SANTO TOMÁS UNIVERSITY FACULTY OF EDUCATION …
Transcript of SANTO TOMÁS UNIVERSITY FACULTY OF EDUCATION …
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT
DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL
CARANAL TOWN - ARAUCA COLOMBIA
Thesis presented by
YOSMARY VEGA RUBIO
CODE 60206424
SANTO TOMÁS UNIVERSITY
FACULTY OF EDUCATION
BACHELOR IN ENGLISH AS A FOREING LANGUAGE
BOGOTÁ
2018
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT
DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL
CARANAL TOWN - ARAUCA COLOMBIA
Thesis presented by
YOSMARY VEGA RUBIO
CODE 60206424
A research project degree work presented in partial fulfillment of the requirements for the
degree.
BACHELOR’S IN TEACHING ENGLISH AS A FOREING LANGUAGE
Advisor
MARTHA BONILLA
SANTO TOMÁS UNIVERSITY
EDUCATION FACULTY
BACHELOR IN ENGLISH AS A FOREING LANGUAGE
BOGOTÁ
2018
APPROVAL PAGE
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
A Research Proposal
Presented to the
Faculty of Education
Santo Tomás University
Mg. Marta Isabel Bonilla, Thesis Advisor
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Dedication
I am glad to dedicate this research project to
my beloved husband and children who always
supported me and were next to me motivating me to
get the objective of being an English teacher. “There
are no obstacles only desire to succeed”.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Acknowledgments
First, I would like to thank God. He shall
always be praised for everything! Then, I
would like to thank to all the people who
helped me all throughout this process, my
family, friends, and colleagues and especially
to my teachers who always believed in and
supported me in this process.
CONTENTS
DEDICATION.…………………………………………………………………………......4
ACKNOWLEDGMENTS……………………………………………………………..........5
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
ABSTRACT…………………………………………………………………………………8
INTRODUCTION……………………………………………………………………….....10
CONTEXTUALIZATION………………………………………………………………....12
RESEARCH STATEMENT……………………………………………………………….18
Research questions………………………………………………………………....20
Research Objectives………………………………………………………………..20
THEORETICAL FRAMEWORK………………………………………………………....21
Distance Education………………………………………………………………...21
Distance Learning support…………….…………………………………………...22
Autobiographical research…………….…………………………………………...24
Escuela Nueva……………………………………………………………………...24
Rural context ………………………..…………………………………………...25
Multigrade teacher ………………………………………………………………....26
RESEARCH DESIGN……………...……………………………………………………..28
Steps …………………………………..…………………………………………...28
DATA COLLECTION AND ANALISIS …………………………..………...…………..30
Data collection gathering………………………………………………………….30
Oral narrative …………..…………………………………………………………30
Written narrative ……….…………………………………………………………31
Multimodal narrative …..…………………………………………………………32
Categories to respond research question…..………………………………………34
Categories …………………………………………………………………………35
Category one – Living and working in Gaviotas del Caranal...……………………35
Subcategory one –Rural area………………………………………………………37
Theme 1 – Cari Care oil company………….………………………………………38
Theme 2 – The weather……………………………………….……………………39
Theme 3 – Army conflict….…………………………….…………………………39
Theme 4 – Internet connection……..………………………………………………40
Category two – My life….…………………………………………………………41
Subcategory one – Family andemotional issues …………………..………………41
Theme 1 – Familiar support…………………..……………………………………42
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Theme 2 –Friends support.…………………………………………………………43
Category three – Study EFL at distance……………………………………………45
Subcategory one – Strong Personal Motivation to EFL teaching and learning.…...45
Theme 1 – Enter Normal Superior ...………………………………………………47
Theme 2 - Enter Universidad Santo Tomas…………………………….…………47
Theme 3 – The use of the tecnology……….………………………………………48
Theme 4 – Cau Arauca, Cau Villavicencio, Cau Bogotá…….……………………50
Category four – Multigrade Teacher………………………………………………52
Subcategory one – Rural teacher…………………...………………………………53
Theme 1- Rural and multigrae teacher………………..……………………………53
Theme 2 – Looking for new horizons …………………..…………………………55
Theme 3 – CEAR Panama…………………………………………………………55
Subcategory two – Community leader……………….……………………………56
Theme 1 – Community representation…………………………………..…………56
Theme 2 – School organizer……..…………………………………………………56
Theme 3 – Guider students’ project life……………………………………………57
CONCLUSIONS AND IMPLICATIONS …………………………..………...…………..58
APPENDIXES………………………….. …………………………..………...…………..64
REFERENCES………………………………………………………………… ……….115
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
ABSTRACT
This research narrates my experience as a rural student and teacher through of an
autobiography study whose purpose is to describe different inconveniences that I had during
my learning process in the English foreign Language degree at distance modality at
Universidad Santo Tomas. Through of the narrative inquire, I give to know my story inside
and outside of my workplace when I carry out my job with my children and the community,
and when I develop my assignments and activities from the university, using some methods
and instruments for to collect information, as a narrative frame with my autobiography, five
unstructured interviews, a journal and some pictures which give to know difficulties and
limitations that were presented during my learning process as a rural student at distance.
The topic of this research is the socio-academic experiences in language Teaching and
Learning because my proposal is based in my story life –study that aims not only to show,
but also to support other projects and proposal research since my teaching and my learning
in English language in my workplace from my rural location.
Key words: rural student, EFL Teaching -learning , distance education, narrative.
RESUMEN
Esta investigación muestra una breve descripción de las experiencias académicas de la vida
como estudiante rural y docente a través de un estudio autobiográfico cuyo objetivo es
describir diferentes inconvenientes que tuve durante mi proceso de aprendizaje en la carrera
de Lengua Extranjera Ingles a distancia en la universidad Santo Tomás. A través de la
investigación narrativa, doy a conocer mi historia dentro y fuera de mi lugar de trabajo
cuando llevo a cabo mi trabajo con mis estudiantes y la comunidad, y cuando desarrollo mis
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
tareas y actividades de la universidad, usando algunos métodos e instrumentos para Recopilar
información, el marco narrativo con mi autobiografía, cinco entrevistas no estructuradas, un
diario y algunas fotografías que dan a conocer las dificultades y limitaciones que se
presentaron durante mi proceso de aprendizaje como estudiante rural a distancia.
El tema de esta investigación son las experiencias socio-académicas en Enseñanza y
Aprendizaje de Inglés, ya que mi propuesta se basa en mi historia, un estudio cuyo objetivo
no solo es mostrar, sino también apoyar otros proyectos y propuestas de investigación desde
mi enseñanza y mi aprendizaje en inglés en mi lugar de trabajo desde mi ubicación rural.
Palabras claves: Estudiante rural, Ingles enseñanza aprendizaje , educación a distancia,
investigación narrativa,
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
1. INTRODUCTION
This autobiographical study describes the difficulties in my own academic process, as an
EFL student at distance. In this study, I narrated the difficulties I experienced from rural area
being an English student at distance education in the Licenciatura en Lengua Extranjera
Inglés, program at Universidad Santo Tomas and how I overcame all the adversities that
arose during the academic process to succeed in this career. Also, I narrated my experience
in three roles that I played while studying LLEI at distance. For example, I was students at
distance, rural multigrade teacher and mother y wife with different responsabilities in each
role. These are roles which connected in familiar, work, and academic situations at the same
time. I have face difficulties where time is not enough to fulfill my academic, work and
family activities. I considered the place where I live an exceptionally large limitation. there
was no internet, academic activities required constant internet connection, winter limited the
electric power service, streets with trees fallen by heavy rains, lack of transportation to travel
to nearby towns to develop my work in an internet cafe, among other limitations that tried to
disrupt my academic process. Showed me at what there are no obstacles, only desire of
succeed.
According to Barkhuizen, Benson, and Chik (2014) “self-narratives, or the stories people tell
about themselves, help us to understand the ways in which individuals situate themselves and
their activities in the world.” (p. 2). In this same train of thought, Brady (1990) explains that
an autobiography is more than just collecting facts based on memory; on the contrary, it is
the construction of meaning based on the interpretation of the researcher’s past. Thanks to
autobiographical design I found bases to base my project and answer the research question
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
How does a pre-service teacher study LLEI at distance in the rural area and how did she
exceed the difficulties during Learning process?
This design also enabled the development of the objectives. To describe the difficulties and
the limitations that presented in my learning process as a student at distance in rural area. To
describe the achievements obtained during my learning process at distance as a student at
distance from Universidad Santo Tomás from rural area. To describe the pre-service teacher’s
experiences as a unitary Teacher in a rural school.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
2. CONTEXTUALIZATION
Gaviotas Del Caranal village is located between two towns Pueblo Nuevo and Panama but it
belongs to the Panama town, these two towns are from Arauca department (Arauquita
municipality). This village is in a characterized region by its fertile lands, here, people
cultivate bananas, cocoa, pineapple, passion fruit, but also, they plant pastures to improve
their fields since in this region predominates ranching.
Gaviotas Del Caranal is a village with friendly and hardworking people. Parents have worried
for study of their children and they tried to help them in their tasks and activities. These
people plant cocoa in their fields, which is one of the best crops and this has been recognized
in Paris as one of the best cocoas of the world this cocoa produces the best chocolate with a
good flavor. Nacional
The community are affiliate to (junta de acción communal) JAC from Gaviotas Del Caranal
village and for this they have right to one job turn at oil company Cari Care, for example they
can work as mechanics, building, waitress, soldering assistant, chef and so on.
Gaviotas Del Caranal received this name for the abundance of seagulls in this rural area,
because the village is near a large pipe called La Colorada. Seagulls are migratory birds from
North America and Europe. It is a kind of bird that is exceedingly rare in Colombia, since it
is only passing through its regions as at Gaviotas village. In Colombia it is in a non-
reproductive wintering condition.
Gaviotas Del Caranal village is in the zone of influence from Cari Care Oil Company as well
as other villages from Panama. This oil complex has this name for abundance of birds of this
type.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Gaviotas Del Caranal is one village that obtains great benefits to be in oil influence, the
community have received some contributions from Cari Care Oil Company, Christmas gifts,
houses in their farms and productive projects. However, some people are not comfortable,
because this company affects in a certain way the rural area, the entrance to places that appear
with oil, the constant noises of their trucks when they move heavy machinery, their
interventions in farms where there is probability to find oil, the environmental impact
generated by the work of this company and the possible consequences that may arise in the
future.
On the other hand, the rural area Gaviotas Del Caranal has been exposed to the army conflict,
between FARC, ELN guerrillas and the Colombian military but also is an area that is safe
guarded by military thanks to the proximity of the oil company. It is not uncommon to see
military soldiers patrolling the surrounding villages.
Centros Educativos de Arauquita Rurales CEAR Panamá is an educational institution
conformed by 20 rural schools which belong to the Arauquita municipality. The most of these
schools have a teacher who work with multilevel grades, only two schools have two teachers
because there are most of 40 students. As a teacher: I have worked for more of eight years in
rural school with multilevel grades of preschool and elementary school, I have had 35
students in the classroom, but I have currently 11 Multigrade students. I have learned English
but also pedagogy in the LLEI program. It has been especially useful form my work as a rural
teacher. I have implemented new strategies to work English language with my students, for
example new materials, material design and new lesson plans. I have contributed not only
with the students, but also with the CEAR Panama (Centro Educativo de Arauquita Rural)
the teachers have could know strategies to work and designing different lesson plans and
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
didactic materials to teach English Language to children. As a rural teacher, I have some
limitations to develop my assignments of the USTA. As a pre-service teacher I must working
eight hours, six hours in the classroom and two hours to plan, developing and designing
materials to teach my classes, not only English classes, but also all subjects of elementary
school. But the teachers from CEAR Panama work more than eight hours. To organize a
syllabus, didactic material, download videos or audios to work with the students is necessary
more time. As a rural teacher I work the seven days of the week.
Santo Tomas University
Santo Tomas University is an educational superior institution catholic and private. This
university is present in many cities around Colombia through the Distance Education. Round
Colombia, there are Centros de Atención Universitaria CAU. These CAUs are in cities like :
Barranquilla, Bogotá, Bucaramanga, Cali, Chiquinquirá, Cúcuta, Medellin, Paso, Tunja and
Villavicencio
The university Santo Tomas has a mission inspired by the Christian humanist thought of
Santo Tomas De Aquino, and also it was founded for the order of predicators in June 13th of
1580.
I could enter to the Santo Tomas University from the CAU Arauca with the possibility to
study the LLEI. I liked the idea to study in this university because in the Arauca department
this institution was the unique that offered me to study at distance. This modality of the study
was particularly good for me. I could study and working too, especially from rural area. The
university offers some careers with this modality, but it is not simple as appears. To study at
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
distance requires more discipline, responsibility, dedication, autonomy, and self-
determination.
Licenciatura en Lengua Extranjera Inglés
The English Foreign Language Degree is an academic programme that responds to the
requirements of open at distance education as an innovative and demanding methodology
that allows the access to the higher education with quality and that has emerged in
correspondence with the international, national, and institutional politics that teach the
pedagogy in Foreign Languages Universidad Santo Tomas (2015).
LLEI have tow research fields, these are Teaching and Learning (Macroproyect: pedagogical
and technological innovations) and The English context (Macroproyect: Narrative life
stories, academic experiences) My research statement is located with the macro-project 2 in
the research subproject 3 because through my experiences as a rural student and teacher, I
can narrate the characteristics in which a student who live in Arauca has to face when study
English at distance. For the present autobiographical study, I as the researcher, I used
different instruments: my autobiography, five interviews some journals and some pictures.
This research study is focused on the narrative inquire. Barkhuizen (2014) mentions that
Narrative inquire is based in “storytelling and research together either by using stories as
research data or by using storytelling as a tool for data analysis or presentation of findings,
and also it is an established umbrella term for research involving stories.”
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
When I started to work as a rural teacher, I took the decision to live in my workplace. I live
in Gaviotas Del Caranal village located in Arauquita municipality from Arauca department.
Here, I share my knowledge with my students, parents and with other children from the
village. After, I acquired my job as rural teacher at Gaviotas Del Caranal village, I decided
to study at distance modality at Universidad Santo Tomás from Arauca city. The tutorials,
classes, conferences, and all educational activities are developed from CAU Arauca offices.
As a student in the distance modality, I have had many technological limitations because I
have lived in the rural area, the transport is difficult, the internet is expensive, and the
communications are not easy. In addition, the weather makes things more and more
problematic when winter season. In addition, we, citizens from Gaviotas Del Caranal must
face the army conflict.
The Licenciatura has a very structured program to teach English and pedagogy and according
to the syllabus the student must follow a strict Plan de Estudios. Al the lesson, the tasks and
the works have to be presented online through a virtual platform. The interaction among
students and teacher and students is through the platform, from there, the students can interact
and develop their tasks, also hey can have contact with the national tutors.
When I started to study LLEI at distance I had countless of difficulties with the use from the
virtual platform, English level basic, internet connection (in the villages there is not internet
service) in the town more nearby Puerto Jordan-Tame had a bad service of internet. Without
internet education at distance is impossible to succeed in this Licenciatura. I had not all time
available to study. I had different occupations including be a rural student at distance. To see
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
the difficulties and limitations as obstacles could not help me in my learning process. I always
had support of my family to follow with my academic process.
As a mother: as teacher and student, I have also many occupations, tasks, works, meetings,
capacitation, and conferences. As mother I have a great occupation, I have two daughters
between two and eleven years. I dedicate time to them to explain their homework and in my
short free time I try to enjoy with them. Currently, my husband work in Arauca municipality
but we share with him only Saturdays and Sundays. He must work in this city for three years.
But this situation is not a limitation for me as a mother, these experiences allow to strength
me as person in the aspects personal, professional, and familiar.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
3. RESEARCH STATEMENT
For this autobiographical research I have chosen an interesting context of learning which I
belong to. This context is my own experience as a rural student at distance at Santo Tomas
University. To study a Foreign Language at distance from rural area presents many
difficulties to learn and develop all the activities especially when there is not a good service
of internet which is indispensable to work from the virtual platform of the university. Herrera
A. (2015) mentions in her autobiographical research that studying a foreign language at
distance represents a big challenge and a big number of difficulties that I solved during the
process.
I am a pre-service teacher who work at CEAR Panama teaching Multigrade (Preschool to
fifth grade) all subjects. I addition I study English at LLEI at distance at USTA from rural
area the Gaviotas Del Caranal Village. I started my studies at USTA in 2010, year in which
I already was working at CEAR Panama.
