GUIDELINES AND SYLLABUS PROPOSAL FOR THE HOTEL AND …
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GUIDELINES AND SYLLABUS PROPOSAL FOR THE HOTEL AND TOURISM MANAGEMENT PROGRAMME AT FUNDACIÓN UNIVERSITARIA PARA EL DESARROLLO HUMANO - UNINPAHU JOSÉ SEBASTIÁN AYA CORREA BACHELOR OF ARTS IN THE TEACHING OF MODERN LANGUAGES FACULTY OF COMMUNICATION AND LANGUAGE PONTIFICIA UNIVERSIDAD JAVERIANA BOGOTA 2019
Transcript of GUIDELINES AND SYLLABUS PROPOSAL FOR THE HOTEL AND …
GUIDELINES AND SYLLABUS PROPOSAL FOR THE HOTEL AND TOURISM
MANAGEMENT PROGRAMME AT FUNDACIÓN UNIVERSITARIA PARA EL
DESARROLLO HUMANO - UNINPAHU
JOSÉ SEBASTIÁN AYA CORREA
BACHELOR OF ARTS IN THE TEACHING OF MODERN LANGUAGES
FACULTY OF COMMUNICATION AND LANGUAGE
PONTIFICIA UNIVERSIDAD JAVERIANA
BOGOTA
2019
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GUIDELINES AND SYLLABUS PROPOSAL FOR THE HOTEL AND TOURISM
MANAGEMENT PROGRAMME AT FUNDACIÓN UNIVERSITARIA PARA EL
DESARRLLO HUMANO - UNINPAHU
JOSÉ SEBASTIÁN AYA CORREA
RESEARCH PROJECT MENTOR: DARÍO PAREDES RESTREPO
BACHELOR OF ARTS IN THE TEACHING OF MODERN LANGUAGES
FACULTY OF COMMUNICATION AND LANGUAGE
PONTIFICIA UNIVERSIDAD JAVERIANA
BOGOTA
2019
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ABSTRACT
In this research proposal, English for Specific Purposes (ESP) is presented as
the general framework. The analysis focuses on the students of Hotel and Tourism
Management undergraduate programme at Fundación Universitaria para el
Desarrollo Humano (UNINPAHU), who are to study three levels of general English.
Nevertheless, the current contents neither consider the specialised language of the
discipline nor the technical vocabulary of this field. Accordingly, the study aims at
determining the guidelines that should be considered to propose a syllabus for the
English III class that relates the specificities of the programme and the current
grammar topics addressed in that level. This research features a qualitative
approach, by means of direct observation in the classroom, surveys of
undergraduate students and interviews with expert teachers in different areas of the
programme. The data analysis followed the colour coding technique and a procedure
recommended in grounded theory
It was concluded that there must be five core guidelines to propose a syllabus
for the Hotel and Tourism Management Programme at UNINPAHU: 1). The proposal
should consider students’ needs analysis, the aims and objectives to cope with those
needs, the content selection or syllabus, the teaching methodology that fits in, the
materials adaptation, and the different forms of assessment; 2). The students’
specific learning objectives must be framed within English for Specific Purposes as a
subset of English as a Foreign Language; 3). The needs analysis must constitute the
beginning of any syllabus development process; 4). The adaptation of the existing
teaching and learning materials is a necessity to reach the desired levels of
proficiency required by the programme; and 5). The communicative competence
constitutes the skill that students seek to enhance the most, and it must be
considered of paramount importance.
Key words:
English for specific purposes (ESP), syllabus, Hotel and Tourism management,
technical vocabulary, communicative approach.
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DEDICATION
To my dearly beloved Maris Correa and Mariela Correa who have been by my
side from the very first day all the way to the end of this remarkable journey.
Notwithstanding the drawbacks, they have always supported my visions and
encouraged me to move forward.
To these two beautiful women, whose love and commitment inspired every
single page of this research project.
Para mis queridas Maris Correa y Mariela Correa quienes me acompañaron
desde el primer hasta el último día de este extraordinario viaje, siempre han estado
ahí para apoyar mis ideas, verme ganar y motivarme a seguir adelante a pesar de
los obstáculos.
A estas dos hermosas mujeres, cuyo amor y compromiso inspiró para escribir
cada página de esta investigación.
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TABLE OF CONTENTS
1. INTRODUCTION .............................................................................................................. 7
2. RATIONALE ..................................................................................................................... 9
3. STATEMENT OF THE PROBLEM ................................................................................. 11
4. RESEARCH QUESTION ................................................................................................ 17
4.1 General objective ........................................................................................................ 17
4.2 Specific objectives ...................................................................................................... 17
5. LITERATURE REVIEW .................................................................................................. 18
6. THEORETICAL FRAMEWORK ...................................................................................... 29
6.1 English for Specific Purposes .................................................................................... 29
6.2 Syllabus ....................................................................................................................... 32
6.2.1 Types of Syllabi ........................................................................................................ 33
6.2.2 Syllabus design ........................................................................................................ 34
6.2.2 Needs analysis ......................................................................................................... 35
6.3 Hotel and Tourism Management ............................................................................... 36
6.3.1 Technical vocabulary ............................................................................................... 39
6.3.2 Grammar .................................................................................................................. 40
6.4 Communicative approach ......................................................................................... 42
6.4.1 Assessment in communicative approach .............................................................. 43
6.5 Teaching and learning ................................................................................................ 45
6.5.1 Materials .................................................................................................................. 47
6.6 Grounded theory ......................................................................................................... 48
7. METHODOLOGICAL FRAMEWORK ............................................................................. 50
7.1 Research approach ..................................................................................................... 50
7.2 Type of research ......................................................................................................... 52
7.3 Research population and sample .............................................................................. 53
7.4 Participants ................................................................................................................. 54
7.5 Data Collection Instruments ....................................................................................... 54
7.5.1 Observation .............................................................................................................. 54
7.5.2 Survey ....................................................................................................................... 55
7.5.3 Interview ................................................................................................................... 57
7.6 Procedure of the grounded theory ............................................................................. 58
8. DATA ANALYSIS ........................................................................................................... 59
8.1 Categories of analysis ................................................................................................ 61
8.1.1 Communicative competence ................................................................................... 62
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8.1.2 Lexicon ..................................................................................................................... 66
8.1.3 Teaching and learning ............................................................................................. 70
8.2 Design of the final proposal ....................................................................................... 77
9. CONCLUSIONS ............................................................................................................. 82
10. RECOMMENDATIONS FOR FUTURE RESEARCH .................................................... 85
11. LIST OF FIGURES ....................................................................................................... 86
12. LIST OF TABLES ......................................................................................................... 87
13. REFERENCES ............................................................................................................. 88
14. APPENDIX. SYLLABUS PROPOSAL ......................................................................... 94
15. ANNEX ......................................................................................................................... 98
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1. INTRODUCTION
This study addresses English for Specific Purposes as a subset of English as a
Foreign Language teaching. In this perspective, learning is approached from the
specific needs of the learners and the latter’s disciplinary field of study. The research
is addressed to students of Hotel and Tourism Management programme at
Fundación Universitaria para el Desarrollo Humano - UNINPAHU, who currently
study three levels of English (which are given to all the study programmes of the
university and that provides the contents of a general English class for all the
students—regardless the major they are taking).
Based on a preliminary survey and interview to the students, I was able to
determine that these courses do not meet their needs and expectations in relation to
the field of study and workplace setting. Based on different categories of analysis
that will be addressed later in this report, I intended to identify the syllabus guidelines
that should be considered in order to propose a new syllabus for the English III level.
To attain this objective, there are certain aspects that must be born in mind,
such as English for specific purposes, which is in the domain of applied linguistics
that focuses on learners with specific communicative or language goals. In this
sense, the needs analysis is a vital component, since it draws attention to a specific
population whose area of study has precise characteristics and, hence, a technical
or specialised language that is needed to fulfil certain tasks in their daily practice.
By means of field observation, student surveys and teacher interviews, the
outcomes of the study are explained following a procedure recommended in the
grounded theory and the colour coding technique, through which three main
categories emerged: communicative competence, the lexicon (general and technical)
and teaching and learning aspects.
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Such categories enabled me not only to identify the skills to work on, but also to
assess aspects of teaching and learning English for Specific Purposes. All in all, the
process contributes in relating both the contents of the field of study and the
grammar topics that are currently addressed in the general English levels in order to
present a new curricular proposal intended to enhance students’ communicative and
language skills.
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2. RATIONALE
Nowadays, different academic disciplines require a technical language domain
that goes beyond the general contents learnt in a foreign language class, which
results in needs, goals and expectations when learning a new language. The
rationale for carrying out this research project lies on the need of responding to the
English requirements of Hotel and Tourism students. The proposal of a new syllabus
could provide the students with more solid basis to perform in their daily lives and
within professional settings.
Given the constant changes in the industry, this research proposal considers
what the students expect, want, need and hope when learning English as a Foreign
Language. This study is pertinent since there are several concerns that need to be
analysed (such as topics and contents that are required in the discipline, the people
who are involved in the process and the students’ reasons to learn the language) to
give an appropriate view of what teaching English for Hotel and Tourism
Management entails. In view of that, the language and communicative skills are
linked with technical lexicon that is not considered in a general English class, but still
necessary to perform in certain linguistic or field-related context.
The contribution of this study to the Language Department at Pontificia
Universidad Javeriana draws attention to the research line of English for specific
purposes as a subset of English as a Foreign Language Teaching in different
aspects. On the one hand, in Colombian universities there are few studies that have
been carried out regarding English for Specific Purposes aimed at the target Hotel
and Tourism Management population (as it is stated in the literature review section).
On the other hand, from a critical point of view, the outcomes in this research can
result in new insights regarding methodologies and approaches in English courses
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intended for certain academic disciplines. Additionally, since this type of projects are
almost non-existent in the Bachelor of Arts in Modern Languages, completing this
research would leave the doors open for future studies that want to address the
same ESP perspective, which could represent a good starting point for researches to
come that aim at developing more ideas about English for Specific Purposes in
different fields of study other than Hotel and Tourism areas.
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3. STATEMENT OF THE PROBLEM
With 42 years of academic background in different majors, at Fundación
Universitaria para el Desarrollo Humano - UNINPAHU there is a variety of
undergraduate programs ranging from Social Communication and Photography
Studies to Engineering and Business; among this assortment, there is a six-
semester academic programme of Hotel and Tourism Management. Over the last
years, this major has been granted by the Ministry of Education the High Quality
Certificate twice (UNINPAHU, n.d.). According to the current curriculum of the
undergraduate programme, the distribution per subject area included by the
programme is travel agency operation, hotel management, tour guiding, and bar and
restaurant management. Likewise, together with the fundamental subjects taken by
the students, there are some others belonging to the humanities, communication,
business, citizenship, and environment areas.
The main objective of the curriculum is to provide the students the educational
tools to create, to innovate and to be leaders of administrative processes in hotel,
tourism and gastronomic companies. Professionals must be able to identify trends in
the sector's market in order to develop inventory of tourism, design products and tour
packages. The curriculum is customer service-oriented and it seeks to achieve an
integral management of different areas such as hotels, restaurants, travel agencies,
resorts, event organization and gastronomic services. With this, the curriculum
intends to meet the requirements of the tourism, hotel and gastronomy industry so
the graduates are linked to the work setting. The foreign language component is set
up around one language (English in this case), it begins in second semester and
consists of three levels (English I, II and III). However, neither the role of a foreign
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language in this training process nor the student’s proficiency are mentioned as part
of the objectives of the undergraduate programme. (see Annex 1).
Therefore, it was necessary to review the learning objectives of the current
syllabi of the three English courses. All of them share the same criteria that aim at
providing the student with theoretical and practical elements to achieve an
appropriate level of understanding and communication of the English language. Also,
the courses aim at developing activities that motivate the use of the language in
different contexts and apply to a certain reality (see Annex 2). Up to this point the
objectives aim at learning general English for students of different undergraduate
programmes, though the last learning goal seeks to create spaces for the
development of interdisciplinary class activities that require the knowledge of each
academic discipline. Nonetheless, as it will be further addressed, such activities are
rarely carried out.
In addition, the three levels follow the contents of just one book, Oxford
University Press’ Textbook (English File. Elementary Student’s Book, Third Edition),
particularly, each level develops the planned program provided in the textbook’s
content with regard to grammar, vocabulary, reading comprehension and
communication skills. Based on the contents of the textbook, it is possible to come
across vocabulary topics such as days of the week, numbers, greetings and
farewells, colours, jobs, family, everyday activities, the weather and seasons, phone
language, music, parts of the house, food, places and buildings and holidays (see
Annex 3).
Nevertheless, students’ perception of the undergraduate programme of Hotel
and Tourism Management towards the English level of the University and, more
specifically, within the major, is neither favourable nor positive. The previous was
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evidenced through a series of surveys (see Annex 4) and interviews (see Annex 5) I
carried out to students from third to sixth semester, by means of them, I sought to
determine how learners assumed the level of foreign language offered by the
university regarding their own academic process.
To begin with, 11 students from third and sixth semester were surveyed and
82% considered that in their English classes the contents do not have a close
relation to the professional field they are studying; the Student N.01 (S01) and N.09
(S09) stated that the activities that involved communication and food were the most
related contents. Likewise, more than half of the students surveyed do not know any
technical vocabulary regarding different areas of Hotel and Tourism Management;
the remaining percentage of students (45%) agreed that the technical vocabulary
they knew was related to the hotel sector and some of the lexicon was “Hotel” (S05,
S06), “Room service” (S05) and “Pax” (S09).
As it is presented in Figure 1, a significant percentage of 37% respondents
indicated that none of the topics addressed in their English courses is related to the
field of hotel or tourism, although 27% students found connections in terms of
general vocabulary, “Jobs” (S04), “Environment” (S08) and “Countries” (S11). 18%
identified connections in terms of grammar, “Verb to be and present simple” (S01),
and 18% about field-related vocabulary “Hotel sector and food” (S09).
Figure 1: From the topics and the contents that you have already studied your English courses, which ones do you consider related to this profession?
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It is worth stressing that 60% of the students surveyed perceived these topics
necessary for their career development, though S05 claimed that “The topics are
useful to envision oneself in a foreign country, but they are not related to the field
itself”, S04 also added that “These topics are recaps, we have already addressed
them before, for instance, the verb to be and some expressions”. In The same
question, 20% perceived these topics necessary but for their daily lives, 10% for
general culture knowledge and another 10% find them non-relevant, S10 asserted
that “We have already studied these topics at school, and they are not focused on
our programme of study”.
Furthermore, the students provided different reasons on how the current
contents may be contributing to their training as a tourism and hotel managers. As
Figure 2 shows, aspects related to their job expectations, such as working abroad,
performing as professional in the field, having more and better opportunities were the
least favourable ones when deciding the areas that receive greater inputs in terms of
the contents studied in English. In addition, 100% agreed that the three levels of
English are not enough to later perform as professional, S10 asserted that “More
vocabulary of our programme of study is needed”.
Figure 2: How do you consider that the contents contribute to your training as a tourism and hotel manager?
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Other aspect to consider is the communicative approach in relation to Hotel and
Tourism Management. In this regard, 83% of the students believed that the speaking
activities do not include specificities of this field of study (moments of truth between
the tourist and tourism service providers), S02 stated that “The activities focus on
day-to-day communication rather than situations that may occur in different areas of
Hotel and Tourism”. The same percentage of 83% noted that in their English classes
it has not been addressed any listening exercise about field-related situations, in
addition, 86% marked not having analysed texts or specialised articles related to the
discipline. Finally, all the students who responded the chart (Question N.10) stated
that in these classes they have not written formal documents in context, such as
written responses to a guest or a specific area in a hotel or sending and requesting a
travel enquiry.
In accordance with the emphasis on the professional field previously addressed
by the surveyed, I decided to interview the students who hold different job positions
in the hotel and tourism industry in order to identify their stance with regard to this
aspect. Therefore, three students from the third, fifth and sixth semester were
interviewed (see Annex 5). According to the first student (I01, 2018) the topics of the
level II of English are not related to her area of performance (International travel
assistance and insurance), they have not contributed to her professional
development which requires an expertise of technical lexicon.
The interviewed N.2 who works for an airline (I02, 2018) not only considered
that the contents should be focused on the field, but also that there should be more
levels of English starting from the very first semester. The third student who works in
the cost department at a country club (I03, 2018) affirmed not to feel competent in
English with regard to professionals or colleagues from other universities, she also
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added that the levels of English do not meet the requirements that the tourist and
hotel industry demands related to the proficiency in English. It must be highlighted
that two out of the three students interviewed claimed that they have lost job
opportunities in the hotel or tourism field because they did not have the level of
English required for the job position they had applied.
Once I had an overview of the students who were working, I applied the same
questionnaire to students who were not performing in any field of tourism or hotel
management in order to compare their perspectives on the same issue (see Annex
6). Six students, from fourth to fifth semester filled in the questionnaire and their
opinions coincided on three main aspects. First of all, with regard to the question
N.4, the job positions that require a higher proficiency in English are the ones related
to hotel management. Second, four out of six did not feel competent in English with
regard to professionals from other universities and finally, all of them (six out of six)
believed that the number of levels is not enough no to be proficient in English.
Overall, the previous aspects represent a significant drawback for the students
as it was set forth above. Consequently, some adjustments should be made to solve
or, at least, to lessen these issues. Adding more levels and extending the amount of
time a week, could be the outset and the starting point to make the most of these
courses at UNINPAHU. In any case, my main concern and the primary rationale for
this proposal is the convergence between Hotel and Tourism Management as a field
of study and the English courses (with respect to the student’s academic training and
their professional performance in the years ahead). To address this matter, I do
believe it is feasible to correlate the topics covered in the English courses with the
main subjects of the major sub-disciplines through a new syllabus proposal.
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Accordingly, the preceding scenario led me to consider the following research
question as the guiding principle of the whole project:
4. RESEARCH QUESTION
What syllabus guidelines should be considered to design an English for
Specific Purposes (ESP) syllabus for the undergraduate programme of Hotel and
Tourism Management at UNINPAHU University that fulfils students’ expectations?
4.1 General objective:
To propose an English for Specific Purposes syllabus especially intended for
the students of English III of Hotel and Tourism Management undergraduate
programme at UNINPAHU.
4.2 Specific objectives:
• To define the curricular guidelines that best meet the student’s
necessities and the English for Specific Purposes requirements.
• To determine the discipline’s specific contents regarded as highly
relevant by the theory, the students and teachers to be addressed in
the English III class of Hotel and Tourism management.
• To relate the current grammar topics with the discipline’s contents that
were set, considering the English III level.
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5. LITERATURE REVIEW
Previous research related to English for Specific Purposes (ESP hereafter) for
the Hotel and Tourism Management has been barely addressed in Colombia, though
some studies of ESP have been carried out in other fields of study. I will begin with
two of these research projects, and subsequently, I will present others at
international level. The documents that were found support my research project
thanks to the methodology used, the data collection instruments, and the findings
that will be reported later. The following studies have significantly contributed to the
ground of English for Specific Purposes, which is the main category that outlines my
theoretical framework. From there, other aspects are also treated, such as ESP for
Tourism students, ESP in the Hotel Industry and ESP syllabus. All of them are
framed within the field of applied linguistics through different approaches and
postulates that matter greatly to analyse the final syllabus proposal from diverse
viewpoints, enriching my further theoretical framework.
In the first place, concerning the general features of English for Specific
Purposes, Arias (2014) presented her project entitled Reading Through ESP in an
Undergraduate Law Program. This paper presents the results of a study conducted
among a group of law students in fifth-level English at a Colombian private
university. The study analysed the effects of applying reading through English for
Specific Purposes under the communicative approach. Data were collected by
means of semi-structured interviews, speaking and writing samples of the students
and the researcher’s journals.
Arias promoted the reading of specialised texts under the parameters of ESP
and the communicative approach to enhance students’ analysis about topics of their
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undergraduate programme. The author pointed out some topics that generated
discussion such as divorce, human rights, the consumption and legalization of drugs,
and crime and justice system in American society. Finally, through this study,
students had the ability to discuss law topics using reading as the main vehicle of
their process. These texts increased the students’ self-confidence and motivated
them to look for more information about the same topic but in other countries, which
according to her, it contributes to enrich their perspectives about law around the
world. The main finding presented in the research is the recognition of specialised
readings as a tool that motivates students to increase both vocabulary and
knowledge about their own field of study and also encourages them to use English in
everyday situations.
This study nurtures my research since it provides a clear background of English
for Specific Purposes and a theoretical support of different ESP perspectives and its
characteristics. The results allow me to have a first outlook on the role of vocabulary
and specialised language that is required when the English learning process is
framed within a particular field of study.
Closely related to the basics of ESP, another study was carried out in
Colombia, by Bautista (2013) named Building ESP Content-Based Materials to
Promote Strategic Reading. The problematic situation states that the students at the
Escuela de Investigación Criminal (a police training institute in Bogotá) study English
for specific purposes, they need to be competent in the comprehension of English
texts and it was found a need to design authentic materials since the existing ones
are not appropriate.
The main aim of the research was to analyse how reading comprehension can
be developed through the implementation of content-based materials attached to the
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Cognitive Academic Language Learning Approach. Bautista developed reading
workshops as didactic units that provided both language and criminalistics content.
The data were collected from field notes, surveys, photographs and workshops that
allowed her to track the participants’ progress and to interpret the analysis of data.
The author used a needs assessment form that included multiple choice
questions to find out about students’ previous English learning experiences and
performance, their point of view about reading comprehension in criminalistics and
their learning activity preferences. Overall, most of the students affirmed that English
was important in their professional development and the reading component was
one of the main ones since they had to read a lot in English. She determined that the
type of learning materials that will contribute to their learning process were reading
workshops with different crime-science activities. Therefore, she designed six
reading workshops with tasks that allowed them to work that specific content,
concluding that they learnt most of the crime-science topics mainly because those
had to do with their professional aim and interests, which helped them to improve
their language competence and have a positive learning mood.
This study is relevant to my own project because of its qualitative approach that
seeks to respond to the needs of a population through a specific proposal, which in
this case was a series of workshops. Likewise, the surveys and field notes that the
author used, allow me to identify some data collection instruments that I can apply as
part of the methodological framework of my investigation.
The preceding study has important connections with the one conducted by
Tafenau (2017) named Designing a study aid for an ESP course: English for joiners.
The aim of the project was to design an ESP course and to create sample units for
the joiners of the Tartu Vocational Education Centre in Tartu, Estonia. The author
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made an emphasis on the need for study materials for joiners. Students learn
English for Specific Purposes (in her context also referred to as vocational English
Language) alongside general English. The project had three objectives: to provide a
short introduction to English for specific purposes, to research how to design a
course of English for specific purposes and to develop an outline for ESP classes in
this institution. To fulfil the objectives, it discussed aspects such as the definition of
ESP, the role and purpose of a syllabus and the choice of materials.
The research also focused on the needs analysis, which could provide the
teacher with objective and subjective information about the learners’ needs. The
author also mentions the difference between the ESP and General English
approach. According to her, they basically differ in the learners’ needs and purposes.
ESP courses point at young and adult students. They are usually familiar with
General English and have certain needs and expectations that are mainly related to
their job (meaning they have a real need for learning certain types of ESP).
The study shows that it is crucial to analyse the contents, to set the way in
which the expectations are going to be accomplished in advance, and to establish
the methodology (adding that learning strategies vary depending on group size, age,
level, and what is studied). The author pointed out that the language learning
process is completely different from adults to children and from advanced levels to
the basic ones. These elements deeply influence components of the ESP design.
In relation to the needs analysis, Tafenau explains how ESP learners use the
language within academic, professional, or workplace environment. Therefore, they
learn the language for the overall benefit that it provides and to perform in a certain
linguistic environment. Finally, the author provides the course material (two units
under the topic Materials were developed to show possible ways of using and
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adapting different Internet resources), which covers the basic knowledge of the
students’ specialty and is aimed at the learners of one professional field – joinery.
The author stated that (by the end of the course) the students had improved their
language skills by combining their technical knowledge and their knowledge of
English. Also, this change helped them perform better at work and enhance their
ability to solve problems on their own (p. 45).
This study is pertinent since the author states that, when starting to design a
course, there are several concerns that need to be analysed to provide a reasoned
basis for the syllabus design, such as the student’s reason to learn, the people who
are part of the learning process, the place and learning environment and the topics
that the student wants and needs to learn and the best way to achieve it.
Regarding a similar approach, another study strictly oriented to the Hotel and
Tourism Industry, developed by Abu bakar, Saffari and Zahedpisheh (2017) was
named English for Tourism and Hospitality Purposes (ETP). The authors underline
the necessity of teaching English for professional purposes, specifically in the field of
tourism. Language proficiency is very important and essential in all professional
fields due to its particular nature and concepts. Their research aimed at providing an
overview of the purpose of teaching ETP (English for Tourism Purposes) to the
learners and users. In addition, features of ESP and ETP were mentioned,
concerning course development and planning are finally outlined.
The authors point out that the most important skill for tourism employees was
writing, as well as the use of the English language by travel agency employees more
than banking staff at their workplace. Thus, according to the researchers, developing
and instructing an ETP course is an important issue that must be considered. The
reason is that using professional strategies and sufficient language learning is
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required in the tourism field. In fact, they consider that people who are required to
use English at work for tourism and hospitality purposes need to improve their
communicative abilities, language fluency, and accuracy. Hence, they could use the
target language in their activities and routine work. Some aspects centred in ESP for
hotel and tourism courses were also identified, such as learning styles, materials,
types of activities, and evaluation.
Certainly, a course related to English for the international tourism and service
industry needs to be carefully designed and created to suit the specific learners’
needs and wants. The aim of these courses is to present field-related contents and
to create real-life situations where the language is going to be used. These
adjustments in the English courses will give a smooth path to strengthen the
communicative skills for tourism employees to satisfy their professional linguistic
requirements in a suitable manner and finally to improve the quality service in
international tourism. In ESP, courses appropriate and related teaching materials are
required to be designed and prepared based on different employees’ duties.
Mastering English for tourism purposes provide the individuals with the linguistic
tools needed for travelling or for working in a variety of chosen professions in the
tourism and hospitality sectors.
What makes this study important to my own project are the different
conclusions that the authors underlined; first, one of the major criteria in employing
people in the tourism and hospitality sector is the English proficiency, and therefore
poor language skills and competence can result in hardness in attracting and
entertaining the tourists. Then, looking at the learning tasks and textbooks in the
teaching of English for the tourism and hospitality, students could figure out that
each higher institute or university uses a different textbook that contains the
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materials collected by teachers from various sources. These sources include English
for tourism and English for general purposes materials, and all of them comprise all
four English skills: speaking, listening, writing and reading. Vocabulary activities and
grammar structures are also emphasised in these English sources. In addition, it is
essential to have a variety of English learning activities that can assist the learners to
improve their English skills for tourism purposes. These activities can be letter
writing, group discussion and role playing, among others. This kind of things can
qualify and prepare them for their future occupations in international tourism.
Conjointly, another study presents specific activities applied in the course of
Tourism and Hotel Industry related to ESP. It was carried out by Burdová (2007) and
it was titled English for Specific Purposes (Tourist Management and Hotel Industry).
The project does not consider English as a subject matter, but as an aid to meet
learners’ needs in two specific disciplines – Tourist Management and Hotel Industry.
