Shimmering Words 2015

Language Department Magazine

April 2015

Experiencia y Calidad LOCAL MANAGERS Fr. Aldemar VALENCIA HERNÁNDEZ, O.P. Principal Fr. José Antonio GONZÁLEZ CORREDOR, O.P. Vice Provost for Academic Affairs Fr. José Bernardo VALLEJO MOLINA, O.P. Vice Provost for Administrative-Financial Affairs

PRODUCTION TEAM LANGUAGE DEPARTMENT DIRECTOR Professor Alicia Escallón Cubillos Magazin Editor: Gladis Leonor Arias Rodríguez Collaborators: William Ricardo Ortiz García Carol Anne Ochoa Alpala Eliana Edith Roberto Flórez Adriana Maritza Rivera Barreto Jonathan Hemming James Adriel Ruiz González María Victoria Guzmán Barrera Style Corrections: Jonathan Hemming Martin Mc Mullan Anthony Cesare Malfatani Graphic Design: Comunications and Marketing Department

Content Page • Editorial ............................................................................................................................................ 3 • Houses for the welfare of the people in Tunja .............................................................................. 4 • Water stock to help people in the “Llanos orientales of Colombia” during the drought ......... 6 • “A healthy dog”...through robotics ............................................................................................... 8 • Learning styles, learning strategies .............................................................................................. 16 • Egypt is the option .......................................................................................................................... 21 • A look at the evolution of cell phones ........................................................................................... 24 • The challenges of using m-learning in the classroom: Reliance of freedom ............................ 28 • Colombia Bilingüe project, things to put into consideration ...................................................... 33 • ¿Profe, cómo se dice arepa en Inglés? ¿Teacher, how do you say arepa in English? ............ 37 • Evaluation beyond grading ............................................................................................................ 45 • New languages, new ways ............................................................................................................. 49 • Short stories and language teaching ............................................................................................ 53 • Teaching English through literature .............................................................................................. 57 • The Achaguas from Casanare ........................................................................................................ 61 • What learning strategies imply ...................................................................................................... 64

Editorial Colombian education has evolved thanks to the global developments seen as both us, the Latin-American people, and our educational processes, are affected by changes that move through different economic and social aspects; however, teachers and researchers struggle to agree with the new educational tendencies, the purpose of which is to be at the cutting edge with developed countries, which is very important for our youth, so that they may have the possibility of opening doors in the globalized world with tools that permit them to survive and contribute to the development of our countries.

As such, it has been established that one of the aspects through which we can gain competitiveness is by learning English, indeed ,it is a language that has been established in schools and universities with the purpose of competing with foreign countries in South America, North America and Europe, among others. Nowadays, English is important not only in public entities but also in private ones, because it affects the international relationships through productivity, better business opportunities, higher incomes and in general, improves the quality of life for workers and enterprises.

In this way, all the effort that companies and educational institutions are putting into improving English Language use are very important because it contributes to the level of education and also to the development of countries.

Therefore, this is an open invitation for teachers and students here at the Santo Tomas University to continue working on the process to become blilingual, fruits of which will be seen in the quality of our education and also in our personal development.

By: Gladis Leonor Arias RodrĂ­guez English teacher Magazine Editor

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Universidad Santo TomĂĄs, Seccional Tunja

HOUSES FOR THE WELFARE

OF THE PEOPLE IN TUNJA By: Nelson Gonzalo Arbelรกez Carvajal Faculty of Civil Engineering Faculty

The current social welfare homes provided by the government are not good enough for the people living on the street. There is a plan to provide more than 200 social welfare homes, which seems wonderful for the community, but what kind of houses are the government providing to these people?

Most of the houses are built far away from urban areas and with a poor ground study. Also, the structures are too small, where barely two people can move at the same time and we are talking about families of four or five members at least. Therefore, it would not be a nice lifestyle for this people. The idea is to rethink the housing project by looking for places near the urban area in order to bring opportunities like better jobs or schools for children; likewise, to build liveable houses where people can feel safe and comfortable.

Universidad Santo Tomรกs, Seccional Tunja

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For the first idea, I have found two solutions. The first one consists of identifying an area of land close to the urban area but this idea does not seem very feasible because land in Tunja is very limited. This limitation leads us to the second idea which is based on increasing of the urban area. Then, if we can find a good area of land where the houses can be built, this fact would bring more constructions near to these houses providing a good lifestyle for these individuals. It would also increase the growth of the city. Consequently, there is another issue involved in the poor construction of these houses, which is corruption.

The money is not being invested as it is supposed to be. From the total budget earmarked for the construction, at least 15% is taken by those people involved in contracts, resulting in less money to use in the structural part as well. The result of a negative management of resources is small houses with a bad structural quality, but the question is how can we fix corruption?

The answer would depend on us. The decisions we make as engineers must be honest and we must always think about the welfare of our community and find honest engineers who use the resources properly to build respectable houses.

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Universidad Santo Tomรกs, Seccional Tunja

WATER STOCK TO HELP PEOPLE IN THE “LLANOS ORIENTALES OF COLOMBIA�

DURING THE DROUGHT

By: Jonathan Ruiz Salazar Yenny Paola Villate Salamanca Civil Engineering Faculty

In the In the Colombian Colombian easteast flat flat land, land, specifically specifically in Yopal, in Yopal, it isitevident is evident thethe lacklack of water of water duedue to the to the badbad management management andand operation operation of poisoned of poisoned water water produced produced by the by the oil companies. oil companies.

Then, Then, in order in order to to overcome overcome thisthis situation situation as as future future engineers engineers we we purpose purpose to construct to construct water water harvesting harvesting tanks tanks to to improve improve thethe life life of the of the communities communities in this in this area. area.

Most Most of these of these wastes wastes go flat go to the to the rivers rivers which which at this at this point are veryvery contaminated. contaminated.

Through thebad the In the Colombian east land, specifically in Yopal, itpoint is are evident the lack of waterThrough due to the In the Eastern Plains of Colombia (Los Llanos), specifically in Yopal, there is a lack of water due to the bad savanna, savanna, mammals, mammals, birds andand other animals animals have have been been affected affected andoil and mostly, mostly, inhabitants inhabitants livelive management andbirds operation of other poisoned water produced by the companies.

Then,who in who order to management and discarding of polluted water produced by the oil companies.

In order to overcome near near the the rivers rivers are are asking asking to the to the petroleum petroleum companies companies to stop to stop polluting polluting the the rivers. rivers.

Rivers Rivers in this in this overcome this situation as future engineers we purpose to construct water harvesting tanks to thisarea, situation aseverywhere future we propose the construction of resources water to provide area, likelike everywhere else else in the in the country, country, are are thethe bestbest resources to provide water, water, so so if the if the improve the life of engineers, the communities in this area. harvesting tanks to improve the life of the communities in this area. petroleum petroleum companies companies stopped stopped throwing throwing their their waste waste intointo thethe rivers, rivers, it would it would be be possible possible to to decontaminate decontaminate them. them. go to the rivers which at this point are very contaminated. Through the Most of these wastes Most of these wastes go tobirds the rivers whichanimals at this point veryaffected contaminated.

Throughout the region, savanna, mammals, and other haveare been and mostly, inhabitants who live mammals, birds and other animals have been affected, and inhabitants that live near the rivers near the rivers are asking to the petroleum companies to stop polluting the rivers. Rivers are in this asking the petroleum companies to stop polluting the rivers.

Rivers in this area, like everywhere else area, like everywhere else in the country, are the best resources to provide water, so ifin the thepetroleum country, arecompanies the best resources the provision water, into so if the the petroleum companies stopped to stoppedforthrowing theirofwaste rivers, it would be possible throwing their wastethem. into the rivers, it would be possible to decontaminate them. decontaminate

Universidad Santo TomĂĄs, Seccional Tunja

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B uildingstock stock water water tanks thethe areaarea of Pajarito, Blocated uilding tanksin in of in the area between Casanare and Boyacá,

Pajarito, located in the limits between Casanare reducewould the need to use machines to pump andwould Boyacá, contribute to avoid usingthe water. machines to pump the water.The first thing that we have to do is to study the soil in order to find firstplace thingto that we have to do is to studyon thethe soil in the The right build the tanks; uilding uilding stock stock water water tanks tanks in based in the the area area of of order to find the right place to build the tanks.

Based study of the soil, in wethe bebetween able to determine Pajarito, Pajarito, located located inwould the limits limits between Casanare Casanare on the study of the soil, we would be able to determine what type of sedimentation we can useavoid to using build and and Boyacá, Boyacá, would would contribute contribute to to avoid using what type of sedimentation we can use to build strong strong andtolasting tanks.

Therefore, build thethat machines machines pump to pump thethe water.The water.The firstto first thing thing that andwe lasting tanks.

In the construction ofand the the tanks, tanks will use reinforced concrete we we have have to do to do is to is study to study the the soil soil in order in order to find to find reinforced concrete will be used and the project would project would cost approximately US$20.000.000. thethe right right place place to build to build thethe tanks; based based on on thethe cost approve approximately COPtanks; $ 20’000.000. study study of the of the soil,soil, we we would would be be ableable to determine to determine In conclusion one way to solve the contamination what what type of sedimentation of sedimentation we can can use use to build to build In type conclusion, one way to we solve the contamination problem caused by the petroleum companies isthe to strong strong andand lasting lasting tanks. tanks.

Therefore, Therefore, to build to build problem caused by the petroleum companies is the to build stock water tanks and in this way people tanks tanks we we willwater will useuse reinforced reinforced concrete concrete and the the build stock tanks.

In this way peopleand would have would have acost better lifeand condition and project project would would cost approximately approximately US$20.000.000.

US$20.000.000. a better quality of life animals wouldanimals live more would live safely too. safely.

In conclusion In conclusion oneone wayway to solve to solve thethe contamination contamination problem problem caused caused by the by the petroleum petroleum companies companies is tois 7 to build build stock stock water water tanks tanks andand in this in this wayway people people

BB

Universidad Santo Tomás, Seccional Tunja

“A HEALTHY DOG "...