Education at distance is an innovative strategy that USTA must allow to the students to study
without leaving to work with flexible schedules, as Herrera A. (2015) mentions in her thesis
that distance education is new mediation for learning; it has shown that you can learn a lot
without going to a classroom.
Education at distance have been especially important for me, because with this method of the
study I have could learn a new language from my rural context through of the pedagogy that
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
offers the USTA at the LLEI. I have could develop my studies and working as a pre- service
teacher in the rural institution. All my acquired knowledge at LLEI has been a good
contribution for the educational institution, organizing playful activities, designing new
material to work with the students and designing English lesson plans.
Through this research proposal I hope collaborate to the learning communities that are
involved in the investigative world and by whose are interested in to improve the learning
quality and the teaching quality through the different methods proposed for the beginning
researchers who aim demonstrate with their studies the great experiences what they have had
in the educational environment which allows a nearby to our investigative context.
I collected the data with the different instruments and many researchers could identify and
analyze from their context and their work the benefits that my research could to offer them
to their future research, and specially to know from my experiences as a rural student at
USTA, my context, work style, the objective participants, community, school and learning
environment, but also to know my life story in this context with a particular characteristics
very different to a common school.
Through my research I reveal my academic experience at USTA as a student at distance as a
teacher, student and mother.
In this research I will give to know through of my autobiographical study how does a
preservice teacher study LLEI at distance from rural zone?
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Herrera A. (2015) narrates through of her research that she improved in her own learning
process, she grows as a learner, as a teacher and as a researcher. She narrates what people
like her feel about certain points during the process, thus bringing some ideas to improve for
the program Licenciatura en Lengua Extranjera Inglés at the Santo Tomas University.
Without doubt, this girl inspired me to carry out this study.
Research question
How does a pre-service teacher study Licenciatura en Lengua Extranjera ingles at distance
in rural area and how did she exceed the difficulties during learning process?
Research Objectives:
• To describe the difficulties and the limitations that presented in my learning process
as a student at distance in rural area.
• To describe the achievements obtained during my learning process at distance as a
student at distance from Universidad Santo Tomás from rural area.
• To describe the pre-service teacher’s experiences as a unitary Teacher in a rural
school.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
4. THEORETICAL FRAMEWORK
Distance education
Distance education is a methodology which allows the formation of the students of an
autonomy way. White (2003) establishes a different range of definitions for distance learning
and distance teaching; they are widely accepted and used as close synonyms though. Distance
learning must do more with the learning platforms in which learners can study with total
autonomy; they choose the time to enter to the systems and learn. On the other hand, the
distance education has to do with an arrangement for teaching where; participants, teacher
and students are in different places and time and do not have face to face interaction, but it
needs particular techniques and methods for teaching and communication due to the special
characteristics of the process. White also says that this way of learning is not new, it has been
a method that has changed lately, thanks to the new technologies that make this kind of
learning more interactive with huge amounts of possibilities for the participants. I have
studied at distance from the rural context through virtual tutorials, some of those tutorials
were carried out from the CAU Arauca due to technological problems, because in the rural
areas and corregimientos of Arauquita do not have good internet service. I have had different
difficulties to develop my homework. The weather did not allow me to go out and connect
to the virtual platform.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
The armed strikes or guerrilla confrontations blocked the roads preventing the passage to the
nearest towns of the village. Likewise, the protests of the communities of the villages to the
oil companies. All this attempted to be an obstacle to my learning process in LLEI. This new
era of technology has helped distance learning/education bring new ideas for learning and
communicating; new roles and responsibilities, as well as new contexts for the process of
learning (2003.pg. 11). Herrera A. (2015)
Distance Learning Support
In distance learning is important that universities have different strategies to teach the
contents of the academic program like in the case the LLEI at USTA. There is a virtual
platform, and the students have access to virtual library, also the USTA deliver some books
or audio-visual material to develop their courses. I had problems to receive books of virtual
courses, these were necessary to work on the topics proposed by the tutor. I wrote to the
academic secretariat of CAU Bogotá so they could solve the delivery of books. To have no
difficulty in my academic process, I wrote by institutional mail to the teacher. All teachers
were comprehensible and gave me more time to turn in my work. The students’ study at
distance and they belong different contexts, like in my case, I am a rural student that study at
distance and according to the contexts, students consider important the different educative
tools in the LLEI.
People who study from a distance modality in a university know the difficulties that may
arise during their academic process, like me, what knew that when studying with this
modality a foreign language degree from the rural area would have problems with the
permanent connection in the virtual platform of the USTA. I went to a nearby town to look
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
for an internet cafe to download my activities and I used to look for information about the
activity.
To have contact with my tutors, I went out two or three times a week and I wrote to them
about doubts or concerns related to the activities proposed in the courses. I felt obliged to
travel to Arauca to solve online questionnaires of some courses, I developed them in the CAU
Arauca and in a time I paid the internet service in my mother's house to feel more comfortable
from there. So, I have carried out this learning process from the distance modality. Herrera
A. (2015) said that if a student of distance education does not have enough material, the
process may be unsatisfactory. But what is support? It is interaction with individual learners
about whatever they need through a supporting tool, but it is not just a matter of producing
and distributing materials for learners at a system as many people think (2003.p171). This
has to be well addressed and high quality to learners’ dimensions so that distance does not
harm the line of learning; the support must be adapted to the kind of course given and the
kind of learners into it. White 2003 also says that the learners basically ask for more face-to-
face interaction with tutors, peers and audio-visual materials. Thus, the institutions offering
programs have an idea of what learners want, who they are and what their concerns are. The
institutions need to offer pertinent support, teacher commitment, reliable systems and
minimum learner isolation (2003. p172) if they want to fulfill and satisfy their students. I
think support is the diversity of material that the students can use for their learning process.
The books offered by the USTA were very useful for the development of my academic
activities. Also the video tutorials, and all proposed digital material for the platform were a
support in all this process of at distance study
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Autobiographical Research:
My research Proposal is an Autobioraphy where I can narrate my academic experiences a
pre-service teacher multigrade. Language learners write about their learning experiences as
participants in a research project, but in this case, they are not the (primary) researchers.
These biographical accounts of their learning are often the product of a course activity or
assignment, which are then analyzed by the researcher (usually the instructor) for research
purposes. The biographies can take the form of language learning histories (e.g., Murphey,
Chen, and Chen, 2004; Barcelos, 2008; Oxford, 1995; Tse, 2000), journals, emails, and letters
(Kinginger, 2004), and narrative frames (Macalister, 2012).
Teachers and teacher students write about their practice for professional development (as
teachers or researchers). These studies use (auto) biographical data generated by the
researchers for their own research purposes (Barkhuizen and Hacker, 2008; Sakui, 2002).
Escuela Nueva:
Due my autobiography, not only includes the narration of my experience as a distance student
but also my experience as a rural teacher included the new school construct. Since I am a
Multigrade teacher and work in the CEAR Panama that also drives the Multigrade system.
The teacher handles all grades in a classroom. As a teacher of the CEAR Panama of the
educational institution Gaviotas Del Caranal I work through the Escuela Nueva pedagogical
model. I have all the grades from Preschool to Elementary school and I work in a classroom
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
with all grades teaching different topics with the help of guides books and strategies designed
for the teachers from the CEAR.
Escuela Nueva is a pedagogic model which was designed in Colombia in the middle of 70s
years for Vicky Colbert, Beryl levinger and Oscar Mogollón offering the elementary school
of a complete way and improving the quality and effectivy from country’s schools.
The initial focus was the rural schools, especially the multigrade schools which have been
the more needed of the country. (Schools where one or two teachers teaching all elementary
school of a simultaneal way.
Escuela Nueva is considered a social innovation and from high impact that improves the
quality education. Also, it promotes an active, participative and collaborative learning,
strengthen of the relation school-community and flexible activities adapted to the conditions
of the needs’ children.
In the 80’s and 90’s, when the Colombian State made a sustained and massive investment to
systematically implement all the elements of the Escuela Nueva Activa model at the national
level, the program reached more than 20,000 rural schools in the country, achieving results
Exceptional New School Foundation (n.d.) Let us go back to the people. Retrieved from:
http://escuelanueva.org/portal1/es/quienes-somos/modelo-escuela-nueva-activa/historia-
del-modelo.html
Rural context:
As a student and rural teacher, I consider this context a place to value nature and all that it
offers us. My rural context is organized by a great number of villages that along with the
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
communal leaders look for the well-being and benefits for the communities. In addition to
respecting the rights that the farmers have when oil wells are drilled near our farms. In this
type of context, people develop different jobs, schools and schools have different emphases
related to the agricultural system, but the interest in studying and being professionals is the
same as that presented in the urban area.
Rurality is essentially a different culture, understanding it as a way of life that develops from
the activities that the inhabitants execute, be they agricultural, fishing or mining, of the
relationship they establish with nature and with the world, of the set of values, beliefs,
customs, and fundamentally of a different speech, that grants meanings and connotations to
the reality. Vial C, (1999).
According to Llambi (n.d.) the rural is defined as linked to three types of phenomena:
demography or population, territory, and culture. In the demographic, it defines “rural
population” as one characterized by a low population density and a dispersed population
pattern. In territorial terms, it defines “rural spaces” as those linked to “primary” or
“extractive” activities in the productive structure of a locality or territory. Culturally, it
defines the “rural” lifestyle as characterized by values and behavior patterns different from
those of the big cities. Retrieved from: Llambí, Luis. (n.d.) Globalization, structural
adjustment, and new rurality: an agenda for research and rural development. Apron of
Anthropology of the Development. Science Library Social. University of Chile.
Multigrade Teacher
As a rural teacher I teach from Escuela Nueva pedagogic model. Frist of all, I start my escolar
activities with preeschool grade. Then, I continue with other courses, use some videos,
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
slideshows, or I use the billboard or board to explain the topics. The students start to develop
some workshops according to thematic. In my English classes, I teach the same topic to first
to third grades, just change the activities, I like to use videos, songs, billboards, and I include
games related on the theme. For the fourth and fifth grades, I use some videos to teach
grammar, also I use the billboard after watching the video to explain with example or
exercises the topic. I like that children use the English dictionaries. They like develop
worksheet after to receive theory and explanation. They like the video songs, videos about
short stories for kids in English.
Teachers are sometimes single teacher, in charge of many grades consisting of three
children of one grade, five of another, four of another and so on to form a classroom of 25
to 35 students of various grades. Jiménez A. (2016).
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
5. RESEARCH DESIGN
I decided to carry out this research according to the parameters of an autobiographical
research, since through the considerations of this type of research I could reflect on the
difficulties and limitations that I had during my academic process as a distance student from
the rural context, including my role as a teacher and as a mother and how I develop while
studying a degree in English at the USTA. As it is an autobiographical research, I am the
main participant, I speak of my context where I live, work and study from the rural area in a
village from Arauquita municipality.
The term “auto/biography,” i.e., the self (auto) is writing (graphia) about his or her life
Stanley (2004). An autobiography study is a combination of reflections on one’s prior
language learning experiences, a critical analysis of those experiences, and the application of
such insights to one’s current and future language study goals. Herrera A. (2015). This
reflection was evident through the narrative inquiry. This, thanks the narrative inquiry brings
storytelling and research together by using stories as research data. Herrera, (2015)
mentioned that an auto-biographical research is research that starts from and focuses on the
personal and subjective perceptions and experiences of individual people (p. 20)
Steps:
I understood the meaning about the coding for data analysis, it’s clear that coding is more
than just information grouping (Richard, L.2005) so I wanted to have a clear coding process
so that the information was clearer at the moment of analysis.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
As this is a quite qualitative research the coding here is an analytical one: I did the process
through the analysis, reflection and interpretation of the information (Richards, L. 2005) for
solving my research question and objectives as well.
As I mentioned in the previous paragraph, I coded the information following the steps of an
analytical coding (Richards, L. 2005). I read all interviews and i was taking notes and finding
relevant information which helping me to answer the research questions and get the
objectives. Then I analyzed and interpreted each founded aspect in the interviews, also I
analyzed the repeated information, all this information is the basis of my analysis (Herrera,
A. 2015 p. 25).
6. DATA COLLECTION AND ANALYSIS
Due the narrative inquiry, I followed to Barkhuizen (2014) when he suggests the thematic
analysis is essentially a qualitative approach to analyzing narrative data. It is an effective way
of linking data extracts to more abstract categories and concepts and of re-arranging them in
support of theoretical arguments. It is helpful in identifying points of similarity and difference
across narratives and, if applied rigorously, it can ensure that the researcher pays attention to
all of the data using the same analytical lens. This strength can also be seen as a weakness,
however, in that there is inevitably a degree to which the narrative character of the data is
lost in the process of analysis. (p. 80)
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Data Collection gathering
In this autobiographical research, the information was carried out through five unstructured
interviews in a period of two months (from September to October). This autobiographical
research analysis had the following stages: the 1st is reconstruction of the life story, the 2nd
is the microanalysis of my autobiography, individual interviews and some pictures and the
3rd is the coding for data analysis, categorization, and interpretation.
Oral narrative
I collected information through five unstructured interviews which reflected the personal and
academic experiences and my life story which helped me to describe the problematic
situation. In each of the interviews I narrated my experiences, limitations, difficulties that I
have had during my learning process as a student at distance. Barkhuizen (2014) affirms that
in narrative inquiry, interviews are mainly used to elicit oral accounts of language learning
and teaching experiences (p. 14). And Kvale and Brinkmann (2009: 102) divide interview
inquiry into seven stages: thematizing, designing, interviewing, transcribing, analyzing,
verifying, and reporting. Many narrative-based studies do not use interviewing as the only
data collection method; interviews are frequently accompanied by other data collection
methods. With the tutorials of Professor Martha, I used some stages to work with interviews,
transcribe, analyze and categorize according to the data collected.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Barkhuizen (2014) affirms that in narrative inquiry, interviews are mainly used to elicit oral
accounts of language learning and teaching experiences (p. 14). I collected information
through five unstructured interviews (in co-construction with my tutor Mrs.Bonilla). These
interviews reflected the personal and academic experiences and my life story which helped
me to describe the problematic situation. In each of the interviews I narrated my experiences,
limitations, difficulties that I have had during my learning process as a student at distance.
¿Por qué fue a la sede de la Universidad Santo Tomás- CAU Arauca?
Fui a la universidad Santo Tomas Arauca, ya que era la única
institución en la que se ofrecía un programa a distancia en
Licenciatura en Inglés-. Yo no quería estudiar español.
(Co constructing Interview One- Sep 8, 2017)
Written narrative
Language learners write about their learning experiences as participants in a research project,
and the learners themselves are the researchers. They construct the written text, analyze it,
and publish the findings. This work is thus clearly autobiographical. (Barkhuizen, 2014) A
typical example of written data produced in these contexts is learner diaries (e.g., Campbell,
1996). Another instrument used in my autobiographical research study is the written narrative
between them are my autobiography and a journal where I described different my life-story
episodes as a students from LLEI at distance.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Language learners write about their learning experiences as participants in a research project,
and the learners themselves are the researchers. They construct the written text, analyze it,
and publish the findings. This work is thus clearly autobiographical. (Barkhuizen, 2014). A
typical example of written data produced in these contexts is learner diaries (e.g., Campbell,
1996). Another instrument used in my autobiographical research study is the written narrative
between them are my autobiography and a journal where I described different my life-story
episodes as a student from LLEI at distance.
…When I started my job as a teacher in the rural area, my first thought and my
ambition was to keep studying and prepare me in English to be a good English
teacher. Thus, in 2010, I started my studies at Saint Tomas University, but I
had many reasons to study, the wish to learn English language, the necessity
of English’s teachers in department and to follow strengthening my knowledge
for the service from the education.
(Narrative Two: My studies and my professional life.)
Multimodal narrative
Using multimodal narrative as data is a growing trend in narrative inquiry. In narrative
research, researchers tend to use primarily a single source of narrative data. (Barkhuizen,
2014). Kress, (2005:6) gives the examples of multimodal data collection in narrative inquiry
as the image, writing, music, layout, and others as different modes that people use to make
and communicate meanings.
I used some of them: photographs, pictures, videos, and digital narrative from virtual sites.
With these instruments, I evidenced my autobiography from my personal and academic
experiences as a student at distance of LLEI at USTA. Through the multimodal narrative can
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
evidence of a graphic way my own testimonial of the situation and the context where I
developed my English learning process.