The main goal of this work was to explain the term ESP as part of English
language teaching and to introduce various activities aimed at reading, vocabulary,
speaking, language study and writing. The theoretical part included topics such as
ESP course organization, material selection, types of activities, the role of the
teacher, motivation, and evaluation. The practical part presents concrete activities
applied during the courses of Tourist Management and Hotel Industry to learn and
practice learners’ skills.
In the methodological section, the author drew special attention to organising
ESP course and selecting the material as an important phase to fulfil its demands
and to achieve satisfying goals in the ESP process of learning. The investigator also
pointed out some differences between the role of the teacher in ESP and General
English, stressing the importance and possible ways of evaluation. Thus, she
25
presented various activities that, according to her, have been done in the courses of
Tourist Management and Hotel Industry.
Burdová’s investigation had quite interesting results: for example, the way
some of the proposed activities were taken in by the students. The most suitable
activities, for the group of Hotel Industry, were vocabulary about hotel facilities in a
form of flashcards and activities relating to making dialogues. The group of Tourist
Management considered reading about foreign countries the most useful in the field
of their object of study. Besides, the author found writing activities less interesting for
them; she considered that, in general, students did not like writing skills much. Also,
the author affirmed that it is difficult to find an activity that suits all students in the
class since they have various interests that are reflected in their claims and
expectations. The teacher is not able to cover all students’ needs in every lesson,
but he or she is able to present the activities in the most interesting way.
The relevance of this works lies in the role theoretical framework which
included ESP course organization, the selection of the material, the adaptation of
new activities and aspects of the field of tourism and hotel management as an
academic field of study.
Another study was conducted by Maican (2014) titled Teaching English to
Tourism students. Particularly, the author’s concern is whether English is part of
occupational standards in tourism or not, as it is certain that it represents a real asset
both for employment and for career advancement in the field. Consequently, the
work aimed at giving an overview of the features of teaching English to students in
tourism, a field which has had a great development over the recent years.
It is essential to highlight one of the most relevant aspects of this research:
Maican alludes to the book market in the field of English for tourism and hotel
26
industry, which has lately been enriched by the publication of a lot of textbooks
meeting the previous principles, the best known being the English for International
Tourism series (Pearson Education Longman), the Oxford English for Careers:
Tourism series, the English for Tourism and Hospitality in Higher Education series
(Garnet Education), Test Your Professional English: Hotel and Catering (Pearson
Education), English for the Travel and Tourism Industry (Cambridge University
Press). They are all English courses for tourism, sometimes accompanied by
additional materials such as a workbook, a teacher’s book or even test booklets,
which make them extremely attractive for students and convenient for teachers.
Nevertheless, despite their quality, most of these materials can only rarely be
used in class as such. This happens because they cover many teaching hours,
generally around one hundred, which means that it would take more than three
semesters to cover one level, it also depends on how the institution sets the intensity
or each level per semester. This means that most of the times, the teacher should
adapt these materials for class use, skipping certain activities or, when necessary,
expanding others. Consequently, the solution to really meet students’ needs lies in
the adaptation of these materials. First, according to the students’ needs, they can
be combined with some online resources and dedicated websites, which provide
very useful and diverse exercises.
In addition, the author remarked that teachers should commit themselves to
develop other activities, but also the students may use both job pre-experienced
(from their position as customers) and experienced students (from their position as
employees in the field) as a teaching and learning resource. The use of different
sources academic, which are not specifically prepared for classroom use and which
sometimes present a significant degree of difficulty, is perfectly suitable for ESP
27
students. Thus, the author got to the broad conclusion that preparing tailor-made
materials was by no means an easy activity, being extremely time-consuming and
demanding, but eventually and undoubtedly rewarding for both teacher and students.
This research is relevant to my investigation since it provides noteworthy
notions that could be regarded as part of the syllabus design that is intended to be
further proposed in my research project. For instance, the use of authentic materials,
such as tourism magazines (AFAR, The Travel Magazine, Today’s Traveller, The
Sunday Times Travel Magazine, Euro Travel Magazine etc.), TV documentaries from
well-known TV channels (Travel & Living, The Travel Channel, TV Touring, and the
like), official sites (culturalromtour.com, unwto.org, romaniatourism.com), tourism
blogs, brochures, and recordings of conversations at the workplace.
Finally, I can mention the research of Mohamed (2009) titled English for
Specific Purposes (ESP) and Syllabus Design. The study discussed the origins of
ESP, addressed concepts and examined issues in ESP syllabus design. The content
of the paper was determined by a need identified based on the author’s experience
as an ESL instructor designing and delivering the content-based language
programme- Language Preparation for the Cadets and Employment in the Iraqi
College of Police.
Mohamed presented a theoretical overview of the notion of English for Specific
Purposes (ESP) as a learner-centred approach by defining it first. Then the research
discusses the types of needs analysis in relation to syllabus design, the
requirements of courses designed in accordance with the various provisions of ESP.
The author examined key issues in ESP syllabus design and stated that the ESP
syllabus design should cover the three factors: a) language description, b) learning
theories, and c) needs analysis. The task for the ESP developer is to ensure that all
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three of these abilities are integrated into the syllabus. Mohamed concluded that
because ESP requires comprehensive needs analysis and because the learning-
centered syllabus is not static, it is impossible to expect that the developer be able to
identify the perfect balance of the three aspects note above.
The relevance of this work lies on the author’s exploration through different
types of syllabi, theory perspectives, the main characteristics and approaches when
considering syllabus design. Besides, there are comparisons and analysis of the role
of the methodology in them that nurtures, the design of my own syllabus.
While the previous studies were quite specific due to the contexts where they
took place, they provide useful insights to the theoretical framework that will be
addressed in the next section.
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6. THEORETICAL FRAMEWORK
This section addresses six central theoretical categories, which were identified
in the primary objective of my research. Connections among them are put forward
within different perspectives approached by the main authors in their specific scope
of the study. The development of these constructs allows not only to have a wider
comprehensive view of the existing theory framing the study but also to assess the
appropriateness of the syllabus guidelines in response to the research problem.
6.1 English for Specific Purposes
To begin with, English for Specific Purposes (ESP), within the domain of
applied linguistics, has grown to become one of the most prominent areas or subsets
of English as Foreign Language teaching (Hutchinson & Waters, 1987). According to
the authors, ESP aims at professionals and technicians that require satisfying
specific communication needs and it gives attention to the ways in which language is
used in authentic communication.
Hutchinson and Waters state that some characteristics of ESP are the learners’
specific needs, the reasons to learn the language, how they learn and the creation
and adaptation of specific courses to meet these individual needs. However, one of
the main features is that the courses of English for Specific Purposes start from an
intermediate, upper intermediate to advanced level. Dudley-Evans and St. John
(1998) also share the same perspective, due to its specific professional or scientific
terminology and context-oriented. Likewise, Mackay and Mountford (1978) add that
ESP courses assume some basic knowledge of the language system and regularly
does not apply to beginners’ level. It was based on this theory that I decided to
propose an ESP syllabus intended to the third and last level of English since the
30
students will have prior knowledge of the language in terms of structure, grammar
and vocabulary.
Besides the general features proposed by Hutchinson and Waters, Dudley-
Evans and St. John (1998) put forward a list of aspects that differentiates general
English and ESP courses (p. 4-5):
● It uses a different methodology in comparison to a general language class.
● It is not centred on aspects of grammar, even though it has contents related to
it.
● It is context-oriented.
● It is practical and application-oriented.
● It has specific knowledge in the subject matter.
● It has a technical lexicon.
● It designed for particular disciplines and field oriented.
● It makes more emphasis on one specific skill (speaking).
These items allow me to understand that for the proposal I must have a specific
methodology, which will be provided by the other categories of analysis. The
contents and lexicon will be proper to the discipline and the role of communicative
competence will be important in this whole process, all without neglecting aspects of
grammar that are currently addressed in the general English classes at UNINPAHU.
Additionally, Hutchinson and Waters develop a subdivision of English
Language Teaching: Tree of ELT (Hutchinson & Waters, 1987). As it is shown in
Figure 3, ESP appears as a subset of English as Foreign Language, and it is divided
into three branches: English for Science and Technology (EST), English for Business
and Economics (EBE), and English for Social Studies (ESS). Each of these subject
areas is further divided into two branches: English for Academic Purposes (EAP) and
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English for Occupational Purposes (EOP). An example of EOP for the EST branch is
English for Technicians whereas an example of EAP for the EST branch is English
for Medical Studies.
Figure 3: ELT Tree (Hutchinson & Waters, 1987, p. 17)
Johns (1991) also proposes three subcategories of ESP and provides the
following model:
Figure 4: Subcategories of English for Specific Purposes (Johns, 1991)
The author asserts that English ESP considers two types of instruction: English
for Occupational Purposes (EOP) and English for Academic Purposes (EAP).
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Courses in EOP aim at students to perform on their job positions, using English to
communicate. This type of course is useful for airline pilots or hotel staff who need
English to perform their professional duties. English for Academic Purposes, features
study skills, such as academic writing, listening to lectures, note-taking, making oral
presentations, which enable one to succeed in English-language academic settings.
Considering the two authors’ subcategories, my ESP research is English for
Occupational Purposes since it seeks to develop certain skills to later perform a task
in a specific job position in the Hotel and Tourism industry.
Hutchinson and Waters do note that the content of language instruction is
determined by both the needs of the student and the discipline of study, in addition,
the goal of the course is teaching specific communication and language skills that
would enable students to function effectively in their disciplines of specialization,
professions, and workplaces.
The theory presented on ESP allows me to reaffirm my decision to focus only
on the design of the syllabus for English III. Likewise, it gives me a first approach to
the research question about the guidelines for an English for Specific Purposes
course, I can establish that the syllabus must include not only situations of authentic
communication with regard to hotel and tourism situations but also lexicon and
vocabulary of the field. Also, it must have a solid communicative component, which
should be reflected in both the overall learning objectives of the course and learning
objectives of the student whose needs play a major role in ESP.
6.2 Syllabus
Since I want to propose a syllabus intended to the course of English III, it is
essential to analyse the perspectives that will be taken into account for the further
proposal. I adopt the view of authors White (1988), Graves (1996), Nuan (1998) and
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Chavez and Hernández (2013). White denotes syllabus as a plan of contents or
subject matter of a subject and Graves follows the same perspective, since it refers
narrowly to the selection process and organization of contents of a course. Nuan
adds that is not only a specification of what is to be taught in a language programme
but also the order in which it is to be taught. Also, this plan contains elements, such
as topics, grammar and tasks. In a similar line of thought, Chavez and Hernández
(2013) refers to Syllabus as:
A public comprehensive document that specifies the orderly components of a course
or series of courses in terms of contents (vocabulary, grammar, topics) and process
(explicit aims/goals/objectives, learning tasks, materials/resources associated with
those tasks, evaluation/assessment, and sometimes approach/method, time schedule
or pacing guidelines). (p.61)
This last definition lists the elements to be included in the process, adds more
aspects regarding the learning objectives, materials, methodology and evaluation
that make the syllabus more detailed and complete. Accordingly, I take both contents
and process components to be part my own syllabus proposal.
6.2.1 Types of Syllabi
When designing an ESP syllabus, one must take into consideration three types
of syllabi, which can be identified under three broad headings: (1) content-based
syllabi; (2) Skills-based syllabi; and (3) method-based syllabi (Jordan, 1997). In the
content-based syllabi, it is possible to find the syllabi organised according to types of
communicative situations (the students find themselves in the target context) or in
topic areas, the author presents an example of a course of Business, and the topics
are distributed in banking, accounting and exports. In skills-based syllabi, Jordan
asserts that they deal with language competencies: reading, writing, listening and
speaking. This type is more relevant for an English for Academic Purposes courses.
34
Method-based syllabi involve tasks that students will have to perform using the
English language, such as dealing with a customer, reporting a problem at work or
planning itineraries (p. 64).
Figure 5: Types of syllabi (Jordan, 1997, p.64)
As it is presented in Figure 5, Jordan states that the ESP course combine
several of these approaches to learning, the syllabi are seldom based on one
particular model. Considering this, the content-based syllabi contributes to my own
proposal since the contents may be placed in topic areas and I can organise the
syllabus according to the different contents of the field of hotel and tourism. The
method-based syllabi will be also useful because they deal with tasks that the
students may face in the workplace. Both content and method-syllabi rely on a
communicative approach to language teaching, which is a vital aspect that was
addressed in the ESP category.
6.2.2 Syllabus design
Once I established the type of syllabus for my proposal, for its design I relied on
the different stages provided by Belyaeva (2015) and Yukcu (2012):
35
1. The first step includes the needs analysis that involves: the collection of
data about students needs and expectations regarding the language (see
the following section, needs analysis 6.2.3)
2. To define the general learning objectives of the syllabus.
3. To establish the methodology of the course.
4. To determine the course contents (topics, technical vocabulary and
grammar).
5. To state the final task after each unit.
6. The learning goals of the units.
7. To select the materials or resources.
8. To define the way the students will be assessed and the scale of grades.
The previous outline represents the roadmap I follow to get to the final
proposal, each step is fed by the other theoretical categories and the whole process
leads to my final proposal.
6.2.3 Needs analysis
Needs analysis (also known as needs assessment) in ESP, has a vital role in
the process of designing and carrying out a language course, has been
acknowledged by several scholars (Hutchinson & Waters, 1987; Johns, 1991;
Jordan, 1997; Dudley-Evans & St. John, 1998; Iwai et al. 1999).
According to Iwai et al. (1999), the term needs analysis generally refers to the
activities that are involved in collecting information that will serve as the basis for
developing a curriculum that will meet the needs of a particular group of students.
For Johns (1991), the needs analysis is the first step in syllabus design (as it is for
Belyaeva) and it provides validity and relevance for all subsequent steps. Hutchinson
and Waters (1987) classify learning needs into two types:
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• Necessities: What learners need to know to function effectively in the target
situation (e.g. linguistic features: discourse and lexical).
• Wants: The learners’ personal aims for studying English.
In this view, Dudley-Evans and St. John (1998, p. 125) emphasise key aspects
that should be included in the needs analysis process:
• Environmental situation - information about the situation where the course will
take place;
● Personal information about learners (wants, subjective needs);
● Language information about learners, current language skills;
● Learner’s learning styles;
● Learner’s lacks and weaknesses;
● Learner’s needs from course regarded as short and long-term expectations;
● Professional information about learners - the areas where the learners will use
the language and the most common skills involved.
Jordan (1997) adds that the collection of data does not focus only on the
students´ needs, but also on the teacher’s insights, the materials available and the
subject matter that is being studied in ESP.
The preceding aspects gave me essential information in order to collect the
data through a survey to the students. The instrument is explained in detail in the
methodological framework (see 7.5.2 Survey), the questions were influenced by the
aforementioned theory of needs analysis. Additionally, the needs analysis is
reinforced by the interviews to the teachers of the undergraduate programme, and by
the theory of hotel and tourism that is addressed in the next section.
6.3 Hotel and Tourism Management
37
Both the needs analysis and the syllabus proposal are oriented towards a
specific disciplinary area, Hotel and Tourism Management. This category is of
utmost importance since it will provide the contents organisation and the topics of my
proposal. As a field of study, hotel and tourism has distinctive features its own
characteristics and technical vocabulary.
First of all, there are a number of ways tourism can be defined, and for this
reason, the United Nations World Tourism Organization (2008) defines tourism as
follows:
Tourism is a social, cultural and economic phenomenon which entails the
movement of people to countries or places outside their usual environment for
personal or business/professional purposes. These people are called visitors
(which may be either tourists or excursionists; residents or non-residents) and
tourism has to do with their activities, some of which imply tourism expenditure.
(p. 1)
Walker (1996) connects the term tourism to an umbrella term covering four
different industries that he identifies as the scope of tourism. Those industries
include Travel (air, cruise, rail, coach, and automobile), Lodging (hotels and motels,
meetings, conventions, and expositions), Food Service (restaurants and food
service), and Recreation (attractions, gaming, parks, and recreation).
When looking at tourism, it is important to consider the term hospitality. Some
define it as “the combination of lodging and food and beverage, which makes it the
largest segment of the industry (Discover Hospitality, 2015, p. 3). However, what
separates hospitality from the hotel industry? And what distinguishes travel from
tourism? Bloomquist and Moreo (1997) allude to the lack of clarity among labels.
They noted the wide variety of programme names with different words representing
their purposes. Some schools use Hospitality, whereas others use Hotel or
38
Restaurant. Meanwhile, some departments include Tourism or Travel in their titles.
Accordingly, for the purpose of my research, I refer to this field of study as it is
presented at UNINPAHU: Hotel and Tourism Management.
The North American Industry Classification System, NAICS (British Columbia
Ministry of Jobs, Tourism and Skills Training, 2013) distinguishes and classifies the
areas of this field in 5 categories:
● Accommodation
● Food and beverage services (commonly known as “F & B”)
● Recreation and entertainment
● Transportation
● Travel services
Similarly, Varela (2007) groups the areas of hotel and tourism, in table 1, it is
shown that the areas include tourism, accommodation, food and beverages and
travel agencies.
Table 1
Tourism Lodging
Types of tourism
Cultural tourism
Mass tourism
Business travel
Sustainable tourism
Marketing
Employment in tourism
Types of accommodation
Parts of a hotel
Hotel facilities
Hotel staff
Bookings, check-in and check-out
Complaints
Collections
Food and Beverage Travel Agency
Bar
Restaurant
General cuisine
Traditional/Typical cuisine
Tour operators
Transport
Tour guides
Insurance
Table 1. Areas of Hotel and Tourism (Varela, 2007, p. 338)
This distribution represents an organise way to approach the different areas of
the field of study. Hence, I adopt Varela’s subcategories since they are useful when
39
organising the syllabus contents. Now, the next section will help me make decisions
regarding the contents of technical vocabulary.
6.3.1 Technical vocabulary
According to Huang (2008) English for Hotel and Tourism uses terminology in
the different areas, there is a need for the professionals to have a good command of
the language in their workplace. Regarding these features, the author proposes a
complete and comprehensive model for the English for Specific Purposes in this
field:
Table 2
1. English for Food and Beverage Services
2. English for Air Flight Services
3. English for Hotel Services
4. English for Tourism
5. English for Tour Managers and Guides
Table 2. Model for tourism and hospitality ESP (Huang Chao-shain, 2008)
The topics and technical vocabulary of my final syllabus proposal are oriented
by Huang (2008), Varela (2007) and Blue and Harun (2003) as follows:
In the first place, Huang establishes that English for Food and Beverage
services aims at job positions in gastronomy; chefs, bartenders, waiters and
managers of gastronomic establishments; the professionals of this area are quite
related to customers. The topics are developed in restaurants, vocabulary related to
the kitchen, on the floor (of the restaurant), behind the bar, back of house
vocabulary, menus, beverages and drinks, typical dishes or cuisine, cooking utensils
and taking food orders in a restaurant.
Secondly, English for Air Flight Services aims at job positions in the airline
industry from pilots and flight crew to caterers and grounded crew. Huang adds that
40
these job positions require not only communication with passengers but also with co-
workers. The scenario is usually in the airport and it included situations that are
related to travels by plane or talking about flights.
Furthermore, English for Hotel Services that is one of the widest categories
since it aims at job position in the hotel sector. The hotel facilities, the parts of the
hotel, interacting with guests and handling a situation at the front desk, amenities in
a hotel room, job positions in a hotel, the language used for checking into a hotel,
giving information about hotel facilities (Blue & Harun, 2003).
Likewise, English for tourism addresses a wide variety of topics, such as the
types of tourism and travel, tourist destinations, tourist attractions, means of
transport (Varela, 2007)
Finally, English for Tour Managers and guides that also encompasses travel
agencies. Varela asserts that it mainly aims at tour guides, travel agents. It deals
with topics, such as giving directions, requesting and giving tourist information,
sightseeing tours, making recommendations to tourists, showing places of interest or
even design and present a travel package.
As can be noted, in all the subcategories the technical vocabulary goes hand in
hand with communicative activities or duties, which can take place in any setting of
the field. Therefore, the communicative approach becomes a category that
influences different parts of the proposal. Nevertheless, before proceeding to the
section on the communicative approach, I cannot omit how the grammatical
component of my syllabus proposal will be addressed.
6.3.2 Grammar
Although deciding which grammar topics are appropriate for my proposal is not
within the scope of my research (because I am going to take the exact same order of
41
grammar contents of the English III level of UNINPAHU), it remains crucial to have
theoretical support about my decision of including this component. Besides, I want to
have a complete understanding of the ESP syllabus design and its grammar section,
therefore, I address some theoretical perspectives with regard to this aspect.
On the one hand, (Krashen, 2003), opposes to a high grammatical component
in an English class. The author states that the formal instruction of grammatical
structures should not be considered in the acquisition of language since human
being learn the first language through naturally in informal communicative contexts.
Going back to the ESP perspective, it concentrates more on language in
context than on teaching grammar and language structures. Similarly, Hutchinson &
Waters (1987) found that the teaching of grammar is not that relevant since it is
based on the minimum necessary for understanding academic and technical texts.
However, there are detractors of the lack of a grammatical component in the
English for Specific Purposes classes. For instance, Norris & Ortega (2002) explain
that grammar lacks may cause troubles in communication, therefore, language
students should speak fluently, but they should also speak with accuracy.
Consequently, Richards (2002) states that grammar-based methods have been
replaced by communicative approaches that give more importance to fluency than
accuracy.
Norris and Ortega have also analysed different studies in which it is
demonstrated that grammar teaching has positive effects and that it can make a
difference in the results obtained in language learning. Similarly, Ellis & Fotos (1999)
argue that grammatical instruction has a positive impact on acquisition when
grammatical structures are displayed in context.
42
Thus, these postulates somehow contradict the vision of Krashen, and
Hutchinson & Waters and the ESP assumptions towards grammatical instruction.
Considering both perspectives, I agree with Norris & Ortega (2002), Richards (2002)
and Ellis & Fotos (1999) to the extent that grammar is useful not only English as
Foreign language Teaching but also in ESP and here lies my decision to make it part
of my proposal.
6.4 Communicative approach
For this section it is important to address the terms procedure, method, design
and approach and how communication permeates these categories. According to
Richards & Rodgers, a method has three components; approach, design and
procedure, the method as such is “a theoretically consistent set of teaching
procedures that define best practice in language teaching” (2001, p. 15). According
to the authors, an approach is a component that refers to the theories about what the
language is and how it is best learnt. The design is the component that considers
objectives, contents, activities, the role of the teacher, the role of the student, and
materials. The procedure is the specific techniques used to apply a method.
That said, Richards and Rodgers state that the communicative approach
influences the method, the procedure and the design, in fact, when communication is
only regarded as an approach, it represents a guiding principle behind different
language teaching methods. Mishan (2005) claims that in the communicative
approach, effective communication is the main goal of language learning and the
mean through which language is taught and acquired.
The communicative approach developed into a method named Communicative
Language Teaching, Richards & Rodgers state two characteristics regarding this
method, “it makes communicative competence the goal of language teaching and it
43
develops procedures for the teaching of the four language skills” (2001, p. 155).
Another perspective is expressed by Canale & Swain (1980), they address the
communicative competence as the meeting point of an underlying system of
knowledge and skills needed to communicate. In this regard, they propose a
sociolinguistic dimension of the communicative competence that goes over the social
context in which communication takes place.
Furthermore, Canale and Swain share the same idea of Mishan; the main goal
of goal of the communicative approach is the development of functional language
ability through learner’s participation in communicative events. One of the
characteristics that are attributed to this approach is the awareness of the individual
needs of the students, which reflected in the communicative purposes or functions
as basic and fundamental units of the approach, more than in the grammatical
elements, as it happened in the traditional models of language teaching.
It is worth noting that since my syllabus proposal has a component of technical
vocabulary, the communicative approach considers of paramount importance the
lexical competence. Canale & Swain (1980) argue that lexicon has a significant role
in how language is learnt, and it provides the repertoire needed in different
communicative contexts, in fact, it is also related to the aforementioned
sociolinguistic dimension of the communicative competence.
From these perspectives, I can see that they go in the same direction of ESP,
and since the communicative approach influences the method, the procedure and
the design, it will be anchored in different components of my own syllabus proposal,
such as the overall learning objectives of the course, the methodology, the learning
goals of the units, the final task the assessment.
6.4.1 Assessment in the communicative approach
44
To determine the assessment criteria of my syllabus proposal I adopt the views
of Brown, et al. (1997), Heywood (2000), Black & William (1998), Nicol &
Macfarlane-Dick (2006) and Newbrook & Wilson (2002).
The assessment is considered as part of the teaching and learning process,
which means that both assessment and teaching methods must be in accordance
with the learning objectives (Brown, et al., 1997; Heywood, 2000). In the
communicative approach, formative or continuous assessment can help students in
identifying their weaknesses and strengths.
Different advantages of the formative evaluation have been noted by Black &
William (1998, p.141), as (a) to inform the students about the areas in which they
can improve, (b) to increase the student's motivation, and (c) to aware for both the
student and the teacher during the learning process. The authors state that formative
assessments help teachers identify student needs and encourage learning in the
classroom. Additionally, since the students play an active role in the learning and
evaluation process, to provide them feedback is the main feature in the assessment
in the communicative approach, Nicol & Macfarlane-Dick (2006, p.204) present
some benefits of feedback: (a) it clarifies what good performance is; (b) it helps the
development of peer evaluation and self-evaluation in learning; (c) it gives
information to students about their learning; (d) it promotes dialogue between
teachers and classmates, and (e) it encourages positive motivational beliefs and
self-esteem.
Another aspect to consider is the assessment criteria. Newbrook & Wilson
(2002, p.20) state that formal assessment may include a wide range of activities and
a final work according to the syllabus plan. However, it is important that students
know the formal evaluation criteria in advance. The authors designed general
45
presentation factors to facilitate the evaluation, these are content, structure,
grammar, coherence, vocabulary, speaking skills.
Nonetheless, in order to assess the communicative competence, Newbrook &
Wilson recommend the following criteria to be considered when assessing: discourse
management, or the relevance and coherence of language used, the ability to link
ideas together; pronunciation, i.e. the acceptable rhythm, intonation and
pronunciation of individual sounds; and, lexical resource. Finally, in terms of the
percentages and the scale of grades, they will be based on the institution or school
criteria.
Just as the assessment is an important part of the syllabus design, aspects of
teaching and learning also feed both the analysis of needs and different components
of my syllabus proposal.
6.5 Teaching and Learning
There are specific aspects to consider with regard to teaching and learning in
ESP and its influence in the methodology of the syllabus. According to Hutchinson &
Waters (1987), the learning process in English for Specific Purposes is learner-
oriented, which means that it centred on the students and their purposes for learning
English. The teaching process in an ESP course differs from generic foreign
language teaching since it focuses on the studentʼs use of the English language in
academic and professional contexts.
Cigan (2013) adds that English language learning and vocational content in the
same class has a pragmatic value and is highly motivating because students are
able to apply and integrate their professional knowledge (content knowledge in their
main field of study), what they learn in English classes and the role of the teacher is
to foster that learning
46
Huchinson & Waters (1987) consider that to learn is not enough just to know
the conceptual content that is considered important, but also the appropriate
activities for students to learn this content. Thus, several factors must be considered,
such as interest, motivation, expectations and the attitude of the student, towards the
language as keys to the design of the syllabus (p. 92).
