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Curriculum College Democrats

In an era of globalization, the Academy is called upon to train professionals to be able to operate successfully in the world of work, and at the same time, be able to continue learning throughout their careers. These two main objectives must be supported by a curriculum whose essential components: objectives, content, methodology, technical, organizational variables (students, teachers, groups, spaces, sequence of activities and evaluation), are coordinated in order to facilitate democratization.

The democratization of the curriculum involves:

adapt all compontes
• curriculum with its aims. Apply
• educational principles and procedures to ensure the supremacy of the students in the educational process.
• articulate the various components of curriculum in line with the institutional mission. Set
• teams, at all relevant levels within the institution as democratic communities living together, and therefore, learning. Dose
• number of subjects - in relation to the requirements and current trends - a few core and common areas to free time and more flexible organizational variables.

However, configuring a university curriculum democracy is a task that imports a high burden of educational research and critical reflection in and from practice, systematic process which has seen active and committed participation of all key stakeholders. References

-Domínguez, J. (2005, May). Democracy and School. Teaching Journal. Number 25, pg. 33. Santiago de Chile: Andros printers.

Author: Fernando Vera. Professor of English, MA in Educational Research, MA in Educational Management (c).

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single case study on discrimination in school for stuttering

Introduction

for this study was submitted to the subject with problems of stuttering, a semi-structured interview that aimed to investigate the difficulties in communicating and understanding ideas in formal verbal during his schooling, and their implications from the perspective of social integration. This is a completely normal person, who is currently pursuing studies in Computer Science in Civil Engineering from the University of Ranchi, with a normal performance for the demands of the race. Procedure



identified one subject who stutter and he was invited to participate in a semi-structured to allow you to freely express their opinions. The interview was recorded. Theoretical Framework



school discrimination is any form of exclusion of students from the school culture. Various are the causes that lead from psychomotor factors, physical, cultural, ethnic, or socio-linguistic. This exclusion not only affects students, as well as families. However, from the social point of view, when we say that families participate in school culture, it means they have more "cultural capital", ie, are more in tune with the cultural patterns of teachers and administrators. Speak the same language. Conversely, when families, for various reasons, have little or nothing to contribute to school, is said to have less "cultural capital", which is very likely that their wards and children are discriminated against just like them.

discrimination may be located within the cultural and symbolic attachments of students. Socially, children and young people bring social patterns of discrimination, which reinforce the school through interactions with other children and youth. Within this context, stuttering and psychomotor disability factor is the cause of discrimination in school, especially among students. Discrimination, whatever their social expression, inevitably delays the learning of students who are discriminated against.

What is stuttering?

Stuttering is part of the main problems of language and can be defined as a disruption of speech fluency characterized by various factors. Marchesi, Coll and Palacios (2002: 115) identifies the following phenomena associated with stuttering:

· disunited and syllable repetitions
·
· Words fragmented extensions (pauses within a word)
· Block
· circumlocutions [1]
Excess physical stress

Stuttering affects the whole person, may more appropriately described as a combination of loss of speech, behavior and communication. In this context, as Marchensi et al (2002: 116), is of utmost importance in establishing interaction in the social environment during the development of communication and language of the child. Consequently, the school can be stressful for some children in their peer relationships.

Stutterers recures in their interpersonal relationships to various strategies either for communication or to avoid it. In general, as a way of facilitating communication, using words stutterers whose articulation and pronunciation will be less complicated, or choose not to speak, which significantly restrict their intellectual growth.

addition to these behaviors, and unusual patterns of communication, many stutterers also have negative perceptions and feelings associated with their stuttering and themselves:

· Embarrassment stutterers often ashamed of their stuttering, often making many things to hide.

· Guilt: the UNDAF stutterers feel guilty for not being able to get what they think they could get if they could speak fluently.

· Frustration: stutter often feel frustrated by their inability to communicate effectively with others.

• Low self-esteem: stuttering often causes a feeling of futility.


Summary results

The study focused on discrimacionales aspects of the educational system and its implications for the socialization of the school.