Using multimodal narrative as data is a growing trend in narrative inquiry. In narrative
research, researchers tend to use primarily a single source of narrative data. (Barkhuizen,
2014). Kress, (2005:6) gives the examples of multimodal data collection in narrative inquiry
as the image, writing, music, layout, and others as different modes that people use to make
and communicate meanings. I used some of them: photographs, pictures, videos and digital
narrative from virtual sites. With these instruments, I evidenced my autobiography from my
personal and academic experiences as a student at distance of LLEI at USTA. Through the
multimodal narrative can evidence of a graphic way my own testimonial of the situation and
the context where I developed my English learning process.
The research design explains narrative as a research methodology, which implies a process
for data collection and data analysis, as Barkhuizen, Benson and Chik, (2014, p. 12)
establishes it: “narrative inquiry is the only methodology that provides access to language
teaching and learning as lived experiences that take place over long periods of time and in
multiple settings and contexts” also within specific periods of time or “short time.”
Picture #4
This picture evidence a day of graduation in
the educational community of Gaviotas del
Caranal.
Here, I recognized the effort of the girls to
obtain the title of third place in category
female soccer, the girls won medals. Also I
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
was carrying out the closing of the year
2015
Categories to respond research question.
I obtained much information with each instrument, my autobiography, the interviews, and
some pictures which helped me to find the repeated aspects. As Barkhuizen (2014) mentions,
it involves repeated reading of the data, coding and categorization of data extracts, and their
reorganization under thematic headings. Major themes are typically discussed in separate
sections of the report, where they are broken down into subthemes and illustrated by extracts
from the narratives. I have meticulously analyzed repeated data to categorize them, I received
explanations from my teacher tutor, and I have found important data that is useful in my
autobiographical research.
In auto-biographic research, the analysis consists of interpret and re-present information in a
way that makes sense and which tell us something about the world (Rodriguez G. Gil J. and
García E. (2002) (pg.59). In this auto- biographical research, I carried out five interviews
recorded on skype in a period of two months. The interviews were made by my research
project tutor who was the interviewer and me the interviewee from my rural context. They
were unstructured interviews because these interviews have the great advantage that they are
adaptable and capable of being applied to all kinds of subject in different situations, and also
allow to deepen in topics of interest. I was carefully listening to each of the interviews, then
I did the transcription all of them and then, I began the analysis. I consider the important part
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
of this research was the moment of the interviews, narrating my story from the personal to
the academic experiences it did me remembering the different environments and places
where I have marked my life to progress to professional level.
Categories
MAIN
CATEGORIES
SUB-CATEGORIES
THEMES
Living &
Working in
Gaviotas Del
Caranal –
Sub- Category 1- Rural Area
Theme 1: Cari Care Oil Company
Theme 2: Weather
Theme 3. Army Conflict
Theme 4: Internet connection
My Life
Sub-Category 1- Family & Emotional Issues
Theme 1: Familiar support
Theme 2: Friends Support
Studying EFL at
Distance
Sub-Category 1- Strong Personal Motivation to
EFL teaching and Learning.
Theme 1: Enter Normal Superior
Theme 2: Enter Universidad Santo
Tomás.
Theme 3: The use of the technology
Theme 4: CAU Arauca
CAU Villavicencio,
CAU Bogotá
Sub-Category 2- Commitment
Theme 1: rural and Multigrade teacher
Theme 3: Looking for New Horizons
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Multi-grade
teacher
Sub- Category 1: Rural Teacher Theme 4: CEAR Panamá
Sub-Category 2: Community Leader
Theme 1: Community representation
Theme 2: School organizer
Theme 3: Guider to the students’
project life.
Categories Table
Category One: Living & Working in Gaviotas Del Caranal
Sub- Category 1- Rural Area
Theme 1: Cari Care Oil Company
Theme 2: Weather
Theme 3. Army Conflict
Theme 4: Internet connection
From the beginning of my career, I had certain limitations that made my academic process
difficult from the distance. First the rural context limited me, from transportation, the
permanent contact with teachers, the terrible internet service in nearby towns and the lack of
interaction with colleagues of the degree in English to improve language skills. As I spent
time in my distance learning process, I was looking for ways to overcome these limitations
and look for strategies to continue advancing in my professional training.
Rural Area
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Rurality is essentially a different culture, understanding it as a way of life that develops from
the activities that the inhabitants execute, be they agricultural, fishing or mining, of the
relationship they establish with nature and with the world, of the set of values, beliefs,
customs, and fundamentally of a different speech, that grants meanings and connotations to
the reality. Vial C, (1999).
According to Llambi (n.d.) the rural is defined as linked to three types of phenomena:
demography or population, territory, and culture. In the demographic, it defines "rural
population" as one characterized by a low population density and a dispersed population
pattern. In territorial terms, it defines "rural spaces" as those linked to "primary" or
"extractive" activities in the productive structure of a locality or territory. Culturally, it
defines the "rural" lifestyle as characterized by values and behavior patterns different from
those of the big cities. Retrieved from: Llambí, Luis. (n.d.) Globalization, structural
adjustment and new rurality: an agenda for
research and rural development. Apron of Anthropology of the Development. Science
Library
Social. University of Chile.
Cari Care Oil Company
Gaviotas Del Caranal is a village with friendly and hardworking people. Parents have worried
for study of their children and they tried to help them in their tasks and activities. These
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
people plant cocoa in their fields, which is one of the best crops and this has been recognized
in Paris as one of the best cocoas of the world this cocoa produces the best chocolate with a
good flavor.
The community are affiliate to (junta de acción communal) JAC from Gaviotas Del Caranal
village and for this they have right to one job turn at oil company Cari Care, for example they
can work as mechanics, building, waitress, soldering assistant, chef and so on.
Gaviotas Del Caranal received this name for the abundance of seagulls in this rural area,
because the village is near a large pipe called La Colorada. Seagulls are migratory birds from
North America and Europe. It is a kind of bird that is exceedingly rare in Colombia, since it
is only passing through its regions as at Gaviotas village. In Colombia it is in a non-
reproductive wintering condition.
Gaviotas Del Caranal village is in the zone of influence from Cari Care Oil Company as well
as other villages from Panama. This oil complex has this name for abundance of birds of this
type.
Gaviotas Del Caranal is one village that obtains great benefits to be in oil influence, the
community have received some contributions from Cari Care Oil Company, Christmas gifts
houses in their farms and productive projects. However, some people are not comfortable,
because this company affects in a certain way the rural area, the entrance to places that appear
with oil, the constant noises of their trucks when they move heavy machinery, their
interventions in farms where there is probability to find oil, the environmental impact
generated by the work of this company and the possible consequences that may arise in the
future.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
The weather
Arauquita is one of the municipalities with more rural context in the Arauca department. But
its villages have communication channels in poor condition, its trails and paths with dimples
filled with rainwater. The rain has affected different villages. Fifteen villages from Arauquita
town were affected by the strong rains causing floods. According to Diana Patricia Duque,
the president of communal action in the village of La Arenosa, in the municipality of Banana,
there have been losses of plantain, houses, cattle and cocoa, so several families were
evacuated from their homes.
I had difficult days to develop my tasks from USTA, because the winter interrupted my trips
to the town to do my jobs, the path of the village became blocked. It was a risk to drive
motorbike under the rain. When it was urgent to develop some quizzes, tasks, collaborative
works I had put on a raincoat to run to the town and so, I arrived at a café internet to develop
all my activities from the USTA, I sometimes downloaded some tasks to develop at home.
The winter interrupted my plans to do my tasks, I also exhibited my work material during the
rains, my computer, the cell phone my books between other things.
The army conflicts.
The newspapers, news in television and internet sites shows the realities from Arauquita
municipality. The public order has always been affected by guerrillas. A clear example
mentions in the following paragraph: Four terrorist actions that had been prepared by
elements outside the law to attack the public force and the same civilian population were
neutralized by the national army in the department of Arauca. La voz del Cinaruco (2017).
In relation with the war, Arauquita has been affected not only urban zona but also, the rural
area, guerrillas from the FARC and ELN have developed armed strikes, terrorist attacks,
violent deaths against the army affecting the public order, avoiding the displacement of
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
workers, students and teachers to their schools, the blocking of roads obstructing the passage
to the different municipalities of the department.
The internet
Internet service has been witnessed so far in some rural areas, in this case, in the rural area
of Arauquita, it can be said that some communities are benefiting from the project that the
government has executed, which is known as the Kiosco Vive digital. In the urban area, "Free
Wi-Fi zone for people is executed, but some areas have not been taken into account to be
benefited by these projects." Many schools still await this service. Among the beneficiaries
are, for example, La Macarena and Uribe, in Meta, Puerto Carreño, in Vichada, and Quibdó
and Bojayá, in Chocó. Bernal, Camila. (2017) El acceso a internet llegó al 98 por ciento de
los municipios del país.
El tiempo. Retrieved from: http://www.eltiempo.com/tecnosfera/novedades-
tecnologia/crece-el-acceso-a-internet-en- municipios-de-colombia-123998.
In the two years I have could benefit from the internet service from the “Kiosco vive digital”
which benefits two nearby villages of the village where I live. But when I started my English
Foreign Language degree was impossible to find internet service at rural area. In Puerto
Jordan town had internet service, but it was overly complicated because from 2011 to 2014
only had one café internet. When I went out to do my homework or it was full or the signal
was weak, anything could be presented, without service, there was not electric fluid, or the
place was closed. I had a modem, it was a device that was adapted to the computer offering
internet through the signal of COMCEL operator, but it was also difficult, because the signal
of that operator was bad, there was only COMCEL operator service in Puerto Jordan and
reached to get little signal to the village. I managed to use it for one year with the difficulty
of the weak signal.
Modem: it is a small portable device in the form of USB postpaid service that through the
signal of the operator of CLARO, at that time COMCEL provided the internet service.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Category Two: My Life
Sub-Category 1- Family & Emotional Issues
Theme 1: Familiar support
Theme 2: Friends Support
Support can be a favor, help or protection given to someone or something. Gardey. (2012)
Support is to favor and sponsor something. I have felt support of different ways, for example,
my Family have been a great support in my formation, and they have been in all this process.
My husband, my parents, my children, Friends, colleagues, and teachers. All of them have
offered me support in different ways but for the same purpose.
Familiar support:
The family becomes the differential brand for any student who aspires to be a professional
that is why the affective, social, or moral support that contributes to the student's success is
important. On the other hand, families have the idea that only helping young people with
their higher education is exclusively the economic factor.
When talking about family support, it refers to the presence that parents should have in the
professional path of their son or daughter in their educational process not only is the financial
support, but must be present the affective part, the social presence, even emotional, and so
the student will have confidence both in their family, as in himself, and thus get excellent
results in higher education. Carrillo, F. (2017)
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
My Family has been a great support for me, my husband has always been encouraging me to
finish this career, from his affections, patience and even advice have strengthened me so as
not to give up my studies, in the same way he has supported me from the economic point of
view. My parents have been a support too, they support me in the emotional. My mother
supports me caring my daughters while I develop my activities from the university. My
brother-in-law supported me from the economic point view, he has lent me money to pay
some semesters. From this way, I have not delayed my studies. I think that my daughters
have been a support too. Although they are small, they encourage me to finish my career, one
of them helps me with her Little sister and she does her homework while I develop my tasks
from the university. They like me, desire that I finish my degree. Others Family members
like my sisters, my brothers help me in different form to finish my degree, for example, my
sisters help me in the technology part, some of them have knowledge on technological part,
upload videos, audios, developing wikis or others web sites. one of my brothers helped me
in the economic aspect too. I value all the support that I have had for part of them.
My older daughter Daniela says: “Yosmary es mi mamá y ella fue mi
maestra durante toda la primaria. Ella trabaja todas las áreas porque
es docente multigrado. Sus clases eran divertidas, geniales. Ella
siempre insiste en sus explicaciones hasta que el niño entienda
cualquier tema. Ella trata de que las actividades sean acordes a los
grados y así aprendan todos de manera que el aprendizaje no se afecte.
Algunas de sus clases eran al aire libre, en los kioscos de la escuela,
debajo de los árboles. Le gusta aprovechar todos los espacios que hay
en la escuela.
Mi mamá es una persona amable, bondadosa y flexible con los
estudiantes. Se preocupa por los estudiantes, pero también por la
comunidad, trata de colaborar a los padres de familia. Valoro las
enseñanzas y consejos de mi mamá como maestra, hoy día las aplico en
mi grado sexto y he logrado obtener el primer puesto en mis estudios”.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Words of my daughter give me encourage to study and improving in my professional aspect.
Each Word of my daughter evidence my job at rural area with Multigrade. To know that my
teaching has been useful in the secondary school for my students, it is something very
amazing for me,
Friend’s support
The link with our friends makes us feel motivated and it is also thanks to them that we
perform better in our professional activity.
Everything we do to be successful in our lives is much more enjoyable when we have the
support of a group of friends. These types of people, friends, are especially important for our
physical and emotional well-being. According to science, the quantity and strength of our
emotional ties is considered a predictor of our emotional well-being. Universia, (2017)
I have always thought that I have had good Friends, they supported me in my professional
formation. Before to decide study the English Foreign Language degree, in 2009 my school
partners had been looking for me to enter the University of Pamplona in agreement with
Arauca to study the degree in Spanish.
We could not enter that year, we did not know why, then at the end of that year my classmates
called me to study math, but I had to collect some documents, which I did not manage to
collect, and I could not enter with them.
In 2010, I was with a friend looking for information about a university that offered me a
degree in English, she told me to register, and it was there when I decided to study, especially,
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
because the modality benefited me, since I was already working in the rural area. I could not
study in person. My other classmates encouraged me to carry out this degree, they told me
that I was good for English.
Category Three: Studying EFL at Distance
Sub-Category 1- Strong Personal Motivation to EFL teaching and Learning.
Theme 1: Enter Normal Superior
Theme 2: Enter Universidad Santo Tomás.
Theme 3: The use of the technology
Theme 4: CAU Arauca
CAU Villavicencio,
CAU Bogotá
I describe this category which corresponds to my formation in English language at distance
and in this part describe the interest, motivation, and limitations that I faced during my
learning process. Vocational Training has concentrated in the last decade a growing interest
on the part of actors in the world of work and production, government’s national, provincial,
and municipal governments, and international organizations. The deep one’s socio-labor,
cultural, technological and economic transformations grant the Vocational Training, together
with basic training and research systems and development, the nature of a strategic
instrument for the improvement of conditions social, ethical and material life.
Vocational Training requires, more and more, integral educational processes, integrators and
permanent, oriented towards a technological polyvalence and towards a fast adaptation to
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
diverse technical-professional contexts (Djamkotchian, Ascani, Moughty, 2001) I consider
that through professional training I can improve my educational, personal, familiar and social
conditions, being a prepared person gives me job opportunities and being a competent person
in relation to my knowledge acquired in the training process.
Strong Personal Motivation to EFL teaching and Learning.
Motive: a factor or circumstance that induces a person press to act in a particular way (Oxford
dictionary, 2000).
Motivate: supply a motive to be the motive of cause (a person) to act in a particular way:
stimulate the interest (of a person in an activity).
The impetus to create and sustain intentions and goal-seeking acts (Ames, 1989).
Furthermore, most psychologists concerned with learning and education use the word
motivation to describe those processes that can (a) arouses and instigate behaviour, (b) give
direction or purpose to behaviour, (c) continue to allow behaviour to persist, and (d) lead to
choosing or preferring a particular behaviour (Wlodkowski, 1985). International Journal of
Humanities and Social Science (2013).
When I started my studies of LLEI at distance, I think in finishing this career to be a great
English teacher and so I can help with my knowledge to the CEAR Panamá, to my colleagues
and my students. From the personal I always though in my family, I though that studying and
lograr el objetivo me permitiría mas adelante tener nuevas oportunidades de trabajo, mejorar
mis ingresos y asi poder colaborarle mi familia.
Enter Normal Superior
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
The Escuela Normal Superior María Inmaculada, seeks to position itself as a leader in
pedagogy in the Department of Arauca, offering an integral and transformative training in
the personal and social aspects to provide a better quality of life for families, araucanas and
border, building thus a region prosperous, supportive, and committed to its own development.
Also, it is an institution of official character with operating license Res. Dptal. 098 of March
21, 2001. Last approval Res. 3139 of Dec. 10, 2003. Accreditation of Quality and
Development. Titles awarded:
Bachelor with Emphasis in Education, Superior Normalist with emphasis in Humanities:
Spanish language. Escuela Normal Superior Maria Inmacualda (n.d.).
