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NARRATING MY ANECDOTES IN A FOREIGN LANGUAGE

Carolina Gomez Gomez 20051165056

Diana Carolina Rojas Torres 20031187026

Liliana Sabogal 20051165045

Seminary IX

Professor: Mauricio Ochoa

Universidad Distrital Francisco Jos de Caldas

School of Science and Education

Licenciatura en Educacin Bsica con nfasis en Ingles

Bogota, 2009


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NARRATING MY ANECDOTES IN A FOREIGN LANGUAGE

INTRODUCTION

This project was born from the necessity we as pre-service teachers found in

our practicum of getting to know more about our students, their life, their

experiences and thoughts. This because one of the problems an English

teacher has to face in his performance is the lack of motivation for learning

English, especially in those schools where students do not see clearly the

connection between the contents of the class and their real life.

For those reasons we as researchers wanted to go further this matter of

knowing more about our students. In this way we have the notion that it is

possible to improve our performance what is more help our colleagues with our

project giving them an idea of how can they apply students` life experiences in

their teaching performance.

At the beginning our concern was how to foster motivation and teach English in

a meaningful way; As a result we came with the idea of using narratives in the

class, moreover narratives done by students about their personal experiences

what we called anecdotes since we consider that through this way we can

identify more about their lives because Narrations according to what Mason

states In her book school education (1925) is the telling back in one's own

words what has been read aloud or read silently. Most children enjoy telling you

what they know. To have an adult wait for their words with smiling eyes and

anticipation is something any child cherishes. Charlotte Mason believed that this


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love of telling could be used as a foundation for self-education. By this token,

Our believe as educators and researchers is that, at the moment in which

students narrate their anecdotes or experiences in the foreign language

discover that they can express effectible in other languages and in the same

way find useful and interesting the learning of any different language from the

mother tongue.

Consequently this project aims to analyze students personal life experiences in

order to find similarities and differences among them, recognize patterns in

children of this epoch and the importance of a foreign language in their life. In

addition at the end analyze and describe the influence of those life experiences

in the learning process.

Finally this research is divided into two main sections. First our pedagogical

intervention that is the pedagogical part of the project that was about the use of

narratives in the class and secondly the research part that has to do with the

recollection of data its analysis and also the description of the findings. In like

manner there is the invitation for further research.


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LITERATURE REVIEW

The narration and the students life experiences, which will be noted in this

preceding section, are the constructs of this research project. Accordingly, we

will start defining narration using writing skills to indentify the way students will

express their anecdotes and what this implies to highlight at a later stage the

meaning of students life experiences

NARRATIONS IN ENGLISH CLASSES

A narration according to Charlotte Mason (1925) means the assimilation

process of information and retelling of it. Some of the benefits of the use of

narration in language classes may be the promotion of abilities such as self-

education, improvement in attention, retention, expressive language, and higher

level thinking. Therefore, according to the author, it is expected by a teacher

that the students talk about their lives through the narration, which can be oral,

written or drawn with the main purpose of communicate all their recalls in their

own words.

Accordingly, thanks to the use of narration, students may work in the four

language skills such as writing, when they narrate their anecdotes in a written

way; Listening when they listen to others narrations and the use of vocabulary

the others do; Besides of reading, when students read their own and

classmates narrations understanding the main topic and the situation theydescribe. So taking into account the last idea of the diverse manners narration

can be uttered, it is indispensable to clarify that this project will develop the

narration procedure with the writing approach, since we consider that for our

students writing is the easier way to express themselves - according to what

they have expressed to us, as well as we think this approach is suitable for us in

order to see, characterize and analyze the data we need for working on our

research question.


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Hence, we consider essential to mention that narrations in general have six

common elements, which according to McCarthy (1991, p.138) are:

Abstract- "short statements of what the story is going to be about"

Orientation- "sets out the time, place, characters for the reader or

listener"

Complicating event- "main events that make the story happen"

Resolution- "how the events sort themselves out"

Coda- "provide a bridge between the story world and the moment of

telling" Evaluation- "an element that weaves in and out of the story

constantly...making the story worth listening to or reading".

