descriptive study on the acculturation process for english teachers in the indigenous culture of...
TRANSCRIPT
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UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN ENSEÑANZA DE INGLÉS
TESIS PARA OPTAR AL GRADO DE
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
IRMA BROWN FORBES
JANUARY, 2016
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SUBJECT
Descriptive study on the
acculturation process for no
indigenous English teachers in the
indigenous communities of Bribri
in Talamanca
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PROBLEM
How no indigenous English teachersexperience the acculturation processwhen they have to work in theindigenous communities?
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JUSTIFICATION
Being an English teacher in an indigenous
community it´s a life changing experience.
When teachers are sent there, nobody tells
them the changes they are about to faced,
the importance of adapting to the culture
and tolerant needed when the cultural
differences arise.
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Need to bond with the inhabitant
Understand and accept the difference from their own culture
Live away from home
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Facing a new language
Different food
Different customs and traditions
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GENERAL OBJECTIVE
•Describe the acculturation process of the
no indigenous English teachers in the
indigenous communities of Talamanca,
based on the socio- cultural, familiar,
emotional, to facilitate the teaching –
learning process.
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SPECIFIC OBJECTIVES
To identify the personal background of no
indigenous English teachers working in the
indigenous communities of Talamanca.
To describe the educational background, of the
no indigenous English teachers working in
indigenous communities of Talamanca.
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SPECIFIC OBJECTIVES
Describe the cultural background of the
teachers who work in the indigenous
communities.
Identify emotional factors of teachers who
work in the indigenous communities.
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Acculturation process begins with the contact
between two different cultural backgrounds.
ACCULTURATION
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Individuals are able to adjust to new cultures and benefit from new
intercultural experiences
Processes of social, cultural and
psychological adaptation of an
individual
Includes acquiring languages and
adopting new cultural customs
no indigenous English teachers working in anindigenous area face these and many changesmore, and their families also have to be part of theadapting process because it is very difficult to takeall the members of the family to live there.
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These investigation took place at Upper Talamanca Valley, Limon
Province, Costa Rica. Amubri is the heart of the indigenous reserve of
Talamanca. From Bribri town take two buses through La Pera road or to
the side of the Sixaola River, passing by the communities of Chase,
Bambú and Suretka, get to the Telire River, cross by motorboat and get
on a bus at the other side of the river. Amubri is surrounded by other
neighbor communities like Kekolde, Dique, Corbita, Kachable, Tsuiri, Los
Cocos. It limits to the north with the community of Suiri, to the south
with the community of Soki, to the east with the community of Los Cocos
and to the west, it limits with the communities of Córbita and Kachabri.
LOCATION
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THE COLEGIO TÉCNICO PROFESIONAL DE TALAMANCA
The Colegio Técnico Profesioonal de Talamanca
was founded in 1974, in the community of Hone
Creek, located in the district of Cahuita. First it was
a school part of the group of agricultural schools in
the country, later it became professional technical
schools and the educational offer was diversified.
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15 administrative
• 1 Principal
• 1 Assistant
• 2 Administrativeassistants
• 1 Secretary
• 2 Counselors
• 1 Librarian
• 3 Janitors
• 4 Security guards.
850 Students
• 29 groups
• 3 special education groups
56 teachers
• 33 tenure and
• 23 interim
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Colegioi Sulayöm the first indigenous high school in Costa
Rica. It was founded in 1995 and its first name was “Colegio
Tercer Ciclo de Amubri” (Third Cycle High School of Amubri).
It was the first academic school located in the community of
Amubri, Talamanca, and Limón, Costa Rica. Because of the
very long distances many students have to walk to go to
school, there are many rivers they have to cross over, it is
difficult for them to get back home every single day after
school duties. so students from very far have to look for a
place to stay during school days because the only way to get
home is walking about 8-hours
COLEGIO SULAYÖM
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230
Stu
den
ts • 11 GROUPS
Teac
her
s • 12 Teachers
Ad
min
istr
ativ
es • 1 Principal
• 1 Asistant
• 2 Secretaries
• 2Janitors
• 2 Guards
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The Research
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Acculturation and Deculturation
acculturation
In order to understand what no indigenous English teachers go through when
they go to work at the indigenous communities of Talamanca, it is important to
understand the meaning of the word acculturation and deculturation.