By: María Fernanda Forero Rojas Faculty of Electronic Engineering

THROUGH ROBOTICS

Abstract: This paper presents a asmart AbstractThis paper provides smartprototype prototype of of aadog which provides thethe correct food on on dogfeeder feeder, which provides correct food time established for dogs of different breeds time, established for provides dogs of different breeds and AbstractAbstractThisThis paper paper provides a smart a smart prototype prototype ofand of ages.

The prototype will make the task of humans AbstractAbstractThis This paper paper provides provides a smart a smart prototype prototype of of ages.

The prototype will make the task of humans a dog a dog feeder, feeder, which which provides provides the the correct correct foodfood on on and can keep dogs healthy regarding their dietary a dog a dog feeder, feeder, which which provides provides the the correct correct food food onand on easier and can keep dogs healthy regarding their time time established established for for dogs dogs of different of different breeds breeds and supplement.. time time established established for for dogs dogs of different of different breeds breeds and and ages. ages.

The The prototype prototype will will make make the the tasktask of humans of humans dietary supplement. to become his/her ally, giving him/her affection ages. ages.

The The prototype prototype will will make make the the task task of humans of humans andand cancan keep keep dogs dogs healthy healthy regarding regarding theirtheir dietary dietary become his/her ally, giving him/her affection without asking anything in return.

Index Termscommunity food dispenser, canine, and and can can keep keep dogs dogs healthy healthy regarding regarding their their dietary dietary supplement.. supplement..

Key words: community food dispenser, canine, without asking anything in return. human, healthy supplement.. supplement.. to become to become his/her his/her ally,ally, giving giving him/her him/her affection affection human, healthy.

Animals have become members of the family, in become to become his/her his/her ally,in ally, giving giving him/her him/her affection affection without without asking asking anything anything return. in return.

Index Index TermsTermscommunity community foodfood dispenser, dispenser, canine, canine,to Animals have become members of the family, in some families the excuse of family formation, In without asking asking anything anything in return. in return.

I. INTRODUCTION Index Index TermsTermscommunity community foodfood dispenser, dispenser, canine, canine,without human, human, healthy healthy I. INTRODUCTION some families the cause of the formation of many fact, science has shown that the emotional bond human, human, healthy healthy Animals Animals have have become become members members of the of the family, family, in in families.

In fact, science has shown that the between the man and the dog is the same one a Animals Animals have have become become members members of the of the family, family, in in "The dog is the best friend of the man" very some some families families the the excuse excuse of family of family formation, formation, In In I. INTRODUCTION I. INTRODUCTION “AINTRODUCTION dog is a man’s friend” is aand very common emotional bond between humans and dogs isbond the mother has with her baby; oxytocin is the some some families families the the excuse excuse ofthat family ofwhere family formation, formation, In In common phrasebest in our society many times we I. I. INTRODUCTION fact, fact, science science has has shown shown that the the emotional emotional bond responsible for creating a bond between the man phrase in our society and many times we wonder fact, fact, science has has shown that the emotional emotional bond bond wonder its the reason, infriend myfriend opinion the man seeks same as science thatthe between athat mother and her baby; between between the man man andshown and the the dog dog is the the is the same same one one a a "The "The dogdog is is the bestbest of the of the man" man" very very and the dog [1]. between between the the man man and and the the dog dog is the is the same same one one a emotional refuge and has domesticated this animal "The "The dog dog is the is the best best friend friend of the of the man" man" very very why.

In my opinion, humans seek emotional where oxytocin is responsible for creating a bond mother hashas withwith her her baby; baby; where where oxytocin oxytocin is the isa the common common phrase phrase in our in our society society andand many many times times we wemother mother mother has has withfor with her her baby; where oxytocin oxytocin the isman the common common phrase phrase in domesticated our in my our society society andand many many times times we refuge and has this animal to we between humans and a dog [1]. responsible responsible for creating creating ababy; bond awhere bond between between theisthe man wonder wonder its reason, its reason, in in my opinion opinion the the man man seeks seeks

for creating creating a bond a bond between between the the manman wonder wonder itsrefuge reason, itsrefuge reason, inand my in has my opinion opinion the the man seeks seeksresponsible andresponsible and the the dogdog [1]. for [1]. emotional emotional and has domesticated domesticated thisman this animal animal the the dogdog [1]. [1]. emotional emotional refuge refuge andand hashas domesticated domesticated thisthis animal animal 8 andand Universidad Santo Tomás, Seccional Tunja

InIn In InIn In

Some dogs do not purine so that Some dogs do not eat eat wellwell the the purine so that thisthis should be mixed with a little wet food such as meat, should be mixed with a little wet food such as meat, modern modern times, times, daily daily activities activities make make simple simple chicken or food to the make it appetizing for the or other food towell make itpurine appetizing for this the processes processes become become mechanical mechanical which which facilitate facilitate andandchicken Some dogs doother not eat so that dog, food must bedry kept fresh and clean atthis all dog, this food must be kept fresh and clean at all dogs do not eat well the purine so that this Some dogs do not eat well the purine so that this streamline streamline daily daily processes processes ofactivities our ofactivities our lives, lives, formake example forsimple example should bethis mixed with aeat little wet food such as meat, Some dogs do not dog food easily, so modern times, simpleSome modern times, dailydaily make times [3]. times [3]. should be mixed with a little wet food such as meat, should be mixed with a little wet food such as meat, feeding feeding our our pets pets since, since, in occasions, in occasions, they they suffer suffer modern modern times, times, daily daily activities activities make make simple simple orbe other food to amake it appetizing should mixed with little wet food suchfor asthe meat, processes become mechanical, facilitates processes become mechanical which which facilitate and chicken chicken or other food to make it appetizing for the chicken or other food to make it appetizing for the because because their their owners owners forget forget to feed to feed their their dogs dogs or or processes processes become become mechanical mechanical which which facilitate facilitate and and this food must food be kept fresh itand clean atfor all the chicken or other to make appetizing and streamlines the dailyofprocesses of our lives; fordog, streamline daily processes our lives, for example Regarding the supply of hydration, it should Regarding the supply of hydration, it should be dog, this food must be kept fresh and clean at all dog, this food must be kept fresh and clean at all poorly poorly feed feed them them due due to their topets, multiple multiple occupations. occupations. streamline streamline daily daily processes processes oftheir our of since, our lives, lives, for example for exampletimes [3].This food must be kept fresh and clean at be dog. all example feeding our on occasions, feeding our pets since, in occasions, they suffer fresh, clean water constant beside its food fresh, clean water andand heldheld constant beside its food [3]. times [3].

Forthey For thisthis reason, reason, Ipets thought I thought about about prototype a forget prototype that that has hastimes feeding feeding our our pets since, since, in occasions, intoaoccasions, they they suffer suffer times [3]. suffer because their owners to feed because their owners forget feed their dogs ortheir 24 hours, should be changed twice daily should the the 24 hours, should be of changed twice should the dogs the ability ability tothem feed toowners feed them them attheir certain at certain times times and and specific specific because because their their owners forget to feed to feed their their dogs dogs or orRegarding the supply hydration, itdaily should be or poorly feed them due to their multiple poorly feed due toforget multiple occupations. not be frozen and can not be exposed to the sun [4]. not be frozen and can not be exposed to the sun [4].be Regarding the supply of hydration, it should be Regarding the supply of hydration, it should be amounts, amounts, taking taking into into account account its breeds its breeds and and the the poorly poorly feed feed them them due due to their to their multiple multiple occupations. occupations. clean water held of constant beside food Regarding the and supply hydration, it its should For thisabout reason, I thought Foroccupations. this reason, I thought a prototype thatabout has afresh, water and held constant its food fresh, clean water and held constant beside its food recommendations recommendations given given the by the nutritionist.

For For thisthis reason, I thought I thought about about a prototype anutritionist. prototype that has hasfresh, thefresh, 24clean hours, should be changed twice daily should and clean water should bebeside provided next to that has the ability totimes feed them atthat certain the prototype ability toreason, feed them atby certain and specific After reading the previous paragraphs the question After reading the previous paragraphs the question the 24 hours, should be changed twice daily should the 24 hours, should be changed twice daily should the the ability ability to feed to feed them them at certain at certain times times and and specific specific not be frozen and can not be exposed to the sun [4]. times and provide specificitsamounts, taking amounts, taking into account breeds and theinto the food 24 hours a day. It should be changed twice is: people that have in homes or insun their is: daily, the people that have in homes their be the frozen and can not betheir exposed to or the sun [4]. not be and can not betheir exposed toin the [4].

The The project project consists consists of aby ofaccount dispenser a dispenser that manages manages amounts, amounts, taking taking into into account its breeds itsthat breeds and and the thenot itfrozen should not be frozen and must not be account the breed and the recommendations given recommendations given the nutritionist. apartments, of small breeds meet these apartments, of [4]. small breeds meet these and and distributes food food and and water at certain at certain times timesAfter recommendations recommendations given given by the by water the nutritionist. nutritionist. readingtodogs the previous paragraphs the question exposed thedogs sun by thedistributes nutritionist. requirements?, do they give their dogs fresh food? requirements?, do they give their dogs fresh food?

After reading the previous paragraphs the question After reading the previous paragraphs the question considering considering the the medical medical requirements requirements of of a a The project consists of a dispenser that manages is: the people that have in their homes or in their How often do they change their water?

Bearing in often dodogs they change their water?

Bearing intheir is: the people that have in above, homes or in their is: the people that inbreeds homes orthese inis: This This hashas compartments compartments one one for forHow veterinary. veterinary.