The Normal Superior educational institution is the unique school with pedagogic emphasis
in Arauca Department. This school teachs from preschool grade, elementary study and the
secondary, but also it teachs the CICLOCOMPLEMETARIO” where the students do four
semesters from pedagogy, so the students to get the degree of Normalista Superior.
I studied my secondary at Normal Superior School and in 2005 I decided study the “Ciclo
complementario” six months after to finish my studies of secondary I entered to the
educational institution, but it was not difficult for me, since on those dates only the
“estudiantes normalistas” could enter to get Normalista Superior degree.
Enter Universidad Santo Tomás
Santo Tomas University is an educational superior institution catholic and private. This
university of national order does presence in five cities of the country with sectionals in
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Bogotá, Bucaramanga, Medellin, Tunja and Villavicencio in face modality and with 23
attention university.
The university Santo Tomas has a mission inspired by the Christian humanist thought of
Santo Tomas De Aquino, and also it was founded for the order of predicators in June 13th of
1580.
In 1975 the University Santo Tomás was one of the pioneers in offering programs with the
modality of distance education, with which a high number of professionals of different
regions of the country has been formed, then it was established in the capital of Boyacá on
March 3 of 1996, since in Boyacá the Dominican community has maintained a brilliant
educational and cultural tradition; the following year it was established in Medellin and in
2007 the offer of face-to-face programs began in Villavicencio. Universidad Santo Tomas
(2016)
I tried to enter others public universities in Arauca, but it was complicated, in the academic
secretary pedian many requirements. Then, I took the decision to enter to the Santo Tomas
University from the CAU Arauca with the possibility to study the LLEI. It was a great idea,
this university offered me the LLEI at distance and it was the unique university with this
academic program. This modality of the study was particularly good for me. I could study
and working too, especially from rural area. The university offers some careers with this
modality, but it is not simple as appears. To study at distance requires more discipline,
responsibility, dedication, autonomy, and self-determination.
The use of the technology
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
The computer and the Internet give us endless possibilities and resources in improving the
quality of work. Even in education, computer skills and additional equipment are needed,
because they create great opportunities for teachers and inspire curiosity, imagination, and
interest of students.
Computer use in education encourages changes in the concept of education, teaching
contents, the teaching technologies and the relationship between teachers and students. The
influence of information and communication technology increasingly becomes much
comprehensive in many social spheres. The need and the reason of the application of
information communication technology in education starts from the fact of preparing the
youth to become successful in society led by the information. The use of Computer and
information technology in classrooms positively affects after the teacher demonstrates the
various files, and for students to become more clearly and classroom more interesting.
Computers mainly serves to expand and construction of knowledge and skills. Despite this,
during computer classes, students use technology as a tool that can be applied for various
purposes in the learning process.
To study at distance requires of the use of the technology, the constant use of the computer
and the new application. The USTA offers careers at distance and a virtual platform that
requires of a constant use of the techonolgy. This platform is actualized each year with new
icons and applications. I consider that this virtual modality is especially useful because the
students learn to use different technological progams to develop tasks, sending activities to
the platform and to be in contact with the teachers. I learnt many technological strategies to
develop my activities such individual as collaborative work, for example, the use of the wikis,
google drive, Vydio, transfer, Prezi and uploading videos to Youtube program.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Teacher training
The definition of teacher training will depend on the training model found in its base. Marcelo
(1989) defines it as a field of theoretical-practical scientific research that studies the process
by which teachers are integrated into learning experiences that allow them to improve their
knowledge, skills and dispositions, thus enabling them to develop educational interventions
professionals. Torres (1998) incorporates the concept of lifelong learning, considering that
teacher training is not only the result of academic learning, but of those that have occurred
throughout life, in and out of school. Martinez, D. (2016) I consider that teacher training is a
process by which the teacher is formed by meditating a series of academic, personal, social,
and other experiences that involves his daily life, of all these experiences the teacher uses the
knowledge acquired in his daily life in the teaching practice.
There are many aspects that involve my professional training, motivation: this aspect has
been important in my formation, I have always wanted to be a teacher in English, first for my
professional improvement, in addition to helping my family, my colleagues and my students
where I live. The context where I live people do not pay attention to the English Language,
this context is the rural area and adults don’t encourage to their children to learn this
language. I as a rural teacher have promoted the importance to acquire the English Language.
I consider that my desire to learn this new language is a great motivation, for this reason, I
enter to Universidad Santo Tomas to study Bachelor in English Language.
At the end of 2013 and the beginning of 2014, I spoke with my mother to install internet in
her house in Arauca, she told me that yes. I take advantage of traveling every weekend to
advance work, activities and download videos in English to strengthen my English skills. I’m
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
currently using an internet service from the Puerto Jordan, there, I could contact a postpaid
internet service but of good quality. This service has been particularly useful for the
development of my last degree works.
CAU Arauca without qualifying registration in the English language in the USTA:
Another limitation has been the no qualifying registration in the English Foreign Language
degree. For this reason, I should always travel to the nearest CAU. I decided to always travel
to Bogota because I always had problems with my final grades, I did not know the national
tutors, I wanted to know them and they knew me, they knew my history as a study from the
rural area.
In addition, when I first registered for this degree, the directors of CAU Arauca told me that
I should travel to Bogotá because the university did not have specialized teachers in English,
only teachers with an emphasis on the English language. To resolve doubts about my
activities from the platform I contacted the English national tutors.
CAU Villavicencio:
I was in the CAU Villavicencio presenting some socializations of English courses, but the
experience was not pleasant. I had problems with my English language skills. The teacher of
the intermediate English course suggested me to prepare myself through some English
courses to improve those activities. at that time, I lost those courses. It was the first time in
that city. I travel with my mother-in-law and we stay at her sister's house. her husband took
me to the CAU facilities. At the beginning it was exciting, to see the facilities of the
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
university, the students preparing their presentations, I also found students from other causes,
from Chiquinquira and from Yopal.
CAU Bogotá:
In Bogotá, I acquired great experiences. I met the main offices of the Santo Tomas
University; I also met the national tutors. That was something especially important for me
because I can tell them about my experience as a distance student and also tell them about
the complications of studying from the rural area and with work and family responsibilities.
The teachers were understandable. They suggested to me to be more is contact through the
institutional mail or through the application of Skype. When I traveled to Bogotá for the first
time I did it with my husband, we stayed in a hotel near the university. It was also an exciting
experience. its facilities were larger than I imagined. Your students are very friendly and the
teachers too. I did well in the first socializations and exams. But then in the following years
I had problems with the level of English. Those difficulties that were overcome with time.
Category Four: Multi-grade teacher
Sub- Category 1: Rural Teacher
Theme 1: rural and Multigrade teacher
Theme 3: Looking for New Horizons.
Theme 4: CEAR Panamá
Sub-Category 2: Community Leader
Theme 1: Community representation
Theme 2: School organizer
Theme 3: Guider to the students’ project life.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Job is proper of the human being man. However, define job in terms of an activity, an
execution or an intentional doing is too simple. For contemporary common sense, work is
equivalent to work that makes survival possible, and it is associated with "paid work", even
when there is more and more attention to the emergence of different forms of unpaid work.
In a broader sociological conception, work is a doing that defines the being of man, a way of
being in the world, of transforming it, of adding a value or a difference; In short, the Work is
presented as a distinctive feature of the human condition.
Culture, understood as a system of exchanges and symbolic and material productions, is
based on this possibility of the man to do the work. Pieck. (2008) I believe that job is a social
valuation, it allows develop the art that like me and identify me as a human being. I decided
to work at rural area at rural school, for the desire to advance in my professional career as an
English Teacher, I´m Normalista (Primary Teacher) Superior graduated from Normal school
from Arauca city, and, there were vacancies for teachers to work on a provisional form. I had
the intention to improve in my professional formation and the job opportunity offered by the
secretary of education was the basis to start my degree in English Foreign language.
Rural and multigrade teacher
When at school, most rural teachers focused on teaching educational basics such as reading,
writing, arithmetic, spelling, and geography. Organizing such lessons was challenging due to
the differing ages and abilities of the children. To ensure that all students and subjects were
addressed, teachers were forced to innovate. This meant that a lot of the time, they gave brief
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
presentations to a particular group while other students worked on their own tasks or
conferred with older students about their assignments.
Rural teachers often held several responsibilities in addition to their teaching including
lighting the wood stove early in the morning and keeping it going all day, cleaning the school,
doing small repairs, supervising students on breaks and lunch and doing paperwork for
trustees or school inspectors. Wilcox (2017).
As a rural teacher I have the responsibility to guarantee an education where all students of
multilevel degree learn without being affected by the different activities that the teacher gives
to the multilevel degrees.
In the superior part of this paragraph mentions that rural teachers often held a number of
responsibilities in addition to their teaching, in my case I sometimes clean the school, doing
small repairs, supervising students on breaks and lunch and doing paperwork for CEAR
Panama in relation to the scholar restaurant, academic secretary and so on. In addition, I have
a routine after my work with children, I must meet with the other teachers of CEAR Panama
some afternoons to receive reports, develop English plans, this has been the only one because
the teacher who was part of my work group, He does not know English, and he believes it is
complicated to plan this area. I asked my boss to let me develop the planning alone. I
considered that I surrendered more. I can also prove, my work with the children in the
classroom working the English area with some photos and even videos. My group has liked
the new strategies that I take them so they can speak English. They did not need to copy from
the board or from a guidebook.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Nancy Parra, A mother of family always tells me that she values my work with children. She
has evidenced how I develop my class with students of all grades and considers that it is not
an easy job, especially managing all grades.
I have been working these last years with 28, 25, 20 students. I currently work with 18
children in the classroom with all grades. 9 children and 9 girls. The first years were difficult
for me. I got entangled with all the grades, but then I looked for strategies to work multi-level
degrees.
I have worked as a teacher for more than 9 years in elementary school and I have seen that
my work has been rewarding. The director of CEAR through a video mentions that I have
been a leader in my community and that I have helped the students in their life project. I had
a student last year who made fun of classmates, of adults and I started to show him videos
and stories that show the consequences of making fun of others. The student presented a
positive change, and his school life was good.
Looking for new Horizons
Looking for new horizons allows people to awaken the interest to form in professional
studies. As in my case that after insisting on public universities to study the degree in Spanish
Language, I chose to enter Santo Tomas University in Arauca, which offered the LLEI at a
distance. Looking for new horizons I could find this degree in Arauca. This was a good thing
for me, because I have always been interested in learning the English language. And as I got
involved in the studies I got to know the job opportunities that I can have obtained the title
of LLEI.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Cear Panamá
CEAR Panamá is an educational institution conformed by 20 rural schools which belong to
the Arauquita municipality. The most of these schools have a teacher who work with
multilevel grades, only two schools have two teachers because there are most of 40 students.
The director from CEAR Panama is Ofelia Duarte Mayorga who worked in one of these
schools (Brisas Del Cusay) now the director is in this charge as provisional director. CEAR
meanings Centros Educativos de Arauquita Rurales and Panama is a town that is in the center
of the different villages of which belong the rural schools from CEAR Panama.
Community leader
As a teacher of the village, I participate in some meetings of the Community Action Board
to provide proposals and ideas that benefit the students and the educational community. The
president of the communal board considers that the teacher is indispensable in the procedures
that involve the school. He says that my work with them has been good. The president and
the affiliates have always counted on my support in their efforts and projects that they present
for the benefit of the entire community. In addition, the president and board members know
that as a teacher I try to ensure that my students represent the educational institution well, an
example of this is the sports performance that my students do in the other venues and in the
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
municipality of Arauquita from other sporting events, in the Olimpiadas Del Saber and
cultural findings.
School organizer
In the school some events are developed that integrate the whole community, the day of the
mother, the day of the family, the day of the child. At the CEAR level, I have collaborated
with teachers with the organization of cultural events, Christmas activities, closing
ceremonies and graduations. CEAR teachers consider that I am highly creative when it comes
to organizing and decorating the events that are scheduled in the educational institution. My
coworkers like my billboards, banners, and other materials to decorate some events that we
develop in the educational institution.
Students project life
I have clear as a rural teacher that doing that the students can project their life from
elementary school, not only is to teach them to know that through of the study of a career or
the business planning in the future is projecting their life. I have involved in the teaching that
application of the values in the daily life is life project too. In my classes, I had a student
very funny. He was a boy that liked to do jokes to his classmates and liked make fun of the
old people. During my ethic classes, I was teaching him about the respect and the importance
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
of this value in the school and social coexistence. His name is Jefferson and currently he is
studying in high school. He sometimes goes to my workplace to carry to his little sister for
the preschool classes, and he tells me about his relationship with his classmates and his
teachers, and I have told me that relation is incredibly good.
CONCLUSIONS AND IMPLICATIONS
The conclusions are based on the categories, so the first one my own story as Mother, wife,
teacher & student. As mother and wife, I have some obligations and I have had to organize
my time to study and working, because my daughters and my husband need from my
collaboration at home, in the farm and the development of some homework of my daughter
Daniela. As a teacher and student, I had some obligations, for example to attend meetings of
teachers, trainings, events of the educational institution, but also tutorials, presentations of
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
online tests and permanent connection with the USTA platform. Thanks to the support of
emotional and economic that offered my family help me to carry out this study and be
professional.
At distance Education & EFL learning is not an easy process, there are many difficulties,
technological, lack of interaction, materials. In the technological aspect I had different
problems, I could not connect me permanently on the USTA platform. I had problems to
develop some tests online. The lack of interaction was a difficult for me too. When I had
doubts about tasks, I wrote some partners, one of them was a partner from Bucaramanga, I
wrote her by E-mail, and she answered my questions after a month. I considered that
interaction with my partners was a difficult process, I had not classmates in CAU Arauca. I
considered a difficult the materials of study, in my case because the books did not arrive to
time. In some courses was necessary the guidebooks to work in the activities proposed by the
teachers. Many activities were delivered after of the date proposed from the platform by the
national tutors. However, I looked for information and ask to other teachers in the CAU
Arauca. I suggest other people to study at distance at Santo Tomás. I did it with a friend, he
is a teacher, and he is working as an English teacher in Arauca city. He registered at the
university but was presented in Cucuta for socializations and final examns. But now he has
stopped in the career for economic difficulties.
The English Language Degree does not have qualified register in Arauca, so the support is
not adequate. It is important to have the necessary support of the English teacher to interact
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
with him in the tutorials. Most of the students from CAU Arauca require interaction with the
teacher and the English classmates to strengthen their English skills. In CAU Bogotá there
are more possibilities, support and good explanations, good management. I had the
opportunity to know the university in Bogota and the English teachers, they were very
comprehensible, and nice with me. They were strict with me too. but all that made me realize
all the things that I could do. I followed the advice of the teachers to improve my skills in
English with whom I had the opportunity to socialize in Bogota from the sixth semester.
Before going to Bogota to present final exams and socializations of some courses, I went to
CAU Villavicencio where the teachers did not have the same attitude as the teachers in CAU
Bogotá.
Distance education presents several difficulties to achieve the objectives in the learning
process, in my case sometimes the weather was not favorable to go to an internet center to
connect to the platform and learn about new activities proposed by teachers the different
courses. The road of the path and the distance between the village and the path became an
obstacle for my outings during the winter. After finishing my studies, I had to go live in the
village to avoid inconveniences during the winter. Also in that season, the service of electric
power is not particularly good. The heavy rains affect the electric fluid in the sidewalks and
in the town (Puerto Jordán), thus affecting the use of the computer and Internet access.
Speaking of the internet, this was another service that sometimes affected my academic
process at the USTA. The virtual degrees need of a constant connection from the platform of
the USTA which requires of a permanent revision to develop the academic activities. I had
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
many difficulties with the internet, for example to develop tests online, sending activities on
stablished date, contact me with the national tutors, review the institutional email and so on.
thanks to the proposed resources by the teachers, I learned to send academic documents of
the USTA by Google drive and other technological applications. I had to install the internet
service to organize me of a best way from the virtual platform and to organize myself in a
better way and be connected at any time without affecting my work and my responsibilities
as a mother.
“Last year, when they installed the internet at the home of my mother-in-law, I stayed here
with my daughters not to travel at night.”
