Service Learning Tuxtla Language School

7/26/2019 Service Learning Tuxtla Language School

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SERVICE LEARNING AT THETUXTLA LANGUAGE SCHOOL

Mtra. Ana Mara Elisa Daz de la Garza & Mtra. Mara Eugenia Serrano VilaEscuela de Lenguas Tuxtla

Universidad Autnoma de [email protected]& [email protected]

ABSTRACT

The new academic unit for 8th semester Trainees at the Tuxtla Language School Servicio Social:

Unidad Acadmica seeks to integrate teaching, investigation and community outreach programs byidentifying problems and finding solutions which will help to improve the quality of education in the state ofChiapas.

Service Learning provides Licenciatura en la Enseanza del Ingls (LEI) Trainees with opportunitiesto address issues related to English Language Teaching through experiential learning under the guidance ofTeacher Trainers with the aim of developing student teachers future job skills and professional competencieswith a focus on social impact and relevance.

This article explores the overall experience of the Tuxtla Language School in integrating this newacademic unit into the study program in an attempt to foster reflective practices. By describing this processduring the 2010 spring term and sharing our findings, we hope to helpother practitioners who are consideringintegrating service learning programs in Initial Teacher Training (ITT) in their own professional venues.

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This presentation explores the three stages of service learning conducted at the Tuxtla Language School in the Spring Term of 2010

(Jan May) and was part of the investigation El Servicio Social en la Escuela de Lenguas Tuxtla: Nuevo Programa Educativo which isan UNACH 2010 Investigation Project. This is a continuation of the initial stage presented at the ENEL in Tlaxcala in March 2010 & theintermediate stage presented at the Congreso de Investigacin Educativa at the UNACH in April 2010.


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SERVICE LEARNING ATTHE TUXTLA LANGUAGE SCHOOL

INTRODUCTION

Currently social, economical, political, demographic, and cultural realities have forced

Mexico to reflect on the mission and organization of education. In accordance with

international recommendations from the United Nations Educational, Scientific and Cultural

Organization (UNESCO 1998, 2009) and the Organization for Economic Co-operation and

Development (OCDE, ANUIES 2004), the Autonomous University of Chiapas (UNACH) is

fostering Service Learning to develop undergraduates competencies and the development

of intellectual and social capital.

The American Association of Community Colleges (AACC) defines service learning

as combining community service with academic instruction, focusing on critical, reflective

thinking and personal and civic responsibility (Prentice & Robins 2010:1).

This paper explores the overall process of how EFL trainees at the Tuxtla Language

School (ELT) at the UNACH constructed their service learning project, implemented,

reflected upon and evaluated its impact in the Chiapanecan community.

The main aim of the eighth semester academic unit: Servicio Social (SL) at the

Tuxtla EFL teacher training program, the Licenciatura En la Enseanza del Ingls(LEI), is

to provide trainees with an opportunity to design a Service Learning project which will allow

them to develop professional skills, work on their final research project and make a

contribution to the institutions where they apply their Knowledge, Awareness and Skills

(KAS).

1. SERVICE LEARNING

Mexicos 2007-2012 Educational Plan establishes the need to offer an integrated

approach to undergraduate education which develops social values through service

learning and community development (SEP, 2007:50). According to article five of the

Mexican Constitution, all university students in Mexico are required to complete at least 480


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hours of social service in social impact outreach programs upon obtaining 70 % of course

credits to be eligible to graduate.

Prentice & Robins (2010:2) point out that service learning provides students with

experiences that can be linked back to course content, so that they gain both of what

Hussey and Smith (2002) note as knowledge that (knowledge of facts, rules,

procedures) and knowledge how (learned skills and abilities). Furco (in Billig &

Waterman 2003:13) states that all service learning activities involve a complex interaction

of learners, social service activities, curricular content and learning outcomes. However, it

is important to emphasize that the results of service learning are highly idiosyncratic

situational experiences for which there is a minimal predictability of how each learning

experience will unfold; as a result each experience will be unique (Billig & Waterman

2003:13).

1.1 Service Learning at the Tuxtla Language School

Our new academic program El Servicio Social en la Escuela de Lenguas Tuxtla

seeks to integrate teaching, investigation and community outreach programs by identifying

problems and finding solutions which will help to elevate the quality of education in the state

of Chiapas. In the past most trainees at the ELT complied with this requirement four hours

per day for a sixth month period during the seventh semester of their academic studyprogram, whilst they struggled to study six subjects in their morning classes. Many

problems occurred including a drop in trainees Grade Point Average (GPA) because they

were overburdened and overwhelmed with juggling so many activities. As a result, it was

challenging to take full advantage of this opportunity to develop their KAS regarding their on

the job skills development.