WRITING PROCESS

Since we focused this aspect of narration on the process of writing, it is

necessary to define writing as a dynamic and creative process that occurs in a

context giving to the writers the opportunity to express their perception about

their world and what happens around them. Goodman (1996), and Clavijo,

(2001).

Therefore, writing needs to be taught in a rich and authentic environment that

engages students in the exploration of language actively. What means, children

reflect how written language works as they are immersed in meaningful writing

experiences. Critically important, however, is the fact that writing carries somestages which subsequently will address us to different dimensions.

Writing Stages and Dimensions

Gradner and Jhonson (1997) describe the stages of the writing as process

created by writers as they work. And in which skillful writers move about the

stages of the process, in a consciously and unconsciously manner.


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1. Pre- writing: Where students set the ideas about they are going to write.

Doing brainstorming, working on the ways the ideas are going to be

presented, bringing back prior knowledge.

2. Rough Draft: Where students start laying out ideas on the paper.

Writing with no concern for conventions.

3. Reread: Where students are supposed to do verification of their own

work by reading for themselves the work that they have gotten so far.

4. Share with a Reviser: Where students share and suggest for

improvement , asking who, what, when, where, way and how questions

about the development of the text

5. Revise: Where the students work in the improvement of what the text

says and how the ideas are expressed on it. Providing attention to the

additions, and details in order to complement what is already done. As

well as Taking out unnecessary material.

6. Editing: Where students and the reviser in this case, we as the

teachers and guides of the process - Work together on editing for the

writing work.

7. Final Draft: Where students produce their final copy to discuss with the

teacher about the feedback of the process, they results showing as final

show of the work the final writing paper.

8. Publishing: Students publish their written pieces.

In this regard, now it is turn to point out the dimensions in which the writer

student- will be involved in.

Contrary to learning theories implied or stated in instructional and

methodological material that equate writing with filling the blanks worksheets,


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Nonetheless, it is important to take into account the phenomenon we have

noticed about our students with reference to the tendency of the usual use of

the written and sound system of their mother tongue when they are writing in

English.

So, regarding the importance the mother tongue has in learning a foreign

language Hudelson (1994) states that it is vital taking into consideration the use

of the mother tongue when making decisions about how written language

works. In this respect, Rodari (1999:88) states El nio usa el lenguaje

construyendo su sistema lingstico segn la sintaxis y la gramtica de su

lengua materna.At this time, it is important to clarify that we reveal this aspect

because this is something goes through all our research process and which we

have not found as an obstacles taking into account we are dealing with English

as a foreign language.

Afterward we will refer to the term literacy, generally interpreted as the ability to

decode words to understand, and communicate by using written material in

different contexts. However, beyond these interpretations, for us literacy is not

only a matter of decoding different words to understand a text. It is a matter of

social interaction to bring up the gaps in communication. This approach must be

something that helps our students to understand those words through the use of

their own personal experiences. This means that when the students acquire the

ability to write and read, they are able to communicate and to share their own

experiences with others within different contexts.

When we refer to context we intend to give the students significant resources to

perceive the English class in a different way. In addition to, the idea of using

narratives in our proposal is going to help them to contextualize the contents

studied in class with their personal lives what is the idea of critical thinking

stated by Paulo Freire (1985)

For Freire and Luke, critical literacy is an approach in which people learn how to

experience the world through the wordit implies that when they use critically the


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words to change their own surrounding world then it is said that there is a good

critical comprehension of the tools acquired. In this case reading and writing.

Through the use of anecdotes in the EFL class students will feel that they can

connect their personal experiences with the new vocabulary, we haveevidenced that students get more involved when they narrate funny things ,

gossips, or sad experiences.

As all of us know everybody has a different way to narrate his or her

experiences depending on the culture, the social context, the school , the family

etc. that is why, we want to look for those characterizations in the students

narratives performances because apart from enhance writing, we are going to

find different aspects of their personal lives. To do that, it is necessary to go

deep into the discourse analysis due to the fact that a discourse can change in

different situations and what is more can influence the way you write and read

your own world.