Another difficulty during my academic process was the Army conflict. I sometimes tried to
go to the nearest town (Puerto Jordan) to look for access to the internet and connect to the
USTA platform, but when there were armed strikes by the guerrillas it was difficult to
mobilize. This was something delicate because it meant exposing life for disobeying these
strikes. People prefer to stay at home while everything returns to normal. These armed strikes
prohibited mobility on any type of transport and being outside the house after 9 o'clock at
night. I preferred to stay at home and after the stoppages I contacted the teachers to tell them
what happened and thus not affect the delivery of my work. Occasionally I delivered my
assignments before the dates proposed by the USTA teachers., the tutorials scheduled at the
Arauca CAU were postponed and when I got in time on those armed strikes, I went to the
town I connected to the platform, reviewed my institutional mail, and downloaded the
information needed to work at home during those days. These guerrilla events were three to
four days, or sometimes it was a full week.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
In my context I mention the oil company Cari Care, which has been involved in the trails
especially the path Gaviotas del Caranal, since it is part of the area of oil influence. This
company benefits with employment many people from the rural communities of the
municipality of Arauquita, offers some educational aid to the schools of the sidewalks that
are around it. But also, the work that the company does has a negative impact on those lands.
As a teacher at the Gaviotas headquarters, I let my students know that this impact affects the
environment in different ways, constant noise from the machines, the dump trucks, the smoke
from the torches that keep burning 24 hours a day, the oil spill from leaks in the tubes or by
attacks generated by the guerrillas. Children are happy with gifts, but I try to know the kid
about the destruction of the land and the school desperation. I consider it important to know
the context in which the research is carried out, because everything that surrounds me is part
of my research and even though the oil company has a negative impact on the area, it has
working people who care about their communities. In the social investment that is generated
to the communities’ projects of computer rooms have been managed, where the company
benefits the schools with computers and the setting of a classroom for the systems room.
Remodeling of school structures and adaptation of classrooms as toy libraries. Then I
conclude that it is a company that cares about education. As multi-grade Teacher I learned to
teach English, I could know that teaching was not based on a list of words about a specific
topic. Thanks to the acquired knowledge I learned to develop materials, so I do not have to
use only the guidebooks with the students. Also, all strategies that I used in my pedagogical
practices were extremely useful to teach mathematics, natural sciences, Spanish and so on,
because the material design, the developing lesson plans are tasks which can employ in other
subjects. The rural teacher is creative to plan their classes and developing their materials to
teach any theme.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
As a leader, LLEI taught me to read to write and the use of technology so I can help the
community to write important documents, for example residential letters, documents
addressed to the oil company Cari Care and to the secretary of education. All the knowledge
acquired at the Santo Tomas University is not only part of the Career that is studied and will
be applied in society. But also, in the personal, social life being utile n all moment and place.
I had different difficulties during my learning process at Santo Tomas University. But I could
solve them being self- determined, independent, autonomous, motivated, and responsible. I
consider that I was self-determined organizing my learning process but also, organizing me
in my three roles (student, teacher, and mother), being self – determined is taking aware of
the potential to meet any goal. My distance learning process made me independent. The
activities that I could not develop or the applications that I did not know how to use frustrated
me, I looked through You tube tutorials videos or other means to develop my activities. To
get the objective of graduating as an English teacher encouraged me to continue my studies.
In addition, my family, my students, and community were also part of the basis of motivation
to meet my goals. And finally, I tried to be responsible in this academic process, with my
tasks, activities, collaborative works, without forgetting my other roles.
“My day does not end at 6:30 pm. I prepare dinner to my girls and I continue doing my
work for the University. I also plan my classes for the students of the school and go to bed
at 12:20 pm”
This research is an inspiration for those students who want to become professional... There
are no obstacles, only desire to succeed!
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
This research also empowered me to help my family my students and my community in
Gaviotas del Caranal.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
APPENDIXES
APPENDIX A
Narrative One: Who am I?
My name is Yosmary Vega Rubio, I was born in Arauca city, I am the middle sister of seven
children and I am thirty years old. I have lived all my life in Arauca. I studied my elementary
school in two different schools and my high school in Normal Superior School from Arauca.
I have a big family, the family members are my parents Manuel he is a builder and Maria she
is a dressmaker, four sisters they are Stella, Marcela, Yajaira, and Fabiola, two brothers Juan
and Emilio. When I was seventeen years old, my parents decided to separate but my younger
sisters and I stayed with my father. This because we wanted to keep studying and my mother
had already decided to go to live her life alone. All my sisters and one brother studied high
school, but some of them did not continue preparing for being professionals. This happens
because economic problems. Nowadays, my sister Yajaira is studying Business
Administration career and my other sisters dedicated to their homes and my brothers too. But
I worried about my professional life and I decided to continue studying, I took the decision
to study English Language degree when I had a stable job. It happened in 2010. I have always
been interested in English language learning and for 7 years I have been studying in the
university a bachelor's degree in English at a distance.
I currently live in a farm at Gaviotas Del Caranal sidewalk with my husband Nelson
Sepulveda and my two daughters Daniela and Luciana. When I must develop tasks about
courses from USTA I go to the Pueblo Nuevo town, it is near my sidewalk, I travel on my
motorbike for thirty minutes to arrive to this town. I have had many difficulties to finish
English Language Degree, for example internet connection, in pueblo Nuevo town there are
not people that speak English, I do not have interaction with other people that domain English
Language, Army conflict, armed strikes and farmers strikes who close the via affecting the
transport to move to other places.
On the other hand, I have two friends, the best friends I have ever had, Leidy and Miriam
studied with me in high school. Then, Paola decided to go to study an Advanced English
course in Australia, she studied systems engineering. In this moment, she is living there and
from time to time, she helps me with some ideas to improve my English skills. On her part,
my friend Miriam is a teacher in a school of Arauca, she teaches to preschool students.
When I finished my high school, I wanted to study at SENA, but it was not possible, although
I had studied two English courses, I failed the interview. Then, my friend Miriam suggested
me to study the “Ciclo Complementario” from Normal school during four semesters. To have
studied Ciclo Complementario was a good decision, and it has been a great experience for
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
my life. There, I met kind people who taught me good things. Teachers were supportive, kind
and helped me a lot in my professional training. Thanks to this experience, I and my friend
tried to study Spanish degree at Pamplona University, but we tried to sign two semesters in
a year, but also, I failed.
APPENDIX B
Narrative Two: My studies and my professional life
Because my job, I live in the rural zone of Arauquita, I settled in this place to avoid economic
expenses, but also for do not put at risk my life and my daughter’s lives during the trips to
Arauca department. The location of my workplace has its advantages and disadvantages
because the school is located in the oil complex “Cari Care” which belongs to the Ecopetrol
Company. This zone keeps militarized by security workers and the same Company. During
these last fifty years, there have been many clashes between guerrilla and the Colombian
army. Some advantages of working in schools from CEAR Panama have been thanks to the
nearness to the oil complex have been many helps that the students have received in the sports
and cultural events that develop during the scholar year, but also this company has donated
gifts in the month of December for all children of this zone.
Ten years ago, I started my work as a teacher, I had the opportunity to present my curriculum
as “Normalista Superior” and the secretary of education from Arauca sent me to work for
first time at Gaviotas Del Caranal in 2008 but doing a replacement of a teacher during
maternity leave. There, I worked for three months since July to September. Then, I worked
in another school from Arauquita from urban zone Gabriel Garcia Marquez educational
institution. There, I worked three months since November to January finishing my work with
preschool students. Three months later, I participated in an announcement of schools of
temporary vacancies, and there was where I could get again my job at Gaviotas Del Caranal
School.
When I arrived for first time to this school, I did not have much knowledge about how to
teach in multilevel degrees, because this school had all degrees in elementary school since
pre-school to fifth degree. This work was a challenge for me. I noticed that children did not
have much knowledge in English Foreign language, because the previous teacher was not an
English teacher. Well, in that date, I was like the teacher, I worked with basic pedagogy and
little knowledge in English Language. That experience was amazing because I had never
worked in that context and I could know the students and communities and the behavior from
rural zone.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
As I mention in the previous paragraph, when I started my work like teacher, I did not know
how the work in the rural zone was, but thanks to teacher Evelio Vera (Q. E. P. D) I learn
how to teach and what to do in a multilevel class. He explained to me all things that I had to
do. For example, he told me what multilevel grades mean, the approach, and the importance
of working in rural areas.
Gaviotas Del Caranal School belonged to the CEAR Caranal until 2010, and I achieved to
know the workgroup’s teachers of this CEAR (Centros Educativos de Arauquita Rurales)
and their way to work with their children. Then, in 2011, I was included in the CEAR Panama
payroll. I have worked in that institution until today. Being a teacher in that institutions
brought many benefits, for example: I have a flexible schedule, I work where I live, and I can
take care of my daughters. Due to the location of Gaviotas Del Caranal School, my schedule,
and my students one is very flexible. Some my students live far from the school, they must
travel large distances to reach the school.
My students are children between 4 to 12 years old. The preschool students are between 4 to
5 years old, first grade there are children between 6 to 8 years old, second grade there are
children 8 to 9 years old, third grade there are children between 8 to 10 years old and fourth
and fifth grades there are students between 10 to 12 years old. All my students are highly
intelligent and collaborative, they really enjoy going to the school. Some students have
brothers or others family members in different grades, but all they receive classes in the same
classroom. These children they like to practice sports like football, volleyball, and basketball.
However, they are children of limited economic resources and their parents work in their own
farms developing different functions as the milky and growing yucca, banana, pineapple and
cocoa. Most of the children’s parents studied only elementary school. The students help their
parents in different farm and barn tasks such lock the young cows and horses, feed the pigs
and clean the pigsty.
When I started my job as a teacher in the rural area, my first thought and my ambition was
to keep studying and prepare me in English to be a good English teacher. Thus, in 2010, I
started my studies at Saint Tomas University, but I had many reasons to study, the wish to
learn English language, the necessity of English’s teachers in department and to follow
strengthening my knowledge for the service from the education. Also, I decided to study in
this university, because in this institution, I could find the English Foreign Language degree
at distance. At distance education students can study and work at the same time but also
because I was living in the rural area, Santo Tomás University let me become a professional
teacher through the distance modality, it is valid to say that many of my colleagues and
friends cannot follow their studies because they had many difficulties to study a face-to-face
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
program. When I enrolled Santo Tomás University, I went to Centro de Atención
Universitaria CAU, where the secretary and the coordinator told me that I should register in
CAU Bogotá because the Licenciatura en Inglés did not have the “qualified record” in
Arauca.
That was my beginning at Universidad Santo Tomas in the Licenciatura en Lengua Extranjera
Ingles. But difficulties appeared. The first one was the internet connection. I needed to be
connected constantly in the USTA platform and I did not have a good IP either a good internet
connection so, I had to buy a modem from Comcel Company, with that tool, I tried to connect
me many times, in occasions I could do it, but this device rarely worked. I could not develop
the tests proposed for some subjects because the connection of internet was not good and was
not strong enough. Sometimes, my husband carried me to the town, this, because I live in the
rural area of Gaviotas Del Caranal. It is pertinent to say that he has always been interested in
my English language learning. And more problems about the internet connection emerged,
the internet signal was complicated, but without regret he (my husband) collaborated me, we
leaved the farm without considering the time, only to submit the tasks or to develop proposed
test. In occasions, I traveled to Arauca to develop some activities from the USTA platform
and asked some tutorials to clarify doubts for some works. This travel is long, it usually takes
two hours, this when there is good weather and there are not problems with the guerrilla or
there is not “paro armado”.
Note: Paro armado” is a widespread armed action that applies in a designated area.
Usually, it is accompanied with prohibitions to the population so that it moves in the means
of transport and affects both military and civilians.
In 2012, more difficulties emerged, I failed virtual subjects (pedagogía general, practica
pedagógica, epistemología). I had submitted the tasks, but these were not sent to Bogota CAU
and the teacher never registered the grades in the Sistema academic (SAC) I did some
documents to solve this inconvenient with the USTA. After of some months Santo Tomas
University sent a no favorable answer. The secretary of the CAU Arauca had burnt all the
files including mines. The coordinator and the secretary from CAU Arauca could not solve
anything. The solution for me was to study again these subjects.
In second semester in 2012, I traveled at Villavicencio to present the final exams and the
socialization of the courses: research foundations, pedagogy and language, and intermediate
English 1. I did not have good grades and I have failed all these subjects. In CAU
Villavicencio the Intermediate English’s teacher told me that my English was not
exceptionally good, he told me that I had to improve and search many strategies to study
alone.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
He asked me that where I lived and which my workplace and, I had that interact with people
that domain the English language. That was overly complicated thing because in CAU
Arauca there were not other students registered in English Foreign Language and where I
was living people do not speak English. I could only to study through digital and websites
resources. In Pueblo Nuevo town, a friend (Jhon Jheiner Rios) was working at Instituto de
Promocion Agropecuaria (Tame) as English Teacher, he is “Normalista Superior” but he had
knowledge in English Language and he sometimes met with me to improve the listening and
speaking skills, however these meetings didn’t continue because presented different
inconveniences as time, teachers’ meetings, activities with the students, blocked roads and
the winter too. Unfortunately, the teacher was transferred another school in Arauca city.
First semester in 2013, I did not register at university, because I took the decision to study in
Open English, an online Course, to improve my listening and in general the four skills.
However, this course was virtual, and I needed to be constantly connected on internet. The
connection on internet always was a tremendous inconvenient for me. In the context where I
live and work the internet signal is difficult, and improve it is not possible. But I have always
been a positive person that fight for my dreams and to be a great Foreign Language English
teacher is one of them. I could finish three levels in open English achieving to be in
intermediate level. I was in this virtual course until March 15th, 2014. I did not continue in
Open English for lack of connection on internet. I could not to profit to the maximum this
course, but the acquired knowledge has been especially useful.
In that time, I used some strategies from Open English to design didactic material for my
classes at work. Some of these activities were: use the picture to create sentences, use new
grammar and new vocabulary to teach my students, but I felt that some activities had bad
effects in their learning process.
While all this happened in my working context (rural zone) also happened many things in
relation with the armed conflict, guerrilla carried out strikes, that situation was not favorable
for me, this did not allow me to advance in my virtual courses from the USTA neither work
with students. When “paro armado” nobody cannot leave their homes, get the town or get in
Arauca the capital city is not possible.
In 2013, finishing the second semester I traveled with my husband by bus to Bogotá, the
capital city of Colombia. I travelled to present the socializations (final exams) in Licenciatura
en Lengua Extranjera Inglés – VUAD- Santo Tomás University. I have to say that this was
my first time that I traveled to Bogota. I was excited, and I felt thrilled. I had good
experiences, because I knew the principal offices of the university, also I met my teachers,
who were genuinely nice with me. From there I have always traveled to Bogota to take the
face-to-face socializations.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
In the middle of that year, the teachers from CEAR Panama were inscribed on a Certificated
Computer Course (Diplomado). My colleagues and I traveled to Panama town, this town was
to 30 minutes from my house, and we studied from 2 to 5 p.m. this course was particularly
important, because the teacher taught us different ways to work in the computers also, he
taught us to develop some activities as crosswords, puzzles, activities with audio, and other
activities that were great to carry to the students, and He installed some applications
(cuadernia, potatoes, Jcross, Van’ vasco karaoke) to reinstall in the computers from the
schools. Finishing this course (diplomado), we did not get a certified, but if we gained our
knowledge about Tics. With the acquired knowledge in the Computer course, I had a great
experience, because I developed many abilities to realize digital activities to stimulus the
learning in my students, they were not students disciplined, but they were interested in their
learning.
In 2015, ministry of education sent new English books at Gaviotas Del Caranal School:
“NEW FRIENDS” (Bohórquez Hernández, Gloria Cecilia. New friends 5. Ed Santillana.
Bogota. 2006). Books available from first to fifth, these books were remarkably interesting,
because in their pages had new activities, the exercises were writing in English, but these
books had much known vocabulary for them. To develop the activities of these books, I
photocopied them to distribute the activities the students, because for each grade there was
one book.
To start the university’s courses, I went to the town to develop my activities of the platform.
One of those days I had to investigate until at night and to take information to carry to my
house to continue developing the works. It happened a confrontation in the area, The
Colombian army and the guerrilla had a clash consequently I had to stay with my husband
and my daughter Daniela in the town until the next day when everything was normalized.
Leaving to the rural area is not possible, the army did not let us go, we cannot protect
ourselves. When the situation was finally safe, we went home and I kept with my work at
home and with my teaching work, because to the next day I had to go to work in school.