The The project project consists consists offour aof offour dispenser a that manages manages apartments, of have small meet Taking into account the the question Do The project consists a dispenser dispenser that manages and distributes food and water at that certain times apartments, dogs of small breeds meet these apartments, dogs of small breeds meet these water water and and three three for meals, for meals, the the base base or or core part part is andand and distributes distributes food food and and water water at certain at certain times times do they give their homes dogs fresh food? people that keep dogs in their or apartments distributes food and water atcore certain times considering the medical requirements of a isrequirements?, requirements?, do they give their dogs fresh food? requirements?, do they give their dogs fresh set set in a in micro-controler a micro-controler pic16f877 pic16f877 programmed programmed in in considering considering the the medical medical requirements requirements of of a a in considering the four medical requirements of aHow often do they change their water? Bearing food?

This has compartments one for veterinary.

How often do they change their water?

Bearing in How often do they change their water?

Bearing in pic pic c compiler c compiler and and three three engines engines vex vex in order in order to to veterinary. veterinary.

This This has has four four compartments compartments one one for for veterinarian.

Thismeals, has four compartments, one water and three for the base or core part is for descend descend and and climb climb the the three three trays trays of food. of food. water water and and three three for meals, for meals, the the base base or core or core part part is is and three for meals.

The base or core part set water in a micro-controler pic16f877 programmed in is set set in a in micro-controler a micro-controler pic16f877 pic16f877 programmed programmed in in in a micro-controller pic16f877 in pic set c compiler and three engines vexprogrammed in order to II. APPROACH II. APPROACH AND AND THEORY THEORY pic pic c compiler c compiler and and three three engines engines vex vex in order in order to to pic c and compiler three trays engines raise and lower descend climband the three of food. descend descend andand climb climb the three three trays trays of food. of food. the three trays ofthe food.

Antonio Antonio J. Pozuelo J. AND Pozuelo de de Cisneros, Cisneros, in his in his paper paper II. APPROACH THEORY indicates indicates that that [2]: [2]: "To "To feed feed the the dog, dog, this this should should II. APPROACH II. APPROACH AND AND THEORY THEORY II. APPROACH AND THEORY always always eat atPozuelo the at the same same place andand theinthe same same hour", hour", Antonio J. eat deplace Cisneros, his paper in the in the same same way, way, food should should be rational, be indicates rational, means itthat means Antonio Antonio J. Pozuelo J. Pozuelo Pozuelo de de Cisneros, Cisneros, in this his init his paper paper Antonio J. de Cisneros "to indicates that [2]: "Tofood feed the dog, should appetizing appetizing enough enough ,adapted ,adapted and and balanced. balanced. indicates indicates that that [2]: [2]: "To "To feed feed the the dog, dog, this this should should feedeat theatdog, this should at the same always the same place always and theeat same hour", always always eat eat atway, the at same the same same place place and and the same same hour", hour", place and the hour" [2]. thethe same way, food in the same food should beInrational, it means in the in the same same way, way, food food should should be rational, be rational, it means it means should enough be rational, means appetizing appetizing ,adaptedwhich and balanced. appetizing appetizing enough enough ,adapted ,adapted andand balanced. balanced. enough, adapted and balanced.

Universidad Santo Tomรกs, Seccional Tunja

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mind mind thatthat these these people people live live in the in the city city andand cancan not not staystay home home because because of their of their obligations, obligations, so most so most of their of their dogs dogs staystay alone alone without without having having someone someone or something or something thatthat gives gives them them fresh fresh andand balanced balanced food. food. meet these Do in they theircan dogs food? because How often do they change their water? mind thatrequirements? these people live the give city and notfresh stay home of their obligations, so most of their For For this this reason, reason, a device a device that that can can respond respond to this to this problem problem is required; is required; although although there there are are several several mind mind that that these these people people live live in the in the city city and and can can not not stay stay home home because because of their of their obligations, obligations, so most so most of their Bearing in mind that these people live in the city and cannot stay home because of their obligations, most dogs stay alone without having someone or something that gives them fresh and balanced food. of their automatic automatic dispensers dispensers in having the inhaving the market, market, some some of them have no water nogives water supply, supply, some some others others accumulate the the dogs dogs staydogs stay alone alone without without someone someone or of something orthem something that that gives them them fresh fresh and and balanced balanced food. food. food. of these stay alone without having someone orhave something that gives them fresh andaccumulate balanced purine purine until itreason, gets it gets spoiled andand itthat isitalso is also not not possible possible mix to problem mix the the foodfood with with some some wet wet foodfood that that is aisare problem a problem For thisuntil aspoiled device can respond totothis is required; although there several thatFor that arises arises in most in most dogs dogs do not do not eat eat only only the the purine. purine.

For this this reason, reason, a device a device that that can can respond respond to this to this problem problem is required; is required; although although there there are are several several required.

Although automatic dispensers in the market, some of them have no water supply, some others accumulate the automatic automatic dispensers dispensers in the in the market, market, some some of them of them have have no water no water supply, supply, some some others others accumulate accumulate the in the market, some them have to nomix water others accumulate the is dog food the purine until it gets spoiled and it is also of not possible thesupply, food with some wet food that a problem For For the the development development of this of this electronic electronic dispenser dispenser it it purine purine until until it gets gets spoiled spoiled and itnot is italso isnot also not not possible mix tothe mix the the food food with with some some wet food food thatthat a problem untilthat it becomes and itand is also possible to to mix food with some wetwet food, which is aisproblem arises init spoiled most dogs do eat only the possible purine. wasfood. was necessary necessary to know to know what what typetype of engines of engines andand thatthat arises arises in most in most dogs dogs do do eat only the the purine. thatnot donot noteat eatonly only thepurine. dry dog programming programming logic logic could could be suitable be suitable to use, to use, in order in order For the development of this electronic dispenser it thesatisfy development of this electronic dispenser, to satisfy to the the needs needs of the of the dog dog because because a very a itvery For For the development of this of this electronic electronic dispenser dispenser was necessary to know what type of engines andit waswas necessary toand know what type of produce engines strong strong motor motor and atopump a pump could could produce a lot aand of lotand of necessary know what type of programming logic could be suitable to engines use, in order could be suitable tocould use, in order noise noise which which might might scare scare the the dog dog and and could develop develop programming programming logic logic could be suitable to use, in order to satisfy the needs of the dog because a very of itas the dog because a develop very fearsatisfy fear tosatisfy the to the the food, food, just just as necessary iscould necessary to develop to to to the needs needs ofisitthe dog because very strong motor and a pump produce aa lot of strong motor and a pump could produce a lot of good good programming programming logic logic through through which which the the user user in in strong motor and a pump could produce a lot of noise which might scare the dog and could develop might scare the dog and could create thisnoise this case case the the owner owner of the of the dog dog can can handle handle it without it without noise which which might might scare scare the the dog dog and and could could develop develop fear to the food, just as it is necessary to develop fearfear towards the food, just as is necessary to any any problem. problem. to the toprogramming the food, food, just just aslogic itasisitthrough necessary is itnecessary to develop to develop good which the user in develop good programming logic through which the good good programming logic logic the the user user in in thisprogramming case the owner ofthrough thethrough dog which canwhich handle it without user, incase this case the ofdog thecan dog,handle handle It should Itcase should be be noted that that this this mechanism mechanism iscan for supply for supply this this thenoted the owner owner ofowner the of the dog can handle itiswithout it without any problem. it without any problem. up to up two toproblem. two days days in order in order to keep to keep the the foodfood fresh, fresh, the the any any problem. functionality functionality of this of this system system depends depends on the on the dog dog and and It should be noted that this mechanism is for supply It should be noted that this mechanism is for the itsshould breed itsshould breed because because the puppies puppies eatthe eat three three times a the a It be noted be noted that that this this mechanism mechanism isfood for istimes supply for supply up to two days inthe order to keep fresh, supply ofyoung up to two days ina order tothe keep thefresh, food day, day, young dogs dogs two two times times day a day and and adult adult dogs dogs eat eat up to up two to two days days in order in order to keep to keep the food food fresh, the the functionality of this system depends on the dog and fresh.

The of this depends system depends onand only only once once afunctionality day. athis day. functionality functionality ofbecause of this system system on the dogdog and its breed the depends puppies on eatthe three times a the dog and its breed because puppies eat three its breed its breed because because the the puppies puppies eat eat three three times times a a day, young dogs two times a day and adult dogs eat times aregards day, young dogs twice As regards As the the food food dispensers, dispensers, there there are are machines machines day, day, young young dogs dogs two two times times a day a day and and adult adult dogs dogs eat eat only once a day. eat only only once day. that that can can provide anyany typetype of object of object andand I dare I dare to say to say only once once a provide day. aa day. thatAs that "any" "any" because because there there are are no no limits, limits, anything anything regards the food dispensers, there are machines Regarding the food dispensers, there are are machines As regards As the foodfood there machines thatregards canthe provide anydispensers, type of object and I dare to say thatthat cancan provide any type of object and I dare to say provide any type of object and I dare to say that "any" because there are no limits, anything there are are no no limits, anything thatthat "any" "any" because because there limits, anything requested by the user (either food, dry dog food, Universidad Santo Tomรกs, Seccional Tunja

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Universidad Santo Tomás, Seccional Tunja

Photography from: http://www.drsfostersmith.com/product/prod_display.cfm?pcatid=26062

Number Number of meals: of meals: requested requested by the by the useruser (either (either food, food, purine, purine, water, water, medicine, medicine, etc.)etc.) cancan be dispensed, be dispensed, andand ingenuity ingenuity in in 0-3 Number 0-3 weeks: weeks: the the puppies puppies Feed Feed onlyonly breast breast milkmilk existing existing machines machines demonstrated demonstrated by by MM MM Vending Vending Number of meals: of meals: requested requested by the by the useruser (either (either food, food, purine, purine, water, water, frequently frequently and theythey sleep sleep the the restrest of the of the time. time. thatmedicine, that started started theetc.) the marketing marketing of its offood, new its new spiral spiral machine. machine.