The case of the subject with stuttering told in first person:

Since very little had problems with language, although language rather than communication. For example, I think my way through basic education, I think it was very good. In fact, I had the first places on the course, and so on. Now, as a kid from this school referred me a workshop of language, where language specialists saw me. This taught me some relaxation methods, and most of all also taught me to do things manual drawings. Language with words made me relax, relaxation of the nerves more than anything. The teachers treated me as a student more. Now, my colleagues were more unpleasant, and I mimicked bother me sometimes. And it made me feel very bad. Against this, the accused with some fellow teachers and I often remained silent. Now, my house never cared much about it. Most of all notes are concerned.

With respect to education On average, basic step, which was mixed, it was more difficult because I got to a high school industrial but men. My companions were heavier and I could do as two friends here. I had a friendship more effective in the third and fourth year. Now here I could not acknowledge. So it was rather a clash of manhood, you might say. This does not mean you have fought physically. Now, what was hard was when I had to lecture. In secondary education is more difficult for teachers to pay more support than one, because it assumes that one is more independent. Only a few teachers came to me for advice. In high school I never went to a workshop. Now, in terms of relationship with the opposite sex, I had no problems bond with a girlfriend.

After stopping there a pre-university did prepare for the aptitude test. Here I felt good because I found a teacher who was very good. This teacher was a psychologist and joined in activities such as playing ball. He was very welcoming. From there I went to college. It's terrible.

First of all came to see the issue of grants or loans and stuff, and that more than anything, I spoke with Don (...). Then I had to make arrangements for a scholarship given by the university partners. Well, I decided to study Civil Engineering in Computer Science. However, my desire was to follow architecture, but for economic affairs could not continue the race. Well, I came to college, my first moments were difficult. I believe that college life is really difficult for teaching more than anything, co .. There are too many partners, some are more emotional than others, some are heavier. However, one could say that almost did not bother me. Now when I knew I was going to have English, was extremely difficult. It has cost me, as I have been striving. I've tried and I've gone ahead. Never thought not exempt me in English.

Now, in all my education, I would say that where more I was upset was in middle school, mostly, by my peers. Now, from the point of view of view of my teachers, there I was treated differently by teachers. But in college I am treated equally. Now, I also felt discriminated against by the case of acne. That makes me withdraw from the people, by the discomfort you may feel towards people, by the attitude they may have.




Conclusion In conclusion, the subject studied, in one way or another, has felt discriminated against at various levels of education, such discrimination stemming largely from their own classmates. From this it follows that if classmates discriminate against others is because their school socialization process has been unable to instill the principle of coexistence and respect for diversity, ie the "learn to live together", as pillar underlying the pedagogical act of socialization.

Moreover, it is noted here that, had it not been for the strong intrinsic motivation of the subject, would not have been possible to progress through the educational level and subsequent participation in various school obligations. This raises the need to establish a framework of equality before the formulation of objectives, incorporating, on a sound and progressive discovery and acceptance of others, ie non-discrimination to the diversity of people.


References

Marchensi, A., Coll, C., Palacios. J. (2002). Psychological development and education: developmental disorders and special educational needs. Madrid: Alianza Editorial.

What is stuttering? Retrieved October 19, 2005 in http://www.educar.org/articulos/tartamudez.asp

[1] word substitutions to avoid those that are problematic.

Author: Fernando Vera, Professor of English, MA in Educational Research and Master of Science in Education with a major in Educational Administration and Management (c).

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The Phenomenon of Discrimination in School

Magendzo (2000: 173) argues that the historical socialization transmitted the culture of culturally dominant groups of society. This approach goes back to the traditional belief that the world is dominated by the strongest. However, when dealing with education, this situation leads to many consequences in creating the institutional curriculum, and thus, on educational outcomes, understood not only as cognitive outcomes, but also values \u200b\u200band symbols aspects of society. That is, educational outcomes are largely products of the school subculture where educational event occurs. Therefore, it is expected that students socialized to develop and respond socially in relation to the customs, beliefs, goals, values, emotions and attitudes based on cultural patterns of the school. This approach in the educational process is not bad. The point is not considered the potential and cultural heritage that the student may result in the environment in which it was born.

respect and develop socially in diversity should be a primary goal of the school. Only then possible to train individuals to a society that seeks social equality, as in our country. However, experience shows that many teachers are more focused on matters that have to teach more social content to permeate what they teach. This analysis also leads to the fact that many teachers do not question the institutional curriculum and instead opt for the full follow-up, which, in turn, implies that there is lack of participation at the institutional level. Give social meaning to the curriculum is an essential factor for non-discrimination in school. Magendzo (2000: 187) argues that "The curriculum, consciously or unconsciously, has contributed to discrimination. " This is not supposed to have heard all the main actors: teachers and students. In this regard, the organization becomes very important educational community level, through the creation of centers for students and teachers associations and unions, institutions that society are called upon to play a role in social inclusion.