From the pedagogical point of view, Ortiz (1994) adds that to accomplish the
learning objectives (since I have to bear in mind that ESP is leaner-centred oriented),
in the process of the syllabus design three key questions must be answered: who
learns? How do they learn? And how to assess what they learn? (the section of
assessment helps me from the theory to complement the students’ answers on this
aspect) these questions have to be considered as part of the needs analysis.
As a matter of fact, based on the needs analysis section, I believe that having
information about the students’ learning styles is also important for the development
of my syllabus. Although there is a variety of learning style models that propose
descriptions and classifications of learning styles, in my research, I focus on the
learning style model of Fleming (2001) and the dimension of Felder & Silverman
(1988) because they describe both the learning styles and the student’s role when
learning in more detail. Fleming identifies four types of learning styles: the visual,
auditory, read & write and kinaesthetic.
The visual learner prefers the use of images, maps and graphic organizers to
access and understand the new information. While the auditory learners best
understand new content through listening and speaking situations such as group
discussions. The read & write students have a reading and writing preference, they
learn best through words and like to take notes. Finally, the kinaesthetic learners
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best understand the information through the tactile representation of information,
they like to figure things out by themselves.
Moreover, Felder & Silverman (1988) propose a dimension named “active and
reflective learners”, the active ones, learn best by working actively by practicing, they
are more interested in communicating with others and prefer to learn by working in
groups where they can share ideas. In contrast, reflective learners prefer to reflect
on the material and to work alone. Through these learning perspectives, I can
identify links among students’ learning styles and with this, I get more information
about that contributes to the design of the syllabus.
6.5.1 Materials
For hotel and tourism students is important to have authentic materials
(Harmer, 2001), he states that these types of materials are not designed for teaching
or learning purposes and they are taken from real life sources such as magazines,
newspapers or information from the internet. Some of the concrete examples he
proposes are hotel brochures, a restaurant menu, a job vacancy in a hotel and a
travel website.
Varela (2007) notes that the materials for this field may or may not be
authentic. It is the case of different publishers of English that began publishing
specific materials for Hotel and Tourism in the 1980s. At the beginning, it was from
the point of view of the traveler, and not from the tourism professional. However,
they soon realized the importance of the sector started producing more material
contents, especially between 1990 and 2000.
According to Varela, Oxford University Press is the world's leading company in
the ELT market, and it has published most titles, although Pearson is taking the lead
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in terms of developments and changes in the market. Currently, the production does
not stop, she suggests some materials:
• Varela, R. & Bárcena, E. (2004). English for the Tourist Industry. Madrid:
Editorial Universitaria Ramón Areces.
Intermediate level, it includes workbook and CD.
• Dubicka, M. & O’Keeffe, M. (2003). English for International Tourism.
Pre-Intermediate level.
• O’Hara, F. (2002). Be My Guest.
Elementary level, Varela recommends the book to the hotel employees.
• Baude, A. (2002). Ready to order: Elementary English for the Restaurant
Industry.
Elementary level for students in the area of food and beverages.
This section is key because it represents the closure in my proposal and it
provides both aspects authentic and designed materials intended for students in the
field of study.
6.6 Grounded theory
In order to analyse the data, I followed a procedure recommended in grounded
theory. According to Glaser and Strauss (1967), grounded theory is “the discovery of
theory from data – systematically obtained and analysed in social research” (p. 16).
The authors argue that this system is most commonly used in qualitative research
and it focuses not only on specific cases of study in order to give an understanding
into social reality, but its main purpose lies on the breakthrough of theoretical
insights.
The authors assert that through this methodology it is possible to identify
aspects that are relevant to a certain area of study. Also, this method uses a series
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of procedures that, through induction, generate a theory that explains a certain
studied phenomenon. The grounded theory allows not only to reach an appropriate
conceptual level but also to build proposals starting directly from the data. In this
sense, the concepts and relations between the data are produced and examined
continuously until the end of the study.
In the grounded theory framework, the analysis of the data follows a specific
process, which Charmaz (2006) describes as follows: By reading and examining the
data collected from the transcript of the interviews, the observations and the surveys,
the researcher determines concepts and linkages among the different instruments.
Such concepts and linkages are expressed as phrases, known as categories,
whereas codes are words or short sentences that are very specific or key that are
allocated to elements in the data. By coding the information, the researcher identifies
aspects and linkages and clusters different codes into stronger and more meaningful
categories.
This procedure is reflected in the step by step I followed to analyse the data
collected, which is outlined further in detail in the methodological framework section.
Likewise, the grounded theory gave rise to the three categories that are addressed in
the data analysis and underpinned the final conclusions.
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7. METHODOLOGICAL FRAMEWORK
7.1 Research Approach
According to Mackey and Gass (2005), there are different approaches to the
research process, but the two most relevant are the qualitative and the quantitative
ones. The authors remark that “The quantitative research generally starts with an
experimental design in which a hypothesis is followed by the quantification of data
and some sort of numerical analysis is carried out (e.g., a study comparing student
test results before and after an instructional treatment)” (p. 2). Such authors make a
distinction between quantitative and qualitative research (Table 3), in which the
quantitative approach find differences in trends and groups, relates variables that
take advantage of statistical analysis and interprets results by making a comparison
with former predictions and previous research.
Table 3
Table 3. Characteristics of Quantitative and Qualitative Research (Mackey & Gass, 2005)
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In quantitative studies, Creswell (2002) asserts that the researcher identifies a
problem based on a characterization of trends in order to explain the relationship
among possible variables. In the quantitative approach, the research questions and
hypotheses are specific, limited in scope, measurable, and observable. Moreover,
the collection of numeric data from many people uses instruments with set-in-
advance questions and responses. Likewise, Madrid (1998) refers to this approach
as the one used to collect numerical data regarding the variables that are controlled,
which is interpreted in certain statistical calculations. The instruments that are used
in this kind of research are (usually) tests, objective proofs, and questionnaires that
use scales, among others.
The qualitative approach has several characteristics: an enriched description,
natural and holistic representations, few participants, cyclical processes, the
possibility of the existence of an ideological orientation and generation of hypotheses
or inconclusive research questions. Sampieri, Collado and Lucio (2006) state that
qualitative research does not study reality itself, but the authors claim that it studies
the interpretations of this reality. Therefore, it does not follow specific guidelines (p.
17). Some characteristic instruments to collect data in this approach are notes, field
diaries, and reports (based on classroom observation).
Additionally, qualitative research shows (in detail) the students’ perceptions
regarding the contents of English levels, in order to collect the data in this aspect,
numerical measurements and statistics are not necessary. According to Patton
(2002), “This approach aims to generate hypotheses that start from the subjectivity,
perspectives and points of view of the study participants” (p. 169). This approach
seeks to characterise, describe and analyse objectively the diverse considerations of
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the students of UNINPAHU, taking into account observations suggested in the
classes at present and interviews with teachers.
Considering all the previous ideas, I can state that my research is qualitative
since it seeks to respond to the needs of a population through a specific syllabus
proposal based on my experience, the observation of the current situation of the
levels of English (contents and correspondence with the field of study) and the
enquiry with teachers and students of the Hotel and Tourism programme at
UNINPAHU.
7.2 Type of Research
Seliger and Shohamy (1989) present three types of research in the field of
second language learning studies: theoretical, applied and practical. The authors
highlight the need and usefulness of this division because the research on second
languages is broad due to the fact that it covers issues about acquisition,
construction of models, application of theories and methodologies, among others.
They also warn that these investigations should be correlated and each type of
research has a role in our understanding and knowledge of second language issues.
Madrid (1998) addresses the same distinction concerning the different types of
research. The theoretical (or basic research) creates abstract theoretical models
such as linguistic theory and human perception mechanisms that interpret the
process of teaching and learning languages. The applied one deals with inquiries
evolved from theory; it helps to construct and revise hypotheses formed in the
previous stage (theoretical). This type of research may or may not be connected to
practice. Finally, the practical research puts into practice theoretical and applied
research; it addresses aspects of the theory applied for practical purposes such as
development and testing of materials.
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In the light of the above, the research that I carried out is applied since it takes
into account the syllabus proposal—from the perspectives and postulates proposed
by the authors and that fit the context—as the ultimate goal of the entire research
process, responding to the needs and expectations of the Hotel and Tourism
students at UNINPAHU.
7.3 Research Population and Sample
Within the theory of research sampling, the probabilistic sample allows all the
participants of the population to have the same opportunities to be part of the study.
The way to obtain the probabilistic sample is through the definition of the
characteristics of the population, the size of the sample and mainly a selection that
can be random and/or mechanical (Sampieri, Collado & Lucio, 2006, p. 75). Thus,
for my investigation, students of the four English courses in the Hotel and Tourism
undergraduate programme at UNINPAHU were taken into account on a random
basis. Each of these groups is directed by permanent and part-time teachers. The
classes are made up of around 20 students between the first and sixth semester.
Hence, using the sampling equation (Zavala, 2011) to calculate the sample, with a
reliability level of 90% and an error margin of 10%, the number of people to be used
as the sample is 32 students in total. Since each of those 32 students has the same
chance to be part of the study, I decided to choose between 8 and 10 students at
random from each of the 20-learner classes mentioned above.
The age range of the students was between 18 and 35, the highest range was
18 to 20 years old with 48%, followed by 21 to 23 with 29%, from 24 to 26 with 10%,
from 27 to 29 with 7% and from 30 and 25 years old with 6%. 69% women and 31%
men from different semesters were surveyed. The different semesters were as
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follows; 28% from the first semester, 3% from the third semester, 19% from the
fourth semester, 3% from the fifth semester and 47% from the sixth semester.
7.4 Participants
Four interviews were conducted to four different teachers from the main areas
of the undergraduate programme; hotel management, tourism, business and food
and beverages (see section 7.5.3 Interviews).
7.5 Data Collection Instruments
According to Gómez (2006), all collection instruments must be reliable. That is,
“their repeated application to the same subject or object produces the same results”
(p. 122). Additionally, the instruments must also be valid and measure what they
intend to measure. Among all the possibilities of qualitative nature, the following
were the data collection instruments that I used for my research.
7.5.1 Observation
One of the instruments used was observation, as a type of registry that is
characterised by being systematic, valid and reliable (Sampieri, Collado & Lucio,
2006, p. 104). This instrument contributes to the understanding of data that is part of
the observation process in the three English classes for Hotel and Tourism students.
According to the authors, to achieve the analysis of data through this method there
are three aspects to consider; the events to observe; the impression or feelings of
those behaviours and the extraction of a representative sample of the aspects.
A similar perspective is shared by Rodríguez (2005), who addresses
observation as a “visual perception” of what is observed (p. 98); in this case, in the
aforementioned context. The type of observation is direct non-participant, in which
the observer does not perform a “function within the community in which the
research is carried out” (p. 98). Accordingly, when making observations in these
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classes, I sought not to take part or intervene in them so as not to spoil and affect
them; only by observing and noting what I saw (and by avoiding any participation)
The process was the following:
I Observed 1 class of each level of English, that is, English I, English II and
English III, which last two to three hours approximately. I used a structured
observation format that I created based on the three aspects mentioned by Sampieri,
Collado & Lucio (see Annex 7). The notes followed the sequence of the class, with
three columns, the hour when each activity was carried out, the observation of what
it was being seen (topic, the role of the teacher and the students) and the impression
that I had with regard to that. Then, in a data table, I placed particular situations that
happened with a specific student (doubts, attitudes and comments towards the class
or topic). Finally, the materials that were used in the class and notes or final
considerations.
While it is true that I was observing general English classes, I had one main
purpose with this, which was to identify If some of the categories I address in my
theoretical framework, such as the communicative competence, general or (perhaps
technical lexicon), and aspects of teaching and learning, were also somehow
considered in the English classes at UNINPAHU, or they were not taken into account
at all. Hence, I could gain more insights and gather part of the necessary data to
answer my research question.
7.5.2 Survey
Aravena, Kimelman, Micheli, Torrealba and Zuñiga (as cited in Aguillón &
Carrero, 2014) establish that the survey, despite being quantitative, is widely used in
research with a qualitative approach. This instrument is used to extract information
that will be used in the different stages of the development of the study. According to
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Gómez (2006), the survey or questionnaire consists of “a set of questions regarding
one or more variables to be measured” (p. 125).
According to this author, surveys can be divided into two groups: open or
closed. The first group of questions is more difficult to code, classify, analyse and
require more time. They are useful when there is no information about the possible
answers of the respondents. On the other hand, closed questions are easier to
prepare and analyse, although the answers are limited. Based on what the author
explains, there are certain characteristics that both types of surveys should have:
They have to be clear and understandable to the respondent and should neither be
uncomfortable to answer; they should refer preferably to only one aspect and cannot
refer to socially supported ideas; they should not include the answers and the
language must be appropriate for the characteristics of who corresponds; and it is
also important to start with easy-to-answer questions and it must have instructions
on how to answer.
According to the previous, the survey was composed as follows: there were 31
open and closed questions (see Annex 8), the closed questions had different options
for the student to mark and a colour coding method that will be explained in detail in
the data analysis was carried out and the survey was designed in the light of the
categories addressed in the theoretical framework.
The theory influenced the different topics of the questions, since these were
related to aspects of the specific field of study, such as the area of hotel and tourism
that most interested the students, the technical vocabulary they knew, the lexicon
they would like to learn and the contents they considered important in their
undergraduate programme. Likewise, there were questions about the skills that are
most required to master in each area and the possible communication situations in
57
the hotel and tourism industry. Another theoretical category that permeated the
survey was the teaching and learning elements that according to the students, an
English for Specific Purposes class should have.
7.5.3 Interview
Gómez (2006) states that qualitative interviews are divided into structured,
semi-structured and open, through which it is possible to ask general questions,
structural, contrast or to exemplify. Seliger and Shohamy (as cited in Aguillón &
Carrero, 2014) warn that qualitative interviews can take many directions and tend to
be extensive, while structured interviews contain specific questions. In the second
type of questions, if it is necessary to specify a concept, the interviewer can ask
more questions than the ones previously established. Finally, open interviews are
conducted based on a general guide with non-specific topics, which are determined
in the middle of the process by the interviewer.
Four interviews were conducted to four different teachers from the main areas
of the undergraduate programme; hotel management, tourism, business and food
and beverages (see Annex 9). Considering the previously established by the authors
Seliger and Shohamy, I asked mostly semi-structured questions which I previously
planned. The protocol of the interview had a sequence that I led, the interviewees
were able to express their opinions, clarify their answers and provide more details,
which led to a natural conversation.
The way in which the theoretical framework is developed completely influenced
the general course of the interview since it began by addressing the areas of hotel
and tourism that most require having a good level of English, to then reach the area
of specialty of the teacher.
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Likewise, the theory also fed the content of questions, such as the specific skills
and technical vocabulary required in each area of hotel and tourism, the contents
that should be addressed in the English class regarding the field of study and the
skills that are most required (listening, speaking, writing or reading). To finally reach
aspects of teaching and learning, such as the role of the teacher, the student and
specialised platforms to learn English for hotel and tourism.
7.6 Procedure of the grounded theory
In order determine both the relevance of a syllabus adapted to the level of
English III of UNINPAHU and its possible contents, I followed the procedure that was
recommended in the grounded theory, which is addressed from a theoretical
perspective in the theoretical framework, the procedure as such follows these steps:
1. Data collection: interview, survey and observation (see Annex 7, 8 and 9).
2. Organization of the data: data tabulation (see Annex 8).
3. To prepare the data for the analysis: Interviews transcript (see Annex 9).
4. Data review.
5. Detection of the units of analysis: identification, organization and selection of
units of analysis in categories. This process is described in detail in the
following section and the way I identified the units of analysis.
6. Description of categories: They are addressed in detail in the following
section of the data analysis.
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8. DATA ANALYSIS
After the implementation of the aforementioned data collection instruments, the
corresponding tabulation of the surveys, the organization of the data obtained in the
class observations and the transcription of the teachers’ interviews, I proceeded to
analyse the information using the colour coding technique framed within the
procedure recommended in the grounded theory by Glaser and Strauss, which was
previously addressed from the theory and its practical implementation in the
methodological framework.
The colour coding method contributes to the development of initial categories
and subcategories. It uses a visual approach based on colours and it is considered
easier to use than the traditional coding techniques (Stottok, Bergaus, & Gorra,
2011). These authors claim that the use of colour coding has two main advantages.
First, it helps to move quickly from open to focus coding and to develop categories
and subcategories at an early stage. Besides, this visual approach perfectly suits the
ones who prefer visual aids rather than theoretical or numerical ways of coding. The
authors state that “The Colour Coding Method has the potential to enhance existing
coding methods” (p. 10).
As a practical application of the grounded theory, I followed the previous
authors’ recommendations for the data analysis process: I identified my own way to
analyse the data. The colour coding process allowed me not only to identify a wide
variety of items that were common to the three data collection instruments but also to
analyse the information in terms of words and short phrases that were repetitive in
each instrument.
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Different codes were found in the three data collection instruments as part of
the data triangulation process. In this way, I grouped them in a chart, which allowed
me to create relationships among terms that ultimately resulted in stronger
categories of analysis (Table 4).
CODE COLOUR CATEGORIES OF
ANALYSIS
Communication Communicative
competence Speaking
Interpersonal relations
Vocabulary Lexicon
Technical vocabulary
General grammar
Listening
Writing
Workplace
Job opportunities
Job promotion
Working abroad
Business
Customer service
Guest services
Tourist services
Travel
To know different cultures
Individual/cooperative learning
Teaching and learning
Learning strategies
Learning sources
Need to learn
Desire/ pleasure for learning
Teacher’s role
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Table 4: Colour coding groups.
In table 5, I show an example of data triangulation and colour coding labels in a
practical application from the table above.
Interview (Interviewed N.2 Question 1): Q: In this field of study, which area do you consider requires to have a high proficiency in English? Why? A: I would say that in all of them, indeed in my class (which is not an English class) I encourage the students to learn at least 10 technical words in English or words about the hotel and tourism industry, they have to look for themselves the words because it is the ones they would like to learn. They need to have a conversational level at least of B2.
Survey (Survey 2 Question 12) Q: What would you like to learn in English with regard to hotel and tourism? Words related to my field of study. Also, how to communicate with a customer and to present a dish to many people.
Observation: English II 7:07 pm – In couples, the students do an activity in the workbook. Then, there is a speaking exercise in which one of the students has to make a question and the other answers based on the information given in the book
Table 5: Example of colour coding in interviews, surveys and observations.
Therefore, I labelled salient characteristics in the different pieces of information
of the gathered data, which were strictly related to the categories addressed in the
theoretical framework:
● Light orange for technical vocabulary items.
● Brown for speaking and communication items.
● Light green for learning resources.
● Green for aspects related to teaching and learning.
Once I finished this process, I was able to identify in the three data collection
instruments, three main (macro) categories of analysis. I labelled them as
communicative competence, lexicon and teaching and learning aspects (each
one coloured with a darker shade of grey, respectively, in the table of colour coding
groups).
8.1 Categories of analysis
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8.1.1 Communicative competence
To start with, the first category that was salient in the three instruments of data
collection was the communicative competence. This takes me back to my
theoretical framework to consider the perspectives of Canale & Swain and Richards
& Rodgers, this competence requires not only the ability to handle a language but
also knowing how to situate oneself in the communicative context of each specific
community, in its diverse social, cultural and ideological formations. The need for
students to work and develop their communicative competence in the English
classes and their learning process, in general, was evident in the interviews with the
teachers as the following excerpts show:
The formal and informal communication are very important. You need to be fluent in English no matter if it is in a daily conversation or with someone who is requesting you for a service—Hotel Management class teacher. In our field, we looked for a language that allowed us to communicate, and it was the English language, in the food and beverage area you speak in English to people from all over the world—Food and beverages class teacher. The English the universal language and it is the way you can explain a tourist destination to a foreigner who does not speak our language—Tourism class teacher.
In the same way, I observed certain activities related to the communicative
competence in the general English classes I observed:
OBSERVATION OF ENGLISH I: The teacher asked the students: In greetings and farewells, what words and expressions do we use? What are the different ways to greet someone? Later, in couples, the students have to present their daily routines and then, present them to their classmate. Finally, the students have to present each other’s daily routine. OBSERVATION OF ENGLISH II: In couples, the students have to ask questions about an image of the book regarding parts of the house, the other student has to answer. They take turns to ask and answer.
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OBSERVATION OF ENGLISH III: In couples, the students have to create a dialogue in which they talk about the food they eat daily. Including some expressions learnt in class. The teacher provides them with a guide with a similar conversation. Once finished the script, the students have to present the dialogue to the teacher.
The surveys conducted directly with the students also showed their concern
about not having a good level in oral production and listening. The previous, due to
the fact that they mainly want to interact with the guests and tourists. In other words,
since their professional performance focuses on customer service, they are required
to have a proficient level—primarily in speaking. Nonetheless, this competence is
comprehensive, since it also involves attitudes, values and actions related to
language, to its features and its uses. It is not enough to have a well-developed
linguistic competence if the learner/user does not know how to use the language
depending on the situation and its contextual factors. According to the analysis I
made of the received information, the development of the communicative
competence is linked to a social experience, needs and motivations as it is
presented in Figure 6.
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Figure 6: Question about the students’ expectations regarding English learning in relation to their programme of study.
As can be seen, 26% of students do consider communication a determining
factor in their expectations when learning English. Also, the aspect of job
opportunities has the high percentage (32%), which I relate to the statement of the
problem, here the students felt that the job positions in the hotel and tourism sector
require a higher proficiency in English. 7% of students perceive the grammar and
vocabulary learning relevant in relation to their field of study, this takes me to the
perspective of ESP about grammar learning and the leading role of the
communicative competence in the ESP courses. In fact, Figure 7 also supports the
importance of job opportunities (and job opportunities abroad). There is a significant
percentage of 34% students who believe that English is a need in their field, in which
the communicative competence plays an important role since 21% of the students
learn English to communicate with the tourists. Some of them also want to know
about other cultures and to travel. An interesting finding here is that the theory of
hotel and tourism management states the field as customer-oriented and the survey
showed that only 6% of the students considered this aspect important when learning
English.
Figure 7: Students’ considerations about learning English in their field of study.
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Weaknesses (in terms of abilities)
Figure 8: Most difficult aspects for Hotel and Tourism students of UNINPAHU when
learning English.
Although the communicative competence is a very important component, in
Figure 8 one can observe that it seems difficult for the students to master speaking,
at least, to get a high proficiency level in this ability. Vocabulary and grammar are
also perceived as difficult aspects of the language.
Since the grounded theory allows me to explain a particular phenomenon, the
data obtained in this category of analysis allowed me to establish that while
communicative competence is highly marked as crucial by the teachers of the
different areas and the field observation shows that there are some activities that
include communicative competence in the English classes, the results in the surveys
showed that these activities are not contributing to the students’ communicative
competence development, which is their biggest weakness in English. This can give
an answer to the statement of the problem where the students affirmed that the
current levels of English do not satisfy their needs, objectives and expectations.
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8.1.2 Lexicon
The second category that I found was lexicon, that considering the section of
my theoretical framework, the technical vocabulary it aims at giving the students the
necessary vocabulary to become a competent speaker in their area of study. The
fact that the students have a repertoire in their vocabulary—both at the general and
at the technical level—was pointed out by the teachers:
In hotel management, you need mainly vocabulary. You can work hand in hand lexicon and listening skills, but only when you get to know certain words. For example, you could listen to something, but if you do not know its meaning, it will not catch your attention. In the technical aspect, you have to know that, in the hotel industry there are technical words you must know. Ex: check-in and check-out—Hotel Management class teacher. In my area, the skill that the students should study in the first place is the vocabulary (techniques, methods, orders) and then, they can continue working on the other abilities—Food and beverages class teacher. In my class, the students are required to look for minimum ten technical words in order to improve their lexicon because the knowledge of specific vocabulary is imperative in their field of study. However, in their English classes they do not learn such technical words, that is why I teach them in my classes— Tourism class teacher.
The teachers of the main areas of the programme agreed on the fact that great
importance must be given to vocabulary above the rest of the abilities. Moreover,
based on the previous answers, it is possible to state that lexicon might constitute
the starting point when learning English; for that matter, it has an extremely positive
impact on students’ training process and their job performance in the future.
To support their stance, I highlight the perspective of communicative approach
towards vocabulary teaching stated by Canale & Swain that considers that lexicon
has a significant role in how language is learnt, providing a repertoire needed in
different communicative settings. In this sense, Gómez (1997) states that lexicon
carries out an important place since its correct use will contribute to a more solid
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language acquisition process and more solid linguistic accuracy (especially when
learners have to use technical words that are quite specific to their fields of study).
The author also remarks that lexical units are not stored randomly or in isolation in
the mind but are organised in interconnected networks.
In the different English classes observed, I was able to identify the approach
the teachers had towards the lexicon. The vocabulary was studied based on the
sequence of topics stated in the syllabus, which the teacher had to follow (as well as
the order of the contents provided in the book). In this respect, it is essential to
highlight that the English classes at UNINPAHU do not take into consideration the
technical lexicon of any programme of study but rather a general vocabulary based
on the topic. The previous was confirmed in two (out of the four) levels of English:
OBSERVATION OF ENGLISH II: The teacher explains the vocabulary of the unit ‘Parts of the house’ and different types of houses. After that, she makes emphasis on the specific features of each type of house. The students work on an activity of association of images and meanings about the different types of houses. OBSERVATION OF ENGLISH III: The students review some vocabulary based on an audio from their book (box, bottle, packet, can). Then, the teacher introduces different expressions to quantify, such as a lot, quite a lot, a little, not much. The teacher writes on the board some words related to food to determine whether the students do know or do not their meaning: Beer, wine, apples, and ice cream. One of the students constantly asks questions about vocabulary (in Spanish and the teacher answers in English) to know the meaning of certain words in Spanish. Ex: “What is the meaning of take-away food?”
The students in the English courses know in advance that, in their classes,
students from different programmes converge, as this dynamic is established by the
coordination of the English area. Therefore, these students do not show any major
interest in the knowledge of specific technical lexicon of their own field of study. The
perspectives about technical vocabulary address in the theoretical framework, Varela
68
(2007) and Huang (2008) helped me to identify if there were specific aspects of the
field of study that the students were interested to learn. Therefore, in the surveys, I
want to determine the importance of general and specific vocabulary, and this was
evident in two specific questions that are presented in Figure 9.
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Figure 9: Aspects that the students would like to learn in their English classes in relation
to their field of study.
Almost half of the respondents agreed on the importance of learning the
technical vocabulary in their English classes. As a matter of fact, in relation to the
specific contents of the hotel and tourism that I also addressed in the section of
technical vocabulary, Blue and Harun (2003) gave some specificities in every area of
the field. I identify aspects of the hotel industry and tourism in which students
estimated that the lexicon plays a major part and that should be taught in their
English courses. This is stated in Figure 10.
Figure 10: Contents about Hotel and Tourism that should be taught in the English
classes.
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The data obtained in this category allowed me to state that the vocabulary
taught in the English classes of UNINPAHU can certainly be used in day-to-day life.
However, this is contrasted with the needs found by teachers and students in
different areas of the undergraduate programme, in which the field requires
knowledge of technical vocabulary. As the technical lexicon provides a repertoire to
be used in different communication environments, this limits the student to use it in
the different contexts that require it.
8.1.3 Teaching and learning
The last category I identified was labelled as teaching and learning aspects.