Number ofand meals: requested by the (either purine, water, medicine, etc.) canuser can be dispensed, be dispensed, and and ingenuity ingenuity in in 3-8 3-8 weeks: weeks: they they start start eating eating solid solid canned food food andmilk and It isexisting Itaissmall, amachines small, compact compact model andand simple simple machine, machine, a 0-3 a 0-3 medicine, etc.) can bemodel dispensed, and ingenuity in weeks: weeks: the the puppies puppies Feed Feed onlycanned only breast breast milk existing machines demonstrated demonstrated by by MM MM Vending Vending Number of meals: water, medicine, etc.) can be dispensed, and milk milk or milk or milk mixed mixed with with special special food food for for weaning. weaning. feature feature that that facilitates facilitates its installation its installation in all in kinds all kinds of of 0-3 weeks: the puppies Feed only breast milk existing machines demonstrated by MM Vending frequently frequently andand theythey sleep sleep the the restrest of the of the time. time. thatthat started started the the marketing marketing of its ofnew its new spiral spiral machine. machine. ingenuity in existing machines demonstrated by They They eat eat with with appetite appetite between between periods periods ofand of places. places. frequently and they sleep the rest of the time. that started the marketing of its new spiral machine. weeks: weeks: theythey startstart eating eating solid solid canned canned foodfood and It isItaissmall, a small, compact compact model model andand simple simple machine, machine, a 3-8 a 3-8 0-3 weeks: Puppies feed only breast milk MM Vending that started the marketing of its new breastfeeding. breastfeeding.

3-8 weeks: they start eating solid canned food and It is a small, compact model and simple machine, a milkmilk or milk or milk mixed mixed withwith special special foodfood for for weaning. weaning. feature feature thatthat facilitates facilitates its installation its installation in all in kinds all kinds of of frequently and they sleep the rest of the time. spiral machine.

It is a small, compact model and It is It is designed designed to to sell sell household household products, products, milk or milk mixed with special food for weaning. feature that facilitates its installation in all kinds of They They eat eat withwith appetite appetite between between periods periods of of places. places.

3-8 weeks: they start eating solid canned food simple machine, arange feature thatfrom facilitates 8-10 8-10 weeks: weeks: Puppies Puppies are are usually usually weaned weaned by by its its supporting supporting a wide a wide range of them, of them, from gumgum to its to They eat with appetite between periods ofand places. breastfeeding. breastfeeding. milk or milk mixed with special food for weaning. installation in all kinds of places. mother mother at two at two months months of age. of age.

You You may may give give them them candies, candies, chocolates, chocolates, stickers stickers … "[5] … "[5] breastfeeding.

It is It is designed designed to to sellsell household household products, products, They eat with appetite between periods of special special food food for for puppies puppies with milk milk or water or water every every It is designed to sell household products, 8-10 8-10 weeks: weeks: Puppies Puppies arewith are usually usually weaned weaned by by its its supporting supporting a wide a wide range range of them, of them, fromfrom gumgum to to breastfeeding.

Itcandies, is chocolates, designed to stickers sell household products, There There are are several several factories that that are engaged engaged in the in four four hours hours over over 16 months hours 16 hours aage. day. aage. day.

It isYou Itpermanent is may permanent and and 8-10 weeks: Puppies are usually weaned by its supporting achocolates, widefactories range of from gum to the mother mother at two at two months of of You may givegive them them candies, stickers …them, "[5] … are "[5] supporting wide range of frommade gum to creation creation of these ofathese food food vending vending machines made new new routines routines are are introduced. introduced. mother at two months of age.

You may them candies, chocolates, stickers … products "[5]machines withwith milkmilk or water orgive water every every special special food food for for puppies puppies 8-10 weeks: Puppies are usually weaned by its candies, chocolates, and stickers.

[5] especially especially for for canines canines for for example example Pipolino, Pipolino, a a with milk or water every special food for puppies fourfour hours hours overover 16 hours 16 hours a day. a day.

It isItpermanent is permanent andand There There are are several several factories factories thatthat are are engaged engaged in the in the mother at are months of age. may give them French French company company that creates creates mobile mobile pet pet food Weaning Weaning at 4two at16 months: 4introduced. months: meals can be be gradually gradually four hours over hours ameals day.

It can isYou permanent and There are factories that are engaged infood the new new routines routines are introduced. creation creation ofseveral these of these foodthat food vending vending machines machines made made special food for puppies with milk or water every There are several factories that manufacture these dispensers; dispensers; These These dispensers dispensers are are made made ofPipolino, plastic of plastic reduced to three toare three or four or four a day, a day, between between three three andand routines introduced. creation of for these food vending machines made especially especially for canines canines for for example example Pipolino, a new a reduced four hours over 16 hours a day.

New routines are food vending machines made especially for suitable suitable for for food food use use high high strength, strength, which which meet meet four months. months. especially for canines for example Pipolino, a Weaning Weaning at 4at months: 4 months: meals meals cancan be be gradually gradually French French company company thatthat creates creates mobile mobile pet pet foodfood introduced. canines; forstandards example Pipolino, amade French company European European standards ISO ISO 9001, 9001, and and also also do do not not Weaning months: can be three gradually French company that creates pet reduced reduced toatthree to4 three or four or four ameals day, a day, between between three andand dispensers; dispensers; These These dispensers dispensers aremobile are made of plastic offood plastic that creates mobile pet food dispensers.

These require require batteries batteries to to operate. operate.

They They are are also also 4-6 4-6 months: months: Depending Depending on on the the routine routine that that hashas reduced to three or four a day, between three and dispensers; These dispensers are made of plastic fourfour months. months. suitable suitable for for foodfood useuse highhigh strength, strength, which which meet meet Weaning at 4 months: Meals can be gradually dispensers are made of plastic suitable for food environmentally environmentally friendly, friendly, since since Pipolino Pipolino uses uses been been adopted adopted as an as adult an adult dog dog and and physical, physical, meals meals four months. suitable for food use high strength, which meet European European standards standards ISOISO 9001, 9001, andand alsoalso do do not not reduced to three or four a day, between three use, they meet European standards ISO 9001 and recyclable recyclable materials.[6] materials.[6] can4-6 can be reduced be reduced toDepending two to two a day. aonday.

European standards 9001, and also notalso 4-6 months: months: Depending on the the routine routine thatthat hasand has require require batteries batteries to ISO to operate. operate.

They They aredo are also four months. also do not require batteries toThey operate. are 4-6 months: Depending on the that has require batteries tofriendly, operate. are They also been been adopted adopted as an as adult an adult dogdog androutine and physical, physical, meals meals environmentally environmentally friendly, since since Pipolino Pipolino uses uses environmentally friendly, since Pipolino uses Dogalso Dog food: food: Each Each meal meal should should have have a specific a uses specific From From 6reduced 6reduced months: What What will will be be decided decided formeals for adult adult been astoan and physical, environmentally friendly, since Pipolino can can beadopted bemonths: two toadult two a day. adog day. recyclable recyclable materials.[6] materials.[6] 4-6 months: Depending on the routine that recyclable materials.

[6] schedule. schedule.

This This is important is important for for the the dogdog to meet to meet its its regimen regimen (one(one or two or twoatwo meals meals a day), a day), cancan behas be can be reduced to day. recyclable materials.[6] been adopted as an adult dog, meals can be physiological physiological needs needs at certain at certain times. times.

[7] [7] introduced introduced gradually gradually once once the the dog dog has has matured matured From From 6 months: 6 months: What What will will be be decided decided for for adult adult DogDog food: food: Each Each meal meal should should have have a specific a specific reduced to two a day.

Dog food: Each meal should have a specific sexually. sexually.

From 6 months: What will be decided for adult Dog food: Each meal should have a specific regimen regimen (one(one or or twotwo meals meals a day), a day), cancan be be schedule. schedule.

ThisThis is important is important for for the the dogdog to meet to meet its its This is for the dog to its Theschedule.

The dogdog food food should should be be given given every every day day atmeet the at regimen (one or two meals a dog day), canmatured be schedule.

This isneeds important fortimes. the dog to its the introduced introduced gradually gradually once once the the dog hashas matured physiological physiological needs atimportant certain at certain times.

[7] [7] meet From 6 months: decided adult diet physiological needs at certain times. same same time. time.needs introduced graduallyWhat oncewill thebedog has for matured physiological at certain times.

[7] [7] sexually. sexually. (one or two meals a day) can be introduced sexually.

TheThe dogdog foodfood should should be be given given every every dayday at the at the gradually once the dog has matured sexually.

The dog food should be given every day at the The dog food should be given every day at the same same time. time. same time. same time.

thatthat helps helps to solve to solve the the problem problem described described before before in in Eating Eating place: place: We We must must put put a feeder a feeder withwith foodfood andand thisthis paper, paper, thisthis system system should should be easy be easy to use to use andand oneone withwith fresh fresh water water in ainquiet a quiet place place (always (always the the comfortable comfortable for both for both the the human human and and the the animal. animal. same) same) where where the the dog dog can can eat eat without without being being thatthat helps helps to solve to solve the the problem problem described described before before in in Eating Eating place: place: WeWe must must put put a feeder a feeder withwith foodfood andand disturbed. disturbed. that helps to solve the problem described before in Eating place: We must put a feeder with food and that helps to solve the problem described above.

Eating place: We must put a feeder with food and thisthis paper, paper, thisthis system system should should be easy be easy to use to use andand oneone withwith fresh fresh water water in ainquiet a quiet place place (always (always the the III.I this III.I I system Brainstorming Ipaper, Brainstorming this system should easy to use and one with fresh a can quiet place (always the This should be to use and comfortable one withwhere fresh water in dog aincan quiet place (always the comfortable comfortable for both for both theeasy the human human andbe and the the animal. animal. same) same) where thewater the dog eat eat without without being being Important Important rules rules for for food: food: comfortable for both the human and the animal. same) where the dog can eat without being animal. same) where the dog can eat without being for both the human and disturbed. disturbed.

IIII.I could IIII.I could find find certain certain existing existing types types of feeders of feeders for dogs for dogs • Give • Give the the dogdog always always foodfood at the at the same same hours hours disturbed. disturbed.

I Brainstorming I Brainstorming in the in the market, market, but but these these do do not not have have the the parts parts everyday.. everyday..