These cases were frequent and sometimes could not be left to avoid any inconvenience in the
street. By these events I was late in some works, online exams and other activities proposed
by the USTA.
During my university learning process, I have had to experience complicated experiences not
only because of the armed conflict, but also because of the winter seasons, which sometimes
obstruct the electric fluid, or the streets are blocked by fallen trees on the road, or for the poor
internet service in the town. In this zone the electric fluid fails much.
In 2016, I was pregnant, and I was in the first semester of that year. In this year I could
develop some activities of the semester, but I began to have inconveniences with the
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
pregnancy. In May, I had my second daughter. On this date my studies and my work were
paralyzed, the education secretary had sent a teacher to replace me. I Already having started
the second semester of the mentioned year, I returned to my studies and my work again, I
contacted my teachers at the university to finish my tasks and exercises of the different
courses, they were comprehensible with me. In this year, the teachers from USTA were
waiting me to socialize some courses, (curriculum and material design, seminario
interdisciplinario, listening and Advanced English 2). I achieved the goals of the courses, but
I lost the Advanced English 2, the teacher suggested me to repeat this course.
In 2017, I repeated the advanced English 2, but my skills did not progress. As a distance
student, I am using different strategies to improve my English, but I cannot get the
communicative competence, maybe I need more interaction, I need to speak in English with
people who dominate English. Since starting my studies at the USTA I have been learning
alone, some university’s teachers make feedback on my work. In the CAU Arauca There is
no specific teacher in the English course. My help is the YouTube tutorials and some
techniques that I investigate to improve in the language.
I am developing a pedagogical practice with children from Mata De Caña School that also
belongs to the CEAR Panama, it is a prerequisite of the pedagogical practice V course, my
national tutor is the teacher Hebelyn Eliana Caro, and this course helped me a lot. For
example, I interacted with those children at Mata de Caña School and their teacher who
supervised my practices, who does not know English, but speaks with me and suggest me
some activities and exercises that I can apply with the students.
At this point, I recognize that all courses offered by Universidad Santo Tomas have been
important for my personal and professional education. I have strengthened my knowledge,
my practices, and, I have understood that English Language is the universal language. Each
course proposed for English foreign language degree is a base of knowledge of great
usefulness as a future English teacher.
Currently, I have been developing my research project based in my academic’s experiences
as student at distance that works as teacher in a rural context. I have come developing an
autobiography. Language learners write about their learning experiences as participants in a
research project, and the learners themselves are the researchers. They construct the written
text, analyze it, and publish the findings. This work is thus clearly autobiographical. A typical
example of written data produced in these contexts is learner diaries. Barkhuizen (2008)
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
APPENDIX C
Narrative Three: My Job
As I mentioned it previously, I have worked with multilevel degrees since 2010, and when I
began to work with the students in this school, especially in English, I used to teach them
vocabulary with some pictures, even the library’s school had some guidebooks with cards
with images and their corresponding names in English, these books were used by the teacher
Evelio, it was the name of previous teacher Luis Evelio Vera, Children of the different grades
were happy learning English of this way. But I saw that knowledge was very elemental and
they needed to learn grammar and practice the four skills. I was already studying at Saint
Tomas University and I was encouraged for acquire the needs knowledge to teach them
English language.
In 2011, I was reviewing the syllabus, in this document the topics were very elemental and
in the pedagogical practice it only reflected the vocabulary and the learning of the writing.
On institutional weeks and some free afternoons, we the teacher from CEAR Panama met us
to change the syllabus in all subjects, because the document needed to be updated according
to the pedagogical model of the institution and the Basic Standards of competences proposed
for MEN.
I decided to teach to my children grammar structures and to use different strategies to
strengthen their communicative competences. In this year, my English language knowledge
was basic, my level was beginner. But I used different activities to awake in the students the
interest to learn English. In this year I was in the semester three and, I was in the Basic
English course at university.
To strengthen their knowledge, some students asked me the English dictionaries’ school to
develop some exercises or homework. Other’s students waited to the finish the classes to
clear some doubts of the English exercises.
In 2014, I would want to teach English language English language with other strategies for
that students felt motivation to learn this new language. A co-worker gave me a digital
program which was remarkably interesting and strategic for children. For this year, in my
school we had inaugurated the system classroom, it is a little classroom, but I used to work
for group for the students could use the computers, in that year only had seven computers
and I had twenty-five (25) students. The application named “NUEVO INGLES” from King
Colors. I carried to my children to the system classroom and explained them how to work
this program and for them the activities in the computer were very funny. They enjoyed a lot
of this program. In occasions I invented some didactic material to work with them, I used
some images from the program “Nuevo Ingles” and then, I printed and developed games as:
concentration, unite the images with the Word, signal the Word that teacher pronounces in
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
English etc. some parents were interested in the learning of their children, they bought
dictionaries or English book to develop their tasks in the house.
2016 In the school children missed me, many children told me their stories with the
replacement teacher, some complained about English activities, it was just writing and
writing the vocabulary in their copybooks. So, I began to download some videos with little
stories in English. This idea was particularly good, because children had fun learning English
with these videos, preschool children and first grade practiced pronunciation, made drawings
related to the video and mentioned in English the words they remembered. Children of the
other grades studied grammar and practiced pronunciation, also learnt vocabulary and
practiced writing.
In my written narratives I am reflecting my own experiences of teaching and learning as rural
teacher and as students at distance. There are many examples of written narratives as Sakui
(2002), a teacher of English in a Japanese university, was interested in investigating the
relationship between her English learning and her teaching. Specifi cally, she wanted to
illuminate how her learning experiences influenced her beliefs and practices in her language
teaching. Her data included written journal entries as well as epiphanies in her learning and
life experiences. A thematic analysis of the data (coding for themes and grouping these into
broader
Categories) revealed a few complex interconnected issues in her language learning and
teaching life related to, for example, language acquisition, learner development, teacher
beliefs, and teacher education. Sakui concluded by raising questions about the usefulness and
legitimacy of her approach to autobiographical narrative inquiry, including narrative research
reporting. Barkhuizen (2008)
Another example is Herrera (2015), when she started her career of EFL student at distance,
at Licenciatura en Lengua Extranjera Ingles at Universidad Santo Tomas, she thought that
the distance learning was easier than learning in a face-to-face modality. She though learning
English was only to learn the language, and that she would learn only English, but she gets
discouraged when she saw the reality. For example, she had to study different subjects, such
as curriculum and material design, literature, linguistics etc. and this made her feel stressed,
isolated, disoriented and unwilling to continue.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Analysis
Narrative One: My
autobiography
Analysis Categories
My name is YOSMARY
VEGA RUBIO, I born in
Arauca city, I am the middle
sister of seven children and I
am thirty years old. I studied
my elementary school in two
different schools and my
high school in Normal
Superior school from
Arauca. I have lived all my
life in Arauca city. I have a
big Family, the Family
members are my parents
MANUEL he is a builder
and MARIA she is a
dressmaker, four sisters they
are STELLA, MARCELA,
YAJAIRA and FABIOLA,
two brothers JUAN and
EMILIO. When I had
seventeen years old, My
parents decided to separate
and my younger sisters and I
stayed with my father to
follow studying, since my
mother had decided to go to
live in a sidewalk. All my
sisters and one brother
studied high school, but
some of them didn’t
continue preparing
professionally, this occurs
by economic problems at
home. My best friend are
leidy calderón y Miriam
Carvajal, they have been
I born in Arauca and I have
always been living there. I
crecí al lado of my sisters
and my brothers. We were
always together.
I was in two different
elementary schools, but I
studied my secondary
school at Normal Superior
School, and thanks to my
studies at Normal school
were very good and useful,
because thanks to this I have
could to work as a
Normalista Superior
developing my job as a rural
teacher with multigrades in
preschool and elementary
school.
In my home presented some
inconveniences, one of them
was the family life. My
parents decided to separate,
but despite this family
situation my brothers, sisters
and I decided improving our
life quality. My sisters and I
finished our secondary
school and my brothers too.
When I finished my studies
as Normalista Superior, I
took the decision to work in
private school to get
experience in this job.
Family support
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
with me from high school.
Currently, Paola decided to
go to study an Advanced
English course in Australia,
she studied systems
Engineer, she lives there and
from there she helps me with
some ideas to improve my
English skills. My friend
Miriam is a teacher in a
school from Arauca city, she
teaches to preschool
students.
When I finished my high
school, I had decided to
study at SENA, but it wasn’t
possible, because I did not
approve the interview,
although in this institution I
did two English courses.
Then, my friend Miriam
suggested me to study the
“Ciclo Complementario”
from Normal school during
four semesters.then, we had
tried to study spanish degree
at Pamplona university, but
we tried to sign two
semesters in a year, but it
wasn’t possible.
To have studied Ciclo
Complementario was a good
decision and it has been a
great experience for my life.
There, I met kind people
who taught me good things.
Teachers were supportive,
kind and helped me a lot in
my professional training.
From my childhood since
my childhood, I have been a
person who projects goals
and I do not give up until I
achieve it.
My family and my friends
have always been present in
my goal of overcoming. My
friends have been present in
this process; they are people
interested in improving
professionally.
Before starting my studies
like Normalista Superior, I
had tried to enter SENA, but
it was not possible, but I was
able to take two English
courses, which were useful
for me in my learning
process as a Normalista
Superior.
To enter as Normalista
Superior, a friend suggested
me to do it. It was a process
satisfactory for me, because
thanks to this study I have
could work as a teacher and
also, I have could to study
the English Foreign
Language degree, which I’m
currently finishing.
I consider that I have been
an example for my brothers
and sisters, because they
have seen me improve
professionally and have
been interested in doing it
too. One of my sister’s
Familiar difficulties
Economic difficulties
Friend support
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Nowadays, my sister
Yajaira is studying Business
Administration career and
my others sisters dedicated
to their homes and my
brothers too. But I worried
about my professional life
and I decided to continue
studying, I took the decision
to study English Language
degree when I had a stable
job. It happened in 2010. I
have always been interested
in English language learning
and for 7 years I have been
studying in the university a
bachelor's degree in English
at a distance.
I currently live in a farm at
Gaviotas del Caranal
sidewalk with my husband
Nelson Sepulveda and my
two daughters Daniela and
Luciana. When I have to
develop tasks about courses
from USTA I go to the
Pueblo Nuevo town, it is
near my sidewalk, I travel on
my motorbike during thirty
minutes to arrive to this
town. I have had many
difficulties to finish English
Language Degree, for
example internet
connection, in pueblo
Nuevo town there are not
people that speak English, I
don’t have interaction with
other people that domain
English Language, Army
studies business
administration and the
others have taken courses at
SENA which have been
useful for their lives.
When I took the decision to
study English Foreign
Language degree, I knew the
challenges and the obstacles
to study this career, but I
was working as a rural
teacher and decided to study
because the English degree
was at distance modality. It
was good for me. I could
organize my times to
develop my tasks and
organizing my tutorial with
my teachers.
I have had support of my
husband, he has been
comprehensible in this
academic process, and he
has been an emotional and
economic support in my
studies. Also, he knows all
difficulties that I have had
during this learning process
and everyday encourages
me to follow advancing in
my profession as teacher.
EFL learning – keeping the
goal
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
conflict, armed strikes and
farmers strikes who close
the via affecting the
transport to move to others
places.
I live at rural area
Distance education
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Possible obstacles
Narrative Two : My
studies and job
Analysis Category
I settled in this place to
avoid economic
expenses, but also for
don’t put at risk my life
and the life’s my
daughter during the trips
to Arauca department.
The location of my
workplace has its
advantages and
disadvantages because
the school is in the oil
complex “Cari Care”
which belongs to the
Ecopetrol Company.
This zone keep
militarized for the
workers’ security and the
same Company.
Some advantages that
school from CEAR
Panama have had thanks
I live in the rural zone for my
work at Gaviotas del Caranal
School.
Gaviotas del Caranal School is
near oil complex “Cari Care”
Oil company Ecopetrol has
donated refreshments in the
sports and cultural events, and
it has donated toys the children
on December months.
To work as a rural teacher, I
presented my curriculum at
education secretary in Arauca
department.
I live and study from rural
area
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
to the nearness to the oil
complex have been many
helps that the students
have received in the
sports and cultural events
that develop during the
scholar year, but also this
company has donated
gifts in the month of
December for all
children of this zone.
To start my work as a
teacher, I had the
opportunity to present
my curriculum as
“Normalista Superior”
and the secretary of
education from Arauca
sent me to work for first
time at Gaviotas Del
Caranal in 2008 but
doing a replacement for a
teacher in maternity
license.
When I arrived for first
time to this school, I
didn’t have much
knowledge about the
work with multilevel
degrees, because this
school had all degrees in
elementary school since
pre-school to fifth
degree. This work was a
challenge for me.
Children didn’t have a lot
of knowledge in English
In my first work as rural
teacher, I did not have
knowledge about the work
with multilevel degrees.
The anterior teacher was not
an English teacher.
I lived great experiences in
my first work as rural teacher.
The teacher Evelio explained
how to work in the rural
context.
Gaviotas del Caranal School
first belonged to the CEAR
Caranal from Arauquita.
This event was an advantage
for me for the location of my
school.
Rural teacher
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Foreign language,
because the anterior
teacher wasn’t
specialized in this
subject.
That experience was
amazing because I had
never worked in that
context and I could know
the students and
communities’ behavior
from rural zone.
When I started my work
like teacher, I did not
know how the work in
the rural zone was, but
the anterior teacher
(Evelio Vera Q. E. P. D)
explained me all things
that I had to do to work
very good in that zone.
He told me that I had to
work with multilevel
grades and that was
difficult process for me,
because I had never
worked with all grades of
elementary school and
especially from rural
zone.
This school belonged to
the CEAR Caranal until
2010, and I achieved to
know the workgroup’s
teachers of this CEAR
(Centros Educativos de
Arauquita Rurales) and
I used flexible schedules to
realize the academic activities
with the students
Some parents studied the
Elementary school.
The students from Gaviotas
del Caranal are between 4 to
12 years old.
Children enjoy practice sports
in their free time.
I always wanted to be an
English teacher.
I always thought study at
distance for my work.
Friend support
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
their ways to work with
their children.
Then, for 2011, the
educative center was
included to the CEAR
Panama where I have
worked until this date.
This success benefited
me, because the
meetings’ work was in
the nearby places to my
laboral context.
I started at Gaviotas Del
Caranal School working
with a flexible Schedule
for children and for me
for the location from the
school, some children
live to long distance from
the school.
Most of parents studied
until elementary school.
The students help their
parents in different
functions of the field, to
close on young cows and
horses, to feed the pigs
and cleaning these
animals and so on.
Children are between 4 to
12 years old and they are
incredibly happy going
to the school. Some
students have brothers or
others family members in
different grades, but all
I have been registered by
CAU Bogotá.
In 2010, I taught vocabulary
the multilevels degrees.
In 2011, all teacher from
CEAR Panamá modified the
syllabus during the
institutional weeks and some
free afternoons.
I began to teach grammar
structures in English
academic’s activities.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
they receive classes in
the same classroom.
These students are
children highly
intelligent and
collaborators, also they
like to practice some
sports like football,
volleyball and
basketball. In their free
afternoons they do their
tasks and to go to
practice these sports at
school.
When I started my work
as a teacher in the rural
zone I thought I had to
study more. I thought I
had to be well prepared
in English as a foreign
language. In 2010, I
started my studies at
Saint Tomas University,
but I had many reasons to
study, the wish to learn
English language, the
necessity of English’s
teachers in department
and to follow
strengthening my
knowledge for the
service from the
education.
Also, I decided to study
in this university,
because here I could find
the English Foreign
Most of the students used
dictionaries to develop their
tasks at home.
Starting my studies, I had
many difficulties with access
on internet.
I bought a modem’s Comcel
Company to access on
internet.
My husband always has been
a support for me.
During my learning process at
distance, I have traveled to
Arauca to present me to the
CAU Arauca to develop some
activities at USTA platform.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Language degree at
distance.
The secretary and the
coordinator of this
university told me that I
stayed registered by
CAU Bogotá, but I had
that receive some
tutorials in CAU Arauca.
At distance modality
allowed me to study at
Saint Tomas University,
because I was living in
the rural zone and that
was the way to realize
my studies.
As I mentioned it
previously, I have
worked with multilevel
degrees since 2010, and
when I began to work
with the students in this
school, especially in
English, I used to teach
them vocabulary with
some pictures, even the
library’s school had
some guidebooks with
cards with images and
their corresponding
names in English.