As it was mentioned before literacy is the critical way we use the words, we can

identify that when a student write something that he likes , maybe a place ,a

trip they are going to use words to express their feelings about those

anecdotes in a positive way ,when they read they also understand the way the

narrator or the author expresses his points of view by using certain words or

expressions to show his or her own perception of his /her environment that is

why literacy is a matter of culture ,social interactions and contents.

That way, it has been seen the importance for the students to bring their

personal story life to the classroom setting. Because they can express freely

what they think, believe, liked and feel according to their previous experiencesthey have lived opening the line to mention in what way we are interpreting the

Students life experiences for our project.

Consequently, we consider that the ideas expressed before, leads to present

the term of Life Experiences as the second construct of this research project.

STUDENTS LIFE EXPERIENCES


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Anyhow, for us it is important to clarify the term experience in order to reach

our general objective in this project. Experience is a key term, Jhon Dewey in

his book experience an Education (1998) He argues that teachers must first

understand the nature of human experience before and through the learning

teaching process.

For Dewey, experience is a personal and social term, and which are always

present. People are individuals personal - and they need to be understood like

that. But they are always in relation - social context. Moreover, Dewey held that

one condition of experience is continuity and interaction. Continuity is that each

experience a person has will influence its future, for better or for worse. And

Interaction refers to the situational influence on a person's experience. In otherwords, one's present experience is a function of the interaction between one's

past experiences and the present situation.

The term experience in this case helps us to think through such issue as an

individual childs learning while also understanding the learning takes place with

other children, with a teacher in the classroom. This way is an important point to

identify students experiences in order to look for their ideas, thought,

perceptions, believes; as a way to achieve the requirements for the narration

process. In this sense, Rosenblatt, (2002) states that students provide in their

performances with past experiences, remembrances, needs and concerns to

make meaning of them.

So, taking into account the aim of this project is to know and identify our

students life experiences in order to involve them in the reflection and

encouragement of expressing them in a written way, it is pertinent to state ourown definition of life experiences as all those situations that people live daily

and which have direct effect in our way to live and see the world. It means the

empirical knowledge obtained from people and events.

Then as teacher we can set about progressively organizing the task in a way

that it takes accounts of students past experiences, and followed by providing

them with experiences which help to open up the students access to future


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growth experiences, thereby, expanding the students likely contribution to

society.

In view of this, teachers according to Wells (1995) as participants in the

construction of meanings and knowledge with the students inside the classroom

should adopt a responsive attitude for teachers is by organizing teaching

around inquiries. Which are viewed as a way to connect the childs world with

their new understandings, questions and issues that the child wants to explore

further, (1996) he suggests the implementation of a curriculum that allows

learners to author each one of the components in the curriculum and thus

become active participants.

Currently, Building from the known theory we just mentioned. Connecting

students own life experiences is essential for designing the way the world and

knowledge could be useful presented to the students. Initial engagements need

to support learners in making connection to what they already know and in

telling their stories about these experiences, which (Short, 1996) describes as

the process of Learners bring the knowledge they have gained from the

personal experiences of living in the world and of being part of specific culturalgroups and social contexts.

In addition, life experiences male allowance for demanding the recognition of

diversity needs as the cognitive, social and academic experiences of the Childs

inasmuch as they must be valued as the foundation of successful academic

achievement and social integration. (Handscombe 1994).

Owing this, we take advantages of our students life experiences to engage andmotivate students to be active participant in the English class, thinking that the

own students narrations that we named my anecdotes give many benefits to

children knowledge since it is near to their reality, at this manner, students

identify themselves into the narrations as a character using their imagination

that motivate them to create an own perspective about the story, and at the

same time to understand and assume certain attitudes that help them in their

current and future lives, as Ellis G. writes about anecdotes are a useful tool inlinking fantasy and the imagination with the childs real world. They provide a


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way of enabling children to make sense of their everyday life and forge links

between daily life and school (1991, p 9)

Finally as a result, this learning process from the experience allows students to

face a reflective practice. At the same time promotes the development of

students autonomy improving their self knowledge and their personal growth.

INSTRUCTIONAL DESIGN

Nowadays teaching a foreign language moves between what was taught based

on the traditional grammar teaching and what is now intended to be


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implemented based on the new perspectives about how to teach a language.