III.I I Brainstorming III.I I Brainstorming Important Important rules rules for for food: food: for certain for the the development development offeeders this offeeders this project. project.

At not not to rules disturb to rules disturb orfor distract orfood: distract the dog while while eating eating Important Important for food: Inecessary could Inecessary could findfind certain existing existing types types of of for dogs forAt dogs •• Try Give •• Try Give the the dog dog always always foodfood atthe the at dog the same same hours hours first, first, I the thought I thought ofbut aexisting ofbut hopper aexisting hopper fulltypes full ofof food of but but How How to to Always Always remember remember that our leftovers leftovers must must not not be be Iin could find certain offood feeders for dogs •everyday..

Givegive the always food at the same hours Iin could find certain types feeders for dogs •everyday..

Always thedog dogthat food at our the same hours every the market, market, these these do do not not have have the the parts parts separate separate the the wet wet food food of the of the dry dry food?, food?, since since served served as food as food for the for the dog. dog. this this in the market, but these do not have the parts everyday.. the market, butthe these do notof have theproject. parts day. necessary necessary for for the development development this of this project.

At At • Try • Try not not to disturb to disturb or distract or distract the the dogdog while while eating eating in Wash Wash the the feeder feeder with with hot hot water water every every time time you you dry dry food food being being mixed mixed with with the the wet wet food food ends ends up necessary for the development of this project.

At • Try not to disturb or distract the dog while eating necessary for the development of this project.

At •• Try not to disturb or distract the dog while eating. first,first, I thought I thought of aofhopper a hopper full full of food of food but but HowHow to up to Always • Always remember remember thatthat our our leftovers leftovers must must not not be be change change the the food food damaged damaged How How to provide to provide enough enough food food for the for the dog?. dog?. first, I thought of a hopper full of food but How to • Always remember that our leftovers must not be I thought of wet afood container full dry of food, butsince how •served Always our separate separate the the wet food of the of the dry food?, food?, since served asremember food as food for the forthat the dog. dog.leftovers must not be first, thisthis forget forget tofor put to put fresh fresh water water available available 24 hours.

24 hours.

Likewise, Likewise, It is Itnecessary ismixed necessary towith tothe keep in mind in mind that that some some separate the wet food ofkeep dry food?, since served as food for the dog. can the food wet food be separated from the dry food?

Ifthis served as food the dog.

•• Never Wash •• Never Wash the the feeder feeder with with hot hot water water every every time time you you dry dry food being being mixed with the the wet wet food food ends ends up up dogs dogs eat eat one, one, two two or three or three times times a day?. a day?.

Finally Finally he he •change Wash the feeder with hot water every time you dry food being mixed with the wet food ends up the dry is mixed with the wet food, it becomes •change Wash the feeder with hot water every time you the the foodfood damaged damaged HowHow to provide to provide enough enough foodfood for the for the dog?. dog?.

III. III. RESULTS RESULTS OF OF THE THE FOOD FOOD DISPENSER DISPENSER FOR FOR thought thought of the of the following following initial initial prototype: prototype: change the food damaged How to provide enough food for the dog?. spoiled.

How we provide food the change the food.

• Never • Never forget forget to put to put fresh fresh water water available available 24 hours.

24 hours.

Likewise, Likewise, It isItcan necessary is necessary to keep to enough keep in mind in mind thatfor that some some .dogs .dogs •CANES Never forget to put fresh water available 24 hours.

Likewise, It is necessary to keep in mind that some dog?

Likewise, it is necessary to keep in mind that •CANES Never forget to put fresh water available 24 hours. eat eat one,one, twotwo or three or three times times a day?. a day?.

Finally Finally he he dogs two ortwo three times atimes day?. aFinally some dogs eat one, orprototype: three day. he III. III. RESULTS RESULTS OF OF THETHE FOOD FOOD DISPENSER DISPENSER FOR FOR thought thought ofeat the ofone, the following following initial initial prototype: III.I RESULTS III.I Analysis Analysis ofOF variables ofOF variables III. RESULTS THE FOOD DISPENSER of the following initial prototype: Finally initial prototype was designed: III. THE FOOD DISPENSER FORFOR CANES CANES . thought . the following It was It was found found thatthat depending depending on the on the ageage dogs dogs should should . .

CANES CANINES eat eat three, three, two two or one or one meal, meal, at specific at specific times; times; these these III.I III.I Analysis Analysis of variables of variables hours hours should should not not bevariables changed; be changed; in some cases cases dogs dogs III.I Analysis of III.I Analysis of variables It was It was found found thatthat depending depending on in the onsome the age age dogs dogs should should do not do not eat eat only only purine purine so this so this must must be accompanied be accompanied It was found that depending on the age dogs should eat eat three, three, twotwo or one or one meal, meal, at specific at specific times; times; these these by by wet wet food. food.

Similarly, Similarly, the the water water should should be be kept kept eat three, two or one meal, at specific times; these It was found that depending on age, dogs should hours hours should should not not be changed; be changed; in some in some cases cases dogs dogs constant constant and fresh fresh 24be hours.

24changed; hours. hours should not in cases eat three, two or one meal, at specific times; thesedogs do not do not eatand eat only only purine purine so this so this must must besome accompanied be accompanied do not eat only purine so this must be accompanied hours not be changed.

In water some cases, by by wetshould wet food. food.

Similarly, Similarly, the the water should should be dogs be keptkept Iconstant sought Iconstant sought to to meet meet the the needs needs described described in the in the by wet food.

Similarly, the water should be do not eat only dry dog food so this must bekept andand fresh fresh 24 hours.

24 hours. previous previous paragraph, paragraph, looking looking for for a type a type of system of system constant and fresh 24 hours. accompanied by wet food. Similarly, the water should be kept constant and fresh 24described hours. in the I sought I sought to to meet meet the the needs needs described in the I sought to meet the needs described in the previous previous paragraph, paragraph, looking looking for for a type a type of system of system previous paragraph, looking for a type of system I sought to meet the needs described in the Figure 1: Initial model prototype previous paragraph, looking for a type of system

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12

ThisThis consists consists of three of three trays, trays, each each oneone is divided is divided in in Once Once setting setting the the engines, engines, I also I also set set up up a small a small half,half, in order in order to separate to separate the the dry dry foodfood fromfrom the the wetwet alarm alarm for for a while. a while.

TheThe engine engine alsoalso activates activates the the This consists of three trays, each one is divided in While setting the engines, I also set up a small and,and, there there is aisbottle a bottle which which will will supply supply water water for the for the alarm, alarm, in order in order to alert to alert the the dogdog when when its food its food is is Thishalf, consists of three trays, each one is divided Once setting engines, I also set up a small in order to separate the dry food from theinwet alarm.

Thethe engine also activates the alarm, in order canine. canine.

TheThe performance performance waswas as follows: as follows: when when it ready. it ready. half,and, in order the dry from the wet alarm for athe while.

The engine activates the there to is aseparate bottle which willfood supply water for the to alert dog when its food also is ready. waswas a specific a specific timetime eg 7egam 7 am the the firstfirst traytray fell fell stirring stirring ForFor the the hydration hydration of the of the dog,dog, I thought I thought about about a full a full and,canine. there isThe a bottle which willwas supply forwhen the alarm, in order to alert the dog when its food is performance as water follows: it the the food, food, at 12 at 12 m the m the second second traytray fell fell stirring stirring the the sensor. sensor.

Its operation, Its operation, reading reading the the water water level level andand canine. performance was7am as follows: when ready. was aThe specific time e.g. the first trayit fell For the hydration of the dog, I thought about a full foodfood andand fell;fell; 8 pm 8 pm the the thirdthird traytray fell fell stirring stirring the the delivery delivery of data of data to the to the activation activation of an of electro an electro valve. valve. wasreleasing a specificthe time eg 7 am the first tray fell stirring For the hydration of the dog, I thought aboutthe a full food; at 12pm, the second tray fell sensor.

Its operation involves reading water food. food.

It isItobvious is obvious thatthat thisthis configuration configuration is for is afordog a dog When When the the sensor sensor sentsent zeros, zeros, the the vacuum vacuum raterate hadhad the releasing food, at 12 the second traythe fell third stirringtray the fell sensor. operation, water level and them food; at 8pm level Its and delivery reading of data the to the activation of an to eat to eat three three meals meals a day; a day; thisthis system system worked worked as itas to it be to be activated activated andand deactivated deactivated when when the the sensor sensor foodreleasing and fell; the 8 pmfood. the third fell stirring delivery of data to the activation of an electro valve. the It istrayobvious thatthethis electro valve.

When the sensor reads zero, allowed allowed to choose to choose three, three, twotwo or one or one meal meal a day a day sentsent them. them. food.

It is obviousisthat configuration for a dog When the sensor senttozeros, the vacuum had configuration for this a dog to eat threeismeals a day; vacuum rate had be activated and rate deactivated depending depending on the on the dog.dog.

I doI not do not leave leave the the foodfood more more At the At the endend of the of the code code to facilitate to facilitate handling handling of the of the to eat meals a day; systemtoworked it to be activated and sends deactivated thisthree system worked as this it allowed chooseasthree, when the sensor them. when the sensor days days because because the the wetwet foodfood began began to damage. to damage. dispenser dispenser several several buttons buttons for for configuration configuration were were allowed choose or oneon meal dayThe sent them. two ortoone meal three, a day two depending the a dog.

Regarding Regarding the the hydration hydration system, system, I used I used a sensor a sensor provided. provided. depending on the I do not leave the food more At the endend of the code to facilitate handling of the food is not left dog. for longer periods because the wet At the of the code, to facilitate handling of the thatthat turns turns off when off when the the water water waswas not not on the on the sensor sensor days because wet foodRegarding began tothe damage. dispenser several buttons for for configuration were food began the to damage. hydration dispenser several buttons configuration were by activating by activating a solenoid a solenoid valve valve allowing allowing passage passage of of III.I III.I V Initiation V Initiation of the of the model: model: according according withwith code code Regarding hydration system, usedon a sensor provided. system, the I used a sensor that Iturns when the provided. water water untiluntil filling. filling.