As it was presented in my theoretical framework, English for Specific Purposes is
learner-oriented, which means that it is centred on the students and their purposes
for learning English. I go back to the perspective of Cigan (2013) about the role of
the teacher and this outlook is considered (by the teachers I talked to) as a process
in which some of the most important tasks of the head teacher are to guide the
student’s learning, as well as to encourage them to learn the language based on
their personal purposes. The following excerpts illustrate such stances:
From a pedagogical perspective, at university, the English teacher should inspire the students. It is not only about telling them that they need to speak English but showing them from his or her experience that learning English is useful and where it will take them. The teacher should invite the students to the places where English is spoken—Food and beverages class teacher. I say it all the time to the teachers to encourage the students, ask them to give short presentations in English, think in English in order to lose the fear of public English speaking. If they make a mistake, the teacher will be there to guide them—Business management class teacher.
In this sense, the teaching process could be (but not exclusively limited to) the
result of the interactions between the teacher and the student. Indeed, one of the
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teachers emphasises not only the need of pedagogical skills for teaching the
language but the English for specific purposes teaching skills as well:
The teacher must have good pedagogical skills and must create strategies to be adapted depending on the context of the group, he or she should know that each group work in a classroom is different. Also, to let the students know that English has to do with their field of study. It is preferable to have an English teacher for every specific area. For instance, if it is a business class, then a teacher for that group, if it is a tourism course, a teacher for that field of study—Tourism class teacher.
According to the previous, teachers must take into account the content, the
implementation of teaching techniques and providing the necessary strategies to
make sure they are teaching to reach the expected learning outcomes. I relate this to
the general goal of an ESP class that is mentioned in the theoretical framework,
which is teaching specific communication and language skills that would enable
students to function effectively in their disciplines of specialization
Accordingly, the teachers need to be aware that learning is personal, and that it
focuses on specific objectives and needs continuous feedback which is addressed in
the section of assessment in the communicative approach. The learning process
should be based on the good rapport between the teacher and students. Despite
this, some of the observations of the general English classes presented different
dynamics within the classroom:
OBSERVATION OF ENGLISH I: It is the teacher who constantly speaks while the students listen. She reads the instructions and the dialogues of the activity, the students hardly speak, and when they do, is for translating words and to speak in Spanish. OBSERVATION OF ENGLISH III: The teacher works principally on the English book, where the students do exercises about the topic (countable and uncountable), it does not matter if they want to work in groups or individually. To verify what it is learnt, the teacher chooses the student to answer a specific question regarding the topic.
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During the class, it does not mind if the students speak in English or Spanish. One of the students says: “The activity is very difficult”. However, he does not ask for the doubts that he has about the task. Another student tries to ask something, but he does not know how to make the question properly and finally, he does not ask. The teacher does not encourage the student to ask, no matter if the structure of the question is right or wrong.
The preceding scenario might constitute a contrast between what the teachers
of the different areas of the career perceive as English teaching, and what really
happens in the classroom. In such classes, there was no evident enhancement of
the communicative competence, the oral discursive competence or the oral
expression. This could represent a serious issue that involves all those who, in one
way or another, are committed to teaching the language as a means of expressing
ideas and communicating with others.
Regarding the learning process, Piaget and Inhelder (1969) suggest that the
person in charge of learning is the student and the teacher plays the role of
counsellor or facilitator. The same opinion was shared by the teachers of some of
the areas since they emphasised that the English learning process begins in the
student’s attitudes, desires and objectives. The next fragments of the interviews
reveal such issue:
Sure, the teacher should aware of the need of learning English to the students, but, what if they do not want to learn? They cannot force them to learn. They must know only by themselves what they want to learn—Tourism class teacher. The teacher should lead the students to identify their own learning strategies, such as the memorization techniques for learning vocabulary. But, it is the student who determines their study methods—Hotel management class teacher. The teacher can support the learning process; however, it is a matter of affection and caring about the language. If you do not want to learn English, you will never do—Food and beverages class teacher.
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Consequently, I could infer that the responsibility and commitment do not rely
solely on the teacher, who has a significant role in the process for sure, but on the
student as well as a leading actor to conduct his/her learning process. From the
simplest common-sense perspective, the first element in this process is the student’s
will to learn the language. Taking the pedagogical point of view stated by Ortiz
(1994) in the section of learning and teaching aspects, he indicates that three key
questions are vital not only in the syllabus design but to know the learners better:
Who learns? How do they learn? And how to evaluate what they learn? These
questions were considered in the surveys (as part of the needs analysis), and it is
possible to answer them as follows:
1. Who learns?
Figures 11, 12 and 13 show that the majority of the students of the programme
of Hotel and Tourism Management at INPAHU University who participated in the
study are between 18 and 20 years old and that there are far more women in
comparison to men (69% and 31% respectively); finally, a large number of students
are in the sixth semester.
Figure 11: Age range of the students. Figure 12: Gender.
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Figure 13: Semester of the students who participated in the survey.
2. How do they learn?
Since I studied learning styles from the theory, Fleming (2001) and Felder &
Silverman (1988) I wanted to know more with regards to this aspect.
The plurality in the learning styles within a classroom is laid out in Figure 14. The use
of audio-visual resources, the practice of the language and educational material, are
the strategies this population identified as the most characteristic when learning
English. Despite the ones who know their learning style, the number of students who
have not identified it yet is significant with respect to the sample.
Figure 14: English learning style.
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Based on the dimension proposed by Felder & Silverman (1988) about active
and reflective learners, I asked the students if they prefer individual or group work
when learning English. In Figure 15 it is observed a greater preference for working
with other students. This can be related to the communicative component that was
analysed previously, and which students want to develop more. Indeed, cooperative
learning has a great impact since it contributes to strengthening the communicative
competence that is regarded by the students as one of their weakest abilities. This
question was based on the needs analysis postulates of Dudley-Evans & St. John
(1998) This is shown in Figure 16, where I address once more the students’
weaknesses in terms of skills.
Figure 15: Individual and group learning.
Figure 16: Students’ weakest abilities in English.
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The vocabulary and grammar also represent a significant number compared to
writing and reading while listening remains as an ability that also is difficult for the
students. Going back to the assessment section, Brown, et al., (1997) and Heywood
2000 stated that in the communicative approach continuous assessment can help
the students in their weaknesses.
3. How to assess what they learn?
Assessment is an important component of the teaching and learning process.
As it is stated in the theoretical framework, the assessment must consider the
learning objectives.
Fernández (2007) states that students should be evaluated based on a rating
or score. Therefore, for the evaluation to be valid, it must be referred to the
objectives set. The evaluation can be either to improve the work (of diagnosis,
progress, formative), or to give a score when the term or course has finished. In
relation to this, in Figure 17, the students expressed the way in which they preferred
to be assessed at the end of each unit of the topics in the English class.
Figure 17: Students’ preferences of assessment.
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As evidenced in the previous figure, assessment through speaking and
practical activities does constitute a reasonable alternative in order to evaluate their
progress. The writing and practical assessment is also part of the evaluation
process. These results lead to establish the value of enhancing communication skills
in their training as professionals to be able to reach the desired proficiency level.
Once again (as it has already been asserted in previous paragraphs of this section),
the communicative competence is directly related to the students’ objectives,
expectations and needs. In fact, it has an impact on the teaching and learning
dynamics, in which both teacher and student are responsible to carry out an effective
process. The communicative approach also permeates the teaching methodology,
which helps to take actions in response to the educational challenge of teaching
English for specific purposes.
8.2 Design of the final proposal
This section describes in detail the structure of my syllabus proposal and how
the decisions I made were based on the theory addressed. I followed the outline
presented by Belyaeva (2015) and Yukcu (2012) in the section of syllabus design,
which begins with the needs analysis. The process was influenced by the guidelines
of Dudley-Evans and St. John (1998) and included gathering data through the survey
to the students that is explained in the methodological framework (see 7.5.2 Survey),
the data tabulation (see Annex 8) and the interviews with the teachers (see Annex
9).
The second step was to define the general learning objectives of the syllabus.
For that, Hutchinson & Waters’ theory on ESP state that it must have a solid
communicative component, the goal of the course is teaching specific
communication skills. I also considered Richards & Rodgers’ perspective that it
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makes communicative competence the goal of language teaching, taking into
consideration the field-related specialised language. Hence, I present the Overall
Learning objectives of my proposal:
Overall Learning Objectives
• To provide students of Hotel and Tourism Management with the language-related components that aim at enhancing their communicative competence of the English language.
• To foster students’ communicative abilities in the English language, so that an appropriate level of understanding and communication may be achieved in their future workplace environment.
• To facilitate the development of activities that require the students to use the discipline’s specialised language in context.
.
Then, I had to establish the methodology of the syllabus. I took the theory from the
communicative approach Mishan (2005) and Richards & Rodgers (2001) as well as
the importance of the technical specialised language Huang (2008) and Varela
(2007). Additionally, with pedagogical elements of Cigan (2013), Felder & Silverman
(1988). The methodology was stated as follows:
METHODOLOGY
The methodology that guarantees an optimal teaching-learning process is framed within the communicative approach. Through different activities in which oral communication is the core of the process, the other skills (listening, reading and writing) are fostered through the acquisition of new lexicon and technical vocabulary necessary to perform appropriately in any hotel and tourism-related communication exchange. Additionally, a critical understanding of the language is needed to allow students to make decisions related to their language learning process. In other words, the strengthening of self-confidence related to vocabulary learning and use becomes a key pedagogical element to help learners achieve the desired level of performance of the English language. Also, within this approach, group work and collaborative work are encouraged so that meaningful learning practices take place in the classroom, always related to the professional realities that students will face. To accomplish this, a variety of classroom activities (such as workshops, real-life discussions, and problem-solution situations—among others) that aim at improving each communicative language skill.
The next point was to determine the course contents (grammar, topics and
technical vocabulary). As I noted in the grammar section of the theoretical
framework, based on the different authors I consider grammar an aspect to be
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consider in my proposal, however it is not in the aim of my research since I took the
same order of grammar contents of the English III level of UNINPAHU (see Annex 2,
syllabus of English III) I highlighted in yellow, the grammar contents of each unit, the
order is as follows:
1. Yes/No and WH – Questions.
2. Past simple
3. Going to
4. Count/ non-count nouns
5. Adjectives
6. Comparative Adjectives
7. Superlatives
In terms of the contents of the Hotel and Tourism field, I adopted the group
organisation of Varela (2007): tourism, accommodation, food and beverages and
travel agencies. And the topics are oriented based on the topics and technical
vocabulary are oriented by Huang (2008), Varela (2007) and Blue and Harun (2003).
(In the proposal, see column of topics and lexicon/technical vocabulary)
The following step was the learning objectives of each unit and the final task,
they respond to communication skills. For this part, I took Richards & Rodgers
(2001) and Varela (2007) and (Blue & Harun, 2003) perspectives’ in which the units
consider communicative activities or duties, which can take place in any setting of
the field. (In the proposal, see the column of final communicative task and learning
goals).
The assessment component is influenced by the views of Brown, et al. (1997),
Heywood (2000), Black & William (1998), in which the assessment in the
communicative approach is continuous and it can help students in identifying their
80
weaknesses and strengths. Besides, I consider the perspective of Nicol &
Macfarlane-Dick (2006, p.204) about the regular feedback. As Newbrook & Wilson
(2002) mentioned, the scale of grades is on the basis of the institution (UNINPAHU,
in this case). Here I present the assessment of my proposal:
ASSESSMENT
English III: Based on the table of contents previously presented, the students’ skills will be assessed in two different forms: Informal assessment: The teacher will:
1. Provide continuous feedback to the students about their oral production (speaking and pronunciation).
2. Keep track of the students’ process in their listening and reading skills.
3. Check out the appropriate use of the technical vocabulary in both writing and speaking.
Formal assessment: By means of activities, quizzes, three mid-term exams and the final communicative task the teacher will evaluate students in the following abilities:
• Activities: Oral presentations, writing, listening or reading tasks, use of vocabulary in context.
• Quizzes: Evaluation of certain skill (s). • Exams: Each term, students will be evaluated in speaking, listening, writing, reading, grammar and vocabulary. • Communicative task: The final communicative task stated in each
unit of the table contents will be evaluated as follows: 1. Vocabulary: Appropriate use of lexicon and technical
vocabulary. 2. Speaking and pronunciation:
Fulfilment of the communicative intentions given in the context (the conversation addresses the target topics and communicative functions given in the unit).
Percentages: The grades are based on students’ performance on the classroom activities, quizzes, three mid-term exams and the final communicative task. The scale of grades: (0-2.9) Insufficient (3.0-3.9) Fair (4.0-4.5) Outstanding (4.6-5.0) Excellent
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Finally, the selection of materials and resources I consider that it is important to
continue with the textbook of UNIPAHU for the grammar contents. Nonetheless, I
followed the two perspectives I addressed in the theoretical framework, authentic
materials (Harmer, 2001) and materials that were designed for learners in this field
Varela (2007):
MATERIALS
For the grammar contents, the textbook English Life by Latham-Koenig, Oxenden, & Seligson (2012) from Oxford University Press will be used. This is the one INPAHU has for its EFL classes. Regarding the Hotel and Tourism Management area, the use of different online platforms and the adaptation of authentic and specialised materials, I suggested as follows: Authentic:
• Hotel magazine: https://www.hospitalitynet.org/index.html
• Travel blog: https://www.tripadvisor.com/
• Travel section of a newspaper: https://www.telegraph.co.uk/travel/
• Tourism and travel webpage: https://www.lonelyplanet.com/
• Travel and lifestyle: https://www.travelandleisure.com/
• Food and beverage: https://www.restaurantbusinessonline.com/
• Hotels blog and forum: https://www.hospitalitynet.org/opinion/4082318.html
• Web page for hotel staff: https://setupmyhotel.com/train-my-hotel-staff/front-office-training/76-classification-of-hotels.html
• Beverages recipes: http://dish.allrecipes.com/10-classic-cocktails/
• Food and beverages: https://vinepair.com/articles/50-most-popular-cocktails-world-2017/
Specialised materials:
• http://usefulenglish.ru/vocabulary/places-in-the-city
• https://www.thebalancecareers.com/hospitality-job-titles-2061496
• https://quizlet.com/105500909/hotel-flash-cards/
• http://oer.nios.ac.in/wiki/index.php/Forms_of_Tourism
• https://www.englishclub.com/english-for-work/tour-guide-vocabulary.htm
• https://www.fluentu.com/blog/english/english-vocabulary-words-airport/
• http://www.vocabulary.cl/Lists/Cooking-Instructions.htm
• https://www.englishclub.com/english-for-work/tour-guide-interest.htm
• https://opentextbc.ca/introtourism/chapter/
• https://www.fluentu.com/blog/english/english-for-hotel-receptionist/
https://setupmyhotel.com/train-my-hotel-staff/front-office-training/76-classification-of-hotels.html
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9. CONCLUSIONS
The research aimed at determining the guidelines that should be considered to
propose a syllabus for the English III class that relates the specificities of the
programme and the current grammar topics addressed in that level at Fundación
Universitaria Inpahu, UNINPAHU. The results attained in this process can be
summarized as five core guidelines to do so.
In first place, for my syllabus proposal to be solid enough, I concluded it should
consider the students’ needs analysis, the aims and objectives to cope with those
needs, the content selection, the teaching methodology that fits in, the materials
adaptation, and the different forms of assessment. In any case, the students are
always considered as the syllabus centre.
The students’ specific learning objectives must be framed within English
for Specific Purposes as a subset of EFL. The students of the programme require
to fulfil specific communication and language needs by performing certain linguistic
tasks in the workplace. To accomplish this, ESP relates the general contents, the
language skills, and the learners’ necessities and expectations to the specialised
language. Certainly, Hotel and Tourism Management as a field of study has its own
specific concepts and the ESP course should balance four components: The lexicon
as the starting point, the technical vocabulary (including the jargon), general
language skills and the ability to communicate in other social settings, considering
that, a successful communication requires a repertoire of vocabulary.
The needs analysis must constitute the beginning of any syllabus
development process. This analysis contributes to the process in two respects: to
determine the contents the course should have, and to set precise goals and
83
objectives by collecting data regarding students’ linguistic background, needs,
learning styles, interests, perceptions, wants, lacks, strengths, weaknesses, target
situations of language use and purposes of learning English. In most cases, the
expectations are related to their future as professionals and their chances the get
suitable job positions according to their level of proficiency.
The adaptation of the existing teaching and learning materials is a
necessity to reach the desired levels of proficiency required by the
programme. Even though there is a need for a variety of reference materials for
Hotel and Tourism Management, it is vital to have in the classroom field-related and
authentic materials and create tasks of real-life situations to go over the language in
context. Here the true importance of using authentic materials (such as TV
documentaries, real conversations videos, specialised journals and magazines
printed and online) lies. Besides, it is possible to encourage students to look for new
material by themselves according to their own learning styles. In the ESP class, the
teacher plays the role of guide or facilitator, yet the learners are to take responsibility
for a completely successful learning process.
The communicative competence constitutes the skill that students seek
to enhance the most, and it must be considered of paramount importance.
Although the ideal is to have an integral language education with the practice of all
the abilities involved, it is noticeable that students of Hotel and Tourism Management
do require learning English to communicate mainly for professional setting and job-
related purposes; still, regarding such requirement, there is a widespread concern for
their low speaking proficiency as the hindrance to reach the desired level. Therefore,
they want (and need) to focus more on the communication aspects, since the
discipline deals with customer service and there is a frequent interaction with guests
84
and tourists. Consequently, the communicative competence is a determining factor
not only to gain access to the labour market, but also to perform better in the
workplace; hence, it needs to be anchored in the syllabus proposal as a constituting
pillar. As it will be observed in the attached document, I tried to include all these
aspects into a coherent syllabus proposal.
Additionally, the data analysis also allowed me to conclude three fundamental
aspects. In the first place, there is a main need in the field of Hotel and and Tourism
Management that is underlined by students and teachers that is to communicate
effectively, although the communicative competence is currently addressed in the
English classes, it does not have a greater impact on the student’s performance.
Secondly, the use of general vocabulary is important in the English class,
however, leaving out the technical vocabulary that the students may need in the
future, may represent a barrier that prevents them from access to job positions that
require a certain level of technical vocabulary such as the hotel management or
cuisine. Last but not least, the teaching and learning process should be adapted to
the context of the group, to know who the students are and how they learn the
language better. The teachers play a fundamental role in a class of ESP, since they
motivate the students, they can also point out the importance of learning the
language based on their personal purposes and the discipline they study. When
these aspects are not taken into consideration, they can represent a problem that
involves both actors of the teaching-learning process, the teacher and the student.
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10. RECOMMENDATIONS FOR FUTURE RESEARCH
In this section, I establish some recommendations for future research in the
same line of ESP and syllabus design. On one hand, since the tourism and hotel is a
broad field, it is feasible to focus more the area and make it more specific, English
for tourism, English for cuisine, English for hotel management. Hence, the students
can deepen even more in the area that interests them.
On the other hand, grammar contents can be proposed without being subject to
an existing syllabus. Considering the levels of the common European framework of
reference for languages, it is possible to interact and relate grammatical contents
with contents of the field of study.
Finally, although the theory suggests that English for specific purposes should
be taught at high levels, in future research will be worth not only to propose a
syllabus for an ESP in an elementary level but also to evaluate the outcomes
obtained at the end of the process.
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11. LIST OF FIGURES
Figure 1 .............................................................................................................................. 13
Figure 2 .............................................................................................................................. 14
Figure 3 .............................................................................................................................. 31
Figure 4 .............................................................................................................................. 31
Figure 5 .............................................................................................................................. 34
Figure 6 .............................................................................................................................. 63
Figure 7 .............................................................................................................................. 64
Figure 8 .............................................................................................................................. 65
Figure 9 .............................................................................................................................. 69
Figure 10 ............................................................................................................................ 69
Figure 11 ............................................................................................................................ 73
Figure 12 ............................................................................................................................ 73
Figure 13 ............................................................................................................................ 74
Figure 14 ............................................................................................................................ 74
Figure 15 ............................................................................................................................ 75
Figure 16 ............................................................................................................................ 75
Figure 17 ............................................................................................................................ 76
87
12. LIST OF TABLES
Table 1 ............................................................................................................................... 38
Table 2 ............................................................................................................................... 39
Table 3 ............................................................................................................................... 50
Table 4 ............................................................................................................................... 60
Table 5 ............................................................................................................................... 61
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14. APPENDIX. SYLLABUS PROPOSAL
CURRICULAR PROPOSAL FOR THE ENGLISH III LEVEL HOTEL AND TOURISM
MANAGEMENT PROGRAMME AT UNINPAHU
INPAHU University Faculty of Social Sciences and Management Programme of Hotel and Tourism Management Languages Department Type of the class: Theoretical and practical 3 hours per week.
Overall Learning Objectives
• To provide students of Hotel and Tourism Management with the language-related components that aim at enhancing their communicative competence of the English language.
• To foster students’ communicative abilities in the English language, so that an appropriate level of understanding and communication may be achieved in their future workplace environment.
• To facilitate the development of activities that require the students to use the discipline’s specialised language in context.
.
METHODOLOGY
The methodology that guarantees an optimal teaching - learning process is framed within the communicative approach. Through different activities in which oral communication is the core of the process, the other skills (listening, reading and writing) are fostered through the acquisition of new lexicon and technical vocabulary necessary to perform appropriately in any hotel and tourism-related communication exchange. Additionally, a critical understanding of the language is needed to allow students to make decisions related to their language learning process. In other words, the strengthening of self-confidence related to vocabulary learning and use becomes a key pedagogical element to help learners achieve the desired level of performance of the English language. Also, within this approach, group work and collaborative work are encouraged so that meaningful learning practices take place in the classroom, always related to the professional realities that students will face. To accomplish this, a variety of classroom activities (such as workshops, real-life discussions, and problem-solution situations—among others) that aim at improving each communicative language skill.
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ENGLISH III CONTENTS All the grammar-related contents are based on the current English III level of INPAHU.
SYLLABUS
Unit Topic Grammar Lexicon / Technical Vocabulary Final
Communicative Task
Learning goals Week
1
Exchanging opinions on tourist attractions
• YES/NO questions
• Tourist destination
• Sightseeing tour
• Monument, Museum
• National park
• Sports facility
• Zoo
• Building, tower, skyscraper
• Beach
• Temple
• Art gallery
Discussing tourist attractions of a city and the things to do and
- Students will talk about their different places in the city. - Students will be able to make and answers questions in simple form about tourist attractions.
1, 2
2
Recognising types of travel and tourism
• Past simple
• Solo travel, with family/friends
• Package Holiday
• Excursion, camping, ecotourism
• Weekend Break
• Group Tour
• Road Trip
• Business, event Travel
• Event Travel
• Cultural, religious, health Travel Backpacking
Exchanging experiences in the past about your last trip in both oral and written forms.
- Students will be able to talk about an action in the past - Students will identify types of travel and tourism
3, 4
3
Discovering job positions in a restaurant and bar
• Going to
• General Manager
• Human Resources Manager
• Catering Manager
• Executive Chef, Sous Chef
• Waiter / Waitress
• Host or Hostess
• Bartender, Wine Steward
• Back-of-the-House Jobs
Giving opinions on the responsibilities of different job positions in a restaurant or bar.
- Students will be able to talk about an action that is happening at the moment - Students will identify different job positions in a restaurant and bar
5, 6
4 Presenting a famous dish
• Count/ non-count nouns
• High-end cuisine
• Stove, oven, blender
• Add, carve, grill, cake, boil, cook, fry, mix, melt, peel, steam, stir, wash, clean, cut, slice, chop, beat, heat, roast, caramelize, serve
• Corkscrew, frying pan, funnel, glass, pot, spatula, casserole dish, bowl, spoon, fork, knife, cup, dish
• Fried, roasted, baked, fresh
• Tablespoon, teaspoon, spoonful, mililitre, litre, gram, ounce, pound, kilogram
• Flavours: Sweet, spicy, flavourless, hot, bitter, sour, sweet and sour, salty, sugary, sickly, flat, tasty, good / bad taste
• Fahrenheit, Celsius (degrees)
Presenting the step by step in a famous dish preparation.
- Students will be able to talk about countable and noncountable nouns - Students will recognise ingredients and tools when preparing an internationally recognised dish
7, 8
5
Describing places Taking about features in a sightseeing tour
• Adjectives
• Attractions and activities
• Tour guide and customer
• Souvenir
• Exhibition
• Highlight
• Locals, settlers
• Location, site, place, scenery
• Map
• Postcard
• Shopping area, market
• Surroundings
• Voucher
Describing the features of a place to a tourist and its surrounding area.
- Students will be able to describe a place. - Students will distinguish features in a sightseeing tour
9, 10
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6
Choosing your accommodation Identifying amenities in a hotel
Comparatives
• Single / double / twin room, suite
• Single / twin / full-size / queen-size / king-size bed
• (AC) Air conditioning, heating
• Bathroom, shower, bathtub
• Linens, towel, bathrobe
• Room service, safe box Turndown service
Providing information to a guest or tourist about the amenities in a hotel room.
- Students will be able to compare different amenities in a hotel - Student will recognise the features in a hotel room
11, 12
7
Describing a travel experience in the airport
• Superlatives
• Passenger
• Regional, National and international airline
• Arrivals, departures
• Immigration control
• One-way ticket / flight
• Oversized baggage
• Gate
• terminal
• Boarding pass, boarding time
• Long-haul flight
• Delayed, on time
• Low-cost airline,
• Economy / business /First class
• International Air Transport Association IATA Cabin crew, flight attendant
Giving advices and comparing the the easiest way to travel.
- Students will be able to state a point of view when planning a trip - Students will identify issues related to travelling by plane and being at the airport
13, 14
ASSESSMENT
English III: Based on the table of contents previously presented, the students’ skills will be assessed in two different forms: Informal assessment: The teacher will:
4. Provide continuous feedback to the students about their oral production (speaking and pronunciation).
5. Keep track of the students’ process in their listening and reading skills. 6. Check out the appropriate use of the technical vocabulary in both writing and speaking.
Formal assessment: By means of activities, quizzes, three mid-term exams and the final communicative task the teacher will evaluate students in the following abilities:
• Activities: Oral presentations, writing, listening or reading tasks, use of vocabulary in context.
• Quizzes: Evaluation of certain skill (s).
• Exams: Each term, students will be evaluated in speaking, listening, writing, reading, grammar and vocabulary.
• Communicative task: The final communicative task stated in each unit of the table contents will be evaluated as follows:
3. Vocabulary: Appropriate use of lexicon and technical vocabulary. 4. Speaking and pronunciation:
Fulfilment of the communicative intentions given in the context (the conversation addresses the target topics and communicative functions given in the unit).