First of all, we know the process of learning a language is connected to learning

and usage of grammatical rules this process means that the application of those

rules has a purpose in order to express experiences, ideas, feelings, beliefs.

Etc.

Thus in order to answer our wonderings about students life experiences and

the ways they are expressed, we decide to formulate the following question:

What does students narration of their anecdotes reveal about their

personal life experiences?

The innovative part of this project is the new experience that students have

when narrating their anecdotes in a foreign language what allows us to get to

know more our students and bring up the gaps between the contents proposed

in the class and students` lives aiming to have a meaningful learning process.

6. Instructional objectives

Short et all, in Clavijo (2001), propose the following activities for the projects

developed by students which are personally significant to students life:Building from the known Connecting to and building knowledge from learners

own life experiences what is essential for learning.

Initial engagements need to support learners making connection to what they

already know and in telling their stories about these experiences through the

narrations. Therefore in terms of instructional objectives, we mention these

three ones:

Increasing the development of writing skills. Promoting reflective thinking on students. Encouraging students to communicate and share their ideas in a clear

way.

Thematic development

First of all as it was mentioned before one of the ideas of this project was to

connect the thematic and topics proposed by the school with the process of


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writing students` anecdotes in order to see and analyze their personal life

experiences.

For those reasons the topics were adapted from the syllabus presented by

Eduardo Carranza School in the following way:

1. TOPIC: WHO AM I?

Sub topics:

Personal information (name, telephone number, address, age) Verb to Be

Application in the research

Free narration about any anecdote

2. TOPIC: WHO AM I IN THE FAMILY?

Sub topics:

Family members (father, mother, sister brother, daughter, son, grandfather, etc) Verb to Be

Adjectives of situations ( boring, funny, sad, happy, etc)Application in the research

Narration about students` familiar vacations

3. TOPIC: DESCRIBING MY WORLD

Sub topics:

Adjectives of physical appearance (tall, short, blond, tanner, fat, thin, etc) Adjectives of personality (intelligent, funny, curious, honest, generous, etc)


Narration about students` favorite toy and friends

4 TOPIC: SCHOOL

Sub topics:


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Members of the school and their occupation (Student, Teacher, coordinator,etc)

Elements of the classroom, ( book, notebook, eraser, board, etc)


narration about any funny anecdote at school

5 TOPIC: IN FASHION

Sub topics:

Clothes ( t-shirt, jacket, vest, dress, etc) Colors ( black, orange , green, etc)

Describing people clothes (she is wearing)


Writing about students favorite way of dressing

METHODOLOGY

Regarding the methodology applied in the project it is important to write about theprinciples that guided it.

To start with the main principle of the project is the Communicative approach which fitsperfectly because the main goal of the research is mostly concern about social issuessuch as students` personal life experiences, hence the pedagogical interventionfacilities the communication of those in an oral and written way.

First the communicative approach arose from the necessity to create a different

method to develop language teaching and change the traditional concepts of

language such as grammar and vocabulary as the basis of language learning.

in 1972 Wilkins proposed a different way to conceive language teaching and

learning based on some syllabuses that attempted to focused on meaning

rather than grammar and vocabulary and for the first time students needs were

one of the most important components to enrich language teaching and

learning theory.


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Wilkins contribution was an analysis of the communicative meanings that a

language learner needs to understand and express rather than describe the

core of language through traditional concepts of grammar and vocabulary

Richards and Rodgers (2001).

Since that period of time teachers have tried to apply different methods and

approaches to teach English based on their concept of those theories.

Nowadays teachers focus on the meanings and the intentions of words and

patterns in English for learners to express their own intentions and opinions. in

or project rather than grammar and the well structure of the language we intend

to stress the four skills specially writing through the use of students narrations

about their experience in life. By this way our main objective is to give to our

students the opportunity to get more confidence when they are writing and

speaking in the English class and to encourage their communicative

competence.

