a nearly total absence of articulation, and a paucity of in-service programs. The English student is found to be quite negative, especially boys. Organizations contributing to the teaching of English are Colombian-American Linguistic Institute, the binational centers, professional associations, the Fulbright Commission, and the British Council. The study also describes the national curriculum guide and the most commonly used textbooks. Following the study are recommendations and appendixes, including a list of those interviewed and an extensive bibliography. (Author/HW) FILMED PROM BEST AVAILABLE COPY 11 THE TEACHING OF ENGLISH IN COLOMBIAN PUBLIC SECONDARY SCHOOLS A report submitted to the Institut° Colombian° de Credit° Educativo y Estudios T6cnicos en el Exterior in accorda7ce with the st lipuations of a research grant awarded the author ;7; that crgc:nization By Charles W. Stansfield Assistant Professor Department of Spanishand Portuguese University of Colorado Boulder, Colorado OF HEALTH, U.S. DEPARTMENTWELI:ARE EDUCATION 8 OF NATIONAL INSTITUTE EDUCATION HAS BEENREPRO THIS DOCUMENTAS RECEIVEDFROM DUCED EXACTLYORGANIZATION ORIGIN THE PERSON OR VIEW OR OPINIONS STING IT. POINTS OFNECESSARILY REPRE STATED DO NOT OF NATIONAL INSTITUTE SENT OFFICIAL OR POLICY EDUCATION POSITION THE TEACHING OF ENGLISH IN COLOMBIAN PUBLIC SECONDARY SCHOOLS Charles W. Stansfield The University of Colorado This study describes and analyzes the state of English teaching in Colombian public secondary schools in 1971. In order to gather information, many published and unpublished documents were consulted. These portray the present status of the Colombian school system, the English curriculum, the attitudes of English students, and the organi- zations which contribute to the study of English in Colombia. The methods used to teach the wcrc dcouribcd by ob- serving a stratified sample of 30 classes, and recording teacher behavior via the Flanders Interaction Analysis Categories system. It was found that lecture is the most common teacher behavior pattern but that pattern drills are also widely used. A fairly large amount of teacher correction was also noticed. No differences in method according to level were apparent. Teacher competencies are portrayed through a self-evaluation scale completed by the teachers observed. The results indicate that the listening and speaking skills are the weakest and that professional preparation is the strongest of the English teachers' competencies. ii Through numerous, personal interviews the problems of Colombian English teachers were ascertained. These included large class, poor pay, anti-Americanism, a lack of didactic aids, a nearly total absence of articulation, and a paucity of in-service programs. Many organizations were found to contribute to English teaching in Colombia. The major ones are the Colombian-American Linguistic Institute, the binational centers, professional associations, the Fulbright Commission, and the British Council. The first of these has retrained over 2,000 teachers in new-key methodology. The English student was found to be quite negative about language study. This is especially true in the case of boys.Students pursuing the academic bachillerato degree usilally score highest on the national English test. The studv also describcs thc g""' =11'1 1The most commonly used textbooks. Concerning the latter it was found that most teachers prefer new-key textbooks, but that a traditional book is also widely employed. Two recommendations for future research are made also. iii Acknowledgements Numerous people have contributed to this project.Many of them are listed in the body of the work. Some however, have been so exceptionally generous in time and patience that they deserve special mention here. The staff of the Colombian-American Linguistic Institute pro- vided insights and advice after my arrival in Colombia.Miss Katherine Marchetti, a doctoral candidate in TEFL at the University of Michiganl provided an initial bibliography on the subject and was always willing to discuss my findings with me. Dr. Miles Olson of the University of Colorado assisted me in learning interaction analysis and provided a computer program for nnn3y7inz the data. The University of Colorado Ciimputina Center cr,-anted 200 for keypunching and computer time. Mrs. Aladeen Smith typed the manuscript and made helpful corrections also. Special thanks are due the members of my doctoral committee. Dr. Sydney Grant made many valuable suggestions regarding the design of the study. My two co-major professors, Dr. William Heflin and Dr. Phillip Leamon read three drafts of the manuscript with unselfish care. The Instituto Colombiano de Credit() Educativo y Estudios Tecnicos en el Exterior provided me with living expenses and an airplane pass for the necessary travel. Finally, I would like to express my gratitude to my department chairman, Dr. William Grupp, and my vire, Maria Filar. Without their persistent admonitions throughout the past three years, this study might never have been completed. iv TABLE OF CONTENTS Page ABSTRACT ii ACKNOWLEDGMENTS' iv LIST OF TABLES vii LIST OF MATRICES ix LIST OF BOX FLOW DIAGRAMS LIST OF ABBREVIATIONS xi Chapter I. INTRODUCTION The Problem The Purpose of the Study The Significance of the Study The Design of the Study Outline of Chapters II. THE SETTING FOR LEARNING 16 Education in Colombia: An Overview The INEM Schools The Development of English Language Teaching in Colombia Laws Governing the Teaching of English The English Classroom Availability of Equipment and Supplies III. CONTRIBUTORS TO ENGLISH TEACHING IN COLOMBIA. 58 Community Resources The Colombian-Americn Institute The Binational Centers ASOCM The Fulbright Commission The British Council The Textbook Companies The Colombian Association of Teachers of English The Cordell Hull Foundation ,J4 TABLE OF CONTENTS -- Continued Page UNESCO The Ford Foundation IV. HOW ENGLISH IS TAUGHT IN COLOMBIA 104 The Descriptive Instrument A Quantitative Model of English Teaching in Colombia Some Additional Quantitative Measures How English Teaching Varies According to Level V. THE CHARACTERISTICS OF EDUCATIONAL PERSONNEL . 146 The English Teacher in Colombia Professional Competencies of the Colombian English Teacher Supervision Teacher Training in Colombia The English Student in Colombia VI. THE ENGLISH CURRICULUM 199 The National English Curriculum Guide Textbooks VII. SUMMARY, CONCLUSIONS, AND RECOMMENDATIOIS 234 Purpose Research Design and Procedures Employed Summary of Findings, and Conclusions Recommendations Suggestions for Future Research Appendix A. LIST OF INTERVIEWEES 253 B. THE ENGLISH CLASSROOM 251 C. TUE SELF-EVALUATION 259 D. MEMBERS OF THE COMMITTEE OF EXPERTS 262 E. A COMMENTARY ON OBSERVATION IN COLOMBIA 264 BIBLIOGRAPHY 266 vi LIST OF TABLES Table Page 1. Percentage of Students Enrolled in Secondary Programs by Type of Program and the Number of Classes of Each Type included in the Sample 11 2. Percentage of Students Graduating from Three Types of Public School Buildings and the Number of Classes of Each Type included in the Sample 11 3. The Secondary Curriculum in Colombia by Subject and Year: Basic Cycle 23 4. The Secondary Curriculum in Colombia by Subject and Year: Adveueed Cycle . 23 5. Cycle of English Study in Five Colombia Bachilleratos by Degree, Cycle, and Year 35 6. Cycle of Required English Studies for INEM's as Stetted in Decree 1085 by Branch and Year 38 7. Number of Hours of Required English Studies at INEM's kissed on Footnote 1, Page 36 by Branch and Year 38 8. Modern Language Study Required for the INEM Degree According to Decree 1085 by Branch, Track, Year, and Language; . 40 9. Flanders' Categories for Interaction Analysis 106 10. Monthly Earnings of Teachers in National Secondary Schools by Category 150 11, Maximus and Minimum Earnings of Teachers
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