Percentages: The grades are based on students’ performance on the classroom activities, quizzes, three mid-term exams and the final communicative task. Scale of grades: (0-2.9) Insufficient (3.0-3.9) Fair (4.0-4.5) Outstanding (4.6-5.0) Excellent
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MATERIALS
For the grammar contents, the textbook English Life by Latham-Koenig, Oxenden, & Seligson (2012) from Oxford University Press will be used. This is the one INPAHU has for its EFL classes. Regarding the Hotel and Tourism Management area, the use of different online platforms and the adaptation of authentic and specialised materials, I suggested as follows: Authentic:
• Hotel magazine: https://www.hospitalitynet.org/index.html
• Travel blog : https://www.tripadvisor.com/
• Travel section of a newspaper: https://www.telegraph.co.uk/travel/
• Tourism and travel webpage: https://www.lonelyplanet.com/
• Travel and lifestyle: https://www.travelandleisure.com/
• Food and beverage: https://www.restaurantbusinessonline.com/
• Hotels blog and forum: https://www.hospitalitynet.org/opinion/4082318.html
• Web page for hotel staff: https://setupmyhotel.com/train-my-hotel-staff/front-office-training/76-classification-of-hotels.html
• Beverages recipes: http://dish.allrecipes.com/10-classic-cocktails/
• Food and beverages: https://vinepair.com/articles/50-most-popular-cocktails-world-2017/ Specialised materials:
• http://usefulenglish.ru/vocabulary/places-in-the-city
• https://www.thebalancecareers.com/hospitality-job-titles-2061496
• https://quizlet.com/105500909/hotel-flash-cards/
• http://oer.nios.ac.in/wiki/index.php/Forms_of_Tourism
• https://www.englishclub.com/english-for-work/tour-guide-vocabulary.htm
• https://www.fluentu.com/blog/english/english-vocabulary-words-airport/
• http://www.vocabulary.cl/Lists/Cooking-Instructions.htm
• https://www.englishclub.com/english-for-work/tour-guide-interest.htm
• https://opentextbc.ca/introtourism/chapter/
• https://www.fluentu.com/blog/english/english-for-hotel-receptionist/
https://setupmyhotel.com/train-my-hotel-staff/front-office-training/76-classification-of-hotels.html
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15. ANNEX
Annex 1
Hotel and Tourism Management study programme
99
100
Annex 2
Syllabi of the English levels
English I
FUNDACION UNIVERSITARIA UNINPAHU
VICERRECTORIA ACADÉMICA
FORMATO DE ESPACIO ACADÉMICO
FACULTAD: Unidad de Idiomas
PROGRAMA: Idioma Extranjero
TIPO DE FORMACIÓN: Superior
NOMBRE DEL ESPACIO ACADÉMICO: Idioma Extranjero I
Carácter del espacio académico: TEÓRICO: TEÓRICO-PRÁCTICO: PRÁCTICO:
Código: LE1171 Periodo académico: 2017-2
Número Total de Créditos
Académicos:
Número Total de
Horas
Semanales:
Número Total de Horas
Semanales de
Trabajo Directo:
Número Total de Horas
Semanales de
Trabajo
Independiente:
Modalidad
Presencial
Distancia
Virtual
Componente al que pertenece: Humanidades
JUSTIFICACIÓN
La comunicación global se ha convertido en uno de los más grandes cambios a los que toda sociedad se enfrenta. Las redes, la
tecnología y las necesidades de relación entre los diferentes puntos del globo, exigen un intercambio intercultural de beneficio
mutuo. Ante esto, se hace necesario establecer puentes que permitan una comunicación asertiva entre los diferentes actores
alrededor del mundo, estos puentes son establecidos a través de las lenguas consideradas como universales.
UNINPAHU, en su constante búsqueda por desarrollar en sus estudiantes las competencias para la actualidad y el futuro, abre
espacios para el desarrollo de habilidades comunicativas en Inglés a través de situaciones y contextos relevantes relacionados con
en el mundo de la Comunicación. La formación en las diferentes habilidades está basada en los estándares definidos por el Marco
Común Europeo de Referencia para las Lenguas (MCER) de acuerdo con sus niveles A1 - A1+ - A2 – A2+ B1 – B1+. Siendo los niveles
A2+ en adelante espacios para el aprendizaje del idioma extranjero con propósitos específicos.
En la actualidad, la formación de profesionales bilingües garantiza aumenta las posibilidades de encontrar un buen empleo más
rápido, por ser este no solo un requisito sino una necesidad para muchas empresas. Asimismo, dicho conocimiento permite al
estudiante ampliar sus fronteras y lograr un mejor desarrollo social. Por lo tanto, el dominio de la lengua inglesa requiere de un
programa que capacite a los estudiantes en el uso de la misma.
Según las estimaciones del British Council, en menos de diez años el inglés será una lengua hablada por al menos 3 mil millones de
personas. “El inglés ya no se considera como una alternativa y complemento a la formación, sino una exigencia formativa a nivel
personal y social para poder lograr un desarrollo integral. Así que como respuesta a nuestra pregunta inicial: sí, el inglés es muy
relevante e importante en la actualidad; y es necesario para llegar hasta donde tú quieras en el ámbito personal y profesional”
Crystal, D. (2003)
Como consecuencia de esto, la Unidad de Idiomas lleva a cabo programas dirigidos a todas las carreras de manera que el
estudiante reconozca la necesidad de aprender el idioma y encuentre las herramientas para fortalecer sus habilidades
comunicativas. Esto se logra a partir del diseño de temáticas que dan respuesta específica a las necesidades profesionales y
permite a los estudiantes que puedan tener acceso a fuentes de información que les permita competir en este mundo globalizado
INTENCIONALIDAD PEDAGÓGICA
Objetivos de aprendizaje Objetivos de enseñanza
• Proporcionar al estudiante los conocimientos requeridos
para lograr un nivel apropiado de comprensión y
comunicación de la lengua inglesa.
• Desarrollar actividades que contribuyan al enriquecimiento
• Desarrollar el plan de estudios el cual responde a las
necesidades específicas en la enseñanza del inglés como
lengua extranjera y diseñar material didáctico para la
enseñanza del inglés de acuerdo con realidades y que pueda
X
3 3 3 6
101
cultural, político y social para comprender los contextos
donde se habla la lengua inglesa como lengua nativa o
segunda lengua.
• Proporcionar elementos teóricos y prácticos relacionados
con el proceso de aprendizaje del inglés, de manera que el
estudiante pueda aplicarlos en una realidad concreta.
• Motivar la apropiación y uso de la lengua extranjera en los
espacios dentro y fuera del aula de clase.
• Propiciar espacio para desarrollar proyectos de clase de
carácter interdisciplinario que requieran y enriquezcan las
experiencias y conocimientos de su carrera.
evaluar los resultados de manera objetiva y crítica.
• Enriquecerlos procesos de enseñanza mediante el uso de
tecnologías de información y comunicación aplicadas a la
educación y motivación del uso de las plataformas que viene
con el material que adquiere el estudiante.
• Proporcionar herramientas que lleven al estudiante a analizar,
plantear su punto de vista, reconocer el del otro, describir
situaciones cercanas a su entorno social y desarrollar la
escritura y lectura crítica.
• Formar profesionales bilingües que cuenten con herramientas
para lograr un nivel apropiado de comunicación de la lengua
ingles en el ámbito laboral para el cual se está formando.
METODOLOGÍA
La metodología que garantiza un proceso óptimo de enseñanza – aprendizaje, está basada en el enfoque comunicativo. A través
de diferentes actividades en las que la comunicación oral se plantea como base, las diferentes habilidades receptivas (Listening &
Reading) y productivas (Speaking & Writing) irán desarrollándose junto con la adquisición de nuevo vocabulario y el fortalecimiento
de la autoconfianza, el trabajo en equipo y el análisis crítico de la lengua.
La responsabilidad y la autonomía se consolidan como aspectos fundamentales para el alcance de los objetivos personales y del
curso en general. Por parte del curso, se garantizan los espacios y las herramientas para que el estudiante alcance los logros fijados.
El análisis crítico atravesará las actividades dentro y fuera del aula a través de la lectura crítica de la realidad representada a
través de textos escritos, por tanto se fijará un trabajo de análisis sobre un texto preseleccionado.
La metodología promueve el pensamiento divergente, crítico y creador, esto con el fin de propiciar la participación activa de los
estudiantes en la comprensión y producción de la lengua. Dentro de este enfoque se busca incentivar el trabajo grupal y el trabajo
colaborativo de modo que se den un aprendizaje desde lo práctico y siempre relacionado con las realidades profesionales a las
que se enfrentarán los estudiantes. Esta meta se llevará a cabo mediante modalidades didácticas de enseñanza como talleres,
prácticas de cada habilidad comunicativa, exposiciones, consulta y diversas actividades que permitan evaluar de manera formal
e informal al estudiante.
UNIDADES Y TEMATICAS
Unidad Tema Semanas Tipo de contenido (actitudinales,
conceptuales o procedimentales)
1 UNIT 1. My name’s Hannah, Not Anna
All over the world
Open your books, please
Learning goals
• Talk about where you are from.
• Exchange personal information.
• Understand and complete a simple form.
Topics
• Days of the week.
• People and objects.
• The world
• Numbers
• Beginning and ending a conversation.
• Classroom Language
Grammar
• Verb to-be (affirmative and negative.)
• Possessive adjectives.
Listening
• Perceive personal details.
• Recognize greetings and expressions.
• Basic vocabulary at the classroom
• An interview
Speaking
• Start and finish a basic conversation.
• Pronunciation of stress. Talk about a friend from
another country
1, 2, 3, 4
Conceptual
Aporta los conceptos,
conocimientos, estructuras
gramaticales, y habilidades
básicas propios del curso. Se
trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los
temas que propone el material de
clase y a las experiencias de
aprendizaje que comparten los
estudiantes.
Procedimentales
Se desarrollan talleres prácticos
que exponen al estudiante a
escuchar y usar la lengua inglesa
en situaciones reales y recreadas
en el aula. Se trabajan estrategias
de aprendizaje para que el
estudiante pueda enfrentarse a
contextos reales y a evaluaciones
formales. Se crean ejercicios para
fortalecer las habilidades
comunicativas. Se usa material
audiovisual y de multimedia para
proponer solución de situaciones
propias de la unidad y de carrera
del estudiante.
2 UNIT 2. A writer´s room
Stars and Stripes
After 300 metres, turn right
Learning goals
• Talk about characteristics
• Use the imperative
• Identify everyday objects.
Conceptual
Aporta los conceptos,
conocimientos, estructuras
gramaticales, y habilidades
básicas propios del curso. Se
trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los
temas que propone el material de
102
Topics
• Daily activities and routines.
• Personal activities
• Everyday objects.
Concepts- Grammar
• Articles and demonstratives
• Adjectives
• Imperatives
Process - Listening
• What is on your table?
• Family holiday, the Carter family
• Song: Please don´t go.
-Reading
• Hollywood stars who are they?
• Family holiday
-Speaking
• Guess the famous person
• What´s the matter? Feelings
5, 6, 7 y 8
clase y a las experiencias de
aprendizaje que comparten los
estudiantes.
Procedimentales
Se trabajan estrategias de
aprendizaje para que el estudiante
pueda enfrentarse a contextos
reales y a evaluaciones formales.
Se crean ejercicios para fortalecer
las habilidades comunicativas. Se
usa material audiovisual y de
multimedia para proponer solución
de situaciones propias de la
unidad y de carrera del estudiante.
3 UNIT 3. Things I love about Britain
Work and play
Love online
Learning goals
• Talk about your job
• Talk about what you like and dislike
• Form and answer simple present questions
• Understand and use phone expressions
Topics
• Verb phrases
• Jobs.
• Question words
Concepts -Grammar
• Simple present; question forms
• Likes and dislikes
• Word order
Process- Listening
• His job/her job
• Love online-Kevin and Samantha.
-Reading
• Starbuck´s summer and other things I love about Britain
-Writing
• Describe your job and responsibilities
-Speaking
• Personal Information; likes and dislikes
9, 10, 11, 12
Conceptual
Aporta los conceptos,
conocimientos, estructuras
gramaticales, y habilidades
básicas propios del curso. Se
trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los
temas que propone el material de
clase y a las experiencias de
aprendizaje que comparten los
estudiantes.
Procedimentales
Uso constante de la lengua. Se
trabajan estrategias de
aprendizaje para que el estudiante
pueda enfrentarse a contextos
reales y a evaluaciones formales.
Se crean ejercicios para fortalecer
las habilidades comunicativas. Se
usa material audiovisual y de
multimedia para proponer solución
de situaciones propias de la
unidad y de carrera del estudiante.
Actitudinal
Trabajo colaborativo,
responsabilidad, asertividad e
interés por la comunicación en
lengua inglesa.
4 UNIT 4. Is she his wife or his sister?
What a life!
Short life, long life?
Learning goals
• Talk about family members
• Talk about your lifestyle.
• Adverbs and expressions of frequency
Topics
• Family members
• Every day activities
Concepts- Grammar
• Possessives
• Prepositions of time
• Position of adverbs and expressions of frequency
Process- Listening
• Father and Daughter-whose day is more stressful-
Amelia´s day.
• Song: Who wants to live forever
-Reading
• The secrets of a long life
-Writing
• Describe a family situation
-Speaking
• Talk about family relationships
13, 14, 15, 16
Conceptual
Aporta los conceptos,
conocimientos, estructuras
gramaticales, y habilidades
básicas propios del curso. Se
trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los
temas que propone el material de
clase y a las experiencias de
aprendizaje que comparten los
estudiantes.
Procedimentales
Desarrollo de proyectos. Se usa
material audiovisual y de
multimedia para proponer solución
de situaciones propias de la
unidad y de carrera del estudiante.
Actitudinal
Trabajo en equipo, trabajo
colaborativo, responsabilidad,
asertividad e interés por la
comunicación en lengua inglesa.
103
EVALUACIÓN DEL APRENDIZAJE
Competencia
Global (Tobón
(2004))
Saberes esenciales
Unidades de Competencia / Rango de aplicación
Insuficiente
(0-29)
Aceptable
(30-39)
Sobresaliente
(40-45)
Excelente
(46-50)
COMP.
COMUNICATIVA
Lingüística
Desarrollar la
habilidad para
comprender
pensamientos,
sentimientos y
hechos de forma
oral y escrita
(lectura y escucha)
en una gama
apropiada de
contextos sociales
y poder transmitir
su pensamiento de
la misma manera
(Habla y escritura)
Socio-lingüística
Desarrollar
destrezas y
conocimiento para
abordar la
dimensión social
del uso de la
lengua a partir de
marcadores
lingüísticos de
relaciones sociales,
normas de
cortesía,
expresiones
populares, etc.
Pragmática
Utilizar los
conocimiento
que posee el
estudiante para
comunicar
asertivamente su
pensamiento en
lengua inglesa
Conocer:
Léxico: conocimiento
del vocabulario y
capacidad para
utilizarlo.
Gramática: Sobre las
estructuras y su uso
Semántica: Sobre la
conciencia y control
de la organización del
significado
No identifica el
vocabulario
básico del
curso.
Identifica
mínimamente
las
instrucciones y
explicaciones
gramaticales
de los
ejercicios y
actividades de
las tareas del
taller.
Tiene
dificultades
para
reconocer el
vocabulario
propio del
curso. Sigue
con dificultad
instrucciones y
explicaciones
gramaticales
de los
ejercicios y
actividades de
las tareas del
taller.
Es capaz de
reconocer variedad
de vocabulario.
Precisa ampliar o
consultar pautas.
Sigue con facilidad
instrucciones
y explicaciones
gramaticales de los
ejercicios y
actividades
de las tareas del
taller
Reconoce variedad
de vocabulario propio
del curso y se le
facilita aprender
nuevos términos. Sigue
apropiadamente las
instrucciones y
explicaciones
gramaticales de los
ejercicios y
actividades de las
tareas del taller.
Comunicar: Expresiones
cotidianas formales e
informales de manera
oral o escrita utilizando
tanto las normas de
cortesía como las
expresiones comunes
en un acento y
entonación
apropiados
No es capaz
de presentar
un texto o
transmitir ideas
acorde a las
indicaciones
dadas.
Se le dificulta
usar los
modelos
textuales y
explicaciones
previas,
cuando se
comunica de
forma oral o
escrita en los
ámbitos
personal, social
y académico.
Construye con
dificultad
textos muy
breves o se
comunica con
oraciones
incompletas.
Requiere usar
modelos
textuales y
explicaciones
previas,
cuando se
comunica de
forma oral o
escrita en los
ámbitos
personal, social
y académico.
Es capaz de
redactar textos
continuos y transmitir
ideas completas.
Usa de forma
autónoma modelos
textuales y
explicaciones
previas, cuando se
comunica de forma
oral o escrita en los
ámbitos personal,
social y académico.
Elabora textos
completos y se
comunica con fluidez
acorde al nivel. Se
comunica de forma
oral y escrita de
manera autónoma y
sin necesidad de
modelos en los
ámbitos personal,
social y académico.
Producir:
Discursos en los que sea
capaz de ordenar
oraciones en
secuencias para
producir fragmentos
coherentes de lengua
con fines funcionales
concretos
El estudiante
no puede
contestar a
preguntas
planteadas
sobre un tema
determinado
de forma oral
o escrita
El estudiante
puede
contestar unas
pocas
preguntas
planteadas
sobre un tema
determinado
de forma oral
o escrita
El estudiante puede
contestar a la
mayoría de las
preguntas
planteadas sobre un
tema determinado
de forma oral o
escrita
El estudiante puede
contestar con
precisión a todas las
preguntas planteadas
sobre un tema
determinado de
forma oral o escrita
PREGUNTAS ORIENTADORAS
¿Cómo el aprendizaje de una lengua extranjera permitirá al estudiante optimizar sus capacidades intelectuales, coadyuvando
con esto a mejorar su nivel de vida y su entorno?
RELACIÓN CON LA INVESTIGACIÓN Y LA PROYECCCIÓN SOCIAL DEL PROGRAMA
• Relación del espacio académico con la investigación en el programa:
Mediante el desarrollo de un proyecto de clase que se lleva a cabo en el último corte del semestre, se busca desarrollar ciertos
ejes de formación que van desde estimular el desarrollo de conocimientos, habilidades, actitudes y hábitos de carácter
104
metodológico y ético, hasta comprender aspectos de formación general. Durante el curso, se aplicará el plan de estudios
basado en lectura, redacción de textos, producción oral y escrita, uso de tecnología de redes, desarrollo de habilidades de
pensamiento, entre otros. Uno de los ejes se encarga de la formación básica la cual aporta los conceptos, conocimientos y
habilidades básicas. La formación más especializada, se basa en proporcionar los conocimientos, habilidades y/o destrezas
que capacitan al estudiante para comunicarse con un inglés más específico de acuerdo a la carrera en la que está inscrito.
De acuerdo con esto, los inicios de la investigación se dan mediante dos factores: (1) La aplicación de los conocimientos
adquiridos en etapas previas en la resolución de problemas propios de la disciplina o la profesión desde una perspectiva
interdisciplinaria. Y (2) La realización de actividades prácticas que integren las habilidades desarrolladas y los aprendizajes
adquiridos en el desarrollo de un proyecto grupal de clase.
• Relación del espacio académico con la proyección social del programa:
La proyección social se da por ahora únicamente de forma interna. Las clases están muy influenciadas por la base teórica en
que se apoya el aprendizaje cooperativo y por la teoría de Vygotsky sobre la “zona de desarrollo próximo”, definida como
aquellos conocimientos que todavía no puede adquirir por si solo el alumno y si con la ayuda del profesor u otros agentes que
le estimulan a usar los conocimientos previos para la nueva construcción.
BIBLIOGRAFÍA, HEMEROGRAFÍA Y WEBGRAFÍA COMPLEMENTARIA
Bibliografía básica
New English File, Third edition. Oxford
Bibliografía complementaria
CUNNINGHAM, Sarah and MOOR, Peter. New Cutting Edge: Elementary. Macmillan, 2009.
RICHARDS, J. New Interchange Intro. Cambridge University Press. London, 2006
English Grammar in Use, Intermediate, Editorial Cambridge.
Grammar Practice, Editorial Longman.
Around the World in 80 days. Julio Verne. Editorial Oxford.
New English File, Editorial Oxford.
Cybergrafía
www.ompersonal.com.ar/
www.cuttingedge.com
www2.cambridge.org/interchangearcade/downloads.do
www. better-english.com
www. mansioningles.com
www.funbrain.com/vocab/index.html
http://dictionary.cambridge.org
www.thinkfinity.com
www.livemocha.com
www. usingenglish.com
Audiovisuales
Video Bean
CD player
Extra video material photocopiable
Enlaces de Internet
Platform: Oxford Learn
https://enrolment.oxfordlearn.com/en-GB/Account/MyAccount
English II
FUNDACION UNIVERSITARIA UNINPAHU VICERRECTORIA ACADÉMICA
FORMATO DE ESPACIO ACADÉMICO FACULTAD: UNIDAD DE IDIOMAS
PROGRAMA: IDIOMA EXTRANJERO TIPO DE FORMACIÓN: SUPERIOR
NOMBRE DEL ESPACIO ACADÉMICO: Idioma Extranjero II Carácter del espacio académico: TEÓRICO: TEÓRICO-PRÁCTICO: PRÁCTICO:
Código: LE 1172 Periodo académico: 2017-2
Número Total de Créditos Académicos:
Número Total de Horas
Semanales:
Número Total de Horas Semanales de
Trabajo Directo:
Número Total de Horas Semanales de
Trabajo Independiente:
Modalidad
Presencial
Distancia
X
3 3 3 6
105
Virtual
Componente al que pertenece: Humanidades
JUSTIFICACIÓN
La comunicación global se ha convertido en uno de los más grandes cambios a los que toda sociedad se enfrenta. Las redes, la
tecnología y las necesidades de relación entre los diferentes puntos del globo, exigen un intercambio intercultural de beneficio
mutuo. Ante esto, se hace necesario establecer puentes que permitan una comunicación asertiva entre los diferentes actores
alrededor del mundo, estos puentes son establecidos a través de las lenguas consideradas como universales.
UNINPAHU, en su constante búsqueda por desarrollar en sus estudiantes las competencias para la actualidad y el futuro, abre
espacios para el desarrollo de habilidades comunicativas en Inglés a través de situaciones y contextos relevantes relacionados con
en el mundo de la Comunicación. La formación en las diferentes habilidades está basada en los estándares definidos por el Marco
Común Europeo de Referencia para las Lenguas (MCER) de acuerdo con sus niveles A1 - A1+ - A2 – A2+ B1 – B1+. Siendo los niveles
A2+ en adelante espacios para el aprendizaje del idioma extranjero con propósitos específicos.
En la actualidad, la formación de profesionales bilingües garantiza aumenta las posibilidades de encontrar un buen empleo más
rápido, por ser este no solo un requisito sino una necesidad para muchas empresas. Asimismo, dicho conocimiento permite al
estudiante ampliar sus fronteras y lograr un mejor desarrollo social. Por lo tanto, el dominio de la lengua inglesa requiere de un
programa que capacite a los estudiantes en el uso de la misma.
Según las estimaciones del British Council, en menos de diez años el inglés será una lengua hablada por al menos 3 mil millones de
personas. “El inglés ya no se considera como una alternativa y complemento a la formación, sino una exigencia formativa a nivel
personal y social para poder lograr un desarrollo integral. Así que como respuesta a nuestra pregunta inicial: sí, el inglés es muy
relevante e importante en la actualidad; y es necesario para llegar hasta donde tú quieras en el ámbito personal y profesional”
Crystal, D. (2003)
Como consecuencia de esto, la Unidad de Idiomas lleva a cabo programas dirigidos a todas las carreras de manera que el
estudiante reconozca la necesidad de aprender el idioma y encuentre las herramientas para fortalecer sus habilidades
comunicativas. Esto se logra a partir del diseño de temáticas que dan respuesta específica a las necesidades profesionales y
permite a los estudiantes que puedan tener acceso a fuentes de información que les permita competir en este mundo globalizado.
INTENCIONALIDAD PEDAGÓGICA Objetivos de aprendizaje Objetivos de enseñanza
• Proporcionar al estudiante los conocimientos requeridos
para lograr un nivel apropiado de comprensión y
comunicación de la lengua inglesa.
• Desarrollar actividades que contribuyan al enriquecimiento
cultural, político y social para comprender los contextos
donde se habla la lengua inglesa como lengua nativa o
segunda lengua.
• Proporcionar elementos teóricos y prácticos relacionados
con el proceso de aprendizaje del inglés, de manera que
el estudiante pueda aplicarlos en una realidad concreta.
• Motivar la apropiación y uso de la lengua extranjera en los
espacios dentro y fuera del aula de clase.
• Propiciar espacio para desarrollar proyectos de clase de
carácter interdisciplinario que requieran y enriquezcan las
experiencias y conocimientos de su carrera.
• Desarrollar el plan de estudios el cual responde a las
necesidades específicas en la enseñanza del inglés como
lengua extranjera y diseñar material didáctico para la
enseñanza del inglés de acuerdo con realidades y que pueda
evaluar los resultados de manera objetiva y crítica.
• Enriquecerlos procesos de enseñanza mediante el uso de
tecnologías de información y comunicación aplicadas a la
educación y motivación del uso de las plataformas que viene
con el material que adquiere el estudiante.
• Proporcionar herramientas que lleven al estudiante a analizar,
plantear su punto de vista, reconocer el del otro, describir
situaciones cercanas a su entorno social y desarrollar la
escritura y lectura crítica.
• Formar profesionales bilingües que cuenten con herramientas
para lograr un nivel apropiado de comunicación de la lengua
ingles en el ámbito laboral para el cual se está formando.
METODOLOGÍA
La metodología que garantiza un proceso óptimo de enseñanza – aprendizaje, está basada en el enfoque comunicativo. A través
de diferentes actividades en las que la comunicación oral se plantea como base, las diferentes habilidades receptivas (Listening &
Reading) y productivas (Speaking & Writing) irán desarrollándose junto con la adquisición de nuevo vocabulario y el
fortalecimiento de la autoconfianza, el trabajo en equipo y el análisis crítico de la lengua.
La responsabilidad y la autonomía se consolidan como aspectos fundamentales para el alcance de los objetivos personales y del
curso en general. Por parte del curso, se garantizan los espacios y las herramientas para que el estudiante alcance los logros fijados.
El análisis crítico atravesará las actividades dentro y fuera del aula a través de la lectura crítica de la realidad representada a
través de textos escritos, por tanto se fijará un trabajo de análisis sobre un texto preseleccionado.
La metodología promueve el pensamiento divergente, crítico y creador, esto con el fin de propiciar la participación activa de los
estudiantes en la comprensión y producción de la lengua. Dentro de este enfoque se busca incentivar el trabajo grupal y el trabajo
colaborativo de modo que se den un aprendizaje desde lo práctico y siempre relacionado con las realidades profesionales a las
que se enfrentarán los estudiantes. Esta meta se llevará a cabo mediante modalidades didácticas de enseñanza como talleres,
prácticas de cada habilidad comunicativa, exposiciones, consulta y diversas actividades que permitan evaluar de manera formal
e informal al estudiante.
106
UNIDADES Y TEMATICAS
Unidad Tema Semanas Tipo de contenido (actitudinales, conceptuales o
procedimentales)
5
DO YOU HAVE THE X FACTOR?
LOVE YOUR NEIGHBOURS
SUN AND THE CITY
Learning goals
• Talking about abilities
• Describing actions at the moment
• The weather and the seasons
Topics
• Verb phrases
Grammar
• Present continuous vs present simple,
verb phrases
Listening and Reading
• X Factor winners
• Noisy neighbors
• What to do in London
Speaking and Writing
• Social networking
1, 2, 3, 4
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del curso.
Se trabaja bajo una perspectiva interdisciplinaria de
acuerdo a los temas que propone el material de
clase y a las experiencias de aprendizaje que
comparten los estudiantes.