Theory of language teaching

According to Hymes (1972) the theory of language is a matter of culture and

communication which means that teachers must focus on what the students

need to communicate in a proper way but is not a matter of a grammatical

process and the perfect structure of the language as Chomsky stated in his

theory of language. In the same way Hymes (1972) states that the main goal of

the theory of language is the communicative competence so that, if someone

acquires the communicative competence is because he is able to interact in a

community and what is more, he has a domain of the knowledge and also he

knows how to use the language in different contexts, no matter if this is


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grammatically correct but the most important is the message. Nevertheless

Chomsky thought that if someone acquired the communicative competence

this was because the students were able to produce correct sentences which

sometimes limit them, because they are not immerse in the setting. That is

why, the motivation to learn a different language and the confidence to speak

would be affected. What it has been evidenced in our practicum is that

students do not feel confidence when they express their ideas in English

because they think that what they are saying is not grammatically correct or

because they do not have enough vocabulary to express what they want to say

or write.

The goal of language teaching is to develop what Hymes (1972) referred to as

communicative competence Hymes coined this term in order to contrast a

communicative view of language and Chomskys theory of competence.

Chomsky (1965) held that linguistic theory is concerned primarily with an ideal

speakerlistener in a completely homogeneous speech community, who knows

its language perfectly.

Hymes held that such a view of Linguistic theory was sterile, that linguistic

theory needed to be seen as part of a more general theory incorporating

communication and culture. Hymes theory of a communicative competence was

a definition of what a speaker needs to know in order to be communicably

competent in a speech communicative. In Hymes view, a person who acquires

communicative competence acquires both knowledge and ability for language.

Theory of learning


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On the one hand, the theory of learning refers to the way students learn,

through activities for improving their communicative competence and how these

promote their learning. That is why in this project we want to include activities to

contextualize our students in the narratives world and to provide them with the

necessary tools to narrate their life experiences in English.

Activities that involve real communication promote learning. A second element

is the task principle: Activities in which language is used for carrying out

meaningful tasks promote learning (Johnson 1982). A third element is the

meaningfulness principle. Language that is meaningful to the learner supports

the learning process. (Richards and Rodgers 2001).

On the other hand it was considered that Through the use of narratives they

can express their experiences, feelings, because as human beings this is one of

the way we use to experience the world.

Role of the teacher

The teacher has two main roles: The first role is to facilitate the communication

process between these participants and the various activities and texts. The

second role is to act as and independent participant within the learning teaching

group.(Richards and Rodgers 2001).

Role of the student


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The role of the learner as negotiatorbetween the self, the learning process,

and the object of learningemerges from and interacts with the role of joint

negotiator within the group and within the classroom procedures and activities

which the group undertakes. The implication of the learner is that he should

contribute as much as he gain, and thereby learn in an independent way.

(Richards and Rodgers 2001).

Likewise during the process we identified one necessity of students that limited

them to write confidently and it was the lack of vocabulary they have in English.

For these reasons it was necessary to find another approach to help them withthis issue. Then we came up with the use of some patterns of the lexical

approach which according to Richards and Rodgers (2001) refers to the belief

that the building blocks of language learning and communication are not

grammar, functions, notions, or some unit of planning and teaching but lexis.

That is words and words combinations. This approach attempts to work on the

issues of vocabulary and collocation of words what we identified students

needed when writing their anecdotes.

Some of the patterns it was talked before are:

a) Teaching individual collocation when explaining them the position of

some elements in a sentence for instance the subject doing the action.

b) Making students aware of collocation when talking about the importance

of the use of verbs in a sentence and explaining the collocation of

adjectives before nouns.

7. COGNITIVE STRATEGY

In order to apply the pedagogical intervention it was necessary also to

find a suitable strategy which is the cognitive strategy that fosters

students` enhancement of thinking skills they need at the moment of

writing.


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As it is defined Cognitive Strategy Instruction (CSI) is an instructional strategy

which emphasizes the development of thinking skills and processes as a means

to enhance learning. The objective of CSI is to enable all students to becomemore strategic, self-reliant, flexible, and productive in their learning endeavors

(Scheid, 1993) which were some of the characteristics that called our attention

at the moment of applying a strategy.

On the one hand in this strategy there are some established steps that we

considered useful for the development of the project stated by OMalley et al.

(1985).