The curriculum was redesigned in 2006 in an attempt to take advantage of this service

learning opportunity in an effort to link both administrative and academic aims. The new

academic unit SL is now the only subject for trainees in eighth semester. In January 2010

the first cohort began the new program which ended in July 2010.


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The goal of service learning at the ELT in 2010 is for trainees in the redesigned program

to learn and develop through thoughtfully organized service that is conducted in and meets

the needs of a community. This learning opportunity is intended to foster civic responsibility

and includes structured time for students to reflect on their service experience. At its heart,

service learning is a form of experiential learning that employs service as its modus

operandi. Trainees have the opportunity to select, design, implement, and evaluate their

service activity, encouraging relevancy and sustained interest within community settings

whilst they develop professional competencies. Fulcro and Billig (2002:24) state that

school sponsored service programs seek to provide opportunities for students to engage in

authentic community service activities that extend beyond the classroom.

As Social Service Coordinator and Teacher Trainer of this new academic unit together

with my colleague, Maria Eugenia Serrano Vila who provides her point of view obtained

from her experience as a Service Learning advisor with two students in Tonala; and with the

help of a research assistant helping us to conduct this study, we decided to explore

trainees experiences during the six month period of Service Learning. In the following

section of this paper we shall discuss the assessment criteria for Service Learning in

undergraduate programs.

2. ASSESSMENT

Given that teaching is unpredictable, Trainees require undergoing a reflective process

which includes noticing, interpreting and evaluating, then developing their skills of selecting

and planning based on the concept of metacognition (Rolfe-Flett in Malderez and

Bodoczky 1999:16) which is defined as becoming an observer of your own thinking and

action (Fogarty 1997, in Malderez and Bodoczky 1999:16) and stepping back to evaluate

what was successful and why, as well as to ponder alternatives for future practice.

Trainees achievements were assessed on a continuous basis. Instruments included:

1. Photographs2. Creation of didactic resources

3. Written reports and reflections.(See Appendix 1 Questionnairesand Appendix 2; Reflections )

The Service Learning course was divided into three modules:


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a. Module 1: Induction and Project Design

Trainees participated in a 25 hour induction session which prepares trainees for their

service learning by developing their KAS and explores the history and social impact of

community service in Mexico. During this module trainees visited the institutions where

they were assigned and together with their advisors developed Community Service Projects

in an attempt to address issues related to ELT with the aim of developing student teachers

future job skills with a focus on social impact and relevance.

b. Module 2: Service Learning

Trainees carried out their 480 hour Learning Project and were instructed to keep in

touch with their Teacher Trainer, Social Service Coordinator and Advisors. This study

explores Trainees experiences and reflections (See Appendices 1 & 2) where students

explore their Values/Attitudes/Beliefs (VABs) regarding their service Learning (SL)

Experience.

c. Module 3: Final Evaluation

As a final project trainees presented their findings at a Service Learning Forum for their

Teacher Trainer, Social Service Coordinator, Academic Body Leaders, students and facultyat the ELT. This was an opportunity for 8th semester LEI trainees to share the most

significant experiences of their Service Learning with the ELT community (See Appendix 3).

In the following section of this paper we shall explore the methodology used in this

investigation.

3. METHODOLOGY

To investigate the relationship between service learning participation and academic

learning, we decided to use both quantitative and qualitative methodologies as evaluation

tools for this investigation. Three quantitative instruments (initial/intermediate and final

report) were designed for Trainees (See Appendix 1). Three qualitative instruments in the

form of reflections were developed to explore the impact of service learning on the


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development of Trainees competencies (See Appendix 2). A checklist (See Appendix 3)

and rubric (See Appendix 4) were employed for the final evaluation of the SL experience.

4. OBJECTIVES

The main objectives of this study were to:

Explore and provide support to 8th semester LEI trainees in carrying out Service

Learning projects focused on solving social problems within vulnerable social groups.

To foster a constructivist approach to develop Trainees KAS regarding personal and

professional goals which should provide opportunities to link theory and practice

acquired throughout their EFL Teacher Training Program as well as to develop

learners reflective skills.