Procedimentales
Se desarrollan talleres prácticos que exponen al
estudiante a escuchar y usar la lengua inglesa en
situaciones reales y recreadas en el aula. Se trabajan
estrategias de aprendizaje para que el estudiante
pueda enfrentarse a contextos reales y a
evaluaciones formales. Se crean ejercicios para
fortalecer las habilidades comunicativas. Se usa
material audiovisual y de multimedia para proponer
solución de situaciones propias de la unidad y de
carrera del estudiante.
6
READING IN ENGLISH
TIMES WE LOVE
MUSIC IS CHANGING THEIR LIVES
Learning goals
• The date; ordinal numbers
• Phone language
Topics
• Music
• ordinal numbers
Grammar
• Object pronouns
• Like
• Be or do?
Listening and Reading
• Sally´s phone
• Favorite times
• Music is changing their lives
Speaking and Writing strategies
• Write an informal email
• Interviews
5,6, 7, 8
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del curso.
Se trabaja bajo una perspectiva interdisciplinaria de
acuerdo a los temas que propone el material de
clase y a las experiencias de aprendizaje que
comparten los estudiantes.
Procedimentales
Se trabajan estrategias de aprendizaje para que el
estudiante pueda enfrentarse a contextos reales y a
evaluaciones formales. Se crean ejercicios para
fortalecer las habilidades comunicativas. Se usa
material audiovisual y de multimedia para proponer
solución de situaciones propias de la unidad y de
carrera del estudiante.
7
AT THE NATIONAL PORTRAIT GALLERY
CHELSEA GIRLS
A NIGHT TO REMEMBER
Learning goals
• Talk about past events
Topics
• Past time expressions
Grammar
• Past simple was and were
• Past simple regular verbs and
irregular verbs
Listening and Reading
• Audio guide extracts
• The taxi journey
• Why do we remember some nights?
Speaking and Writing
• Write about someone famous
• Song: Summer nights
9, 10, 11, 12
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del curso.
Se trabaja bajo una perspectiva interdisciplinaria de
acuerdo a los temas que propone el material de
clase y a las experiencias de aprendizaje que
comparten los estudiantes.
Procedimentales
Uso constante de la lengua. Se trabajan estrategias
de aprendizaje para que el estudiante pueda
enfrentarse a contextos reales y a evaluaciones
formales. Se crean ejercicios para fortalecer las
habilidades comunicativas. Se usa material
audiovisual y de multimedia para proponer solución
de situaciones propias de la unidad y de carrera del
estudiante.
Actitudinal
Trabajo colaborativo, responsabilidad, asertividad e
interés por la comunicación en lengua inglesa.
8
A MURDER STORY
A HOUSE WITH A HISTORY
A NIGHT IN A HAUNTED HOTEL
Learning goals
• Talking Past
• Talking about places in the house
• Describing the experience
13, 14, 15, 16
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del curso.
Se trabaja bajo una perspectiva interdisciplinaria de
acuerdo a los temas que propone el material de
clase y a las experiencias de aprendizaje que
comparten los estudiantes.
107
Topics
• Past events
• Homes
Grammar
• Past simple using to be – Affirmative
and Negative.
• Prepositions to / at.
Listening and Reading
• Murder in a country house
• Would you like to stay in a haunted
hotel?
Speaking and Writing
• Describing experiences about visited
places and giving opinions
Procedimentales
Desarrollo de proyectos. Se usa material audiovisual y
de multimedia para proponer solución de situaciones
propias de la unidad y de carrera del estudiante.
Actitudinal
Trabajo en equipo, trabajo colaborativo,
responsabilidad, asertividad e interés por la
comunicación en lengua inglesa.
EVALUACIÓN DEL APRENDIZAJE
Competencia Global (Tobón (2004))
Saberes esenciales Unidades de Competencia / Rango de aplicación
Insuficiente (0-29)
Aceptable (30-39)
Sobresaliente (40-45)
Excelente (46-50)
COMP.
COMUNICATIVA
Lingüística
Desarrollar la
habilidad para
comprender
pensamientos,
sentimientos y
hechos de forma
oral y escrita
(lectura y escucha)
en una gama
apropiada de
contextos sociales y
poder transmitir su
pensamiento de la
misma manera
(Habla y escritura)
Socio-lingüística
Desarrollar
destrezas y
conocimiento para
abordar la
dimensión social
del uso de la
lengua a partir de
marcadores
lingüísticos de
relaciones sociales,
normas de cortesía,
expresiones
populares, etc.
Pragmática
Utilizar los
conocimiento que
posee el estudiante
para comunicar
asertivamente su
pensamiento en
lengua inglesa.
Conocer:
Léxico:
conocimiento del
vocabulario y
capacidad para
utilizarlo.
Gramática: Sobre
las estructuras y su
uso
Semántica: Sobre
la conciencia y
control de la
organización del
significado
No identifica el
vocabulario básico
del curso.
Identifica
mínimamente las
instrucciones y
explicaciones
gramaticales de
los ejercicios y
actividades de las
tareas del taller.
Tiene dificultades
para reconocer el
vocabulario propio
del curso. Sigue
con dificultad
instrucciones y
explicaciones
gramaticales de
los ejercicios y
actividades de las
tareas del taller.
Es capaz de
reconocer
variedad de
vocabulario.
Precisa ampliar o
consultar pautas.
Sigue con facilidad
instrucciones
y explicaciones
gramaticales de
los
ejercicios y
actividades
de las tareas del
taller
Reconoce variedad
de vocabulario
propio del curso y se
le facilita aprender
nuevos términos.
Sigue
apropiadamente las
instrucciones y
explicaciones
gramaticales de los
ejercicios y
actividades de las
tareas del taller.
Comunicar:
Expresiones
cotidianas
formales e
informales de
manera oral o
escrita utilizando
tanto las normas
de cortesía como
las expresiones
comunes en un
acento y
entonación
apropiados
No es capaz de
presentar un texto
o transmitir ideas
acorde a las
indicaciones
dadas.
Se le dificulta usar
los modelos
textuales y
explicaciones
previas, cuando se
comunica de
forma oral o
escrita en los
ámbitos personal,
social y
académico.
Construye con
dificultad textos
muy breves o se
comunica con
oraciones
incompletas.
Requiere usar
modelos textuales
y explicaciones
previas, cuando se
comunica de
forma oral o
escrita en los
ámbitos personal,
social y
académico.
Es capaz de
redactar textos
continuos y
transmitir ideas
completas. Usa de
forma autónoma
modelos textuales
y explicaciones
previas, cuando se
comunica de
forma oral o
escrita en los
ámbitos personal,
social y
académico.
Elabora textos
completos y se
comunica con fluidez
acorde al nivel. Se
comunica de forma
oral y escrita de
manera autónoma y
sin necesidad de
modelos en los
ámbitos personal,
social y académico.
Producir:
Discursos en los
que sea capaz de
ordenar oraciones
en secuencias
para producir
fragmentos
coherentes de
lengua con fines
funcionales
concretos
El estudiante no
puede contestar a
preguntas
planteadas sobre
un tema
determinado de
forma oral o
escrita
El estudiante
puede contestar
unas pocas
preguntas
planteadas sobre
un tema
determinado de
forma oral o
escrita
El estudiante
puede contestar a
la mayoría de las
preguntas
planteadas sobre
un tema
determinado de
forma oral o
escrita
El estudiante puede
contestar con
precisión a todas las
preguntas
planteadas sobre un
tema determinado
de forma oral o
escrita
PREGUNTAS ORIENTADORAS
¿Cómo el aprendizaje de una lengua extranjera permitirá al estudiante optimizar sus capacidades intelectuales, coayudando
con esto a mejorar su nivel de vida y su entorno?
108
RELACIÓN CON LA INVESTIGACIÓN Y LA PROYECCCIÓN SOCIAL DEL PROGRAMA
• Relación del espacio académico con la investigación en el programa:
Mediante el desarrollo de un proyecto de clase que se lleva a cabo en el último corte del semestre, se busca desarrollar ciertos
ejes de formación que van desde estimular el desarrollo de conocimientos, habilidades, actitudes y hábitos de carácter
metodológico y ético, hasta comprender aspectos de formación general. Durante el curso, se aplicará el plan de estudios
basado en lectura, redacción de textos, producción oral y escrita, uso de tecnología de redes, desarrollo de habilidades de
pensamiento, entre otros. Uno de los ejes se encarga de la formación básica la cual aporta los conceptos, conocimientos y
habilidades básicas. La formación más especializada, se basa en proporcionar los conocimientos, habilidades y/o destrezas
que capacitan al estudiante para comunicarse con un inglés más específico de acuerdo a la carrera en la que está inscrito.
De acuerdo con esto, los inicios de la investigación se dan mediante dos factores: (1) La aplicación de los conocimientos
adquiridos en etapas previas en la resolución de problemas propios de la disciplina o la profesión desde una perspectiva
interdisciplinaria. Y (2) La realización de actividades prácticas que integren las habilidades desarrolladas y los aprendizajes
adquiridos en el desarrollo de un proyecto grupal de clase.
• Relación del espacio académico con la proyección social del programa:
La proyección social se da por ahora únicamente de forma interna. Las clases están muy influenciadas por la base teórica en
que se apoya el aprendizaje cooperativo y por la teoría de Vygotsky sobre la “zona de desarrollo próximo”, definida como
aquellos conocimientos que todavía no puede adquirir por si solo el alumno y si con la ayuda del profesor u otros agentes que
le estimulan a usar los conocimientos previos para la nueva construcción.
BIBLIOGRAFÍA, HEMEROGRAFÍA Y WEBGRAFÍA COMPLEMENTARIA
Bibliografía básica
English File, elementary Student´s Book. Oxford
Bibliografía complementaria
Crystal, D. (2003) English as a global language (2nd edition). Cambridge University Press.
Basic English Grammar in use, third edition. Cambridge.
English Grammar in use, Intermediate, Cambridge Editorial.
Cybergrafía
www.cambridge.org
http://www.ego4u.com
http://www.englisch-hilfen.de
http://web2.uvcs.uvic.ca/elc/studyzone/200/reading/
www.agendaweb.org
http://www.ompersonal.com.ar
http://www.languageguide.org/english/esp/
www.lamansiondelingles.com
Audiovisuales
Video beam
CD player
Extra video material photocopiable
Enlaces de Internet
www.real-english.com
www.wikispaces.com
http://www.journalism.co.uk
English III
FUNDACION UNIVERSITARIA UNINPAHU VICERRECTORIA ACADÉMICA
FORMATO DE ESPACIO ACADÉMICO FACULTAD: UNIDAD DE IDIOMAS
PROGRAMA: IDIOMA EXTRANJERO TIPO DE FORMACIÓN: SUPERIOR
NOMBRE DEL ESPACIO ACADÉMICO: Idioma Extranjero III Carácter del espacio académico: TEÓRICO: TEÓRICO-PRÁCTICO: PRÁCTICO:
Código: LE1173 Periodo académico: 2017-2
Número Total de Créditos Académicos:
Número Total de Horas
Semanales:
Número Total de Horas Semanales de
Trabajo Directo:
Número Total de Horas Semanales de
Trabajo Independiente:
Modalidad
Presencial
Distancia
Virtual
X
3 3 3 6
109
Componente al que pertenece: Humanidades
JUSTIFICACIÓN
La comunicación global se ha convertido en uno de los más grandes cambios a los que toda sociedad se enfrenta. Las redes, la
tecnología y las necesidades de relación entre los diferentes puntos del globo, exigen un intercambio intercultural de beneficio
mutuo. Ante esto, se hace necesario establecer puentes que permitan una comunicación asertiva entre los diferentes actores
alrededor del mundo, estos puentes son establecidos a través de las lenguas consideradas como universales.
UNINPAHU, en su constante búsqueda por desarrollar en sus estudiantes las competencias para la actualidad y el futuro, abre
espacios para el desarrollo de habilidades comunicativas en Inglés a través de situaciones y contextos relevantes relacionados con
en el mundo de la Comunicación. La formación en las diferentes habilidades está basada en los estándares definidos por el Marco
Común Europeo de Referencia para las Lenguas (MCER) de acuerdo con sus niveles A1 - A1+ - A2 – A2+ B1 – B1+. Siendo los niveles
A2+ en adelante espacios para el aprendizaje del idioma extranjero con propósitos específicos.
En la actualidad, la formación de profesionales bilingües garantiza aumenta las posibilidades de encontrar un buen empleo más
rápido, por ser este no solo un requisito sino una necesidad para muchas empresas. Asimismo, dicho conocimiento permite al
estudiante ampliar sus fronteras y lograr un mejor desarrollo social. Por lo tanto, el dominio de la lengua inglesa requiere de un
programa que capacite a los estudiantes en el uso de la misma.
Según las estimaciones del British Council, en menos de diez años el inglés será una lengua hablada por al menos 3 mil millones de
personas. “El inglés ya no se considera como una alternativa y complemento a la formación, sino una exigencia formativa a nivel
personal y social para poder lograr un desarrollo integral. Así que como respuesta a nuestra pregunta inicial: sí, el inglés es muy
relevante e importante en la actualidad; y es necesario para llegar hasta donde tú quieras en el ámbito personal y profesional”
Crystal, D. (2003)
Como consecuencia de esto, la Unidad de Idiomas lleva a cabo programas dirigidos a todas las carreras de manera que el
estudiante reconozca la necesidad de aprender el idioma y encuentre las herramientas para fortalecer sus habilidades
comunicativas. Esto se logra a partir del diseño de temáticas que dan respuesta específica a las necesidades profesionales y
permite a los estudiantes que puedan tener acceso a fuentes de información que les permita competir en este mundo globalizado.
INTENCIONALIDAD PEDAGÓGICA Objetivos de aprendizaje Objetivos de enseñanza
• Proporcionar al estudiante los conocimientos requeridos
para lograr un nivel apropiado de comprensión y
comunicación de la lengua inglesa.
• Desarrollar actividades que contribuyan al enriquecimiento
cultural, político y social para comprender los contextos
donde se habla la lengua inglesa como lengua nativa o
segunda lengua.
• Proporcionar elementos teóricos y prácticos relacionados
con el proceso de aprendizaje del inglés, de manera que el
estudiante pueda aplicarlos en una realidad concreta.
• Motivar la apropiación y uso de la lengua extranjera en los
espacios dentro y fuera del aula de clase.
• Propiciar espacio para desarrollar proyectos de clase de
carácter interdisciplinario que requieran y enriquezcan las
experiencias y conocimientos de su carrera.
• Desarrollar el plan de estudios el cual responde a las
necesidades específicas en la enseñanza del inglés como
lengua extranjera y diseñar material didáctico para la
enseñanza del inglés de acuerdo con realidades y que pueda
evaluar los resultados de manera objetiva y crítica.
• Enriquecerlos procesos de enseñanza mediante el uso de
tecnologías de información y comunicación aplicadas a la
educación y motivación del uso de las plataformas que viene
con el material que adquiere el estudiante.
• Proporcionar herramientas que lleven al estudiante a analizar,
plantear su punto de vista, reconocer el del otro, describir
situaciones cercanas a su entorno social y desarrollar la
escritura y lectura crítica.
• Formar profesionales bilingües que cuenten con herramientas
para lograr un nivel apropiado de comunicación de la lengua
ingles en el ámbito laboral para el cual se está formando.
METODOLOGÍA
La metodología que garantiza un proceso óptimo de enseñanza – aprendizaje, está basada en el enfoque comunicativo. A través
de diferentes actividades en las que la comunicación oral se plantea como base, las diferentes habilidades receptivas (Listening &
Reading) y productivas (Speaking & Writing) irán desarrollándose junto con la adquisición de nuevo vocabulario y el
fortalecimiento de la autoconfianza, el trabajo en equipo y el análisis crítico de la lengua.
La responsabilidad y la autonomía se consolidan como aspectos fundamentales para el alcance de los objetivos personales y del
curso en general. Por parte del curso, se garantizan los espacios y las herramientas para que el estudiante alcance los logros fijados.
El análisis crítico atravesará las actividades dentro y fuera del aula a través de la lectura crítica de la realidad representada a
través de textos escritos, por tanto se fijará un trabajo de análisis sobre un texto preseleccionado.
La metodología promueve el pensamiento divergente, crítico y creador, esto con el fin de propiciar la participación activa de los
estudiantes en la comprensión y producción de la lengua. Dentro de este enfoque se busca incentivar el trabajo grupal y el trabajo
colaborativo de modo que se den un aprendizaje desde lo práctico y siempre relacionado con las realidades profesionales a las
que se enfrentarán los estudiantes. Esta meta se llevará a cabo mediante modalidades didácticas de enseñanza como talleres,
prácticas de cada habilidad comunicativa, exposiciones, consulta y diversas actividades que permitan evaluar de manera formal
e informal al estudiante.
UNIDADES Y TEMATICAS Unidad Tema Semanas Tipo de contenido (actitudinales, conceptuales o
110
procedimentales)
11
WHAT HAPPENED TO YOU?
Learning goals
• Describing physical aspects
• Asking and talking about past events
• Using common expressions related to
medicine
Topics
• Injuries
• Body parts
• Medicine
• Accidents
• Laughter
Grammar
• Yes/No and WH – Questions. Past
simple
Listening and Reading
• Pre listening for better
comprehension.
• Comprehending reports and
discussing them.
• Laughter is the best medicine
Speaking and Writing
• Describing situations.
• Using common vocabulary related to
medicine.
• Talking about accidents and
medicine.
1, 2, 3
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del
curso. Se trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los temas que
propone el material de clase y a las experiencias de
aprendizaje que comparten los estudiantes.
Procedimentales
Se desarrollan talleres prácticos que exponen al
estudiante a escuchar y usar la lengua inglesa en
situaciones reales y recreadas en el aula. Se trabajan
estrategias de aprendizaje para que el estudiante
pueda enfrentarse a contextos reales y a
evaluaciones formales. Se crean ejercicios para
fortalecer las habilidades comunicativas. Se usa
material audiovisual y de multimedia para proponer
solución de situaciones propias de la unidad y de
carrera del estudiante.
12
I’M GOING ON A CRUISE
Learning goals
• Talking about trips
• Describing future plans
Topics
• Events
• Vacations
• Planning a trip
Grammar
• Going to
Listening and Reading
• Reading for specific information.
• Listening and stablishing relations.
• A trip to Honolulu
Speaking and Writing
• Inviting someone out
• Talking about vacation/future plans
(group presentation)
• Using sequencers to organize ideas.
• Common expressions to show surprise.
• Asking about other’s plans.
4,5,6
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del
curso. Se trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los temas que
propone el material de clase y a las experiencias de
aprendizaje que comparten los estudiantes.
Procedimentales
Se trabajan estrategias de aprendizaje para que el
estudiante pueda enfrentarse a contextos reales y a
evaluaciones formales. Se crean ejercicios para
fortalecer las habilidades comunicativas. Se usa
material audiovisual y de multimedia para proponer
solución de situaciones propias de la unidad y de
carrera del estudiante.
Actitudinal
Trabajo colaborativo, responsabilidad, asertividad e
interés por la comunicación en lengua inglesa.
111
13
I EAT A LOT OF CAKE
Learning goals
• Talking about diet
• Talking at a restaurant
Topics
• Food
• Quantities
Grammar
• Count/ non-count nouns
Listening and Reading
• Pre listening for better
comprehension.
• Comprehending reports and
discussing them.
• Breakfast around the world
Speaking and Writing
• Order a meal in a restaurant.
• Using common vocabulary related to
a restaurant.
• Talking about foods and drinks
7,8,9
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del
curso. Se trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los temas que
propone el material de clase y a las experiencias de
aprendizaje que comparten los estudiantes.
Procedimentales
Uso constante de la lengua. Se trabajan estrategias
de aprendizaje para que el estudiante pueda
enfrentarse a contextos reales y a evaluaciones
formales. Se crean ejercicios para fortalecer las
habilidades comunicativas. Se usa material
audiovisual y de multimedia para proponer solución
de situaciones propias de la unidad y de carrera del
estudiante.
14
WHAT DO YOU LIKE TO WEAR
Learning goals
• Talking about clothes
• Making comments
Topics
• Clothes
• Plural words
• Adjectives
• Fashion and fabrics
Grammar
• Adjectives
Listening and Reading
• Reading for specific information.
• Listening and establishing relations.
• Work clothes
Speaking and Writing
• Inviting someone about their favorite
clothes
• Describing things
• Making comments
10,11,12
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del
curso. Se trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los temas que
propone el material de clase y a las experiencias de
aprendizaje que comparten los estudiantes.
Procedimentales
Desarrollo de proyectos. Se usa material audiovisual y
de multimedia para proponer solución de situaciones
propias de la unidad y de carrera del estudiante.
Actitudinal
Trabajo en equipo, trabajo colaborativo,
responsabilidad, asertividad e interés por la
comunicación en lengua inglesa.
15
MY HOMETOWN IS NICER
Learning goals
• Talking about the weather
• Talking about a trip
Topics
• The weather
• Comparatives
Grammar
• Comparative adjectives
Listening and Reading
• Reading for specific information.
• Listening and establishing relations.
• My new home
Speaking and Writing
• Asking someone about the weather in
their town.
• Compare two things.
• Talking about preferences.
• Vowel sounds.
12,13,14
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del
curso. Se trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los temas que
propone el material de clase y a las experiencias de
aprendizaje que comparten los estudiantes.
Procedimentales
Desarrollo de proyectos. Se usa material audiovisual y
de multimedia para proponer solución de situaciones
propias de la unidad y de carrera del estudiante.
Actitudinal
Trabajo en equipo, trabajo colaborativo,
responsabilidad, asertividad e interés por la
comunicación en lengua inglesa
16
AROUND THE WORLD
Learning goals
• Talking about interesting places
• Asking for an explanation
Topics
15,16
Conceptual
Aporta los conceptos, conocimientos, estructuras
gramaticales, y habilidades básicas propios del
curso. Se trabaja bajo una perspectiva
interdisciplinaria de acuerdo a los temas que
112
• Geographical features
Grammar
• Superlative adjectives
Listening and Reading
• Reading for specific information.
• Listening and establishing relations.
• New Zealand, the most beautiful
place in the world
Speaking and Writing
• Talking about interesting places
• Using sequencers to organize ideas.
• Describe a country
propone el material de clase y a las experiencias de
aprendizaje que comparten los estudiantes.
Procedimentales
Desarrollo de proyectos. Se usa material audiovisual y
de multimedia para proponer solución de situaciones
propias de la unidad y de carrera del estudiante.
Actitudinal
Trabajo en equipo, trabajo colaborativo,
responsabilidad, asertividad e interés por la
comunicación en lengua inglesa
EVALUACIÓN DEL APRENDIZAJE
Competencia Global (Tobón (2004))
Saberes esenciales Unidades de Competencia / Rango de aplicación
Insuficiente (0-29)
Aceptable (30-39)
Sobresaliente (40-45)
Excelente (46-50)
COMP.
COMUNICATIVA
Lingüística
Desarrollar la
habilidad para
comprender
pensamientos,
sentimientos y
hechos de forma
oral y escrita
(lectura y escucha)
en una gama
apropiada de
contextos sociales y
poder transmitir su
pensamiento de la
misma manera
(Habla y escritura)
Socio-lingüística
Desarrollar destrezas
y conocimiento
para abordar la
dimensión social del
uso de la lengua a
partir de
marcadores
lingüísticos de
relaciones sociales,
normas de cortesía,
expresiones
populares, etc.
Pragmática
Utilizar los
conocimiento que
posee el estudiante
para comunicar
asertivamente su
pensamiento en
lengua inglesa.
Conocer:
Léxico:
conocimiento del
vocabulario y
capacidad para
utilizarlo.
Gramática: Sobre
las estructuras y su
uso
Semántica: Sobre
la conciencia y
control de la
organización del
significado
No identifica el
vocabulario básico
del curso. Identifica
mínimamente las
instrucciones y
explicaciones
gramaticales de los
ejercicios y
actividades de las
tareas del taller.
Tiene dificultades
para reconocer el
vocabulario propio
del curso. Sigue
con dificultad
instrucciones y
explicaciones
gramaticales de los
ejercicios y
actividades de las
tareas del taller.
Es capaz de
reconocer
variedad de
vocabulario.
Precisa ampliar o
consultar pautas.
Sigue con facilidad
instrucciones
y explicaciones
gramaticales de los
ejercicios y
actividades
de las tareas del
taller
Reconoce
variedad de
vocabulario propio
del curso y se le
facilita aprender
nuevos términos.
Sigue
apropiadamente
las instrucciones y
explicaciones
gramaticales de los
ejercicios y
actividades de las
tareas del taller.
Comunicar:
Expresiones
cotidianas
formales e
informales de
manera oral o
escrita utilizando
tanto las normas
de cortesía como
las expresiones
comunes en un
acento y
entonación
apropiados
No es capaz de
presentar un texto
o transmitir ideas
acorde a las
indicaciones
dadas.
Se le dificulta usar
los modelos
textuales y
explicaciones
previas, cuando se
comunica de
forma oral o escrita
en los ámbitos
personal, social y
académico.
Construye con
dificultad textos
muy breves o se
comunica con
oraciones
incompletas.
Requiere usar
modelos textuales
y explicaciones
previas, cuando se
comunica de
forma oral o escrita
en los ámbitos
personal, social y
académico.
Es capaz de
redactar textos
continuos y
transmitir ideas
completas. Usa de
forma autónoma
modelos textuales
y explicaciones
previas, cuando se
comunica de
forma oral o escrita
en los ámbitos
personal, social y
académico.
Elabora textos
completos y se
comunica con
fluidez acorde al
nivel. Se comunica
de forma oral y
escrita de manera
autónoma y sin
necesidad de
modelos en los
ámbitos personal,
social y
académico.
Producir:
Discursos en los
que sea capaz de
ordenar oraciones
en secuencias
para producir
fragmentos
coherentes de
lengua con fines
funcionales
concretos
El estudiante no
puede contestar a
preguntas
planteadas sobre
un tema
determinado de
forma oral o escrita
El estudiante
puede contestar
unas pocas
preguntas
planteadas sobre
un tema
determinado de
forma oral o escrita
El estudiante
puede contestar a
la mayoría de las
preguntas
planteadas sobre
un tema
determinado de
forma oral o escrita
El estudiante puede
contestar con
precisión a todas
las preguntas
planteadas sobre
un tema
determinado de
forma oral o escrita
PREGUNTAS ORIENTADORAS
• ¿Cómo el aprendizaje de una lengua extranjera permitirá al estudiante optimizar sus capacidades intelectuales, coayudando
con esto a mejorar su nivel de vida y su entorno?
RELACIÓN CON LA INVESTIGACIÓN Y LA PROYECCCIÓN SOCIAL DEL PROGRAMA
• Relación del espacio académico con la investigación en el programa:
Mediante el desarrollo de un proyecto de clase que se lleva a cabo en el último corte del semestre, se busca desarrollar ciertos
ejes de formación que van desde estimular el desarrollo de conocimientos, habilidades, actitudes y hábitos de carácter
metodológico y ético, hasta comprender aspectos de formación general. Durante el curso, se aplicará el plan de estudios
113
basado en lectura, redacción de textos, producción oral y escrita, uso de tecnología de redes, desarrollo de habilidades de
pensamiento, entre otros. Uno de los ejes se encarga de la formación básica la cual aporta los conceptos, conocimientos y
habilidades básicas. La formación más especializada, se basa en proporcionar los conocimientos, habilidades y/o destrezas
que capacitan al estudiante para comunicarse con un inglés más específico de acuerdo a la carrera en la que está inscrito.