Repetition: it was applied individually when a student came to the teacher

looking for a word or expression and the teacher made him to repeat for getting

the correct pronunciation

Resourcing : This is used by the student when they need to express

something in their mother tongue

Translation: When it is necessary the teacher use the mother togue in

order to clarify concepts and ideas

Grouping: Refers to all the concepts given by the teacher and that are

used for the students as an strategy to develop tasks during the naration

process.

Keyword : Those are given by the teacher for all the students in that way

students can apply then when they consider it is necessary.

Contextualization: It is applied during the classes not only with the

contents studied in the class but also with the vocabulary. in this case

teachers try to establish a connection between the subjects sutdied in

class and their real setting

According to what has been presented in this chapter about the approach and

the strategy we as pre-service teachers and future researchers decided to applyin our pedagogical intervention in this group, the activities have been designed


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Role of the students

In this part students have to get involved in the narratives world and they start

by giving some definitions of what they knew about anecdotes and narratives. In

addition, they have to be active participants and spectators of the teachers`anecdotes.

Stage 2

Experimenting my narrative world

In this stage it will be applied some workshops about how to write a narration

and it will be connected to the topics of the school syllabus.

Role of the teacher

In the second stage we as teachers have to motivate our students to

start writing some anecdotes. That is why; we created some workshops

in which students have to narrate some anecdotes as if they were the

main characters of it. Also we have to act as a human dictionary for

them, in order to clarify some vocabulary to develop this task and give

them some ideas to complete the workshop successfully.


The students have to be active askers if they want to start writing their own

anecdotes. some of the strategies that they are going to use to complete the

task are :

Use their mother tongue when it is necessary

Write the vocabulary that they already know

Ask for new words in order to write their own ideas

Stage 3

Let`s do it


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In this stage students will start doing their own narrations based on what

they learned in the last stage and also on the input the teacher gives

each section of class.

Role of the teacher

The teacher has to promote the interaction and the motivation in the

class so it is important to support them when they do not know how to

say or how to write a word. Some times, it is evidenced that students feel

frustrated when they can not express their ideas and they prefer not to

write or say anything. It is remarkable that in this stage we have to beactive listeners of their anecdotes and give them a feed back for them to

correct their mistakes.


In the workshops applied in this stage, students have to provide personal

aspects in their narratives. They can write sad, funny or happy personal

experiences. Additionally, they have to relate the contents studied in class with

their real life.

Apart from giving information and relate contents in their narrations they have

to be the audience of their own classmates by this way they are going to take

what is useful for them and they are going to get to know more their own

partners.

Stage 4

Sharing experiences

In this stage students will share their experience not only about their life but also

about the process. Students will show their portfolios to the homeroom teacher

and the Pre-service teachers to share their feelings about this academic

anecdote.

Role of the teacher


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In this stage we as teachers have to be active listeners of our students

narrations and give them a feedback of their process during the classes.


In this part our students are going to be narrators of their own personal life

experiences, they are going to realize about all their process during the English

classes and they are going to be listeners of their classmates` anecdotes.

These are some of the activities that they have to develop in this stage :

To write their autobiography taking into account the elements worked on

the previous stages

To share their experiences with their partners To listen to others personal life experiences

10ACHIEVEMENTS TO EVALUATE

WRITING:

Students write narrations about their anecdotes

LISTENING

Students listen to their classmates `narrations and understand the

main topic

READING

Students read and understand their classmates narrations

SPEAKING

Students narrate orally experiences they consider relevant

CRITERIA FOR EVALUATION


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According to our proposal, we focus the syllabus as procedural or process

oriented defined by Nunan ( 1999) as the ones which concerns basically in the

learning experiences themselves. For these reasons our criteria for evaluation

is going to be oriented mostly in the process of the semester more than in the

products. Anyway, there will be final products like the autobiography.

Criteria /

Product

Description %

CLASS

WORK

Writing skill:

Students make descriptions of their family in the

aspects studied in class

(Physical appearance. Personality and dressing)

Students write short compositions about the

anecdotes they consider relevant

Listening skill: Students listen to their classmates narrations and get

required information.