I started I started the the model model thatwater turns off when not on sensor a was notthe onwater the was sensor by the activating by activating a solenoid valve allowing passage III.I III.I V Initiation of the model: according withwith code solenoid valve allowing passage of water ofuntil V Initiation of the model: According code III.IIIIII.III CODE CODE water until filling.

I started the the model filling.

I started model.

After After having having the the model, model, I develop I develop an an operating operating III.IIIIII.III CODE CODE system system through through a model. a model.

FirstFirst andand most most important important waswas to program to program the the microcontroller microcontroller to obtain to obtain the the After having the model, I develop an operating After designing the model, I developed an operating timetime in real in real timetime since since thisthis is the is the base base of the of the system through a model.

First andand most important system through a model.

First most important dispenser. dispenser. waswas to program the the microcontroller to obtain thethe to program microcontroller to obtain timetime in real timetime since thisthis is the base of of thethe in real since is the base

By By setting setting the the clock, clock, engines engines are are configured configured for for dispenser. dispenser. operation operation of the of the model model at first, at first, I thought I thought about about using using servo servo motors motors for its for easy its easy handling handling andand accuracy accuracy as as

By By setting the the clock, engines areare configured for for setting clock, engines configured thisthis is moved is moved in degrees. in degrees.

ButBut watching watching the the failure failure to to operation of the at first,At I thought using operation of model the model. first, I about thought about Figure Figure 2: model 2: model turnturn overover 180180 degrees, degrees, I had I had to work to work withwith DC DC motors motorsThe mechanical The mechanical system system for raising for raising and lowering and lowering the trays the trays was was as as servo motors its easy and accuracy as using servoformotors forhandling easy handling and accuracy, follows: follows: andand at different at different times. times. thisas is this moved in degrees.

But watching the failure to is moved in degrees.

But watching the failure Figure Figure 2: model 2: model turntoover 180 degrees, I had to work with DC motors turn over 180 degrees, I had to work with DC The mechanical The mechanical system system for raising for raising and lowering and lowering the trays the trays was was as as andmotors at different times. follows: follows: and at different times.

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III.VI III.VI Troubleshooting: Troubleshooting: as seen as seen the the dogdog gradually gradually used used the the dispenser dispenser III.VI Troubleshooting: As can be seen, the dog III.VI Troubleshooting: as seen the dog gradually gradually used the dispenser. used the dispenser

Figure Figure 5: A dog 5: A with dog with the food the food dispenser dispenser

Figure Figure 5: A dog 5: A with dog with the food the food dispenser dispenser Figure 3: system to lifttothe Figure 3: system lifttrays the trays

III.VIII.V details: details:

Figure Figure 3: system 3: system to lifttothe lifttrays the trays

III.VIII.V details: details:

Figure Figure 6: dog 6: food dog food dispenser dispenser

IV. CONCLUSIONS IV. CONCLUSIONS

Figure Figure 6: dog 6: food dog food dispenser dispenser

Figure Figure 4: model 4: model details details

Nowadays, the field of language learning strategies has beco - Capitalism - Capitalism hashas made made human human beings beings become become more more IV. CONCLUSIONS IV. CONCLUSIONS researchers due to the difference it can make between succes immersed immersed in their in their work work andand liveslives in function in function of of in education are trying to focus their beings attentionbecome on students' lear Capitalism has made human money, money, not not having having time time to respond to respond to the to the needs needs of aof a -account Capitalism made human beings more of la intomore this,has this paper will and deal withbecome somegoal aspects immersed in their work their main dog.dog. immersed inand their work and livespositive in function of in ou studied recently can have a very influence is money, and they therefore don’t have time to money, not having time to strategies respond toas the needs of a strategies, well as instrument respond some to themotivational needs of a dog. dog. points out some punctual actions to be developed when worki

Figure Figure 4: model 4: model details details

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14

The dog, alone at home, needs a tool to be fed and kept healthy and happy.

- The The dog food , alone at home, needs to be and keptneeds healthy anddog. happy. dispenser was ableatotool meet thefed nutritional of the - The The foodfood dispenser was able to meet the nutritional needs of the dog. dispenser had three different configurations depending on the age of the dog since some dogs - The eat foodone dispenser had three different configurations depending on the age of the dog since some dogs ,, two three meals day.

- The alone at home, needs a tool to fed be fed healthy happy.

- The dogdog , alone atorhome, needs aa tool to be andand keptkept healthy andand happy. eat one , two or three meals a day.

An alarm was designed to show when the process is finished.

- The dispenser to meet nutritional needs of the - The foodfood dispenser waswas ableable to meet the the nutritional needs of the dog.dog.

- An alarm that alerts was designed to show when thethis process is finished.

The dog's nutritional needs were met through electronic thedog canine was able to - The dispenser three different configurations depending on the of the since some dogs - The foodfood dispenser hadhad three different configurations depending onsystem the ageinage ofwhich the dog since some dogs - Dog's nutritional needs were met through this electronic system in which the canine could know its food know that its food was there. , two or three meals a day. eat eat oneone , two or three meals a day. was there.

The use of the dispensers is very good for when animals, as it restores their natural cycles. It is essential for An alarm alerts designed to show process is finished.

- An- alarm thatthat alerts waswas designed to show when the the process is finished.

- Theause of the dispensers is very good for animals, as it restores their natural gestures essential for a dog’s physical and mental balance.

It also prevents boredom, incites movement and gives them - Dog's nutritional needs were through this electronic system in which canine could know its food - Dog's nutritional needs were metmet through this electronic system in which the the canine could know its food dogs´slow physical and mental balance.

It also prevents them boredom, incites movement and giving them food intake without over feeding endlessly, thereby preventing heartburn, poor digestion and there. waswas there. slow food intake without over endlessly, thereby preventing heartburn, poor digestion and obesity. obesity.

- The of the dispensers is very good animals, it restores natural gestures essential - The useuse of the dispensers is very good for for animals, as itasrestores theirtheir natural gestures essential for for - Dispensers cancan adjust different volumes of food, making them the the onlyonly feeding source, an an easily Dispensers adjust different volumes of food, making them feeding source, easily dogs´ physical mental balance.

It also prevents them boredom, incites movement giving them dogs´ physical andand mental balance.

It also prevents them boredom, incites movement andand giving them adjustable flow, or a mobile delivery tool. adjustable flow, or a mobile delivery tool. intake without endlessly, thereby preventing heartburn, digestion obesity. slowslow foodfood intake without overover endlessly, thereby preventing heartburn, poorpoor digestion andand obesity.

- Dispensers adjust different volumes of food, making them feeding source, easily - Dispensers cancan adjust different volumes of food, making them the the onlyonly feeding source, an an easily adjustable a mobile delivery adjustable flow,flow, or aormobile delivery tool.tool.

V. REFERENCES V. REFERENCES [1].http://robots-argentina.com.ar/ [1].http://robots-argentina.com.ar/ Comunicación_busI2C.htm Comunicación_busI2C.htm [2] 2010,Random [2] 2010,Random HouseMondadori:G. HouseMondadori:G. Iborra Iborra Elizabeth, Elizabeth, La verdad La verdad sobresobre perros perros y gatos y gatos V. REFERENCES V. REFERENCES [3] 2010,Random [3] 2010,Random HouseMondadori:G. HouseMondadori:G. Iborra Iborra Elizabeth, Elizabeth, La verdad La verdad sobresobre perros perros y gatos y gatos [4]2009, [4]2009, albalatros: albalatros: Taragano Taragano Rosa, Rosa, El Comunicación_busI2C.htm doberman El doberman [1].http://robots-argentina.com.ar/ [1].http://robots-argentina.com.ar/ Comunicación_busI2C.htm [5]http://www.opergame.com/vending/noticias/mm-vending-inicia-la-comercializacion-de-su-nueva-maquina-espiral [5]http://www.opergame.com/vending/noticias/mm-vending-inicia-la-comercializacion-de-su-nueva-maquina-espiral [2] 2010,Random [2] 2010,Random HouseMondadori:G. HouseMondadori:G. Iborra Iborra Elizabeth, Elizabeth, La verdad La verdad sobresobre perros perros y gatos y gatos [6]http://www.interempresas.net/Jardineria/Articulos/55634-Pipolino-el-dispensador-movil-de-comida-para-mascotas-llega-a-Espana.html [6]http://www.interempresas.net/Jardineria/Articulos/55634-Pipolino-el-dispensador-movil-de-comida-para-mascotas-llega-a-Espana.html [3] 2010,Random [3] 2010,Random HouseMondadori:G. HouseMondadori:G. Iborra Iborra Elizabeth, Elizabeth, La verdad La verdad sobresobre perros perros y gatos y gatos [7]http://perros.about.com/od/Saluddemascota/a/Hora-De-Comer.htm [7]http://perros.about.com/od/Saluddemascota/a/Hora-De-Comer.htm [4]2009, [4]2009, albalatros: albalatros: Taragano Taragano Rosa, Rosa, El doberman El doberman [5]http://www.opergame.com/vending/noticias/mm-vending-inicia-la-comercializacion-de-su-nueva-maquina-espiral [5]http://www.opergame.com/vending/noticias/mm-vending-inicia-la-comercializacion-de-su-nueva-maquina-espiral [6]http://www.interempresas.net/Jardineria/Articulos/55634-Pipolino-el-dispensador-movil-de-comida-para-mascotas-llega-a-Espana.html [6]http://www.interempresas.net/Jardineria/Articulos/55634-Pipolino-el-dispensador-movil-de-comida-para-mascotas-llega-a-Espana.html 15 [7]http://perros.about.com/od/Saluddemascota/a/Hora-De-Comer.htm [7]http://perros.about.com/od/Saluddemascota/a/Hora-De-Comer.htm Universidad Santo Tomás, Seccional Tunja

Image taken from http://lorien.ncl.ac.uk/ming/learn/ilsintro.htm

Reading comprehension strategies include summarizing, cooperation, predicting, brainstorming, prior knowledge, visualization and making inferences. It is important to note that Oxford et at (2004) point out that less proficient students use more reading strategies than the more proficient peers due to they are looking for the best tools to become better readings, what advanced students is thought are

learning

Learning styles

and Green (1995,cited in Bremner) provides a good general picture of strategy use.