However, from the point of view of pedagogical praxis, which delivers constructive models that help students learn from experience, it should begin to link aspects of the theory, reflective, meaningful learning with school community and society (Vera, 2005, October). This approach, of course, look deeply social care that includes both teachers and students. Vera (2005, October) also suggests that education "requires professionals with special skills to work, often with a wide range of learners, and special capabilities to accommodate different learning environments and to understand that education is a phenomenon social, which imposes new challenges every day teachers. "

Hevia (2003: 293), within the framework of globalization, argues that "on the basis of this phenomenon is not recognizing the legitimacy of the other as full human beings with the same rights as everyone else. " In other words, there is full agreement among authors on the fact that it is necessary to integrate aspects of social and cultural diversity in the educational event. However, the bottleneck seems to be the curriculum supported by the Institutional Project, which did not consider these important factors such as aids for learning meaningful and relevant within the context of quality and equity in education. References



Hevia, R. (2003). Education in Chile today. Ediciones Universidad Diego Portales. Santiago, Chile.

Magendzo, A. (2000). Diversity and discrimination: A challenge for modern education. Educational Thought. Vol 26, pp. 173-2000. Santiago: Ministry of Education.

Vera, F. (2005, October). Professional Development for EFL Teachers: How to be competitive in today's world. Paper presented at the Second National Conference of TESOL Chile, Concepción, Chile.

Author: Ferando Vera. English teacher. Master of Educational Research and Master of Science in Education with a major in Educational Administration and Management (c).

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Professional Development for EFL Teachers: How to be competitive in today's world



INTRODUCTION In Our current age, When You Become Inglés the global language and the official language of APEC countries, EFL teachers more than ever need to prepare themselves on a regular basis in order to better respond to the ever-changing conditions of society, and particularly those relating to education, which definitely affect our teaching methods and educational results. Teaching English today is not the same as having taught it some decades ago. Therefore, there is a great need for well-trained and well-informed EFL teachers and, in this context, the professional development for EFL teachers has become a critical success factor, taking into account that today schools are not the same, students are much more informed, there are increasingly more spaces for teachers’ discussions and, additionally, the Chilean Ministry of Education has encouraged using English more intensively in the schools. In a word, this means that EFL teachers have to be always on the alert, preparing themselves, attending courses and seminars, creating links with the local, national and international EFL community, etc. As can be seen, the EFL profession is very demanding and time-consuming, but at the same time very rewarding.

In this paper I will explain how how EFL teachers can develop their professional competences on their own, and how they can become more efficient and effective in their research strategies and teaching methods. I will also present the results of a survey on Professional Development for EFL Teachers, I conducted in Rancagua with the participation of 40 teachers from the Primary and Secondary School sectors. For this purpose, various procedures and activities are presented as a way of showing that working collaboratively increases teachers’ potential and creativeness and makes them more proactive when it comes to facing new curriculum challenges. This paper also seeks to show the state of the art of teaching and learning of English in Chile and the importance of improving the current position of the profession at a national level.

1. The State of the Art

In this context of competition, “All for one, one for all” should be the motto of EFL teachers today, although several could count against it. For example, there is a severe shortage of certified teachers of English in our country’s primary school sector, where this responsibility has been assumed mainly by non-specialist teachers who do not actually have sufficient initial teacher training; by translators who have studied the language, but for other professional purposes; or by people who simply speak the language because they have lived in an English-speaking country, but who do not necessarily manage methodological resources.

In addition, most English Pedagogy programs d not completely serve the needs of modern EFL curriculum, although many Chilean universities are reforming their curricula, but changes are still too slow. Moreover, there is still no full agreement on how to approach the receptive and productive linguistic skills, or if teaching of English as a foreign language makes sense in a country like Chile whose neighboring countries use English as a first language. All these aspects may naturally affect teachers who may find it difficult to choose which methodological road to take.