To provide an opportunity for Trainees to conduct a research project to be able to

fulfill their thesis requirement for graduation upon completing the ninth semester.

The ABCD method of objectives (Heinich, et al., 1996) was employed in this study. In

this system, "A" is for audience; "B" is for behavior, "C" for conditions and "D" for degree of

mastery needed. Service Learners were given the opportunity to select, design, implement,

and evaluate their service activity (See Figure 1).

Audience 8th

semester LEI TraineesBehaviorKAS the Service Learning project addresses

Professional competencies to succeed in the workforce

Conditions Selecting, designing, implementing, and evaluating their serviceactivity

Degree of MasteryOutcome of this Project

Address social problems within vulnerable social groups in anattempt to foster civic responsibility, experiential learning andreflective practices.

Figure 1: ABCD Objectives

5. PARTICIPANTS

Participants in this study included:

16 eighth semester LEI Trainees complying with their 480 hour Community Service

Requisite and developing research studies for their thesis requirement.

10 Public Institutions where trainees are carrying out their research projects

throughout the state of Chiapas


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1 Service Learning Coordinator & Teacher Trainer who provided induction

sessions/workshops as well as follow-up feedback for this course as an academic

space for reflection on theory and practice that favors analyzing the reality of the

problem that the social service addresses, thus contributing to Trainees KAS as well

as their professional response to the demands of society.

8 Academic Advisers who provided support & guidance for Trainees constructingtheir research project throughout the process.

1 Research assistant who is planning to use this study as his thesis research project

(See Figure 2).

Figure 2: 2010 Participating Service Learning Institutions

6. RESULTS ANALYSIS

In the following section of this article Traineesresponses to the initial, intermediate and

final questionnaires and reflections are explored.

6.1 Quantitative Instruments

After four weeks of conducting Service Learning at the different institutions the initial

instrument was applied. Trainees were instructed to answer and to describe the activities

they have been involved in during the first four weeks. The different types of Service

Learning conducted during the 2010 Spring Term are illustrated in the following figure:

Figure 3: Type of SL

Location Elementary School Jr. High School High School Other

TGZ. &Outskirts

2 1 2 1 UNACH1 Municipal Tourism

Office1 Cultural Center providing

ELT to the visuallyhandicappedTapachula 1Tonala 1


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The following figure illustrates the results of Trainees perceptions regarding the use

and development of KAS in the first month of their Service Learning Projects:

Figure 4: Types of KAS Mentioned by Trainees

Trainees also reported that service learning had shown them how to be more

involved in their communities; helped them to have a better understanding of their role as

community members; and helped them to have a better understanding of the challenges in

dealing with class management.

6.2 Qualitative Instrument: Reflective Tasks

To explore qualitative aspects Trainees were instructed to reflect upon their KAS

during their SL experience in an attempt to foster critical thinking. Reflection allows trainees

to learn from themselves since learning happens through a combination of:

theory & practice

thought & action

observation & interaction(After Cress et al 2005)

Trainees were instructed to write three reflections about their SL Experience (See

Appendix 2).

Reflection 1 The Mirror (After 4 weeks in the Institution) How they see themselves through the SL experienceReflection 2 The Microscope (After 8 weeks in the Institution) Analyzes SL and explores changes in VABsReflection 3 The Binoculars (At the end of their SL) Explores the implications of their SL experience for

the future.

Figure 5: Reflective Tasks


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On February 18th, 2010 trainees sent us their reflections; a representative sample is

summarized in the following chart:

Reflection 1: The Mirror

Subject A: Mentions that she is taking full advantage of SL to develop her investigation project.

Subject B: Is confident of his ability and skills as a teacher and provides evidence of developingintrospective skills.

Subject C: Does not mention any problem or difficulty. Change of opinion concerning relationshipwith learners and colleagues.

Subject D: Uncomfortable in the space provided by the institution to teach English. KAS developed asa result of the situation. Lack of a good relationship between the English teacher from the institutionand the social server.

Figure 4: Trainees Initial Reflective Perceptions

On March 25th trainees sent us their reflections where they analyzed their VABs. A

representative sample of their responses is summarized in the following figure:

Figure 5: Trainees Intermediate Reflective Perceptions

On May 22th, 2010 trainees sent us their final written reflections; a representative

sample is summarized in the following chart:

Figure 6: Trainees Final Reflective Perceptions

Reflection 2: The MicroscopeTrainees mention that they are feeling more comfortable adapting to each school & have more confidencedeveloping their projects.