De acuerdo con esto, los inicios de la investigación se dan mediante dos factores: (1) La aplicación de los conocimientos
adquiridos en etapas previas en la resolución de problemas propios de la disciplina o la profesión desde una perspectiva
interdisciplinaria. Y (2) La realización de actividades prácticas que integren las habilidades desarrolladas y los aprendizajes
adquiridos en el desarrollo de un proyecto grupal de clase.
• Relación del espacio académico con la proyección social del programa:
La proyección social se da por ahora únicamente de forma interna. Las clases están muy influenciadas por la base teórica en
que se apoya el aprendizaje cooperativo y por la teoría de Vygotsky sobre la “zona de desarrollo próximo”, definida como
aquellos conocimientos que todavía no puede adquirir por si solo el alumno y si con la ayuda del profesor u otros agentes que
le estimulan a usar los conocimientos previos para la nueva construcción.
BIBLIOGRAFÍA, HEMEROGRAFÍA Y WEBGRAFÍA COMPLEMENTARIA
Bibliografía básica
Hutchinson, Tom & Sherman, Kristin. 2012. Network – Get Connected. Oxford University Press.
Bibliografía complementaria
Crystal, D. (2003) English as a global language (2nd edition). Cambridge University Press.
Basic English Grammar in use, third edition. Cambridge.
English Grammar in use, Intermediate, Cambridge Editorial.
Cybergrafía
www.pearson.com,
www.cambridge.org
http://www.ego4u.com
http://www.englisch-hilfen.de
http://web2.uvcs.uvic.ca/elc/studyzone/200/reading/
www.agendaweb.org
http://www.ompersonal.com.ar
http://www.languageguide.org/english/esp/
www.lamansiondelingles.com
Audiovisuales
Video beam
CD player
Extra video material photocopiable
Enlaces de Internet
www.real-english.com
www.wikispaces.com
http://www.journalism.co.uk
114
Annex 3
English File. Elementary Student’s Book, Third Edition. Contents
115
116
Annex 4
Preliminary survey questionnaire
Take a few minutes to complete the next survey.
The information provided will be treated confidentially and it will be used only for
research purposes.
Select the semester: 3__ 4__ 5__ 6__
Select the level of English you are currently in: 1__ 2__ 3__
Select if you already took all the levels __ Select if you validated all the levels __
1. Do you think that the contents related to the field of Hotel and Tourism
Management are somehow considered within the contents of the level of
English you are currently studying?
Yes__ Which ones? ________________________________________
Some of them __ Which ones? ________________________________
No __
2. What technical vocabulary do you know in English regarding different areas
of Hotel and Tourism Management? (Hotel, tour guiding, travel and tourism
agencies, organization of events, clubs, restaurants and beverages)
Which vocabulary: _________________________________________
Any vocabulary: ___________________________________________
3. From the topics and the contents that you have already studied your
English courses, which ones do you consider related to this profession?
Which one(s) _____________________________________________
None of the topics__
4. How do you perceive the topics that were addressed before or the ones
that are being developed at this moment in the different levels of English?
They are necessary for your career development __
Why________________________________________________
They are necessary for your daily life __
Why_________________________________________________
Why are necessary in terms of general culture knowledge __
Why ________________________________________________
They are non-relevant __ Why ___________________________
5. How do you consider that these contents are contributing to your training
as a tourism and hotel manager?
6. Do you consider that the three levels of English are enough to later perform
as a professional?
Yes __ Why? ________________________________________________
No __ Why? _________________________________________________
117
7. Describe how you perceive the grammatical component of the level of
English you are currently studying or the last level you took in terms of:
difficulty, the time allotted for the grammar topic and applicability to the
enforceability to the professional field.
8. Describe how the communicative competence is addressed in the English
class. Does it include activities related to the field of Hotel and Tourism?
9. Have you set out doubts concerning the fundamental subjects of the
programme in your English class? (vocabulary, expressions, forms of
treatment in the different scenarios of the field).
Yes __ How were they resolved? _______________________________
No __ Why? _________________________________________________
10. Put an “X” in the boxes “yes” or “not” and explain:
Yes How? No
In the English class have we analysed texts or specialised articles of any field of Hotel and Tourism?
In the English class have we addressed listening exercises about field-related situations? (For instance, situations in areas of a hotel, travel agencies, tourism, tourist guides, etc.)
In the English classes have we written formal documents in context? (For instance, a written response to a guest or a specific area in a hotel, sending or requesting a travel enquiry).
In the English classes have we brought in conversational situations? (moments of truth) between the tourist and the tourist service providers in different areas of the field.
Tabulation of the survey
Select the semester:
118
Select the level of English you are currently in:
1. Do you think that the contents related to the field of Hotel and Tourism
Management are somehow considered within the contents of the level of
English you are currently studying?
Yes:
Communication 1
Food 1
119
2. What technical vocabulary do you know in English regarding different areas
of Hotel and Tourism Management? (Hotel, tour guiding, travel and tourism
agencies, organization of events, clubs, restaurants and beverages)
3. From the topics and the contents that you have already studied your
English courses, which ones do you consider related to this profession?
4. How do you perceive the topics that were addressed before or the ones
that are being developed at this moment in the different levels of English?
They are necessary for:
Which ones?
Room service
Hotel
Pax
Overbooking
120
5. How do you consider that these contents are contributing to your training
as a tourism and hotel manager?
6. Do you consider that the three levels of English are enough to later perform
as a professional?
7. Describe how you perceive the grammatical component of the level of
English you are currently studying or the last level you took in terms of:
difficulty, the time allotted for the grammar topic and applicability to the
enforceability to the professional field.
121
8. Describe how the communicative competence is addressed in the English
class. Does it include activities related to the field of Hotel and Tourism?
9. Have you set out doubts concerning the fundamental subjects of the
programme in your English class? (vocabulary, expressions, forms of
treatment in the different scenarios of the field).
Why not?
“I am the only student of Hotel and Tourism undergraduate programme”.
“I understood everything from the main subjects of the programme”.
“The vocabulary and the topics are easy to understand”.
10. Put an “X” in the boxes “yes” or “not”:
122
In the English class have we analysed texts or specialised articles of any
field of Hotel and Tourism?
In the English class have we addressed listening exercises about field-
related situations? (For instance, situations in areas of a hotel, travel
agencies, tourism, tourist guides, etc.)
In the English classes have we written formal documents in context? (For
instance, a written response to a guest or a specific area in a hotel, sending
or requesting a travel enquiry).
In the English classes have we brought in conversational situations?
(moments of truth) between the tourist and the tourist service providers in
different areas of the field.
123
Annex 5
Preliminary interview questionnaire
The interview was intended to students who were working (at the moment of the
research) in different job positions in the hotel and tourism industry.
Your responses will remain confidential and they will be used only for research
purposes.
1. In what semester are you?
2. What levels of English did you take at UNINPAHU?
3. In what area of the hotel and tourism industry are you currently working?
4. To what extend does this position require the domain of a second
language? (English in this case).
5. After taking the three English courses, what is your level of proficiency in
English?
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
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10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
Interview 01 (I01):
1. In what semester are you?
Quinto
2. What levels of English did you take at UNINPAHU?
Actualmente estoy cursando inglés en la universidad, pero antes ya había
estudiado inglés
3. In what area of the hotel and tourism industry are you currently working?
Trámites migratorios y asistencia de viajes internacionales o seguros para
viaje.
4. To what extend does this position require the domain of a second
language? (English in this case).
Más o menos en un 40% porque nosotros atendemos personas desde
cualquier parte del mundo y la lengua universal es el inglés, entonces se
necesita en un 40%.
5. After taking the three English courses, what is your level of proficiency in
English?
Yo el primer de inglés de la universidad lo homologué, el segundo no
alcancé a homologarlo, lo estoy cursando actualmente, pero realmente
siento que el nivel que nos ofrecen en la universidad es muy bajo.
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
Como te comento, mi caso es un poco raro porque yo ya había visto inglés
antes, entonces la temática o los temas que estamos viendo en este
momento realmente para mí no son nuevos, entonces obviamente me
ayudan a recordar lo que ya había aprendido, como ponerme un poco al
día, pero no han contribuido mucho a mi proceso laboral actualmente.
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
No, sería muy bueno que además de que subieran el nivel de inglés, o sea
un nivel más, que hicieran un tipo de filtro, que trataran de hacer un filtro
de los estudiantes (este ya tiene capacidad, este ya tiene algo de inglés,
entonces pongámoslo en un nivel un poco más avanzado, este
definitivamente no tiene bases de inglés, coloquémoslo en primer nivel) y
125
también digamos, se enfoquen específicamente en ese tipo, como este es
de hotelería, este es de comunicación, porque nos dan un inglés muy
generalizado, pues eso es lo que yo pienso.
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
Sí, en dos ocasiones.
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
Sí claro, por ejemplo, trabajo con dos personas son extranjeras ambas, de
hecho son venezolanas, ambas tienes un nivel de inglés digamos en
speaking muy fluido, yo les pregunto ¿dónde aprendieron? y realmente fue
viajando o en la universidad y yo digo, realmente el nivel de ellos si es muy
avanzando y conozco compañeros de otras universidades y amigos que
obviamente ya son bilingües totalmente y una de las bases más
importantes fue la universidad.
10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
No, realmente pienso que les falta más enfoque hacia nuestra carrera
porque el inglés de Hotelería y Turismo o de Gestión Turística y Hotelera
obviamente tiene vocabulario muy diferente a que van a manejar en
comunicación social y tengo compañeros que ya se van a graduar y me
dicen “no, pues aprendí inglés, pero me hubiera gustado más aprender en
mi ámbito”, más refuerzo de nivel, más específico y más intensidad sería
muy bueno que empezaran desde primer semestre con inglés, así uno se
va preparando cada semestre y tiene seis niveles, no tres que son los
básicos.
Interview 02 (I02):
1. In what semester are you?
Tercer semester.
2. What levels of English did you take at UNINPAHU?
Inglés II.
3. In what area of the hotel and tourism industry are you currently working?
En una aerolínea, en la parte de recepción al pasajero a los clientes de la
aerolínea.
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4. To what extend does this position require the domain of a second
language? (English in this case).
En un 60% más o menos porque los pasajeros y clientes de la aerolínea
son de partes como Estados Unidos la mayoría, entonces se sabe que el
idioma de allá es el inglés.
5. After taking the three English courses, what is your level of proficiency in
English?
En mi caso, más o menos siento que estoy en un 10-20% porque apenas
estoy aprendiendo la lengua y siento que también hace falta que nos den
un poco más de inglés en la universidad en intensidad horaria y de pronto
otro módulo más de inglés.
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
Como apenas estoy empezando con esta lengua, pues he avanzado un
poco pero sí. En el caso de inglés I si me ha servido un poco para el área
en que estoy trabajando.
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
No son suficientes, si desearía que hubiera otro nivel más de inglés, me
serviría mucho más para el área donde estoy empleado y para la vida
también.
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
Sí, igual en la empresa donde estoy exigen un 80% de inglés, obviamente
no lo tengo y me he defendido con los amigos, ellos me ayudan bastante.
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
En mi caso no he tenido la experiencia ni la oportunidad de encontrarme
con personas, sí tengo amigos que están igual con el mismo inglés, pero lo
que están estudiando también.
10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
Desearía que fuera específico para cada carrera porque es muy
generalizado y empezar desde primer semestre con inglés sería muy
bueno.
Interview 03 (I03):
127
1. In what semester are you?
Sexto
2. What levels of English did you take at UNINPAHU?
Actualmente estoy en el tercero
3. In what area of the hotel and tourism industry are you currently working?
En la parte de costos de un club campestre.
4. To what extend does this position require the domain of a second
language? (English in this case).
Actualmente no, ni siquiera en los ingredientes que se manejan.
5. After taking the three English courses, what is your level of proficiency in
English?
El curso que dan a acá no tiene nada que desempeñar en mi carrera, es
muy básico lo que dictan acá, es muy similar al que dictan en el colegio, yo
sinceramente cuando salga de aquí, cuando me gradué, pienso hacer un
curso aparte del que me dieron acá para obviamente aprender de verdad
el inglés.
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
Realmente lo básico, si hablara con un extranjero y fuera un cliente de
nosotros sería lo básico como “hola, que desea, cómo estás” es lo básico.
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
Para nada, no, no refuerzan ni nada y sé que hay gente que estudiaba acá
y el inglés de verdad era muy importante, relamente necesitabas aprender
y salías aprendiendo a hablar inglés, pero no sé que pasó, a nosotros solo
nos están dictando solamente tres niveles y yo conocí a una persona que
estudió acá hace unos cuantos años y eran varios niveles, solo tres.
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
No, como apenas estoy empezando no.
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
Si conozco Los Libertadores, un compañero es de allá y ellos sí refuerzan
el inglés, si comparamos mi inglés con el de ellos, yo estoy en ceros
totalmente, entonces sí, nuestro inglés falta reforzarlo.
128
10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
En el turismo y hotelería no, tal vez en otras carreras sí, pero en mi carrera
tecnológica no.
Annex 6
The previous questionnaire was also applied to students who were not working (at
that moment of the research) in any field of hotel and tourism.
Questionnaire 01 (Q01)
1. In what semester are you?
4
2. What levels of English did you take at UNINPAHU?
3 niveles
3. In what area of the hotel and tourism industry are you currently working?
Ninguna
4. To what extend does this position require the domain of a second
language? (English in this case).
Para muchos de los empleos turísticos se requiere inglés.
5. After taking the three English courses, what is your level of proficiency in
English?
Bajo
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
Poco.
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
No, creo que debería haber más niveles de inglés.
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
Si, muchas.
129
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
No.
10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
No, para tartar con turistas en un país donde llegan muchas personas de
otro país, falta que dicten más inglés y podamos salir con un nivel de
segundo idioma alto.
Questionnaire 02 (Q02)
1. In what semester are you?
Quinto semestre.
2. What levels of English did you take at UNINPAHU?
Segundo nivel.
3. In what area of the hotel and tourism industry are you currently working?
No estoy trabajando en este momento.
4. To what extend does this position require the domain of a second
language? (English in this case).
--
5. After taking the three English courses, what is your level of proficiency in
English?
Teniendo en cuenta los niveles en C1.
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
Pienso que deberían ser más profundos.
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
No fueron suficientes debería ser más intensivo.
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
No.
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
No, pues el inglés en ocasiones es muy básico.
130
10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
No, porque no se trabaja tanto en la parte de inglés no es tan profundo.
Questionnaire 03 (Q03)
1. In what semester are you?
Quinto semestre.
2. What levels of English did you take at UNINPAHU?
3 niveles.
3. In what area of the hotel and tourism industry are you currently working?
No estoy trabajando actualmente.
4. To what extend does this position require the domain of a second
language? (English in this case).
- -
5. After taking the three English courses, what is your level of proficiency in
English?
Teniendo en cuenta esos 3 niveles podría ser B1.
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
- -
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
No, pienso que deberían ser más profundos.
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
No.
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
Sí, cuento con estudios de inglés en la Universidad Francisco José de
Caldas, allí hay un buen nivel de inglés.
10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
131
No, porque para mi carrera se necesita un alto nivel de inglés que la
universidad no brinda.
Questionnaire 04 (Q04)
1. In what semester are you?
5
2. What levels of English did you take at UNINPAHU?
Los tres niveles que hay actualmente.
3. In what area of the hotel and tourism industry are you currently working?
En estos momentos no me encuentro trabajando.
4. To what extend does this position require the domain of a second
language? (English in this case).
No trabajo.
5. After taking the three English courses, what is your level of proficiency in
English?
En el nivel B1
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
Si
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
No, porque normalmente se ve como todo muy general por el horario.
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
Si, en los hoteles.
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
No.
10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
Mas o menos.
Questionnaire 05 (Q05)
132
1. In what semester are you?
5to semestre.
2. What levels of English did you take at UNINPAHU?
Dos niveles.
3. In what area of the hotel and tourism industry are you currently working?
No me encuentro trabajando en el medio.
4. To what extend does this position require the domain of a second
language? (English in this case).
Recepcionista, Director general.
5. After taking the three English courses, what is your level of proficiency in
English?
En un nivel medio.
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
(Ilegible)
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
No, faltan más niveles para poder dominar esta lengua.
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
No hasta el momento.
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
No.
10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
No, necesita más requerimientos y más enfoque.
Questionnaire 06 (Q06)
1. In what semester are you?
Quinto
133
2. What levels of English did you take at UNINPAHU?
Nivel 3
3. In what area of the hotel and tourism industry are you currently working?
No
4. To what extend does this position require the domain of a second
language? (English in this case).
Inglés es necesario para muchas cosas, para cargos de hotelería.
5. After taking the three English courses, what is your level of proficiency in
English?
Nivel 2
6. How do you think the contents and topics studied at each level of English
have contributed to your performance in the labour market?
Más o menos ya que no se ve reflejado el nivel de inglés.
7. Do you consider that the levels of English taken at the UNINPAHU were
enough to be proficient in English? Why?
No, no fueron necesarios.
8. Have you lost job opportunities in the hotel or tourism field because you do
not have the required level of English? Specify how.
No pero es necesario tener un buen desempeño.
9. Do you feel competent in English with regard to professionals from the
same field, but from other universities?
De pronto, puede que en otras universidades enseñen mejor.
10. Do you consider that the English levels of UNINPAHU meet the
requirements that the tourist and hotel industry demands related to the
proficiency in English? why?
No, no fueron suficientes.
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Annex 7
Structured observation format UNINPAHU University Institution
Type of observation: Direct non-participant
English level: ENGLISH I Date: August 17TH, 2018 Physical description (organization of the classroom): Chairs located in 5 rows, the classroom is large, good lighting, video beam, acrylic board, the teacher has her own desk and laptop.
Start time: 10:00 am End time: 12:30 Total number of students: 25 - Men (13) Women (14)
Undergraduate programmes: Students of different undergraduate programmes.
Type of the class: Head teacher: Martha Florez Theoretical and practical Lesson: Verb to be, greetings, daily routine
Sequence of observation:
Hour Observation General impression / feeling
10:05 am The teacher hands a format of a dialogue (by couples) to fill the blanks with the correct form of the verb to be. The teacher takes the student roll call.
The activity is a little messy because not everyone is doing it at the same time.
10:20 am Two students have to start reading an excerpt of the dialogue, then, the next couple continues from the desk. If the answers are incorrect, the teacher explains (This is plural, this is singular). - The teacher explains briefly the structure of questions. - After explaining she says: "It is very easy".
Some students say their part of the dialogue and others do not. The teacher does not ask if everyone really understood what she just explained.
10:26 am The teacher shows a video about ways to greet and she asks: “When we say hello and goodbye, what words do we use?” - The students watch it again, but this time with subtitles. - They watch it a third time, part by part, usually she repeats the dialogue and some students repeat (others do not). - Some students translate the dialogues while they are listening. - The discussion changes to the schedule (afternoon, night, evening)
There was no transition from one activity to the other, she said "let's watch a video" but she did not explain the relation between the video and the previous activity. - In the transition of activity, the students begin to speak loudly. - The students in the front row were the ones who repeat what the teacher said. - The students do not raise their hands to participate, they spoke at the same time.
10:46 am The different forms of greetings in the world are addressed, the teacher says "Easy to understand" Then she asks: “What are the daily activities?” "Maybe you are musical"
The teacher does not ask what are the forms of greetings that students know, she just says them. - She does not ask what the students’ routines are, she anticipates them.
10:51 am The teacher plays a video about the routine of a character. She asks, “Easy or complicated to understand. Easy right?” only some students respond. - She plays the video again, part by part, but she repeats the dialogue, not the students. -The teacher writes some sentences that are in the routine.
Again, there is no transition between activities. Some students translate all the time every sentence that the teacher says. -The teacher does not involve all the students; the same always participate.
11:03 am The teacher affirms: “But we have our own routine”. She starts telling what she does in the day. All of the sudden she asks, "Who rides your bicycle?” The teacher tends to generalize the routine.
While she is speaking, the students at the back of the classroom are doing other things and the teacher seems not to be interested. - Initially, the teacher assumes that everyone has the same routine.
11:11 am Explanation of simple present tense: first and third person. The explanation is not detailed.
135
The teacher proposes different examples. She constantly says, "Easy right?"
11:17 am In pairs, the students have to write the other person's routine. At first, it is a little messy because they do not start working on the task, then she begins to go through the groups verifying the work. - The students organised themselves in groups of 4, but they work in pairs.
The teacher does not verify if the instruction is clear. -There are students who start doing the activity immediately, others only speak in their groups.
11:52 am The teacher says that she already checked everything, and she saw some grammar mistakes, but she says "I check and I like" The teacher requests to a group of students to start telling each other's routines. She says, "Freely talks as you can" "No modify any verb" - After each intervention congratulates the group "excellent job"
When students say the other's routine there are some mistakes: his, yours and third person. - There are some pronunciation mistakes. - While one student is speaking, the others do not listen and make the same mistakes.
12:13 pm The teacher asks, “Did everyone understand the simple present?”, "Over time the pronunciation will improve."
The activity did not have a closure, the class ended announcing when the final exams would be.
Hour St. 1 St. 2 St. 3 St. 4 St. 5 Observation
10:15 am
“The activity is very easy”
The teacher said that the activity was easy but did not confirm if it was clear to everyone.
10:41 am
“What is the difference between all and everything?”
The question was unexpected for the topic that was being addressed. The explanation was a bit confusing, it was not very clear.
12:05 am
The student speaks only in Spanish, what he says in English are the sentences of the activity.
He does not do the activity, but he apologizes in Spanish, at the end he says the sentences.
Materials that were used in the class: Video-beam, computer, videos, handouts and photocopies.
Additional notes. There is no clear transition between activities, there is no non-Spanish policy in the class, almost everything is translated by the students. There is no participation policy, some students talk at the same time (no one raises the hand), the students’ participation is always in Spanish.
English level: ENGLISH II Date: August 21St, 2018 Physical description (organization of the classroom): Chairs located in 5 rows, the classroom is small in dim lighting, video beam, acrylic board, the teacher has her own desk and laptop.
Start time: 6:10 pm End time: 8:00 pm Total number of students: 16 - Men (1) Women (15)
Undergraduate programmes: Students of different undergraduate programmes.
Type of the class: Head teacher: Martha Florez Theoretical and practical Lesson: Prepositions of place. Review of there is and there are.
Sequence of observation:
Hour Observation General impression / feeling
6:10 pm Greeting. The class begins with some vocabulary about parts of the
There is not an introduction to the topic that the students are going to
136
house that was previously addressed. work on.
6:15 pm The teacher shows images of different types of houses, the students have to say the type of house. When the activity finishes the teacher says, “Not complicated at all”.
The activity involves associating images and meanings.
6:20 pm The teacher shows an image of the four pints of the compass and asks the students: “Who lives in the south, in the north, in the east, in the west?” She adds, “it is possible to link these words, northwest and northsouth”
When there are unknown words the teacher explains their meaning, she does not translate the words.
6:27 pm The teacher shows and reads a text about different types of houses. She asks, “Do you know that solar panels is in the new houses?” Then, she asks about the type of house that the students prefer.
The teacher reads the text, not the students and they always speak and answer in Spanish.
6:39 pm There is a grammar chart to complete with there is and there are. The teacher fills in the chart. Once the chart is complete, the teacher says, “it is very easy”.
The teacher does not verify if the topic is clear to all the students.
6:41 pm The teacher chooses one student to go to the board to do another grammar exercise about fill in the gaps. Once it is done, the teacher asks, “Did everyone understand?”
This time the teacher checked if the topic was clear.
6:42 pm The topic about prepositions of place begins. The teacher gives some examples of the students’ location in relation to some objects inside the classroom.
The examples are put in a way the students relate the prepositions to the objects that are in their surroundings.
6:46 pm There are some images (projected on the board) and the students have to determine the preposition it refers to.
6:52 pm Listening activity: House location with respect to some places that are nearby. The audio is played four times.
There are some students at the back of the classroom who do not understand the audio
07:07 pm Workbook activity in couples. One student asks and the other has to answer based on the information in the book. The teacher is checking the activity and if there are doubts among the students.
The teacher checks the activity individually, this allows the students to clarify specific doubts they may have.
07:29 pm The teacher and the students discuss the activity and share some ideas. Then, the teacher asks different comprehension questions to the students.
07:40 pm The teacher asks some questions with there is and there are based on an image of a house in which there are some objects inside. She chooses some students, so they ask the others about the same image as she did.
Despite the fact that only a few students participate, the majority of the students pay attention to the activity and keep focused on the exercise.
07:50 pm There is a practice activity in the book. In couples, the students have to analyse and image in which there are some parts of the house, they have to ask different questions with there is and there are, as they did in the previous activity. The teacher proposes an example in Spanish: “Hay en la imagen un florero?”
The example could be given in English.
Hour St. 1 St. 2 St. 3 St. 4 St. 5 Observation
6:52 pm
“No easy teacher”
The teacher says, “It is very easy”, she does not ask further questions on the doubts that the student has.
Materials that were used in the class: Video-beam, computer, videos, handouts and photocopies.
Additional notes. Even though the teacher tried to connect the prepositions of place to the grammar topics there is and there are, the students made different mistakes regarding both topics (prepositions and there is/there are). They moved forward with one topic without checking if the previous one had already been understood by everyone. The teacher should have given more activities on the different topics separately, then, continue with both two topics at the same time as she did.
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English level: ENGLISH III Date: August 18th, 2018 Physical description (organization of the classroom): Chairs located in 4 rows, the classroom is large, good lighting, video beam, acrylic board, the teacher has her own desk and laptop.
Start time: 10:14 am End time: 12:45 pm Total number of students: 19 - Men (6) Women (13)
Undergraduate programmes: Students of different careers.
Type of the class: Head teacher: Marco Antonio Ariza Theoretical and practical Lesson: Countable and uncountable nouns.
Sequence of observation:
Hour Observation General impression / feeling
10:15 am Greeting. The teacher gives feedback on the activity that was done the last class and gives back the sheets, the topic of that activity is there is and there are. The teacher also makes emphasis on some common mistakes of that activity.
Besides the delivery of the paper, the teacher does not go over the last class activity to relate it to the topic of today’s session.
10:21 am Today’s topic begins. Countable and uncountable nouns. They start working on the English book. Some students have the book and others do not. They make work groups and others work on their own. The teacher writes on the board: cofee He gives an example in Spanish: “cofee es incontable y ahora, a cup pf cofee es contable”.
The teacher does not explain why coffee as such is uncountable, the students are confused. The explanation is not detailed.
10:25 am There is an audio from the English book about vocabulary, it is about the pronunciation of these words. “box, bottle, packet, can”
10:32 am The teacher says, “Now we are going to see expressions that help to quantify, for instance, a lot, quite a lot, a little, not much”. The teacher asks one student, but she does not answer. The teacher writes on the board: How much for uncountable, how many for countable. He asks the students the food they eat in the mornings. “How much coffee do you drink in the morning?”
The examples are usually provided by the teacher, he does not encourage the students to make their own examples. - The teacher explains everything at the same time.
10:40 am There is a practice activity in the book that the students fill in. The questions are about fill in the blanks and give their own answers.
