INTRODUCTION

Due to the educational revolution in Colombia, the national government has proposed new programs to improve the quality of the educational system and to adapt to the present and future requirements of the country. One of these programs is the implementation of bilingual education. As well know, mastering a second language has a great advantage: it improves working and educational opportunities in order to achieve a better life. Being competent in a second language is essential in a globalized world. It enriches and plays a conclusive role in the development of a country. Being bilingual offers additional competences and higher level of competitiveness in the global marketplace. (El Reto, 2006)

Following these principles and aligned with the Ministry of Education (MEN), leads us to start defining the context in which the curriculum will be established, and to answer this questions it is a must to take into consideration the importance of definig the context as a key element for the success of the course design, since without it teacher will not have clear objectives to achieve or the constraints that may influence the proper development of the course. It is in the context of the course where a teacher may tailor the needs to fulfill the aim that is intended. 

LA PRESENTACIÓN SCHOOL

The context of the course that is to be carried out for twenty six students of La Presentación school, with the main objective of teaching the students the dynamics of the International exam of The Key English Test (KET), which is focused on level A2 students, according to the Common European Framework of Reference for Languages (CEFR); that covers all four language skills and knowledge of grammar and vocabulary, being a mandatory examination to be presented by the students in this school, following a set of the University of Cambridge.

La Presentación school is located in south the city of Bucaramanga, is a catholic school of the sister of La Presentación, is an educational community orientated by Maire Poussepin's pedagogic principles. This school has three thousand students from grades transition to eleventh grade.

The school has modern friendly campus with ample green spaces that include gardens, mature trees, playing fields, and playgrounds. It has sporting facilities for soccer, basketball, auditorium, infirmary, coliseum, cafeteria, chapel, and priest avaliable on daily basis, teacher's lounge.

VICTOR FELIX GOMEZ NOVA SCHOOL

Victor Felix Gómez Nova School is located in Piedecuesta a town beloging to Santander department. This Institution provides educational services inclusive form, so we can found people from all social strata, especially those people which can not afford a private school.

This study carry out in an oficial Institution called Victor Félix Gómez Nova located in Piedecuesta city. The participants that I chose  are 36 students in their seventh grade of school, the students’ age ranged between 12-15 (mean= 13).

Many of my observations concern the more complicated problems of second language learning and teaching has been the context; English institutional teacher said: “If you want to learn swim you need at least a pool” but it is difficult to learn English if learners only has the target language contact three hours per week, in fact when the teacher speaks something in english student said: “Please teacher, talk to us in spanish, we don’t understand anything”.

I could observe the tendency to translation not only for students but also for the teacher.  Also I put close attention to the materials that the teacher used in the process of carrying out those classroom lesson she always uses the blackboard,  chalk, and photocopies. So I explain in detail some factors which affect the language learning process according to evidences. 

1. First, teacher and students use the mother tongue for explain the class, so she combines both grammar translation method and audiolingual Method.
2. Students do not run the risk to communicate in English, the most common word is “la teacher”, before a simple question like What’s your name, they laugh and didn’t answer.
3. The teacher used the board as the only resourse for provide input to student.
4. Communication skills for children’ learning is weak so I cannot observe the interaction between teachers to students, students to students, nor in oral way neither in written language.
5. On the other hand, Educational Institutions seem to target only one goal: “ICFES tests” as a result, teachers focus on teaching grammar using their mother tongue (Grammar Translation) as a tool in order to being understood, translation is a central technique.
6. Inside the classroom the Written Language input is really poor, so the materials of the class are not really appropriate.
7. Group work, pair work, cooperative activities, collaborative work are not promoted.
8. The role of feedback in oral communication is really affected, because students not to run the risk to communicate in English.
9. Teacher uses drilling as a method to communicate.
10. Teacher doesn’t speak in English. The principle technique is translation.
11. Children have problems for understanding the foreign language.

DEFINING CONTEXT

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CONCLUSIONS

LA PRESENTACION SCHOOL

VICTOR FELIX GOMEZ NOVA SCHOOL

Context are different in spite of beloging to the same deparment, sociocultural level, different kind of strata do the needs completely different.

Another important point is that teachers cannot follow books syllabys by heart; they are design according to a common sense learning process, but they do not have all the relevant information, that makes each group unique, and each population of learners have different factors and needs that should not put into a general learning recipe that will definitely not work for eveybody.

Other points also emerge from this analysis. One is that whereas for Victor Felix Gomez Nova school is important to work on sensorial input, for La Presentación School this is not a necessity.