English language teaching requires thorough preparation in relation to core subjects, such as grammar, phonetics, methodology, literature and culture, and currently in relation to support subjects, such as technology and management, but most importantly, in relation to pedagogical praxis, which should provide constructive models for helping students learn from experience. Pedagogical praxis 1 should begin by linking aspects such as theory, reflective practice, meaningful learning, community and society.

Furthermore, English language teaching also requires professionals with capabilities to work, at times, with a great diversity of students, and with special capabilities to adjust to different educational settings and understand that education is a social phenomenon, which everyday poses new challenges to teachers.

2. How do EFL teachers usually work?

Firstly, in most Chilean schools, it is very likely to find EFL teachers who exert great effort in carrying out a lesson plan or applying a brand-new teaching strategy, which is great. The downside is that EFL teachers do not always have a Department of English through which they can organize and unify classroom activities and teaching methods. From a qualitative and quantitative point of view, this may result in students with unbalanced levels of knowledge and performance. Now then, there are even some teachers who do not simply share classroom experiences, as they may feel better working alone or simply because they were not assigned enough hours for planning work. Now then, this situation may be even worse if there is just one EFL teacher in the school. In education, being self-referent is definitely not advisable. So, this analysis leads us to the question of “team work”.

Secondly, most teachers do not use systematic observation as a tool to improve pedagogical praxis. Observation should be a key component in all teachers’ work. Moreover, some teachers do not keep track of their lessons systematically and lose the opportunity to learn from experience. Keeping track of what we do in our classes is essential in that we can see whether or not our students are engaged in their learning process, or whether or not our students are actually applying new knowledge. So, this second analysis leads us to the question of “pedagogical research”.

Thirdly, although most EFL teachers attend workshops and seminars, they find it difficult to implement the new methodological ideas and simply prefer to continue with their own teaching methods. Now then, most EFL workshops and seminars give emphasis on aspects relating to the communicative approach, receptive skills versus productive skills, constructivism 2 , materials building and classroom management, which are not easy to implement because new ideas must be shared and reflected and then implemented. So, this third analysis leads us to the question of “effective implementation”.

3. How to be a competitive EFL teacher

Since Chile has entered into many Free Trade Agreements, new challenges have emerged for EFL teachers. As a consequence, competition has heated up in most Chilean schools with offerings of bilingual teaching from Quinto Básico or even from Primero Básico. So, in this kind of frenetic competition full of innovative educational proposals, what is the key to being a competitive EFL teacher? It is clear to me that EFL teachers from both the primary and secondary school sectors must focus on, at least, three factors to compete successfully: team work, pedagogical research and effective implementation.

Team work. Building team work is essential to carry out curriculum goals and objectives. And doing that consistently, and in a quality way that enhances teachers’ purposes is not easy. Studies of high-performing teams have identified the following characteristics:

- Clear Objectives / Goals
- Identity and purpose
- A code of behavior
- An understanding of the difference between task (the job to be done) and process (the group communication, leadership, decision making, etc.)
- Have clear processes to follow
- An understanding of other’s preferences, strengths and weaknesses
- Recognized roles within the team

Why team building? Schools’ English results don’t just happen! They are closely related to teachers working in teams. Team work provides a basis for understanding the school’s curriculum and for building EFL proposals with clear objectives and unified teaching methods. All for one, one for all!

Pedagogical research. Doing pedagogical research is inherent in teachers’ work. As a matter of fact, all EFL teachers should investigate from in their praxis, which implies doing action research. Teachers’ research methodology par excellence.

Sandín (2003: 102) suggests that action-research is oriented to the educational practice, i.e., it is based on careful compilation of information from a variety of different sources. In other words, it is a tool that helps EFL teachers make pedagogical decisions and introduce changes for improvement of the teaching and learning process. In general, it covers the following areas:

- Needs analysis
- Permanent teacher training
- Curriculum development
- Introduction of new teaching and learning strategies
- Program evaluation
- Institutional analysis
- Personal attitudes

An action research project may involve all or part of the teachers and is normally carried out on a small scale. An action research strategy includes, at least, four steps which are normally cyclic:
- Planning
- Action
- Observation
- Reflection

For example, EFL teachers can select a methodological problem they need to improve, choose a procedure for collection of data, analyze the collected data, develop an action plan that helps modifying said aspect and finally observe the effects of said action plan. If it is necessary, another action plan can be used. An action research project involves direct activities which lead to qualitative change. It represents a collaborative and systematic effort through which EFL teachers may identify opportunities for improvement, construct knowledge about emerging solutions and constantly generate new methodological strategies for the EFL setting.