Deculturation
Cultural modification of anindividual, group, or people byadapting to or borrowingtraits from another culture
Process of divesting a tribe orpeople of their indigenoustraits
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THEORIES OF ACCULTURATION
Language• The largest factor in successfully acculturating
Immersion
• Includes coming to understand the customs, traditions,acceptable behaviors and learning the language
Assimilation
• Involves the accumulation of information about a new cultureand resulting adaptations to match the new culture
Integration
• Includes participating socially in an environment to be considered an equal among the society
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Variable N° 1: Personal background of no indigenous English teachers working in the indigenous communities of Talamanca.
• It refers to the Personal background of noindigenous English teachers working in theindigenous communities of Talamanca.
Conceptual
Definition
• In order to identify the Personal backgroundof no indigenous English teachers working inthe indigenous communities of Talamancathey will answer a questionnaire design tocollet that information.
Operational
Definition
• A questionnaire used to collect the neededinformation about the Personal backgroundof no indigenous English teachers working inthe indigenous communities of Talamanca.
Instrumental
Definition
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Variable N° 2: Educational background, of the no indigenous English teachers who work in indigenous communities of
Talamanca.
• It refers to the Educational background, ofthe no indigenous English teachers whowork in indigenous communities ofTalamanca.
Conceptual
Definition
• In order to describe the educationalbackground, of the no indigenous Englishteachers who work in indigenouscommunities of Talamanca. They willanswer a questionnaire designed to colletthat information.
Operational
Definition
• A questionnaire designed to collectinformation about Educational background,of the no indigenous English teachers whowork in indigenous communities ofTalamanca, they will answer a questionnairedesign to collet that information.
Instrumental
Definition
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Variable N° 3: cultural background of the teachers who work in the indigenous communities.
• Cultural background of the teachers whowork in the indigenous communities.
Conceptual
Definition
• In order to determine the cultural backgroundof the teachers who work in the indigenouscommunities they will answer a questionnairedesign to collet that information.
Operational
Definition
• A questionnaire designed to collectinformation about the cultural background ofthe teachers who work in the indigenouscommunities, they will answer a questionnairedesign to collet that information.
Instrumental
Definition
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Variable N° 4: Emotional factors of teachers who work in the indigenous communities.
• It refers to emotional factors of teacherswho work in the indigenous communities.
Conceptual
Definition
• In order to determine the social, emotionalfactors of teachers who work in theindigenous communities, they will answer aquestionnaire designed to collet thatinformation.
Operational
Definition
• A questionnaire designed to collectinformation about emotional factors ofteachers who work in the indigenouscommunities, they will answer aquestionnaire design to collet thatinformation.
Instrumental
Definition
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ANALYSIS AND INTERPRETATION OF THE RESULTS
The analysis of the collected data is presented
variable by variable, at the same time they are
going to be analyzed taking into account the
used instrument
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Absolute Percentage .
Yes 3 33%
No 4 45%
No Answer 2 22%
Total 9 100%
CHART N° 1. FAMILY BACKGROUND KNOWLEDGE
Source: Irma Brown. 2015
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GRAPH N° 1. PERSONAL BACKGROUND
33%
45%
22%
Yes
No
no answer
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CHART N°2. ANCESTORS OF THE ENGLISH TEACHERS
Absolute Percentage ….
No 6 55%
Yes 3 45%
TOTAL 9 100%
Grandmother 3 27%
Grandfather 1 9%
Mother 0 0%
Father 1 9%
Source: Irma Brown. 2015
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GRAPH N°2. ANCESTORS OF THE ENGLISH TEACHERS
55%27%
9%
0%
9%
45%
No
grandmother
grandfather
mother
father
Source: Chart N°2
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CHART N°3. PLACE OF BIRTH
Source: Irma Brown. 2015
Absolute Percentage ….