By: M.A. Eliana Edith Roberto Fl贸rez English teacher Language Department LUIS CARLOS GOMEZ Faculty of Electronic Engineering

learning environments, learning modalities and all people exhibit unique strengths, talents and weaknesses. If we are to be successful in leading our students through the task of learning, we must provide a variety of learning approaches so that these differences can be recognized and provided for in every classroom. Understanding the different ways that people learn, interact and process information can help us modify the way we teach so that all students have an equal opportunity to succeed, but we also must take into account several aspects, such as age, motivation and responsibility. http://aboutworldlanguages.com/wp-content/uploads/2013/02/learn-685x317.jpg

Nowadays people all around the world are learning English for specific purposes, because it is the universal language but also there are many reasons such as improving one’s life-style, having access to information, communicating with people from different countries, among others. English is not only the most useful language in the world. It is also one of the easiest languages to learn and using it gives a person a lot of satisfaction.

English is learnt and taught in many different contexts; also people are unique in their learning process, in their personalities, cultural experiences and values. Different people prefer different

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Varying teaching strategies makes sure that students will occasionally learn in a manner compatible with their own learning preference but also expands their repertoire of alternative learning strategies in turn.

The Multiple Intelligences Theory is very helpful for helping teachers recognize that students have differing aptitude in different subject areas.

The very different behaviours or strategies that individual students use to learn a new language must be considered: students can be shy, introverted, analytically-oriented and so on. For example, one student can learn English through grammar drills and sentence analysis, another student avoids grammar drills but seeks out social conversation in English, his/her new language; he is content to get the general meaning without knowing every word, another student is attuned more to the senses (movement, sound, sight, and touch) than to intuition, and looks for English texts that proceed one step at a time. They can use flashcards, and with their classmates, they initiate "total physical response" exercises that involve all the senses. Some of them can learn doing exercises in their workbook or just have fun with their language but they can have trouble organizing their work.

These learners use different kinds of show tolerance often show the best language close-minded, everybody must be ready for listening language learning strategies, or learning performance. Even if there are students specific actions and behaviours to who are open-minded and close-minded, actions and behaviours to help them and respect them. help them learn. Their strategies differ everybody must be ready for listening and greatly, at least in part because their accepting opinions from different points of view and least in part because their general Language learning strategies are the often-conscious general learning styles are so varied. respect them. steps or behaviours used by language learners to learning styles are so varied. enhance the acquisition, storage, retention, recall, and The learning style is used to encompass four Language learning strategies are the Learning style is used to encompass four aspects of the use of new information (Rigney, 1978; Oxford, 1990). aspects of a person’s cognitive style: for example, often-conscious steps or behaviours used by person: cognitive style: for example: preferred or Strategies can be assessed in a variety of ways, such as preferred or habitual patterns of mental functioning; language learners to enhance the acquisition, habitual patterns of mental functioning; patterns of diaries, think-aloud procedures, observations, and patterns of attitudes and interests that affect what storage, retention, recall, and use of new surveys. an individual will pay most attention to in a learning information (Rigney, 1978; Oxford, 1990). will pay most attention in a learning process. process.

Strategies can be assessed in a variety of ways, The most successful learners tend to use learning such as diaries, think-aloud procedures, strategies that are appropriate to the material, to the The learning style is a blend of cognitive, affective, observations and surveys. task, and to their own goals, needs, and stage of and behavioural aspects, because one specific the left hemisphere of the brain deals with language situation is the left hemisphere of the brain which The most successful learners tend to use learning through analysis and abstraction, while the right range of strategies in a greater number of situations deals with language through analysis and strategies that are appropriate to the material, to the hemisphere recognizes language as more global abstraction, while the right hemisphere recognizes task, and to their own goals, needs, and stage of auditory or visual patterns (Willing, 1988). Those who language as more global auditory or visual patterns learning. More proficient learners appear to use a prefer the kinds of processing done by the right side of Research indicates that language learners at all levels (Willing, 1988). Those who prefer the kinds of wider range of strategies in a greater number of the brain are more facile at learning intonation and use strategies, but that some learners are not aware of processing done by the right side of the brain are situations than do less proficient learners. rhythms of the target language, whereas left-brain the strategies they use or the strategies that might be more facile at learning intonation and rhythms of learners deal more easily with analytic aspects of the target language, whereas left-brain learners Research indicates that language learners at all target language grammar. deal more easily with analytic aspects of target levels use strategies, but that some learners are not There is another learning style of languages learning; it language grammar. aware of the strategies they use or the strategies is “ambiguity tolerance". Learning a language can be a learners: metacognitive techniques for organizing, that might be most beneficial to take.

There is another learning style of languages students who can more readily ambiguity tolerance strategies for handling emotions or attitudes; social learning; it is “ambiguity tolerance". Learning a Many different strategies can be used by language often show the best language learning performance. strategies for cooperating with others in the learning language can be a difficult and at times ambiguous learners: metacognitive techniques for organizing, Even if there are students with open-minded and process; cognitive strategies for linking new endeavour, and students who can more readily focusing, and evaluating one's own learning; Universidad Santo Tomás, Seccional Tunja

19

affective strategies for handling emotions or attitudes; social strategies forinformation; cooperating memory with others in the for strategies learning process; cognitive linking newinto enteringstrategies new for information information; memory strategies for entering strategies new memory and compensation information into (such memory and compensation as guessing or using gestures). strategies (such as guessing or using gestures).

We think that metacognitive and We think that metacognitive cognitiveare strategies cognitiveand strategies the most are the most important strategies, even if there are are important strategies even if there more useful strategies.

It is clear that students can bethat more useful strategies. It is clear taught to use better strategies, and to research students can be taught use better suggests that better strategies improve language strategies, and research suggests that performance. Just how language learning strategies better strategies improve language should be taught is open to question, but so far it has performance. Just how language been confirmed thatlearning strategy training is generally strategies should be taught is more effective whenopen woven into regular to question, but soclassroom far it has been activities than when presented as a separate strategy course. woven into regular classroom activities than when presented as a separate strategy course.

In conclusion, we think that both styles and strategies affect learning outcomes. Language learning styles and strategies appear to be among the most outcomes. Language learning styles and strategies appear to be important variables influencing performance in a foreign language. foreign language.

We as teachers and students need to become more We as teachers and students need to become more aware of both aware of both learning styles and learning strategies learning styles and learning strategies through appropriate teacher through appropriate teacher training. Teachers can training. Teachers can help the students by designing instruction help the students by designing instruction that meets the needs of individuals with different stylistic preferences and by teaching students how to improve their learning preferences and by teaching students how to improve strategies. their learning strategies.

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Egypt is the option By: Erika SofĂ­a Figueredo Caicedo Faculty of Law

Photo from: http://www.todofondosdelugaresdelmundo.com/category/egipto/page/20

vacation I recommend you to you go totoEgypt, is a very On On yournext next vacations, I recommended go to ItEgypt.

On On next next vacation vacation I recommend recommend youisyou to go to to goEgypt, to Egypt, isItaisvery a very amazing place toI visit.

Egypt located to the Itnorth east of It’s an amazing destination. amazing amazing place place to visit. to visit.

Egypt Egypt is located is located to the to the north north east east of of Africa, on the Sinai Peninsula. It borders to the north with the Africa, Africa, on the on the Sinai Sinai Peninsula.

Peninsula.

It borders It borders to the to the north north with with the the Mediterranean Sea,northeast to the west withofLibya, theAsia, eastinwith Egypt is located in the corner Africa to and Mediterranean Mediterranean Sea, Sea, to the to the west west with Libya, the to the east east with the Gaza Strip, and Sudan to thewith south. the Sinai Peninsula.

It borders Sudan to Libya, the to south, Libya towith the the Gaza Gaza Strip, Strip, and and Sudan Sudan to the to the south. south. the west and Israel to the northeast, to the north it borders before light clothes for the Remember, Mediterranean Seathe andtrip, theyou Redneed Sea to to pack the southeast.

Remember, Remember, before before the the trip, trip, you you need need to pack to pack light light clothes clothes foryou for the days and a very warm jacket for the nights; also, the the days days and and a very a very warm warm jacket jacket for for the the nights; nights; also, also, you you should buy a goodthecamera a phrase book to Remember that before trip, youand needtake to pack light clothes should should buybuy a good aa very good camera camera andand take phrase a phrase book to to understand the Arabic; additional, isa important tobook book a for the days and warm jacket forittake the nights.

Also, you understand understand the the Arabic; Arabic; additional, additional, it is it important is important to book to book a a goodbuy hotel advance, couldtake be near the Cairo should a for good cameraIt and a phrase booklike to the good good hotel hotel for for advance, advance, It could It could be important near be near the the Cairo Cairo likebecause like the the Safir Hotel Cairo or the Fairmont Heliopolis Cairo, understand Arabic.

Additionally, it’s that you look Safir Hotel Hotel Cairo Cairo the or the Fairmont Fairmont Heliopolis Heliopolis Cairo, Cairo, because because these are very beautiful and luxurious.

However do not forget for aSafir good hotel inor advance.

It could be near Cairo, such the these these are are very very beautiful beautiful and and luxurious. luxurious.

However However do not do not forget forget get theCairo visa and theFairmont passportHeliopolis because you need to identify Safirto Hotel or the Cairo because to get to get the the visa visa andand the the passport passport because because youyou need need toforget identify to identify yourself everywhere. it’s a very beautiful touristic place and finally don’t to yourself yourself everywhere. everywhere. get the visa and the passport.