Trainees adapt their projects to the needs & wants of each institution.

Trainees test their problem solving skills & face ups & downs during their SL.

In some cases the institutions have provided the proper support; however some institutions have seen Trainees afree labor.

Reflection 3: The Binoculars

Subject A Target population which frequently skips classes causes a great deal of distress.

Subject B Has faced no major challenges except for having spent a great deal of her own money on didactimaterials.

Subject C Has noticed that INSETs are valuable as mentors but is worried about developing his action researcproject.

Subject D Has had to find alternatives to be a successful educator due to school policies but advancing in researcproject. Feels very confident as an English Teacher.

Subject E Is currently not providing EFL Lessons due to school policies and is preparing didactic materials instead

Failing students who attended private tutoring sessions were finally successful in passing theextraordinary exams but admit that they do not feel their learning is significant.


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Analyzing reflections from a qualitative point of view, 62% of trainees mentioned that

they experienced problems while working as teachers in the institution. This provides

evidence of facing challenges and having to adapt to each classroom culture.

The main issues that trainees are dealing with are:

Class management: There is a great deal of evidence that Trainees are struggling

to control a large amount of learners in a single classroom and that they arestruggling to address discipline issues.

Institutional problems: Problems and limitations that might be due to each

institutions unique policies such as schedule, lack of a suitable classrooms and

Teaching resources among others.

In addition, as investigators it is our belief that a great number of the service learners

may have felt it necessary to not share all of the challenges they faced to not appear

incompetent. It is also our belief that many Trainees wrote what they thought their advisors

would want to hear and not what they had actually experienced. However, the main aim of

this investigation is to explore how personal development is taking place and how Trainees

deal with problem solving.

CONCLUSIONS AND IMPLICATIONS FOR THE FUTURE

Service Learning as an academic unit seeks to develop Trainees social conscience

and give back to society (SEP, 2007: 29). If properly carried out it is an ideal opportunity to

scaffold learners competencies development during the three stages of planning,

implementation and evaluation. The final objective of this academic unit at the Tuxtla

Language School is to provide Trainees with opportunities to apply knowledge from their

pre-service Teaching Program to identify and solve problems in their community. Service

learning provides students with opportunities to learn information that is important not only

in acquiring specific curricular content, but also in developing skills beyond the curriculumthat are necessary for their academic development and preparation for professional

success.

As had been explored in this paper, Service Learning has provided varied, unique,

and sometimes unexpected opportunities for Trainees to practice applying their newly


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acquired academic knowledge to solve problems in complex real-world situations. In their

final reflections during the 3rd Service Learning Forum Trainees reported that service

learning had shown them how to be more involved in their communities; helped them to

have a better understanding of their role as community members; and helped them to have

a better understanding of methodologies, class management and didactic resources.

Repeatedly, Trainees commented that, because of service learning, they believed they

currently felt more aware of the reality of teaching in public institutions in the state of

Chiapas and feel better prepared to be successful in their careers in the future. Trainees

repetitively remarked that service learning had provided them with confidence in applying

their new academic knowledge in public schools.

We look forward to exploring Service Learners journey with future cohorts as well as

learning more about the unique contribution that service learning appears to provide in

preparing Trainees for the workforce.


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BIBLIOGRAPHY

ANUIES. Hacia un programa estratgico para el desarrollo del servicio social de laeducacin superior. Mxico D.F. Mayo de 2004.

Billing, S. & A. Waterman (Editors) Studying Service Learning: Innovations in EducationResearch Methodology. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc. Publishers.

Buck Institute for Education (2010) [on line] Rubric Design Available fromhttp://www.bie.org/tools/. Accessed 1/June/2010.

Cress, C., P. Collier, V. Retenauer (2005) Learning through Serving. Sterling, Va.: Stylus

Publishing.

Furco, A. & S. Billig (Editor) Service-Learning: The Essence of the Pedagogy (Advances in

Service-Learning, V. 1). Greenwich: Information Age Publishing.

Heinrich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996). Instructional Media and

Technologies for Learning. Englewood Cliffs, NJ: Merrill.

Hussey, T. and P. Smith (2003) Uses of Learning Outcomes: Teaching in HigherEducation. Volume 8, Issue 3 Pages 357 368

Ley reglamentaria del artculo 5 constitucional, relativo al ejercicio de las profesiones en elDF.

Mxico: Ediciones DELMA

Malderez, A. and C. Bodoczky (1999) Mentor Courses: A Resource Book for Trainer-

Trainers.New York: Cambridge University Press.