Urban 2 22%
Coast 5 56%
Rural 2 22%
Total 9 100%
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GRAPH N°3. PLACE OF BIRTH
22%
56%
22%
Urban
Coast
Rural
Source: Chart N° 3
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Absolute Percentage …
Concern6 67%
Exited0 0%
Afraid0 0%
Happy1 11%
Disappointed 2 22%
Total 9 100%
CHART N°4. RELATIVES OPINION ABOUT WORKING IN THE
INDIGENOUS COMMUNITIES.
Source: Irma Brown. 2015
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Source: Chart N°4
GRAPH N°4, RELATIVES OPINION ABOUT WORKING IN THE
INDIGENOUS COMMUNITIES.
67%0%
0%
11%
22%
Concern
Exited
Afraid
Happy
Disappointed
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CHART N°5, PRIMARY FAMILY’S REACTION ABOUT MOVING WITH
THE TEACHER TO THE INDIGENOUS COMMUNITIES.
Source: Irma Brown. 2015
Absolute Percentage
No 7 78%
May Be Later 2 22%
Yes 0 0%
TOTAL 9 100%
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GRAPH N°5. PRIMARY FAMILY’S REACTION ABOUT MOVING WITH
THE TEACHER TO THE INDIGENOUS COMMUNITIES.
78%
22%
0%
No
May be later
Yes
Source: Chart N°5
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Absolute Percentage
Indigenous Community 0 0%
Home town 6 67%
Away from home town 1 11%
No far from home town 2 22%
TOTAL 9 100%
CHART N°6, PRIMARY AND HIGH SCHOOL LOCATION
Source: Irma Brown. 2015
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GRAPH N°6, PRIMARY AND HIGH SCHOOL
LOCATION
0%
67%
11%
22%
Indigenous Community
Home town
Away from home town
No far from home town
Source: Graph N°6
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Absolute Percentage
Below Average 0 0%
Average 7 78%
Good 1 11%
Excellent 1 11%
TOTAL 9 100%
CHART N°7, STUDENT BACKGROUND
Source: Irma Brown. 2015
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GRAPH N°7, STUDENT background
0%
78%
11%
11%
Bellow average
Average
Good
Excellent
Source: Chart N°7
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Absolute Percentage
Play baseball 0 0%
Flip the cards 1 10%
Jump rope 3 30%
Sack race 0 0%
Play jacks 2 20%
Ride a bike 4 40%
CHART N°8, FREE TIME ACTIVITIES
Source: Irma Brown. 2015
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GRAPH N°8, FREE TIME ACTIVITIES
0%
10%
30%
0%
20%
40% Play baseball
Flip the cards
Jump rope
Sack race
Play jacks
Ride a bike
Source: Chart N°8
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Absolute Percentage
Very Much 0 0%
Enough 0 0%
Not Enough 2 22%
Hardly 4 45%
Not at All 3 33%
TOTAL 9 100%
CHART N°9, UNIVERSITY TRAINING
Source: Irma Brown. 2015
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GRAPH N°9, UNIVERSITY TRAINING
0%0%
22%
45%
33%
Very Much
Enough
Not Enough
Hardly
Not at All
Source: Chart N°9
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CHART N°10 YOUTH FRIEND SHIP
Source: Irma Brown. 2015
Absolute Percentage
No 1 11%
Yes 8 89%
TOTAL 9 100%
Preschool 1 11%
Elementary 5 22%
College 2 56%
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GRAPH N°10 YOUTH FRIEND SHIP
Source: Chart N°10
0%
11% 11%
56%
22%
89%
No
Preschool
Elemenary
College
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Absolute Percentage
Spanish 0 0%
Afro descendent 9 100%
Indigenous 0 0%
TOTAL 9 100%
CHART N°11, ETHNICAL BACKGROUND
Source: Irma Brown. 2015
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GRAPH N°11, ETHNICAL BACKGROUND
0%0%
100%
0%0%
Spanish
Afro descendent
Indigenous
Source: Chart N°5
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GRANDPARENTS PLACE OF BIRTH
Absolute Percentage
Jamaica 5 50%
Spain 0 0%
Europe 1 10%
South America 0 0%
Haiti 0 0%
Costa Rica 4 40%
CHART N°12, GRANDPARENTS PLACE OF BIRTH
Source: Irma Brown. 2015