In 2011, I had the
opportunity to revise the
syllabus, designed to
teach English. There the
topics were very
elemental and in the
pedagogical practice it
only reflected the
In this year I had some
inconveniences with CAU
Bogota and CAU Arauca with
grades that never were
registered.
Anterior secretary burnt some
files including mine with
registered grades.
In 2012, I did my first travel
to Villavicencio to socialize
two courses.
The teacher from
Villavicencio suggested me to
improve my English skills.
EFL – keeping the goal
Distance education
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
vocabulary and the
learning of the writing.
On institutional weeks
and some free
afternoons, we the
teacher from CEAR
Panama met us to change
the syllabus in all
subjects, because the
document needed to be
updated according to the
pedagogical model of the
institution and the Basic
Standards of
competences proposed
for MEN.
I decided to teach to my
children grammar
structures and to use
different strategies to
strengthen their
communicative
competences. In this year
my English language
knowledge was basic,
my level was beginner.
But I used different
activities to awake in the
students the interest to
learn English. In this year
I was in the semester
three and also, I was in
the Basic English course
at university.
To strengthen their
knowledge, some
students asked me the
English dictionaries’
school to develop some
I have a friend in “pueblo
Nuevo town, who talked in
English.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
exercises or homework.
Other’s students waited
to the finish the classes to
clear some doubts of the
English exercises.
In 2011, I began to have
difficulties to connect me
on internet, because I
needed to be connected
constantly in the USTA
platform. I had to
buy a modem’s Comcel
Company, with that tool,
I tried to connect me
many times, in occasions
I could do it, but this
device worked rarely.
I had to buy a modem’s
Comcel Company, with
that tool, I tried to
connect me many times,
in occasions I could do it,
but this device worked
rarely. I couldn’t develop
the test proposed for
some courses, because
the connection of internet
wasn’t strong.
My husband sometimes
carried me to the town,
because I have lived in
the sidewalk (Gaviotas
del Caranal) where is
located the school where
I work. Also, he always
has been interested in my
English language
learning.
Contributing with English
knowledge at CEAR
Panama
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
In occasions I traveled to
Arauca to develop some
activities from the
platforms USTA and
asked some tutorials to
clarify doubts of some
works. This travel was
from two hours, it wasn’t
away, but actually, the
transport was
complicated. Also I
profited to develop some
activities to work with
the students, these
activities were manual,
because in those years
the school hadn’t digital
tools.
In 2012, I had
inconvenient with my
grades. I failed many
subjects as pedagogía
general, practica
pedagógica,
epistemología) but the
final documents that
were sent to Bogota CAU
didn’t have register of
grades in the (SAC) and
these only could show
them with the final
documents. I did some
documents to solve this
inconvenient with the
USTA. After of some
months Saint Tomas
University sent me an
answer which wasn’t
favorable for me. The
previous secretary from
Contributing with the
learning students
Possible obstacles
Inconveniences with the
USTA platform
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
CAU Arauca burnt all the
files including the mines.
The previous secretary
from CAU Arauca burnt
all the files including the
mines. The coordinator
and the secretary from
CAU Arauca couldn’t
solve anything.
In second semester in
2012, I traveled to
Villavicencio to present
the final exams and the
socialization of the
courses: research
foundations, pedagogy
and language, and
intermediate English 1. I
didn’t have good grades
and I have lost these
courses.
In CAU Villavicencio
the Intermediate English
teacher told me that my
English wasn’t very
good, he told meet that I
had to improve and
search many strategies to
study alone. He asked me
that where I lived and
which my workplace and
also, I had that interact
with people that domain
the English language.
In Pueblo Nuevo town, a
friend (Johnn Jheiner
Familiar support
EFL – keeping the goal
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Rios) was working at
Instituto de Promocion
Agropecuaria (tame) as
English Teacher
Contributing with the
learning students
Inconveniences with the
USTA platform and my
grades
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
EFL – keeping the goal
Inconveniences at distance
education
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Advice for English teacher
from CAU Villavicencio to
improve my English skills.
No interaction to strengthen
the English skills in my rural
context
APPENDIX D
JOURNALS
Date: 05 September 2016
My experiences in the CEAR Panama have very gratifying because from the beginning of
my work here I had the opportunity to go to a different context than I was accustomed to
work, my experience as a teacher I started to acquire it in the urban area. Then I decided to
go to work in the field to know other contexts, other People, a new style of working with
children.
Community was and has been very hospitable, this is a characteristic that describes their
attitude toward people. Children are incredibly grateful with the work of the teacher and
appreciate the teaching that is provided. They missed their anterior teacher, but then I started
my school activities, they offered me their confident. Children’s countryside is very noble
and amorous with me.
I am normalista (primary teacher) and in my studies my teachers taught me that I should not
be just a teacher but a leader, a coach and collaborator with the community, and until now I
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
have tried to play this role. In this context I felt grateful with my work, I always have liked
to work with children, and they are highly intelligent and learn amazingly fast. Nowadays I
have seven years to be working with this community and have been wonderful like personal
and professional experience, even I already live there.
According to the context and the location from the school it is to three kilometers of the main
road and it is near two towns: Pueblo Nuevo and Panama. The village where is located the
school has the same from the educational institution. This institution forms together with
other nineteen schools the CEAR Panama and there are with me twenty-three teachers of
which there are not any with title in English language teaching, currently in this group work,
I’m studying an EFL degree.
Date: 09 September 2016
When I started my work in the rural context; I had not any experience about how to work
with multilevel degrees. But with the time I want learning the form to work with children’s
countryside.
I never had leaved from Arauca city, only when I when started to work at CEAR Panamá,
this place was unknown for me and I felt afraid to have that to work in a different context.
I arrived directly to live to the educational center Gaviotas Del Caranal and there, I was alone
the first week in September from year 2009. Then, I convinced to my little sister that I
accompanied while I adapted me in this place.
To the third month from work, I was accustoming to live in this rural context and my sister
decided to go to finish her studies to Arauca city.
APPENDIX E
Co- constructing Interview One
Entrevista 1
Septiembre 08 de 2017
6pm
Categoría
Donde trabajaba en el 2010-1?
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Trabajaba en Gaviotas del Caranal
Fui contratada como provisional indefinido. Hasta hoy 2017-2 He estado
trabajando así. En ese momento yo consideraba que era un trabajo estable y
que por tanto yo podría estudiar.
Yo era la profesora de toda básica primaria desde primero hasta quinto.
¿Por qué fue a la sede de la Universidad Santo Tomás- CAU Arauca?
Fui a la universidad Santo Tomas Arauca, ya que era la única institución en
la que se ofrecía un programa a distancia en Licenciatura en Inglés-. Yo no
quería estudiar Español
La secretaria me explicó todo muy bien. Y me advirtió que a partir del 5
semestre yo tendría que ir a Bogotá a socializar porque en Arauca no había
quien asesorara a los estudiantes de Lengua Extranjera Inglés. Hasta ese
momento el profesor Jesús era mi tutor regional y si yo lo solicitaba él iba
los sábados y me explicaba lo que yo no entendiera. Yo era la única
estudiante de ese programa. Estaba sola.
En ese momento solo estudiaba una materia en inglés. La entrega de las
tareas se me dificultaba, no sabía usar la plataforma, no sabía enviar
archivos. “Literalmente estaba enredada con” la entrega de los trabajos.
Me estaba costando mucho el tema de la distancia. “Yo sentía que no
estaba aprendiendo. Sin embargo pase el inglés con 4,2 “
En el 2010-2 ya le tenía más el ritmo. Registre el inglés 2- Me gustaba que
me enviaban los libros, para ingles tenia Touchstone. El material ayuda
mucho. También pase con 4.4 yo sentía que las socializaciones eran
sencillas pues era lo básico y yo lo sabía.
En cuanto a” materias como la informática, debo decir que eso me ayudó
para mis clases en el colegio, con los niños pues eran clases prácticas”.
En el 20 11 no tenía internet vivía en la vereda gaviotas del caranal. Allí no
hay conexión a internet
Work
Feelings and
emotions
Distance Education
Feelings and
emotions
Distance Education
EFL Learning-
Keeping the goal
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
APPENDIX F
Co constructing Interview Two
Entrevista 2
Septiembre 15 2017
6pm
Categoría
¿Comenzaste a enseñar inglés?
En el año 2014 algunos profesores de la escuela me
pedían que yo les diera algunas clases de inglés a sus
estudiantes.
Ellos me decían que no sabían inglés y en cambio yo
sí.
Por mi parte, yo sentía que la universidad me había
dado muchas herramientas pedagógicas y en los
Centros Educativos Rurales de Arauquita CEAR me
pedían redactar los planes de clase.
¿Por qué registraste pocos espacios académicos?
Work
Family
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
En el año 2015 el presupuesto mío era muy escaso solo
inscribí cuatro materias además estaba en embarazo.
En mayo de 2015 nació mi hija Luciana. Entonces me
tocó parar los estudios, la niña nació por cesárea. Me
toco notificar en mi trabajo y a la universidad. Allí
hable con la profesora Vivian. Ella me envió un correo
muy reconfortante. Me dijo que me dedicara a mi bebé
y que ya vendría el tiempo de trabajar y de estudiar.
¿Cuándo regresaste de nuevo a la universidad?
En el segundo semestre de 2015 los profesores de
inglés y de investigación me colaboraron muchísimo.
Pero me tocaba ir a Bogotá a socializar y eso para mí
era terrible. Ya no asistía al CAU Arauca. Puesto que
en este CAU no hay registro calificado para la
licenciatura en inglés, allí no hay docentes que me
ayudaran en inglés entonces solo me comunicaba con
los docentes nacionales.
En el primer semestre de 2016 inscribí cuatro materias
entre ellas el inglés con el profesor Manuel. Para la
socialización, En las socializaciones me seguía
sintiendo muy mal, aunque en los trabajos escritos me
iba un poco mejor, pasaba “raspando”. Yo misma veo
que no he fortalecido el inglés.
¿Cómo te parece estudiar a distancia?
¿Qué es lo más difícil de estudiar a distancia?
Aunque yo entrego tareas, reviso los ejercicios, no
tengo con quien interactuar, no hay quien hable
conmigo en inglés. Cuando estudiaba con Open
English a veces podía hablar con el tutor y con una
china de Méjico y otra de Bogotá. Sin embargo, aquí
en la carrera no hay personas que quieran estudiar con
uno. Una vez le pregunte a una chica de Bucaramanga,
pero ella fue muy esquiva. Yo le pedía una explicación
Feelings and emotions
EFL Learning- keeping the goal
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
y la respuesta aparecería por allá después de dos
meses.
..ay profe… la educación a distancia es muy difícil.
Bueno, en 2016- 2 inscribí Advanced 3 y viaje a
Bogotá a socializar.
Ya había pasado Project 1 y hasta llegué a felicitarme
a mí misma. Pues aquí, sola yo lo había logrado.
Igualmente pasé Material Design. Pero en inglés no.
En la socialización estaba nerviosísima porque no
tenía el dominio del idioma. De pronto es porque estoy
aquí en Arauca…
El profesor Manuel me dijo de buena forma que
repitiera, él me dio buenas razones para repetir el
curso.
En el 2017 decidí matricular cinco espacios
académicos. Aunque ya no podía pagar a cuotas, reuní
el dinero. Uno de mis cuñados me prestó lo de la
matrícula y me dijo: “mire a ver si se gradúa pronto
…ya lleva como diez años en esa licenciatura”
¿En dónde vives? Y ¿con quién vives?
Yo vivo en una finca entre Pueblo Nuevo y Panamá.
Allá no hay internet y estudiar a distancia sin internet
no se puede. Además, a mi esposo le salió un trabajo
en Arauca, entonces yo decidí irme con mis niñas a la
casa de mi suegra en Pueblo Nuevo. Ella está viviendo
en Villavicencio.
¿Cómo es la conexión a internet en Arauca?
El Pueblo Nuevo averigüe con el “ciber” el valor para
tener conexión mensual. Y ellos me dijeron que la
mensualidad cuesta $70.000.oo y el internet es
ilimitado. Eso me da más tranquilidad para estudiar
Feelings and emotions
Distance Education
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
mis cinco materias (Literature, Práctica Pedagógica,
Advanced # y Project2)
APPENDIX G
Co constructing Interview Three.
Entrevista No 3
Septiembre 22 de 2017 6pm
ANALISIS CATEGORIA
2011 Debo ir hasta Pueblo Nuevo para
conectarme a Internet. En moto son 2º
minutos cuando el invierno no está
apretado.
En ese momento llevaba de casada 2 años.
Mi esposo es agricultor, el cultiva Cacao.
Sin embargo él es un apoyo, siempre me
motiva.
Terminé el tercer semestre en ese momento
ya tenía más idea de la plataforma y de la
manera de enviar trabajos e igualmente de
cómo descargarlos.
En ese momento 2007, mi niña mayor ya
era grande. Mi suegra y mi cuñada la
cuidaban mientras yo estoy trabajando y
estudiando. La niña es muy juiciosa.
When Ii finished my
working days with
students. I sometimes
went to Pueblo
Nuevo town to
connect on the
internet to develop
some assignments
from USTA
platform. My
husband transported
me in his motorcycle,
a neighbour
sometimes borrowed
me her motorcycle. A
day I decided to start
a saving to buy my
own motorcycle. in
october 27th of 2011
internet connection
support in my
family
I learnt to use the
platform USTA
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Llevo 7 años en la VUAD en el 2012 podía
pagar por cuotas, así fue hasta 2013.
Después tocaba tener toda la plata para
pagar de una. En 5 semestres, comencé a
sentir miedo cuando me evaluaban en el
CAU Arauca.
Un día hable con la profesora Sandra
Rodríguez y ella me dijo que yo era
estudiante MERCE y me indicó que yo
podía presentar las evaluaciones en el
CAU Villavicencio. , allá podría socializar
las materias.
En el 2012
Ocurrió algo muy curioso en el CAU
Arauca. La secretaria siempre me permitía
matricular las materias del siguiente
semestre, así no hubiera cumplido con
pasar las materias que eran requisito.
En el 2012, al final del año quemaron los
archivos del CAU Arauca. Mis
calificaciones se perdieron, se perdieron
mis trabajos y los de otros compañeros. El
año 2013 la secretaria se fue.
Esta secretaria era desordenada y perdía
nuestros trabajos.
Finalmente, la secretaria se fue del CAU.
Aunque al principio eso parecía ser bueno,
al final tenía un desorden, que yo no sabía
que debía, que tenía que repetir,
Durante todo ese tiempo sentía que mi
inglés era muy, muy básico. Ya no sentía
que avanzaba.
I bought my
motorcycle; it was a
goal in my life.
My husband has been
a strong support for
me, he has been
encouraging me to
follow my studies,
but also, he has been
an economic support.
He is a farmer, but he
has always been
interested in my
profesional training.
I have been for
seven years studying
at santo Tomas
university. When I
started to study at
university, I paid the
semesters for fees,
but now students
must have all money
of semester.
My first face to face
English socialization
was in Villavicencio
Cau, I went with my
mother-in-law and
my daughter. It was
not well for me,
because I thought
don’t continue with
my studies at
university, i had an
unpleasant
experience in that
CAU. An english
teacher told me
Nerves in face-to-
face socializations
Inconveniences at
University with my
grades.
Courses fail
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Mis jornadas eran muy largas. Yo
comenzaba mi trabajo a las 7am y
terminaba a las 12:30 pm, salía a almorzar,
desarrollaba los trabajos, descargaba
archivos para podérmelos llevar para la
casa y allá estudiar. En el internet me
cobraban $800.00 pesos, más la gasolina
de la moto. A veces mi esposo me llevaba.
En el año 2012 segundo semestre, viajé al
CAU Villavicencio para allí presentar las
socializaciones. Una familiar de mi esposo
me dijo que era bueno que fuera a
Villavicencio.
Cuando llegué a Villavicencio, la ciudad
me pareció grande y hermosa. El CAU es
muy bonito. El servicio a los estudiantes
era eficiente, a uno lo atendían muy bien.
Sin embargo, yo me sentía muy, muy
nerviosa. Allí estaban otros estudiantes. Yo
me sentía tensa, muy tensa, asustada y
nerviosa. Encima de todo, el profesor solo
hablaba en inglés. No hizo el listening.
Cuando yo terminé el examen escrito y el
oral decidió no hacer el listening. Yo
entendía lo que el profesor decía pero yo
no era capaz de comunicarme en inglés. El
profesor me hizo la retroalimentación, me
confrontó y lloré porque no había podido
avanzar en inglés.