Main characteristics of action research

The following features are some of the key aspects that characterize action research:
It implies the transformation and improvement of an educational and/or social reality. This is the most relevant aspect of action-research because it focuses on the actual practice and not on the accumulation of knowledge as it occurs in the conventional research.

- It starts from practical problems, which in the EFL field are related to teaching and learning strategies, institutional factors, teacher factors, learner factors, adoption factors, curriculum outcomes, classroom management, etc.

- It implies the collaboration of our colleagues. The solution to the problems always implies the negotiated adoption of measures. Action-research cannot be carried out independently, because it needs the participation of all teachers who have chosen to change and improve a given pedagogical situation, that is, it provides a basis for follow-up discussion and systematic reflection.

- It integrates knowledge and action. The purpose of action research is, on the one hand, to know a given reality from different sources and, on the other, to apply techniques and recommendations deducted from said knowledge.

Block (1998 cited in Richards, 2001) emphasizes the importance of action research in understanding learners’ interpretations of the language they are learning. This implies regularly interviewing learners to find out what and how they are learning and what is going on in a class.

The following questions may help teachers with this approach:

- What learning styles do slow/fast students prefer?
- Do students use English inside/outside of the classroom?
- What is more interesting, reading or listening, or both?
- What do students think about learning English?

c. Effective implementation. Implementing new teaching and learning ideas is not easy if teachers are not well-informed and organized. First of all, a well-informed teacher has an extensive knowledge not only of teaching methods but also of education as a science. This knowledge can be enhanced through subscribing to specialized magazines, attending workshops and seminars, and keeping in touch with colleagues from other schools. All this knowledge can make implementation much easier, faster and smoother.

Effective implementation might involve EFL teachers in:

- assessing the new ideas
- adapting EFL curriculum and lesson plans
- negotiating with their boss
- training teachers and students in the use of a new strategy, resource, etc.
- monitoring progress and taking measures to ensure completion
- working effectively with other team teachers
-performing support

The above list of bullet points show that implementation cannot be done overnight. It is very time-consuming and requires total teacher participation. One implication of this is that it is better for EFL teachers to go ahead with others than alone. “Setting up a small group at your workplace has its practical difficulties, but you may find a couple of other interested people. Arrange a regular time and read on” (Richards & Renandya 2002: 398).

4. The survey

This survey on Professional Development for EFL Teachers was carried out in Rancagua with the participation of 40 teachers, from the primary and secondary school sectors, who were willing to respond the questions. This experience also showed that some teachers are reluctant to give personal information relating to their professional expertise.

The information summarized in this presentation was collected by means of a questionnaire of four open questions. The informants were contacted via e-mail and were all equally considered for this small-scale study.

Here are the questions regarding our profession:

1. How would you characterize the teaching profession?
2. What changes are necessary in this profession?
3. What type of professional training is more useful?
4. What are the most rewarding aspects of teaching?

Since this was a small-scale, qualitative study, the answers to the questionnaire were classified and coded according to certain logical criteria. The table below shows what the EFL teachers surveyed think about the teaching profession.

Table 1. Teacher perception of professionalism

Question 1: How would you characterize the teaching profession?
Very challenging: 88%
Fairly challenging: 12%

Question 2: What changes are necessary in this profession
Learning to learn: 75%
Use of technology: 15%
Team work: 10%

Question 3: What type of professional training is more useful?
Technology: 25%
Methodology: 55%
Spoken English: 15%
English-speaking cultures: 5%

Question 4: What are the most rewarding aspects of teaching?
Students’ progress: 68%
Students’ motivation: 23%
Students’ affection: 9%

In general, the EFL teachers surveyed consider that the teaching profession is highly challenging, and acknowledge the importance of constructivism and methodology. These teachers also acknowledge that students’ progress in learning English is very rewarding. A small percentage of these teachers thinks that technology and team work are important. This may account for the fact that some teachers are reluctant to incorporate technology into the EFL curriculum and some prefer to work alone.