OECD 2006. Education at glance. Available from: .http://www.oecd.org/document/52/0,3343,en_2649_39263238_37328564_1_1_1_1,00.html (Accessed2/01/.2010).

Prentice, M. & G. Robins (2010) [On-line] Improving Student Learning Outcomes WithService Learning. American Association of Community Colleges.Available from:http://www.aacc.nche.edu/Resources/aaccprograms/horizons/Documents/slorb_jan2010.pdf .Accessed 21/Feb/2010.

Secretara de Educacin Pblica (2007). Plan Nacional de Educacin 2007-2012. Mxico:SEP.

UNESCO (1998). Conferencia Mundial sobre educacin superior. Available from:http://www.unesco.org/education/educprog/wche/declaration_spa.htm. Accessed on

28/01/2010


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APPENDIX1 QUANTITATIVE QUESTIONNAIRES

AUTONOMOUS UNIVERSITY OF CHIAPASSERVICE LEARNING ACADEMIC UNITDATA COLLECTION QUESTIONNAIRE

SITUATIONAL DIAGNOSIS

The situational diagnosis is an instrument which registers information about your Service Learning (SL)Project. It will also be useful to help you to explore the development of your KAS (Knowledge/Awareness &

Skills) academically, socially and professionally.

Personal InformationName__________________________________________________________________________Registration ID ___________________________ e-mail ___________________________Name of your Service Learning Project ________________________________________________Name of your SL Advisor ___________________________________________________________

Information about the Institution where project is being conducted

Name__________________________________________________________________________Address ________________________________________________________________________

Name of Advisor at the Host School _______________________ Phone: _________________

Please answer the following questions about your SL experience.

1. The Project you are working on deals with:

a) Teaching b) Investigation c) Other ______________

2. In your own words please describe your SL Project.3. What activities do you plan to carry out during your SL?4. What social impact will your SL have on your host school?5. Mention five KAS (Knowledge/Awareness/Skills) which you have developed during ITT (Initial

Teacher Training that you believe will help you in your SL experience?

*Remember that the information you provide will remain confidential and will help us to improve the study program.

AUTONOMOUS UNIVERSITY OF CHIAPASSERVICE LEARNING ACADEMIC UNIT

INTERMEDIATE DATA COLLECTION QUESTIONNAIRE

The intermediate questionnaire will help you to keep a record of your progress during your SL experience as wellas the development of your KAS. CollectionPersonal InformationName_____________________________________________

Registration ID _________________________ e-mail ____________________Name of your Service Learning Project _______________________________________Name of your SL Advisor ___________________________________________Information about the Institution where you will carry out your projectName__________________________________________________________________________

Address _______________________________________________________________________Name of Advisor at the Host School ____________________ Phone: ____________________

Please answer the following questions about your SL experience.


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1. Have you been able to follow through on your original action plan?

Yes O No OIf your answer was Noplease explain how and why you found it necessary to change your action plan.

2. Do you feel that you have been able to achieve the course objectives?Yes _____ No_____

If your answer was Noplease explain why.

3. What changes have you made to your original project?4. What activities have you carried out in your SL?5. What contributions have you made to your host school? What is the social impact of your actions?6. Describe the professional competencies you have developed throughout your SL experience. These may

include the development of critical thinking skills, use of IT, autonomous learning, and interpersonal skills

*Remember that the information you provide will remain confidential and will help us to improve the study program

AUTONOMOUS UNIVERSITY OF CHIAPASSERVICE LEARNING ACADEMIC UNITDATA COLLECTION QUESTIONNAIRE

FINAL ANALISIS

The final analysis questionnaire will help you to keep a record of your progress and success during your SLexperience as well as the development of your KAS.

Personal InformationName_____________________________________________Registration ID _________________________ e-mail ____________________Name of your Service Learning Project _______________________________________Name of your SL Advisor ___________________________________________

Information about the Institution where you carried out your projectName ________________________________________________________________________________

Address ______________________________________________________________________________Name of Advisor at the Host School _______________________ Phone: ________________________

Please answer the following questions about your SL experience.1. Have you been able to follow through on your action plan?

Yes O No O

If your answer was No please explain how and why you found it necessary to change your action plan.

2. Do you feel that you have been able to achieve the course objectives?Yes _____ No_____

If your answer was No please explain why.