…Yo a veces me pregunto ¿qué pasa?
Porque personalmente, opino que los libros
que nos da la licenciatura son buenos, y
que la plataforma es buena. Aunque falta
más interacción entre compañeros y
profesores.
Sin embargo también pienso que el
problema podría estar en la forma como
things that were true,
but the way he said it
demoralized me. At
the end of his
conversation with
me, he gave me some
advice. That if I had
no one to interact
with, then I would
look for other ways
to study and improve
my English.
I decided to do a
stop in my studies
from USTA to study
in Open English, this
was a virtual course
which I paid during
a year to improve
my english skills.
Many things were
useful for me, for
example, lesson
plans of Open
english, activities
were very good, but
I sometimes didn’t
participate in
speaking section,
because some
students that
interacted in
platform had more
knowledge about
some topic and I felt
bad. Teachers from
Open English
located me in
intermediate level,
and I participated in
The CAU Arauca
secretary burnt
some folders
including my
Works.
Long working days
with my students
First socialization
was in
Villavicencio
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
estudio, que necesito más dedicación,
dedicar más tiempo.
En el año 2013, me inscribo en la
plataforma Open English, y tome la
decisión de no inscribirme por un año en
Santo Tomás. Yo pensé que eso era lo
mejor para aprender inglés. Pero… otra
vez… el pero... Para esta plataforma se
necesita permanentemente tener Internet.
Además, me tocaba bajar en mi
computadora los programas para estudiar.
En Pueblo Nuevo los computadores no
tienen esos programas.
En Open English hay muchos maestros,
cada vez que uno quiera entrar a la
plataforma puede entrar y siempre hay un
maestro diferente. Ellos no dejan trabajos,
le dan a uno un folleto en PDF que se
descarga. Hay muchos ejercicios de
gramática.
Para solucionar todos esos problemas de
conectividad, pensé ir todos los fines de
semana hasta Arauca, (de Pueblo Nuevo a
Arauca hay 2 horas y media) a la casa de
mi mamá ya que allá hay Movistar y
telefonía fija. Para no molestar a mi esposo
para que me llevara, o tomar el bus, pensé
en ahorrar para comprarme una moto.
Viajar hasta Arauca no es fácil. Cuando no
es el invierno, hay paros armados,
bloqueos de vías. You viajaba con mis
hijas y eso me daba miedo, no las quería
exponer.
En el 2013-2 volví a Santo Tomás. Esta
vez inscribí cuatro materias. Ye tenía
dominio del uso de la plataforma, subía y
different speaking
sections. This course
was a good
experience for me. I
was one year in this
course, i could
certify three
intermediate levels. I
had a problem with
the course, it was the
internet connection,
but I had spoke with
my mother to install
Movistar internet
service. That idea
was very good for
me, because I
connected on
weekends to develop
many platform
activities. I had to
travel all weekends
on my motorcycle
during two hours
with my daughter
Daniela. in the
winter it was
difficult to travel by
motorcycle, but I did
it on several
occasions. In the
winter it was
difficult to travel by
motorcycle, but I did
it several times.
There were times
that I could not
travel by armed
strikes, peasant
strikes and other
In Villavicencio I
lost english courses
from University
Feeling and
emotions found
USTA resources
was very good
The persistence
in the goal has
been constant
Open English
course
The loneliness
Inconveniences
with the internet
connection
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
descargaba archivos con facilidad, enviaba
trabajos, etc.
En el 2014, En el trabajo, me exigían
mucho. No más Open English. Ellos me
certificaron hasta nivel 3. Creo que esa
plataforma me sirvió mucho para hablar en
inglés e interactuar con otras personas.
difficulties on the
road. Many times, I
had to excuse myself
with the teachers for
not sending tasks on
time for previous
difficulties.
Difficulties at rural
área
APPENDIX H
Multimodal Data Video - Teacher Sonia from Mata de Caña School- Arauca
Video
video profe sonia compañera.mp4
Transcript Analysis Category
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Video #3 Yosmary es una gran
persona y maestra,
muy creativa,
divertida, muy amiga
de los niños, solidaria.
Ella tiene muchos
valores para compartir
con los niños. Ella hizo
las prácticas en esta
escuela, la sede Mata
de Caña con
estudiantes de 3, 4 y 5
grado, ellos la
esperaban ansiosos y
corrían hacia ella para
recibirla, les gustaban
sus clases de inglés, se
sentían cómodos con
sus enseñanzas. Ella
siempre busca
estrategias con las que
los niños aprendan de
la mejor forma,
siempre teniendo
presente lo logros
propuestos en sus
clases. Sus clases son
significativas, son
interactivas
estudiantes/estudiantes
y estudiantes/ maestro.
Donde ella vaya los
niños se van a sentir
fabulosos porque es
una profe cariñosa, ella
lo demuestra a sus
niños.
Ella es la única
docente que eligió
estudiar inglés y todos
CEAR
Panama
don’t has
English
teachers and
I have had
the
opportunity
to show me
as an
English
teacher
thanks to my
teaching
through my
pedagogical
Practice. I
had the
opportunity
to develop
my
practicum at
Mat de Caña
school and
Another
school from
CEAR
Panama.
Students
from rural
area value
English
teaching,
they are
happy
learning this
language
with funny
activities,
didactic
CEAR
Panamá
presents the
necessity of
English
teacher.
I have could
share with
others
students from
other schools
from CEAR
Students
learn best
way with
didactic
activities
Students
know the
importance
of English
language for
present and
future of
their life
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
desean tener apoyo de
ella con sus clases,
para que los otros
niños del CEAR
tengan sus enseñanzas.
material and
meaniful
explanation.
Presentation
of different
strategies
and different
stages to
stimulate
students’
learning.
Teachers
from CEAR
PANAMÁ
know the
importance
to learn
English and
they have
always
wanted that I
teach tot
their
children.
They
recognize
that they
don’t have
English
skills to
teach their
children and
they like the
ideas I give
them to
teach.
I have learnt
at university
that not only
Yosmary is
keeping her
goal – to
study English
language
Interaction
between
students is
fundamental
to strengthen
the respect
Cultivate
values is very
important
during
student’s
learning
process
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
is to teach all
specific of
language,
but also to
teach values
through of
different
English
activities,
students feel
comfortable
with my
teaching.
English
language is
an important
degree
especially
for rural
area, rural
students
know
English
language is
necessary
for all
careers.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
APPENDIX I
Multimodal Data Certifications and Awareness
AWARD Analysis categoría
Reconocimiento
individual a Yosmary
Vega Rubio en el año
2016, docente de la
sede Gaviotas del
Caranal por su entrega,
disciplina y dedicación
en su labor docente con
los estudiantes
CEAR Panama has received very
well the tutorials of the program
“Todos a Aprender” from the
ministry of education, I have been
satisfied with this program
because it has benefited me and
my school through the
implementation of the Basic
The program “Todos a
aprender” has allowed me
to understand the
guidelines for the
improvement of
pedagogical practices in
rural areas
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
siguiendo las rutas de
aprendizaje del
programa para la
excelencia docente y
académica, todos a
aprender 2.0.
El tutor del programa y
especialista en
educación Dámaso
Zúñiga hace un
reconocimiento en
nombre del programa a
algunos profesores por
su trabajo en las
escuelas rurales, por sus
estrategias de
enseñanza para con sus
estudiantes, además por
la aplicación de sus
orientaciones en el aula
de clase, de las cuales
escogió algunas para
exponer en su trabajo
con los otros tutores del
departamento como
evidencia pero también
como respuesta a sus
orientaciones a los
docentes del CEAR.
Learning Rights in the syllabus of
our institution.
Rural teachers are trained for the
benefit of their students and the
educational community.
Teacher of program Todos a
Aprender” recognizes my job as
rural teacher, and he likes my
contributions in the pedagogical
events that the institution carries
out with all its schools.
Activitites and strategies of rural
teachers are important to show
them to other teachers, becuase at
rural area teachers work
multilevel degrees. This work
model has been recognized by the
tutor through the ministry of
education and its program.
rural educational work is
recognized by the
ministry of education.
The Ministry of Education
contributes to its teachers
through training of new
educational approaches
and work methodologies
for current students
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
APPENDIX J
Multimodal Data Video – Daniela Muñoz, my older daughter.
Video Transcript Analysis Category
Video #1
Yosmary es mi
mamá y ella fue
mi maestra
durante toda la
primaria. Ella
trabaja todas las
áreas porque es
docente
multigrado. Sus
clases eran
divertidas,
geniales. Ella
siempre insiste
en sus
explicaciones
hasta que el niño
entienda
cualquier tema.
Ella trata de que
las actividades
sean acordes a
los grados y así
aprendan todos
de manera
aprendizaje no se
afecte. Alguna
de sus clases era
al aire libre, en
los kioscos de la
escuela, debajo
de los árboles.
Le gusta
Learning of my
children through
my teaching has
been a self-
recognition for
me. Daniela
studied from
preeschool to
elementary
school with me. I
have could see
through her my
job a rural
teacher.
The satisfaction
of my work is
reflected in my
daughter's sixth
grade notes, she
has had an
excellent
academic
performance in
her institution.
And so I have
had other
students who
have been
excellent
students in their
schools.
The promotion
of a student who
has studied from
preschool to
fifth grade is
rewarding for a
teacher.
I feel good
about my work,
especially when
my ex-students
obtain good
academic
results.
Satisfaction of
my work as
rural teacher
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
aprovechar todos
los espacios que
hay en la
escuela.
Mi mamá es una
persona amable,
bondadosa y
flexible con los
estudiantes. Se
preocupa por los
estudiantes, pero
también por la
comunidad, trata
de colaborar a
los padres de
familia. Valoro
las enseñanzas y
consejos de mi
mamá como
maestra, hoy día
las aplico en mi
grado sexto y he
logrado obtener
el primer puesto
en mis estudios.
The different
school spaces
stimulate student
learning.
Students are
happy receiving
their teachings
outside of the
classroom.
My teaching and
advice have gone
beyond the
classroom.
Students
recognize my job
as rural teacher,
but also my
dedication to my
work and to the
community as a
teacher and as a
leader.
The classroom
and the desk are
not the only
comfortable
place to learn.
The advice of a
teacher becomes
valuable for
students in the
present and
future.
Teacher is a
leader in the
community too.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
APPENDIX K
Multimodal Data Video – Teacher Ofelila D….
Video transcript Analysis category
Video # 2
Soy la directora del
centro educativo
Panamá del
municipio de
Arauquita en el
área rural, la cual
tiene 21 sedes
educativas, entre
esas se encuentra la
sede Gaviotas del
Caranal, donde se
desempeña la
docente Yosmary
Vega Rubio, quien
maneja un grupo de
estudiantes de
preescolar hasta
quinto primaria.
Su desempeño
como docente rural
es excelente, buena
líder, ella ha
encaminado a cada
uno de sus
estudiantes a
formar su proyecto
de vida. Además,
su liderazgo con la
comunidad es
activo, creativo,
participativo ya que
realiza proyectos
I have belonged to
this institution for
more seven years
and there, I have
known the way to
work with
multilevel degrees
at rural context. To
my rural director
likes my job with
students, she
knows that I look
for different
strategies to offer
and meaningful
teaching to my
students.
The work with my
community is
respectful and I try
to be a good
educational leader
in my village. I like
to develop
educative events in
my workplace and
involve to my
educative
community to
contribute in their
children’s
education.
Multidegrees
at rural area
Good leader
in the
community
Excellent
contribution
to the CEAR
with the
English
classes
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
donde toda la
comunidad
educativa acuden y
participan.
Su aporte en la
institucion es
excelente, buena
compañera y
responsable con las
actividades
asignadas. Ha
trabajado en
algunas sedes en el
area de inglés
aportando con sus
valiosos
conocimientos a los
estudiantes y
mejorando asi en el
área que se está
especializando.
En su sede es
responsable y
puntual con su
trabajo, yo he
podido evidenciar
sus clases, las hace
con mucha
creatividad, sus
estudiantes
participan muy
alegres.
Felicitaciones profe
yosmary por sus
aportes a la
comunidad, los
estudiantes y al
CEAR.
As student of
English Foreign
Language degree, I
have tried to
contribute with my
knowledge to my
educational
institution
supporting the job
in the syllabus, I
sometimes guides
to my colleagues in
some englsih
classes or explain
them different
activities to work
with their students.
I sometimes help
them create some
didactic materials
to develop english
topics.
Responsible
Creative
Punctual in
the work
Good
perfomance as
teacher
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
APPENDIX L
Multimodal Data Pictures
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Pictures
Description
Contexts
Análisis categoría
Picture # 1 This picture was
took in Playa Rica
school there
volunteers military
soldiers carried out
an child event to
integrate some
children of
different villages.
There were
students from
Puerto Rico,
Gaviotas and San
Isidro schools.
There were clowns,
“saltarin", movie
and different
games to
encourage all
students. We as
teachers
participated in all
activities and to the
finish the event, we
did that students
described in their
copybooks the
experience of
integration to show
it to their parents.
CEAR Panama has
twenty rural schools
from Arauquita and
in occasions these
schools meet in
groups to integrate
to their students
with different
activities. Teachers
take Advantages of
some activities of
the military
soldiers.
Students take
Advantages of these
spaces to know to
their partners from
the institution, since
the schools are quite
retired.
Students reflect
their experiences
through their
writings.
Integrations of
students from
different
villages
belongs to the
CEAR
Panama
Reflections of
their
experiences at
this event
through their
writings
In this photo there
are some teachers
from CEAR
Panama and a
supervisor of
education.
Learning go beyond
the classroom.
Teachers,
supervisor of
education and
students take
realization of
the cultural
pedagogic
meeting
alluding to the
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Picture #2
Teachers as well as
the students
disguised of
personages
according to the
regions of
Colombia. Teacher
from Playa Rica,
Puerto Rico,
Tropicales, and me
belong to the
Amazon region.
advantage each
activity that take
place outside the
classroom.
Educative
community know
our job with their
children through the
different materials,
costumes,
knowledge acquired
about our culture,
our regions and folk
dances and typical
meals. All this
outside the
classroom.
regions of
Colombia
Picture #3
This picture
evidence a day of
graduation in the
educational
community of
Gaviotas del
Caranal.
Here, I am
recognizing the
effort of the girls to
obtain the title of
third place in
category female
soccer, the girls
won medals. Also,
I was carrying out
the closing of the
year 2015.
I think he feels
happy knowing that
the teachings from
the rural area are
significant.
All these
experiences are
shared with the
other teachers from
CEAR Panama.
I do recognition to
my students for
their efforts to
stand out at CEAR
events.
In this photo
students were
doing a beautiful
As a rural teacher
and student at
distance of Santo
Representation
of our región
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
Picture # 4
presentation of
joropo dance, these
students were fifth
and fourth degrees.
Parents and
educational
community were
watching the show.
Preschool students
were waiting for
the graduation
ceremony.
Tomas University I
feel despite that I
have Little free time
I try to fulfill with
my work, my study,
and my family. I
have had many
difficulties, but I
have always kept in
mind that I must
also fulfill to my
future as a
professional and
that difficulties are
not a barrier to
Avoid prepar me as
an English teacher.
through joropo
cultural dance
Picture #5
It was a sporting
event and it was
very funny, students
and some parents
were at Santa Isabel
school which
belongs to CEAR
Panama. Alls school
from CEAR were
with their teams of
(football, athletics,
volleyball,
basketball and so
on).
Secretaria de
Educación sent
some
recreationalists to
develop some
challenges with
preeschool students.
These events allow
to meet to the
educative
community,
students, all teacher
from CEAR Panama
and other people
interested in the
welfare, recreation,
and education of
children.
This sporting event
was great for
children, they are
happy when
teachers make this
type of event. We
teachers had never
had a
recreationalists
group in these
events. But thanks
Sporting
integration
with CEAR
Panama rural
institution
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
to the management
of rural director
from CEAR Panama
this recreational
group was
presented. And for
that date students
enjoyed all the game
all challenges and
games proposed for
these young people.
DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
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DEALING WITH UNEXPECTED ISSUES WHILE STUDYING TO BECOME AN ENGLISH LEARNING AT DISTANCE: AN AUTOBIOGRAPHICAL CASE OF A PRE-SERVICE TEACHER IN GAVIOTAS DEL CARANAL TOWN - ARAUCA COLOMBIA
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