Conclusion

To conclude, although many EFL teachers enthusiastically participate in workshops and seminars, where the focus is mainly on methodology, many still find it difficult to implement new knowledge and apply new experiences acquired in said events. This situation may change if teachers adopt team work and do collaborative research. One implication of this is that education quality increases, and so does teachers’ appraisal of their profession.

In addition, EFL teachers should get organized as a learning community through team work because team work serves the different needs of an EFL curriculum very effectively, in that it allows the efforts of all to have a global pedagogical impact on our students’ learning process.

Finally, in our current age, with competition installed in our mind, EFL teachers are faced with the tremendous challenge of growing and developing professionally, and this does not only mean improving our level of English and pedagogical practice according to national or international standards, but most importantly, it means strengthening our commitment to the teaching profession.

References

Bruner, J. (1966) Constructivist Theory. Extracted on October 10, 2005 from http://www.artsined.com/teachingarts/Pedag/Constructivist.html
Richards, J and Renandya, W (2002). Methodology in Language Teaching. Cambridge: Cambridge University Press.
Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Sandín. M. Paz (2003). Investigación Cualitativa en Educación. Madrid: McGraw-Hill.

1 Pedagogical praxis is based on the premise that under the right conditions students can become active participants in meaningful learning.
2 Constructivism considers learning an active process in which learners construct new ideas or concepts based upon their current and/or past knowledge (Bruner, 1966).

Author: Fernando Vera. BA from University of Chile, Research MA in Education from Central University and MA in Educational Management (c) from Universidad Mayor.

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Pluralism in the Classroom

explore the meaning of pluralism in education in the era of globalization, it is very challenging for those we move into this area. Berger (1997, 1) argues that "pluralism that characterizes modern society can be opened multiple times (...). On the other hand, that same pluralism threatens traditions and customs of all kinds. " This approach matter important concepts. For example, he refers to the concept of modern society which can be understood as one whose lifestyle is full of noise and traffic emanating from the communication systems and devices of comfort. It also includes the concept of opportunity in education which involves equity and quality, ie the capacity of education systems to reach all learners, regardless of cultural differences and, finally, it incorporates the idea of \u200b\u200brisk certain cultural heritage, which, due to the diversity of students, could succumb amid the many interactions that occur within schools.

Therefore, the educator, to and from their practice, should not overlook the heterogeneous realities bringing their students. Quite the contrary, has not only taken into account in their pedagogical approaches, but also intangible elements of school learning aids. This implies, in turn, to involve students in the educational event, from a democratic view, the decision-making issues that have to do with their training. The Delors Report states that "education has a dual mission: to teach the diversity of the human species and contribute to an awareness of similarities and interdependence of all human beings" (Delors, 1996, 99).

In light of the above, you could stop pluralism in education which involves not only respect and tolerance for cultural diversity but also the democratization of education, an issue that directly affects the appropriation of significant learning and quality in students.

Within this context, and in addition to this the phenomenon of globalization, the teacher must prepare to respond efficiently to new societal demands. In this respect, Berger (1997, 8), in his eyes to this phenomenon, refers to the occurrence of cultural globalization, which tend to undermine the traditional certainties. In other words, within the educational world, is putting at risk the heritage socio-cultural students, who, in the short term, they might be absorbed by the cross currents involved. In this sense, one could note that "a key obstacle to the citizens can believe in supranational integration projects are the adverse impact of such changes." (García, 1999, 26). All this leads us to the fact that in education today, the aspect of cultural relevance remains a major issue, and against which, both actors should be aware, therefore, both equally, and from a look democratization, are responsible for teaching and learning process, both from a formal approach (official curriculum) and informal (hidden curriculum).

Consequently, the teacher, as leader of the educational process, has a responsibility to look at their students as individuals, which means considering what they think and feel, and make them participate democratically in decision making at both classroom and general level. The alumni organization, through ongoing facilities and general facilities, is an important initiative for the democratization of education. Pluralism in education matters, therefore, not only respect for diversity but also the curricular inclusion. Once this happens, the student will understand finally education as a socializing process essentially depends to a large extent their own decisions and levels of commitment.