Students listen to partners oral presentations and

understand the topic and the main information

Reading skill:

Students read short stories and get the main

characters and the second characters

Students read some partners narrations and

understand the main issue

Students read their narrations with good pronunciation

Speaking skill:

Students share their experiences with their partners

15%

15%

15%

60%


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13 Schedule: class date, activities and contents

DATE ACTIVITY

WEEK 1 PRESENTATION STUDENTS

TEACHER BICEVERSAWEEK 2 DIAGNOSIS STYLES OF LEARNING

NEEDS ANALYSIS

WEEK 3 SYLLABUS DESIGN

GRADING AND CHOOSING OF

CONTENTS

WEEK 4 FIRST STAGE GETTING TO KNOW

THE NARRATIVES` WORLD

WEEK 5 FIRST STAGE

Students have short conversations providing personal

information

Students describe their best friend in the three

aspects studied in class (physical appearance.

Personality and dressing) 15%

FINAL

PRODUCTS

Students write an autobiography using all the issues

we worked on during the semester such as description

of people and places, narration of experiences and so

on.

Students listen to a conversation and get the main

required information

Students make a presentation about any anecdote

they consider relevant

20%

PORTFOLIO Students have compiled all the narrations and the

activities done in class in their portfolio having it

organize and divided by sections

15%

Attendance Students go to the 80% of the classes during the

semester

5%


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PEDAGOGICAL INTERVENTION (

WORKSHOPS)

WEEK 6 FIRST STAGE PEDAGOGICAL

INTERVENTION (WORKSHOPS)

WEEK 7 SECOND STAGE EXPERIMENTING

MY OWN NARRATIVES` WORLD

WEEK 8 SECOND STAGE

PEDAGOGICAL INTERVENTION

(WORKSHOPS)

WEEK 9 SECOND STAGE

PEDAGOGICAL INTERVENTION

(WORKSHOPS

WEEK 10 THIRD STAGE LET`S DO IT

WEEK 11 THIRD STAGE PEDAGOGICAL

INTERVENTION WRITING

NARRATIVES



NARRATIVES



NARRATIVES



NARRATIVES

WEEK 15 FOURTH STAGE SHARING

EXPERIENCES

WEEK 16 FOURTH STAGE SHARING

EXPERIENCES

WEEK 17 DATA ANALYSIS


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WEEK 20 FINDINGS

BIBLIOGRAPHY

STAGE RESEARCH PORPUSE

TO KNOW THE

NARRATIVES

WORLD

BUILDING CLASS CONCEPTS

EXPERIMENTING MY

NARRATIVE WORLD

TO ANALISE STUDENTS` ANECDOTES

LETS` DO IT

TO DOCUMENT STUDENTS` WRITING

PROCESS.

SHARING

EXPERIENCES

TO ANALISE STUDENTS` LIFE EXPERIENCES


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H. DOUGLAS BROWN (1994). Teaching by principles An Interactive Approach

to Language Pedagogy. PRENTICE HALL

H. DOUGLAS BROWN. Principles of language learning and teaching 4 th

edition. PRENTICE HALL

Olga Moudraia, Walailak University, Thailand June 2001 Lexical Approach to

Second Language Teaching

Internet resources

http://en.wikipedia.org/wiki/Universal_grammar

http://en.wikipedia.org/wiki/Universal_grammar

http://coe.sdsu.edu/people/jmora/almmethods.htm

http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html

http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html
http://en.wikipedia.org/wiki/Universal_grammarhttp://en.wikipedia.org/wiki/Universal_grammarhttp://en.wikipedia.org/wiki/Universal_grammarhttp://en.wikipedia.org/wiki/Universal_grammarhttp://coe.sdsu.edu/people/jmora/almmethods.htmhttp://coe.sdsu.edu/people/jmora/almmethods.htmhttp://www.ed.gov/pubs/OR/ConsumerGuides/classuse.htmlhttp://www.ed.gov/pubs/OR/ConsumerGuides/classuse.htmlhttp://www.ed.gov/pubs/OR/ConsumerGuides/classuse.htmlhttp://coe.sdsu.edu/people/jmora/almmethods.htmhttp://en.wikipedia.org/wiki/Universal_grammarhttp://en.wikipedia.org/wiki/Universal_grammar


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Final Doc Para Mauricio

Documents

Transcript of Final Doc Para Mauricio