3. What changes did you make to your original project?4. In your own words please describe your final SL Project.5. What activities did you ultimately carry out during your SL?6. What social impact will your SL have on your host school?7. Describe the professional competencies and the KAS you developed during your SL experience.8. Do you feel that your SL was beneficial? Yes O No O Why?

*Remember that the information you provide will remain confidential and will help us to improve the study program


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APPENDIX 2 REFLECTION TASKS

Write your Teacher Trainer three 200 word reflections which will be emailed before the set deadlines.

Reflection is the key to getting meaning from your service experience. What is reflection? A process bywhich service-learners think critically about their experiences. Why is reflection important? It allowstrainees to learn from themselves. Learning happens through a mix of:

theory & practice

thought & action

observation & interaction

The Three Levels of Reflection (After Cress et al 2005)

1. The Mirror: How I See Myself February 25th, 2010

What have I learned about myself through this experience? In what ways, if any, has yoursense of self, your values, your sense of "community," your willingness to serve others, andyour self-confidence/self-esteem been impacted or altered through this experience? Anyrealizations, insights, or especially strong lessons learned or half-glimpsed? Will these

experiences change the way you act or think in the future?

2. The Microscope: Makes The Small Experience Large March 25th, 2010

What happened? Describe your experience. What would you change about this situation if youwere in charge? What have you learned about this institution, these people, or the community?Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness,sadness? Do you feel your actions had any impact? What more needs to be done?

3. The Binoculars: Makes What Appears Distant, Appear Closer May 22nd, 2010

From your service experience, are you able to identify any underlying or overarching issueswhich influence the problem? What could be done to change the situation? How will thisalter your future behaviors/attitudes/and career? How is the institution where youre servingimpacted by what is going on in the larger political/social sphere? What does the future hold?

What can be done?


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APPENDIX 3SERVICE LEARNING PROJECT CHECKLIST

Does the Project . . .?

Focus on significant content & authentic issues?Trainees learn important subjectmatter content and address problems and issues from the world outside the classroom .

Organize activities around a driving question or challenge?Trainees find thecomplex, open-ended question or challenge to be a meaningful focus for their work.

Establish a need to know and do?Trainees are brought into the project by an entryevent that captures interest and begins the inquiry process.

Engage students in inquiry?Trainees think deeply and ask further questions as theygenerate answers and solutions.

Require motivation?Trainees generate new answers and/or create unique products inresponse to the Driving Question or challenge.

Develop 21STCentury skills?Trainees build critical & creative thinking, collaboration,and presentation skills that are taught and assessed.

Encourage student voice and choice?Trainees, with guidance from the TeacherTrainer, make decisions that affect the course of the project.

Incorporate feedback and revision?Trainees use feedback to improve their work andcreate high quality products.

Conclude with a public presentation?Trainees exhibit products or present solutionsand explain their work to others and respond to content- and process-focusedquestions.

*COMMENTS:


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AUTHORS BIODATA

M. en Ed. Ana Maria Elisa Daz de la GarzaEscuela de Lenguas TuxtlaUniversidad Autnoma de Chiapas

Blvd. Belisario Domnguez Km. 1081Tuxtla Gutirrez, Chiapas 29000

Ana Maria is a full time Teacher Trainer at the Autonomous University of Chiapas and is the coordinator ofSocial Service Programs at the Tuxtla Language School. She has been awarded the COTE, Perfil PROMEPand an M. Ed. degree in ELT Trainer Development, is an oral examiner for Cambridge Exams, member ofthe Academic Body Professional Development & Evaluation in TESOL and has developed researchprojects and written academic articles.

Ana Maria may be contacted at [email protected] or [email protected]

M. in Ed. Ma. Eugenia Serrano VilaEscuela de Lenguas TuxtlaUniversidad Autnoma de ChiapasBlvd. Belisario Domnguez Km. 1081Tuxtla Gutirrez, Chiapas 29000

Maria Eugenia has been a full-time teacher at the Language School (ELT) Tuxtla of the AutonomousUniversity of Chiapas (UNACH) for 21 years. She has held different academic-administrative positions in theELT such as the Examinations of Cambridge Coordinator, Academic Adviser of the General Coordination ofLanguages, Coordinator of the Language Department, Director of the ELT. She currently is Coordinator ofthe PAT and of Research and Postgraduate. She holds A Regional Diploma, a B. Ed. in ELT and a M. Ed.degree in ELT Trainer Development.

Maru may be contacted at [email protected]

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