The teacher explains what the students have to do in Spanish. He does not go group by group in order to check if the students have doubts and he remains in the front of the classroom.
11:00 am The teacher and the students discuss the activity and share some ideas. One student asks and the other answers.
The students pay close attention to the activity.
11:02 am The teacher writes on the board words about food (beer, wine, rice, apples, ice cream) He chooses one student who must ask something about these words to another student.
The activity seems difficult for the students because they must speak in front of everyone. When they do, they hesitate and have problems pronouncing certain words.
11:07 am The students work on another activity of the book, they have to complete some sentences with how much and how many.
The teacher explains in Spanish, so everyone understands. Once he finishes, he leaves the classroom.
11:25 am The teacher and the students discuss the activity and share their answers. Some students had wrong answers and others worked on the wrong activity.
The teacher did not check if the students had doubts or were working on the right activity.
11:36 am In couples, the students have to make a dialogue including their daily food habits using the expression learnt in class. The teacher gives to the students a dialogue so they can use it as a guide. After they finish, they have to present it to him, so they can leave.
The teacher remains in his desk and then he leaves once again. The instruction was not clear to everyone, some students ask the others about what they have to do.
12:20 pm The couples start presenting their dialogues, the teacher Once the students present the
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listen them and when they make mistakes, he gives them feedback right away.
dialogue, they leave. There is not closure of the activity or the topic.
Hour St. 1 St. 2 St. 3 St. 4 St. 5 Observation
10:24 am
Ask in Spanish to know the meaning of certain words.
The teacher does not remark if it is forbidden to speak in Spanish.
10:45 am
“The activity of the book is very difficult”.
The teacher says that it is not difficult, but he did not ask for the specific doubt the student had.
10:53 am
“What does take away food mean?” *The student asks in Spanish and the teacher answers in English.
The teacher answers in English, he says that is food that is put in the microwave.
10:56 am
He wants to ask something, but he regrets.
The teacher does not encourage the student to ask in order to know the doubt.
Materials that were used in the class: English book, one handout to make the final dialogue.
Additional notes. Although it is an English III class, the students spoke all the time in Spanish. Indeed, the teacher did say anything about the use of Spanish in the classroom. The students seemed insecure when they must present the final dialogue to the teacher.
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Annex 8
Data tabulation: survey to the students
Semester:
Age range of the students:
Gender
Current English level the student is taking:
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1. What was your English level before you started the courses at UNINPAHU?
2. How has your experience been learning English?
Good __ regular __ bad ___ why?
3. What is your purpose or what motivates you to learn English in your field of study?
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4. How do you consider the contents you currently see in English for your
performance as a short- or long-term professional? (Select only one):
5. Do you consider that the university fosters an appropriate environment to learn
English? Why?
6. What are your expectations and objectives in the English levels in relation to your
undergraduate programme?
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7. At this moment, what are your strengths and weaknesses in English?
Weaknesses (In terms of abilities) Strengths (In terms of abilities)
8. When learning English, what is most difficult for you?
9. Why do you consider important to learn English in your field of study?
10. Are you working or have you worked in an area of the tourism or hotel industry
where you needed to use English? How was the experience?
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11. What area of this field of study interests you the most? Why?
12. Regarding the different topics of your programme. What would you like to learn
in your English class?
13. What do you consider necessary and mandatory to know in English about Hotel
and Tourism?
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14. Do you know any teaching method that catches your attention? Do you know
any that can be used in the English class?
15. Have you identified your learning style? How is it easier for you to learn English?
16. Do you prefer autonomous or group work when learning English?
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17. Besides the classroom, in what places could the English class be carried out?
18. How many students should the English class have?
19. Do you know materials or online platforms in English with regard to Hotel and
Tourism Management? For example; magazines, travel blogs Which ones do
you know? which ones would you like to work on?
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20. Do you think it is important to use a workbook for the English class? why?
21. Do you know any methodology for Hotel and Tourism students that could be
used in the English class?
22. What technical vocabulary or specific lexicon in English do you know about the
hotel or tourism sector? Mention some examples.
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23. What technical vocabulary or lexicon in English is unknown to you and would
you like to learn?
24. Do you consider that addressing informal and everyday communication
situations in English is important in order to communicate with colleagues in the
workplace? Why?
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25. What specific contents of the hotel and tourism field do you consider important to
be addressed in the English class? Hotel management, Tourism, Food and
beverages, Travel agencies, Business management.
26. What do you consider the most important skill to work in the following areas?
(select 1 for each area)
27. List from 1 to 5 the area of Hotel and Tourism where you consider that the use of
a foreign language is most important.
1 is the area that most requires it, 5 is the area that least requires it.
Tourism 55
Hotel management 69
Travel agencies 95
Cuisine 104
Business management 116
Food and beverages 117
Did not answer 3
*Total sum
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28. In general terms of your undergraduate programme, what is most important
when learning English? List from 1 to 5, where 1 is the most important and 5 the
least relevant: *Total sum:
29. How many hours the English class should have?
30. How do you consider that you should be assessed at the end of each topic in the
English class?
31. What level of English would you like to have at the end of the English levels?
Vocabulary 68
Listening 80
Communicative competence 83
Writing 110
Grammar 114
Did not answer 2
*Total sum
150
Annex 9
Teachers interview format from their specific area of performance (questionnaire).
1. In all areas of the Hotel and Tourism Management it is necessary to be
proficient in English. However, which one do you consider to be the one
that most requires it and why?
2. And from your disciplinary field, to what extent does your area need a high
level of English?
3. Are there specific skills or technical vocabulary in English in this area that
students should know at the end of their undergraduate programme? if they
do not know it, can they lose job opportunities? Mention some examples.
4. For your area, which skill do you consider most important for the student to
develop and achieve a high level of proficiency in English (grammar and
vocabulary, oral, written or auditory competence)? why?
5. What specific contents of your field of study do you consider important to
be addressed in the English class?
6. What situations of formal communication in English (I propose an
example), may occur in this area of performance?
7. How do you think the student of UNINPAHU can be proficient in English in
this area?
8. What should be the role of the English teacher for the student of Hotel and
Tourism Management?
9. Do you know materials or online platforms in English intended for the Hotel
and Tourism sector that can be used in the English classes? For example,
magazines or travel blogs. Which ones?
Transcripts:
Interview N. 1 Teacher of the area of business management.
1. Servicio, donde haya contacto con el cliente, porque es un núcleo de atención al cliente donde la
mayor cantidad o el mejor beneficio económico que podemos tener es trabajar con el turista y si no
tenemos un buen nivel de inglés, pues no tenemos un buen servicio al turista, sino tenemos un buen
servicio al turista pues nuestro propósito deja de existir. Entonces pienso que ni siquiera es
solamente el inglés, o sea, un turistólogo, un gastrónomo, un hotelero tiene que tener bastante más
que solo el inglés.
2. Todo el tiempo, la parte de economía, todos los informes vienen en inglés, si pensamos desde el
punto de vista del talento humano muchas de las pruebas son desarrolladas en Londres, en Estados
Unidos y las traducciones como traducciones no sirven hay que interpretarlas desde su idioma
original; textos, y aparte, estamos en un mundo de transnacionales, en un mundo globalizado donde
necesitamos comunicarnos en tiempo real, ahora todo es en tiempo real y no hay tiempo, de hacer
traducciones como antes que te mandaban los documentos, te llegaban por fax, uno tenía el tiempo
de traducirlos y de mandarlos, ahora todo es en tiempo real; una teleconferencia, necesitas un
segundo y un tercer idioma indiscutiblemente, sino cómo negocias con el resto del mundo.
3. Claro, es indispensable tener el inglés técnico, absolutamente indispensable porque a la hora de
negociar, a la hora de comunicarte vas a estar en desventaja.
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4. No podría decirte cuál, pienso que uno tiene que tener al igual que una lengua materna con todas
las competencias desarrolladas, una segunda lengua tiene que ser lo más cercano a la perfección
posible, si yo digo que entiendo divinamente pero no lo hablo, eso no funciona en el mundo de los
negocios. Tienes que escribir divinamente porque un contrato que quede mal hecho gravísimo, sino
interpretas el contrato en lectura espantoso, sino te comunicas verbalmente entonces la ponencia, la
presentación del contrato no queda. Para mí, cuando uno aprende un segundo idioma tiene que
aprenderlo de forma íntegra.
5. Toda la parte de comunicación y negociación internacional, economía, economía internacional,
matemática financiera internacional, toda la parte internacional, incluso ahora toda la negociación de
coyuntura internacional se tiene que ver en inglés.
6. En mi área como docente intercambios internacionales. Es chévere cuando hacemos intercambio
con México, pero es mucho más interesante hacer intercambio con Canadá, con Inglaterra, con
Estados Unidos; los restaurantes, los hoteles, la turistología que hay en Nueva York es una cosa
divina, ahí es importantísimo para mí el inglés y me ha salvado de más de una.
7 y 8. Siempre le digo a los profesores, esfuércenlos, hagan que expongan tres líneas en inglés, que
conciban tres pensamientos en inglés y de esa manera empiecen a perderle el miedo, porque
realmente cuando uno tiene (aprende) un segundo idioma es miedo lo que uno tiene porque
esperamos hablar perfectamente como el adulto que es uno en ese momento, por eso para el niño es
más fácil aprender inglés o cualquier otro idioma, porque el niño habla como niño y no le importa si
se equivoca, si el verbo estaba bien conjugado, si la frase quedó perfecta, el niño no tiene ese
problema entonces por eso el niño habla como le suena y evoluciona cualquier idioma, uno quiere
hablar como adulto una lengua que empezó a aprender como adulto, entonces eso no funciona, uno
aprende como niño. Entonces forzarlos a que pierdan el miedo y si se equivocó para eso es el
docente y de esa manera van perdiendo el miedo y a veces se dan cuenta de que pueden hacer un
servicio completo, que pueden hacer muchas cosas con inglés. Es eso, obligarlos a ver películas de
niños en inglés.
9. No, la verdad no conozco, no me he metido por ese lado. Busco el tema de películas, reportes, por
ejemplo, la publicidad que hace Walt Disney hacia los niños, hacia el hotel, todas las atracciones
turísticas que tiene y que están en inglés, es una publicidad que no va para adultos, va para niños;
entonces busco que ellos desde su carrera aprendan y le pierdan el miedo al inglés. Realmente
nunca me he metido a buscarles plataformas para eso, pero que mejor plataforma que uno se ponga
a mirar películas o generar grupos de amistades en otras partes del mundo.
Desde las finanzas hay varios juegos en línea de finanzas y de bolsa , existe el juego en español que
es con la Bolsa de Bogotá, pero también existe un juego con la bolsa de Nueva York y ese es todo en
inglés, entonces ese tipo de cosas funciona, aprendes o pierdes el juego, finalmente no vas a perder
plata y lo chévere es aprender jugando en la bolsa y eso te da puntos en una entrevista cuando vas a
la Bolsa de Bogotá, en qué ranking quedaste (jugué en la Bolsa de Nueva York, jugué en la Bolsa de
Tokio) y solamente por saber que estás clasificado en ella, saben que tienes un buen dominio del
inglés.
Interview N. 2 Teacher of the area of tourism.
1. Siempre les he explicado a mis estudiantes, hotelería, turismo y gastronomía es un triángulo
donde todos dependemos. Turismo, hotelería y gastronomía dependen mutuamente para poder
operar, si no hay hoteles no podemos albergar turistas, si no hay turistas no tenemos a quién
albergar, si no hay gastronomía pues nos morimos porque no hay que comer. Entonces si vamos a
ver cuál es más importante creería que todas, todas necesitan inglés. De hecho, en mis asignaturas
yo manejo todas las clases mínimo diez términos en inglés sobre la carrera, los que ellos quieran, los
que ellos investiguen; si no saben cómo se dice espátula para poder darle vuelta a las arepas, pues
que lo investiguen, lo que ellos deseen. Entonces, estos diez términos que yo les pido son en pro de
aumentar su vocabulario porque sé lo necesario que es el inglés en nuestra carrera y lo que pasa es
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que las bases que ellos reciben son básicas y necesitan un nivel conversacional intermedio, B2 más
o menos, para tener un 85%, y poder desenvolverse en el ámbito laboral porque realmente no te
piden tanto la gramática sino te piden es “atienda a un cliente” sea en hotelería, turismo o
gastronomía.
2. Hay una connotación y es que nosotros tenemos en la hotelería un área operativa y no operativa
en un hotel y creería yo que el turismo es 100% operativo porque si tu eres un guía turístico, un guía
turístico tiene que estar 100% al servicio al cliente es totalmente operativo; creería yo que el turismo
hace parte del más importante para tu hablar inglés porque es la manera en que tu te relacionas,
tienes relaciones interpersonales y puedes explicar un destino turístico; o sea cómo vas a poder
decirle a un turista la historia digamos de La Candelaria si ni siquiera manejas un nivel básico o
intermedio.
3. (5.) Sí, muchas. Cuando uno estudia turismo y gastronomía tienes muchas áreas en las cuales te
puedes desenvolver, una de ellas es el área aeroportuaria, y es gracioso que ni siquiera sepan qué
es un “flight attentant”, ese tipo de vocabulario que es tan técnico, eso no se lo dicen en las clases de
inglés, a ti te enseñan el verbo To be, la conjugación, cuál es el activo, el pasivo, etc. Si las carreras
se centraran en darles un inglés técnico básico de su propia carrera, sería maravilloso. Obviamente
todos debemos aprender la estructura gramatical, cómo escribir, cómo hablar, si la estructura va
sujeto, verbo y complemento, todas esas cosas; pero lo que yo intento hacer en mis clases es ese
vocabulario que a ti en algún momento te va a funcionar, por ejemplo, qué es un tip, que es un tax,
tantas cosas que tu realmente necesitas dentro del medio, cuando tu sales al medio yo les digo, aquí
es el 20%, el 80% está puertas afuera. Ellos salen al medio y es como si no hubieran aprendido
nada, además, hay un problema grave que es que ellos piensan que con el inglés básico de saberlo
hablar es lo único que necesitan, más no vocabulario, por eso es que yo lo manejo así.
4. (6.) Es un complemento de todo con todo porque si tú no sabes escuchar al cliente, no lo
entiendes y no sabes responderle vas a tener un problema, entonces vas a tener inconvenientes, por
ejemplo, te pidieron un aceite de oliva y le trajiste un aceite de girasol, cosas así; si tú sabes
escuchar y entiendes (porque una cosa es escuchar y dices sí, dijo una palabra x pero no sé cuál es)
puedes darle solución a un requerimiento y de eso se trata, el servicio al cliente es satisfacer las
necesidades del cliente; cuando ya tienes esas dos competencias, puedes llegar a una última, la
satisfacción del cliente aprendiendo a expresarte, ahí vendría toda la parte de vocabulario y oral que
es saber expresarte y no decir por ejemplo; “yo tener guantes” que es lo que pasa, es seguido y lo
ves en el servicio, porque son chicos que intentan expresarse, los contratan porque tiene un inglés
mal llamado salpiqueado e intentan hablar de una u otra manera.
7. (6.) Uno debe ser autodidacta, todas las carreras necesitan saber inglés el que no lo sepa es un
analfabeta, el inglés es una lengua universal, cómo te comunicas con una persona de China, de
Japón con el inglés si no sabes el mandarín o japonés; entonces pienso que empieza desde la parte
autodidacta, desde el tipo de estudiante que UNINPAHU recibe, porque es muy chévere que yole
diga a un estudiante: “necesitas saber inglés” y que yo le habrá ese panorama, pero ¿si él no quiere?
Yo tampoco puedo obligarlo, ese es un inconveniente, el hecho de uno tener conciencia de saber qué
es lo que yo quiero, además programas donde se puedan hacer cursos extras donde no se le cobre
al estudiante, donde se le puedan dar cursos en inglés pero orientados a su área específica, porque
si vas a tener un curso del verbo To be, para eso colocas YouTube y ya aprendiste; entonces es
preferible tener un docente para el área específica en inglés: si eres de negocios uno de negocios, si
eres de turismo uno de turismo, si es de gastronomía, de gastronomía; pero que encierre
efectivamente el área. Por ejemplo, cómo de una manera cortés yo me puedo desenvolver y puedo
llegar a ofrecer un buen servicio, y eso podemos desarrollarlo potenciando esas habilidades desde el
ámbito de cada carrera.
8. Está en las habilidades que tiene como tal el docente en cuanto a pedagogía, ser humano porque
los estudiantes aprenden si uno es buen ser humano, que no sea una imposición; si el docente de
inglés tiene habilidades y crea unas buenas estrategias en donde se da cuenta que su clase la puede
desarrollar en el contexto del grupo, saber que cada grupo es diferente. Es el docente quien debe
acoplarse al grupo porque es su deber ético y profesional de hacer que la clase sea amena, que el
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estudiante entienda y que tenga que ver con la carrera; son las habilidades del docente las que
priman para que los estudiantes aprendan con respecto a su carrera.
9. Conozco más que todo aplicaciones, “Memrise” me parece muy buena para memorizar diferentes
palabras y temas generales como medios de transporte, cosas de comida; pero una realmente
específica de la carrera, no. Yo les remiendo mucho Memrise porque les ayuda mucho en la parte
auditiva, de memoria y la repetición en la cual tu grabas los términos y el vocabulario.
Interview N. 3 Teacher of the area of food and beverages.
1. Creo que todas, no hay una que sea mejor que la otra, no hay una que te vaya a abrir más
puertas que la otra. En la gastronomía que es mi enfoque, el inglés es un idioma que es obligatorio e
indispensable, nosotros los cocineros tenemos la obligación, porque no es ni siquiera el deseo, es
una obligación de hablar francés, español, inglés, son los idiomas que se manejan en las cocinas.
Esta coyuntura sucede porque nosotros trabajamos en cualquier parte del mundo y en todo el mundo
los idiomas varían, pero nosotros los cocineros buscamos un idioma que nos permitiera
comunicarnos entre todos; ese idioma en primer lugar fue el francés y con el tiempo se fue poniendo
a la par el inglés, entonces es indispensable en la gastronomía. Si lo hablamos en le hotelería es
igual, cualquier hotel en el mundo recibe extranjeros y más allá de hablar la lengua local, la forma
para poderse comunicar es el inglés y en el turismo también, el guía turístico tiene una coyuntura
más grande aún, debe manejar mínimo cinco idiomas, pero el inglés es el fundamental.
2. La gastronomía en el ámbito local, es decir Bogotá, el inglés no es tan necesario, más bien cuando
uno como cocinero tiene el deseo de ir a buscar nuevas fronteras y a estar fuera del país ya
encuentras que el inglés se vuelve muy importante, muy específico y no solo en países de habla
inglesa o donde hablen el idioma, sino por fuera, un ejemplo, uno creería que en México hablar inglés
no es necesario y sorpresa, muchos restaurantes en México se maneja y se habla inglés, si vamos a
Europa, es más fácil saber hablar inglés que saber hablar italiano, alemán, portugués o el mismo
francés; entonces también se te facilita el camino porque los chefs todos hablan inglés. En Colombia
estamos pasando por un momento en donde grandes cocineros han puestos los ojos en nuestro país
y estos grandes cocineros están buscando contratar personas con las que puedan trabajar y para
poder trabajar tienen que hablar el idioma del cocinero o hablar inglés, entonces también se va a
volver muy importante.
3. Sí, los cocineros manejamos un idioma afrancesado (más que el inglés aquí entra un poco más el
francés), pero cuando vamos a trabajar en conjunto y en equipo, por ejemplo, si tú quieres trabajar en
un barco el idioma que va a hablar tu chef es el inglés y las técnicas que vas a tener que manejar
están en francés. Cuando llegas a los barcos o a las navieras a buscar una oportunidad lo primero
que te dicen es ¿hablas inglés? Y dices no, ya perdiste; vas a un hotel, específicamente la cadena
GHL, Grupo Estelar te exige hablar inglés no para ser cocinero sino cuando llegas a un cargo ya de
chef porque tu trabajo es comunicarse con las demás personas, eventos y logística y no hablas con
personas de acá, hablas con personas del extranjero, personas que vienen de otras partes del
mundo, cocineros, por ejemplo, te llega un cocinero chino y la forma para comunicarte con él no va a
ser en mandarín, es en inglés; entonces para los cargos altos es obligatorio, y si no manejas inglés
vas a perder las oportunidades del siglo, siempre.
4. En mi profesión entraría el vocabulario y la expresión más que lo escrito. Lo escrito te sirve y te
ayuda mucho cuando llegas a los cargos altos, pero para empezar yo creo que el vocabulario,
tenemos que comunicarnos. Ya después con el tiempo vas a aprender a escribir a manejarlo no
desde un nivel técnico básico sino como un segundo idioma como tal, pero para arrancar vocabulario
y comprensión, es decir hablar y escuchar.
5. Técnicas métodos, órdenes y expresión.
6. Implícito en pregunta 2 y 3.
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7. Lo primero es el deseo, si tu no deseas aprender un idioma nunca lo vas a aprender, lo otro es
buscar salir del país, es algo que siempre le he criticado a los modelos de pedagogía no solo del
inglés sino de los otros idiomas; por ejemplo, tú tienes una clase de tres horas de inglés, hablas
inglés durante las tres horas y sales a hablar español y perdiste todo lo que trabajaste durante esas
tres horas, lo perdiste, entonces para mis estudiantes de UNINPAHU yo creo que lo primero,
internacionalizarse, salir del país, si no tiene la oportunidad ir a los English’s Day, estar buscando
comunidades en las que por nada tengas que hablar español, cuando ya te olvidas del español y te
dedicas a hablar con otras personas en otro idioma, llegas a la parte de le expresión, la gramática si
es estudiar y estudiar.
8. Arrancar desde el ejemplo, dinamismo, más allá de mostrarle al estudiante que tiene que aprender
a hablar inglés, es desde su experiencia mostrar por qué el inglés sirve, hacia dónde lo va a llevar,
las rúbricas e invitarlo siempre a lugares donde se hable el inglés; conozco sitios específicos en
Bogotá donde la actividad es: vamos a hablar otro idioma, lo maneja el colegio Leornardo Da Vinci y
nosotros vamos a ciertas reuniones de dos días o un fin de semana donde estamos hablando solo
italiano y de esa forma no perdemos nuestro idioma y lo perfeccionamos, entonces creo que desde el
punto de vista pedagógico un docente de inglés universitario puede abordar y entusiasmar al
estudiante, es decir, si el estudiante no quiere aprender a hablar inglés jamás lo va a aprender a
hablar.
9. Si conozco, pero en este momento no las recuerdo, hay muchas aplicaciones muy buenas para
celulares que te enseñan jugando, manejan el Método Merani que va muy bien, hay muchos sitios en
línea, pero es una cuestión de cariño y de querer estudiar, tu puedes pagar un curso virtual de un
millón de pesos como puede ser uno virtual de quince millones de pesos y eso no te va a asegurar
que tu hables inglés, eso va en ti. Para gastronomía, es gracioso porque puede ser Open English.
porque tiene una parte de gastronomía dedicada a la cocina, pero nuevamente, va en cuestión del
estudiante, no va en cuestión ni de la plataforma ni de la página, si yo quiero aprender, me dedico a
aprender.
Interview N. 4 Teacher of the area of hotel management.
1. No, para usted trabajar en un hotel tiene que reconocer qué hace una agencia de viajes y si usted
trabaja con intermediación de las agencias de viajes, tenga por seguro que muchas de ellas hacen
sus negocios en inglés y su usted es gerente de un hotel o trabaja en la operación de un hotel, tiene
que hablar inglés; eso es una unida con la otra, nosotros no trabajamos sin los intermediarios.
2. Es alto, si usted mira los avisos para hoteles le piden bilingüismo o trilingüismo por una razón
obvia, en hoteles internacionales lo mínimo que van a hablar es inglés, estoy hablando para cargos
de recepción y para las agencias ni hablar, el que quiere ascender e ir más allá pues tiene que hablar
otro idioma.
3. Por supuesto la fluidez independiente de si es técnico o no es importante, la fluidez si es para una
conversación común y corriente con una persona que le está pidiendo una información de dónde
queda un restaurante o cómo se coge un taxi, cuánto le van a cobrar, cosas que son de información
necesita fluidez y desde el aspecto técnico pues obviamente hay unas palabras que son propias del
inglés, es lo que llamamos frases idiomáticas que no se deben trasladar al huésped que habla
español, pero si usted le dice “check-in” a un huésped que habla inglés pues no hay problema, lo que
tiene que saber usted es que se va a hacer el registro de llegada y el check-out es el registro de
salida, esas son palabras técnicas que sí hay que aprenderlas pues es la jerga internacional del
extranjero que llega a un establecimiento; es la forma como hablamos, un idioma se puede hablar de
muchas maneras siempre y cuando se respeten los anglicismos.
4. Fundamentalmente mucho vocabulario, la parte auditiva se puede practicar en conjunto cuando ya
sepa vocabulario, yo podría oír algo, pero si no sé qué significa, no me va a llamar la atención. Los
laboratorios auditivos existen desde antes que existiera el internet, para los que aprendimos inglés en
otras épocas el laboratorio ya existía, entonces usted oía grabaciones, no veía películas, las películas
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las veía en televisión y aquí el oído es fundamental, pero cómo puede usted escuchar algo si no sabe
qué significa, el cerebro tiene que asimilar que usted ya hizo un estudio previo sobre el vocabulario.
Hay técnicas de mnemotecnia que a veces son automáticas en el cerebro pero que las puede inducir
un profesor, son fundamentales. Yo diría que todas las técnicas son válidas, pero en primera
instancia vocabulario, escuchar cómo se dice combinado con gramática, pero qué gramática si no
sabe vocabulario; que puede ir combinado, estoy de acuerdo pero que los profesores no se excedan
en enseñar lo que el estudiante no entiende. Mi método se llamó vocabulario.
5. Los relacionados al trabajo implícito del hotelero o del tipo de hotel, entonces dependiendo de los
servicios que preste pues aprenderse todos los contextos que suceden dentro de un hotel, eso es
fundamental y saber mantener una conversación fuera de esto también. La comunicación formal e
informal son importantes.
6. Respuesta en la pregunta 5
7. Estableciendo unos métodos de estudio y estos tienen que ver con mucho vocabulario, práctica del
vocabulario, oído, involucrarlo dentro del contexto de lo que se quiere en esa formación. Si usted
tiene un syllabus y en teoría funciona, pero hay que monitorearlo, supervisarlo, verificarlo y evidenciar
que el estudiante en su parte independiente sí esté trabajando también de forma autónoma.
8. Involucrarlos mucho en el tema del trabajo que se quiere, si el señor va a hacer reservas de
hoteles o reservas de avión pues tratar de enfocarlos en ese tipo de ámbitos, eso dentro de una
práctica real, pero las prácticas son muy limitadas y buscaría laboratorios de ese tipo de escenarios,
eso sería importante.
9. Yo les recomiendo los libros del American Hotel and Lodging Educational Institute que es
americana, esa es la más fuerte de Estados Unidos, yo recomiendo esta porque tiene más de
cincuenta años de experiencia, tiene CD’s, dibujos y en este se aprende el rol de los hoteleros sin
que esto tenga que representar una clase de inglés, no, es el rol básico que debe saber en cada
puesto un hotelero; Cotelco los tuvo. Estos libros tienen el contenido básico y libros para el
administrador, son más de treinta ejemplares.