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GRAPH N°12, GRANDPARENTS PLACE OF BIRTH
0%
50%
0%10%0%0%
40% Jamaica
Spain
Europe
South America
Haiti
Costa Rica
Source: Chart N°12
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CHART N°13, OTHER MEMBERS ETHNIC
Source: Irma Brown. 2015
ABSOLUTE PERCENTAGE
Jamaica 6 30
Europe 3 15
South America 2 10
Haiti 7 35
Costa Rica, Indigenous 2 10
Costa Rica 9 31
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GRAPH N°13, OTHER MEMBERS ETHNICITY
Source: Chart N°13
30%
0%
15%
10%
35%
10%
Jamaica
Europe
South America
Haiti
Costa Rica, Indigenous
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CHART N°14, REMAIN ANCESTORS’ TRADITIONS
SourceChart N°14
Absolute Percentage
Jump rope 2 11%
Rice and beans 5 28%
Ron don 4 22%
Go fishing 2 11%
Cook Afro-American
dishes5 28%
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Source: Chart N°14
11%
28%
22%
11%
28%
Jump rope
Rice and beans
Ron don
Go fishing
Cook Afro-American dishes
GRAPH N°14, REMAIN ANCESTORS’ TRADITIONS
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CHART N°15, INDIGENOUS LANGUAGE LEVEL
Source: Irma Brown. 2015
Absolute Percentage
Very low level 0 0%
Low level 1 11%
Medium Level 5 11%
Medium high level 2 22%
High level 1 11%
TOTAL 9 100%
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0%
11%
56%
22%
11%
Very low level
Low level
Medium Level
Medium high level
High level
GRAPH N°15, INDIGENOUS LANGUAGE LEVEL
Source: Chart N°15
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Absolute Percentage.
Yes 8 89%
No 1 11%
TOTAL 9 100%
CHART N°16. RECALL OF THE MEP´S CALL
Source: Irma Brown. 2015
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GRAPH N°16 RECALL OF MEP´S CALL
89%
11%
Yes
No
Source: Chart N°16
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Absolute Percentage
Pleased 2 22%
Unhappy 0 0%
Happy 2 22%
Concern 3 34%
Scared 2 22%
TOTAL 9 100%
CHART N°17. REACTION
Source: Irma Brown. 2015
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GRAPH N°17, REACTON
22%
0%
22%
34%
22%
Pleased
Unhappy
Happy
Concern
Scared
Source: Chart N°17
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Absolute Percentage
Pleasant 6 67%
Exhausting 1 11%
Unexpected 0 0%
It couldn´t be worst 0 0%
Terrifying 0 0%
It couldn´t be better 1 11%
Nice 1 11%
TOTAL 9 100%
CHART N°18, EXPERIENCE
Source: Irma Brown. 2015
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GRAPH N°18, EXPERIENCE
67%11%
0%0%0%
11%
11%
Pleasant
Exhausting
Unexpected
It couldn´t be worst
Terrifying
It couldn´t be better
Nice
Source: Chart N° 18
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Absolute Percentage
Yes 9 100%
No 0 0%
TOTAL 9 100%
CHART N°19, FAMILY SUPPORT
Source: Irma Brown. 2015
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GRAPH N°19. FAMILY SUPPORT
Source: Chart N°19
100%
0%
Yes
No
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Absolute Percentage
Yes 1 11%
No 8 89%
TOTAL 9 100%
CHART N° 20, COMPLIANCE OF EXPECTATIONS
Source: Irma Brown. 2015
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GRAPH N° 20, COMPLIANCE OF EXPECTATIONS
11%
89%
Yes
No
Source: Chart N°20
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CONCLUSIONS
• Analyzing the obtained
answers from the teachers who
work at the indigenous
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• Most of the teachers working at the indigenous
communities of Bribri are from Limon province, even
though they live in the same province that the
indigenous communities only a few of them actually
have indigenous ancestors, the majority of the
teachers are Afro descendant, and none of them
practice any kind of cultural customs from the Bribri
culture.