References Berger, P. (1997). Pluralism and the Dialectics of Incertidumebre. Retrieved October 19, 2005 in http://www.cepchile.cl/dms/lang_1/doc_1864.html

Delors, J. (1996). Treasure Education. Mexico: UNESCO Publishing.

García, N (1999). Imagined Globalization. Buenos Aires: Polity Press.

Author: Fernando Vera, Master of Educational Research and Master of Science in Education with a major in Educational Management (c).

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Bilingualism Sociolinguistic: Approaching the poor and marginalized students?

Summary

One way to reach out to minority students social and cultural rights is through knowledge of their culture and socio-linguistic forms. However, the social phenomenon that occurs in the teaching practice is that the teacher uses language that is aligning to these students, and worse yet, detrimental to their own cultural and social identity. Abstract



A way of Approaching students from social and cultural Minorities Knowing Is Through Their culture and sociolinguistic forms. However, the social Phenomenon That Takes place in the pedagogical practice That is language teachers use to students Which May aliniate Said, and Strongly Against Their Own Attempt cultural and social identity. Bilingualism


sociolinguistic

Education is a right of all citizens, and therefore its practitioners must fight against all forms of exclusion. Within this context, it is important to reflect on how educational policies addressing cultural differences. Delors (1996) argues that education has to adapt to different minority groups. However, considering that teachers are primarily from urban middle-class sectors, it is fair to assume that there is a wide communication gap between teachers and students, so if we analyze the delivery and reception of the message is easy to conclude that the channel used is not appropriate to record the student's language. As the professor boasts autorefente ethnocentric discourse, the poor student that he can do is imagine the realities which can read the teacher's words, a situation that leads to further autodisminuirse and, finally, I ended up excluding the educational process because its slow learning curve to reach expected levels and displayed with reference to other educational situations. We

right against a sociolinguistic phenomenon of bilingualism, which in practice is, Indeed, a pseudo bilingualism as each actor speaks their own dialect or idiolect and fails to understand your partner. From the position of teacher, he chooses to ignore the origins of their students, and attempts to impose a formal education that allows you to mold the character "uneducated" of these. In this regard, Mandujano (2000) argues that "The recognition of the right to multiculturalism and bilingualism of poor and marginal resident is required to improve communication with and education provided to them."

Against this background of knowing the language and cultural identity of the poor and marginal student, Father Hurtado (quoted in Arancibia, 2005) called for educators to understand the interests, the inner world and the hopes and fears of the child or young person to get from there to accompany him on his journey through education. It follows that the teacher is one who has to "realize" this cultural reality of their students socially isolated, because not enough educational policies of respect for cultural differences, which involve not only students with poor and marginalized but also to students from indigenous peoples, who also feel excluded by not understanding the unique dialect teacher ethnocentric.

Therefore, the teacher's challenge is to enhance and strengthen the identities sociolinguistic and cultural which has to unlearn and education for multiculturalism. The cultural heritage of students from poor and indigenous peoples is ignored by urban teachers. The lack of experience of these children and young urban culture left evidence of wild nature. (Mandujano, 2000, Wild exotic and distant, 14).

In light of this, we can say that many times is simply not the conditions for bilingual and intercultural dialogue, as often actors in the educational process both language and identity unaware of the other, which implies finally situation of pseudo-bilingualism sociolinguistic because the conditions are not for real communication. Thus, this vector of bilingualism sociolinguistic must be addressed in property in the initial training of teachers. This means that cultural differences must be considered as valuable and worthy of appreciation. From this perspective, not all teachers are trained or prepared to assume the great social commitment of respect for human rights and freedoms not only of minorities, as represented by the poor and marginalized and indigenous people of our country, but of the entire population. References



Arancibia, V. (2005, October 16). Education for Modernity. Mercury, p. E11.

Hevia, R. et al. (2003). Education in Chile, today. Santiago de Chile: Ediciones Universidad Diego Portales.

Mandujano, F. (Nd). The Wild in the Classroom: Problems of Language and Identity in the Urban Student Achievement. Retrieved on 17 October 2002. EDculo.doc http://www.cidpa.cl/txt/articulos/Unescoart%

Author: Fernando Vera, MA in Educational Research. University of Rancagua. Fernando_veracl@yahoo.es