PERSONAL BACKGROUND
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PROFESSIONAL BACKGROUND
• Experimenting is a part of working in an indigenous
community, any university prepares a teacher to work
in the indigenous community, where the community is
completely different from where the teacher is from,
implies changing and adapting to what it’s there to
work with as well as the context where learning is
taking place.
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CULTURAL BACKGROUND
• As it was mentioned before, all of the teachers are
afro-descendant, giving this situation a further
investigation about why this phenomenon occurs
can take place. Despite the fact that all of them are
Afro-descendant, not all are from the same region,
even though most of their grandparents are from
Jamaica, they are also from Europe and many of
them from Costa Rica.
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EMOTIONAL FACTORS
• Working in the indigenous communities it’s not easy for the
English teachers, their expectations of workings in a indigenous
community it is not what they were expecting, and because they
didn’t receive any kind of preparation, they did not have an idea
what to expect, their relatives don’t visit them and their social
live it’s affected by the long periods of times they are away from
home, these fact affect the teachers emotionally.
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RECOMMENDATIONSCall
• To take into consideration the no indigenous English teachers, request the principal to adapt their schedule in such a way that they can at least go home once or twice a week.
Presentation
• To receive a basic class of the indigenous language, and be introduced to the culture, to be informed exactly where they are going, how far they have to travel and the means of transportation they have to take
• To organize workshops to teach the teachers the basics to the Bribri language needed, the minimum cultural details to bond with the inhabitants and have a place for them to stay during the school days as well as a list of “most to have” before they go there to be prepare
Preparation
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PROPOSAL
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PREFACE
• In the fallowing proposal there is presented a project
that aims to the teachers who go to work in the
indigenous communities, facing a new culture, new
language and away from home and people they love.
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GENERAL OBJECTIVE
• To create a data base with those teachers who have already worked in the indigenous communities, their experiences, their thoughts and attitudes toward this new life and how do they succeed.
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SPECIFIC OBJECTIVES
To define the most important aspects teachers must know when they are sent to work at the
indigenous communities.
To enlist the, for sure, difficulties they are going to face.
To prepare a document with recommendations to overcome those
difficulties successfully.
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JUSTIFICATION
• Being an English teacher in an indigenouscommunity it´s a life changing experience,traveling per hours, living there from Monday toFriday, facing a new language, different food,different customs and traditions.
• The need of bonding with the inhabitant
• The mission of convincing students, parents andauthorities the importance of learning English asa foreign language, because Spanish is theirsecond language.
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• This proposal has the purpose to help noindigenous English teachers who are sent to theindigenous communities to work, to have smootheradaptation process, to be prepared to facewhatever they are going to face during this time asmuch as possible, and to encourage new teachersto live this amazing experience.
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DEVELOPMENT
• To present the results of this project and give examplesof the different experiences is to create an eight hoursmeeting with the new no indigenous English teachersand the ones who are already working there, thismeeting is going to be prepared by the regional advisorand it’s going to include no indigenous Englishteachers from the different communities, the newteachers and members of the different indigenouscommunities.
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STRATEGY
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To talk to the no indigenous English teachers in order to
have the most accurate information, during the meeting
must count with the presence of no indigenous English
Teachers who already worked in an indigenous community.
It is important to present to the assistants the testimony of
former students and indigenous community’s leader, in
order to have an idea what is expected from them as
English teachers as a future members of the community
IMPORTANT ASPECTS
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ENLIST DIFFICULTIES
After defining the most important aspects, theses have
to arrange based on their interest and impact in the
lives of no indigenous English Teachers who are going
to work for the first time in an indigenous community.
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DOCUMENTATION
Documenting the most important information enlisted, it
has to be presented in a document to be given away to
the no indigenous English Teachers who are going to
work for the first time in an indigenous community,
doing this is very important due to the distance
between the advisors and the teachers,
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