Visiting Egypt is a very especial country because you can see the pyramids and all the ancient Visiting Visiting Egypt Egypt aisrepresent very aspecial very especial especial country country because because you can see see the pyramids and and all all the the ancient ancient Egypt isis very experience because youyou can see the pyramids, and in the it’s very monuments that the history of the humanity; incan the night, it the ispyramids very beautiful tonight see the stars in monuments monuments that that represent represent the the history history of the of the humanity; humanity; in the in the night, night, it is it very is very beautiful beautiful to see to see the the stars stars inyou in beautiful to and see the the sand stars of in the andatthe of time, the desert. longof walks, a lot of the sky the sky desert thesand same which On makes it thedon’t mostforget fantasticdrink landscape the the skybecause sky andand thethe the sand sand of the of the desert desert at the at the same same time, time, which which makes makes ofasitof the it athe most most fantastic landscape landscape youyou water water is so dry and you can become dehydrated it’s very hotfantastic country. have ever seen. In long walks, do not forget to take a lot of have seen.

In long doso not forget to you take a of lot be of have everever seen.

In long walks, doSphinx, forget to take a lot Moreover, don’t forget visitwalks, the it’s wonderful.

This water because theto climate isnot dry and will water because climate isof limestone so and water because the the climate so dry and youyou willinwill be was created by sculpting a mound located the be dehydrated, your know, it isisa very hotdry country. dehydrated, your know, it is a very hot country. dehydrated, your know, it is a very hot country.

Giza Plateau. It has a height of about twenty feet, with its faceMoreover, measuring over five visit meters.

The head represent you should the Sphinx, it iscould wonderful, it was Moreover, you should visit the Sphinx, it is wonderful, itIt’s was Moreover, you should visit the Sphinx, it is wonderful, it was the performed pharaoh Khafre, the abody having the form oflocated a lion. in sculpting mound of limestone the performed aamound of inface the performed sculpting a mound of limestone in the amazing issculpting considered one of the wonders oflocated the feet, world.

Giza and Plateau.

It has height of limestone about located twenty Giza Plateau.

It has ameters. height of about twenty Giza Plateau.

Itover has a height of about twenty feet,feet, faceface measuring five The head represents the measuring over five meters.

The head represents measuring over five meters.

The head represents the Snorkeling is another activity you can do in the Red Sea, it’s pharaoh Khafre, the body has the form of a lion, it is the so pharaoh Khafre, the body has form a lion, is the so pharaoh Khafre, the body has the form ofAdditionally, aoflion, it over isityou so the best place in the world to practice amazing and is considered onethe ofthis. the wonders amazing and is considered one of the wonders over the amazing and is considered one of the wonders over the should have a ride in hot balloon over Luxor. It’s amazing, world. world. world.

Photo from: http://www.scubadivers-redsea.com/Snorkelling.html you can have the best view from the blue sky.

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Snorkeling is another activity you can do in the Red Sea, it is the best place in the world to practice that I almostisforgot, when you’re in can Egypt, you have go toit Alexandria.

It’s one the most important places Snorkeling another activity you in the Redto Sea, is theLuxor, best place in of the world practice that sport. Additional, you should have do a ride in hot balloon over it is nice, and you to can have the best in Egypt due to its historical richness. sport.

Additional, you should have a ride in hot balloon over Luxor, it is nice, and you can have the best view from the blue sky. view from the blue sky.

In this place you can’t miss going the library of Alexandria because it’s one of the most important sources Finally, when you get Egypt, you should go to Alexandria, it is one of the most important places in Egypt, of history in theget world andyou its documents from millions of years ago. Also, in thisplaces city you visit a Finally, Egypt, should go todate Alexandria, is one of the important in can Egypt, due when to thisyou historical richness; in this place, you cannotitavoid going to most the library to Alexandria because it of wonderful monumentsinlike lighthouse or the column or pillar Pompey, and a lot ofbecause recreational duelot this thisthe place, you cannot theoflibrary to Alexandria istoone ofhistorical the mostrichness; important source of history in the avoid world going and itstodocuments have millions of years, italso places like Montaza Royalsource Gardens, the Alexandria Zooand or thedocuments Green Plaza. is one of the important of history in the world millions years, also in this citymost you can visit a lot of wonderful monuments like theitslighthouse or have the column or of pillar of Pompey, in this city you can visit a lot of wonderful monuments like the lighthouse or the column or pillar of Pompey, and a lot of recreational places such as Montaza Royal Gardens, the Alexandria Zoo or the Green Plaza. follow my advice, you such can enjoy your vacations and remember this for the of your life.Plaza. andIfayou lot of recreational places as Montaza Royal Gardens, the Alexandria Zoorest or the Green

Image from: http://www.memphistours.com/

If you follow my advices you can enjoy your vacation and remember this for entire your life.

If you follow my advices you can enjoy your vacation and remember this for entire your life.

Universidad Santo Tomás, Seccional Tunja

23

k o o l A Evolution By: rrera Molina Tania Carolina Ba nic Engineering Faculty of Electro

of

S E N O H P L L E C

Martin Cooper - Inventor of the cell phone

at the

Photo from: http://www.metro.us/newyork/lifestyle/2013/07/17/dead-battery-scientists-use-human-urine-to-charge-cell-phones/

With passing of time, we have cell phones progressed With the the passing of time, we have seenseen that that cell phones havehave progressed With With the the passing passing of time, of time, we we have have seen seen that that cell cell phones phones have have progressed progressed as well as their connection and quality.

For people in general, the only as well as their connection and quality. For people in general, the only as well as well as their as their connection connection and and quality. quality.

For For people people in general, in general, the the only important thing is that phones satisfy necessities with important thing is that cell cell phones can can satisfy theirtheir necessities withonly important important thing thing is that is that cell cell phones phones can can satisfy satisfy their their necessities necessities with with features like chat, video chat, social networks, a good camera features like chat, video chat, social networks, a good camera and and features features chat, chat, chat, chat, social social networks, a good a with good camera camera andandor or games, orlike maybe it video can help them tonetworks, keep in touch their colleagues games, orlike maybe it video can help them to keep in touch with their colleagues games, games, or maybe or maybe it can it can help them them to to in touch in touch with with their their colleagues colleagues orthis or schoolmates.

Whatever the need is, the companies responsible schoolmates.

Whatever thehelp need is, keep thekeep companies responsible for for this schoolmates. schoolmates.

Whatever Whatever the the need is, the the companies companies responsible responsible forand for thisthis technology have created a need dependence on this in the technology have created in people ais, dependence on thisequipment equipment and the technology technology have have created created in people in people a dependence a dependence on this on this equipment equipment and and the the necessities increase passing of time. necessities increase withwith thethe passing of time. necessities necessities increase increase withwith the the passing passing of time. of time. answer to these necessities reflected innotable the notable advance TheThe answer to these necessities has has beenbeen reflected in the advance The The answer answer to these to these necessities necessities has has been been reflected reflected in the in the notable notable advance advance in cell phone technology, because the manufacturers have the in cell phone technology, because the precursors of this, hadofthethese obligation in cell in cell phone phone technology, technology, because because the the precursors precursors of this, of this, had had the the obligation obligation obligation of satisfying all that their public demand.

First of all, the changes that of satisfying all that their public demand. First of all, the change that phones have of satisfying of satisfying all that all that their their public public demand. demand.

First First of all, of all, the the change change that that phones phones have had inappearance their physical appearance evident thisthat is the workhave hadphones in theirhave physical is evident and is this is theand work different hadthat had in their in their physical physical appearance appearance is evident isLG evident andand this this is the isLG the work work thatthat different different different companies like Sony, Apple, Samsung, Sony, among others companies like Apple, Samsung, among others have performed. companies companies like like Apple, Apple, Samsung, Samsung, Sony, Sony, LG LG among among others others have have performed. performed. have performed.

In another we can simplest phones In another way, we can find theway, simplest of find cell the phones and of thecell most In another In another way, way, we we can can find find the the simplest simplest of cell of cell phones phones and and the the most and thesome most with luxurious; some with the operating most elementary luxurious; the most elementary system operating andmost luxurious; luxurious; some withcomplex. with the the most elementary elementary operating operating system system andand system others with the most complex. others withand thesome most others others withwith the the most most complex. complex. a good example to complement the previous; WeWe cancan findfind a good example to complement the previous; if we with We We can can find find a good a good example example to complement to complement the the previous; previous; if we ifwas we theaNokia knew Nokia1100, 1100, it’s it’s possible possible to to deduce deduce that that this this phone phone knew knew a Nokia amore Nokia 1100, it’s it’s possible possible to messages deduce tomessages deduce that this this phone phone used more to1100, calls or send orthat maybe to play was used tomake make calls or send or maybe was was used used more more to make to make calls calls or send or send messages messages or maybe or maybe some basic games like snake, but in this era the internet to play some basic games like snake, but in this epoch the to play to play some some basic basic games games like like snake, snake, butthe but in cameras this in this epoch epoch the very the wasn’t available in these mobiles and were internet wasn’t known in these mobiles and the cameras internet internet wasn’t wasn’t known known inin these in these mobiles mobiles and and the cameras cameras limited.

Nowadays we can see that the most common were very limited.

Now, these days we can seethe that the is a were were very very limited. limited.

Now, Now, in these in these days days we we can can see see that that the the cellcommon phone is with thephone most with sophisticated applications like most a cell the most sophisticated most most common common is a is cell a cell phone phone with with the the most most sophisticated sophisticated cameras, like games and today the internet is the most important applications cameras, games and today the internet applications applications like like cameras, cameras, games games and and today today the the internet internet thing in a cell phone.

Talking about the progress of cell today is the most important thing in a cell phone. Talking today today is the is the most most important important thing thing in a in cell a cell phone. phone.

Talking Talking phones, it is important delve into theimportant generations that have about the progress of celltophones, it is to delve about about the the progress progress of cell of cell phones, phones, it is it important is important to delve to delve been appearing with the development of cell phones. into the generations that have been appearing with the into into the the generations generations that that have have been been appearing appearing with with the the development of cell phones. development development of cell of cell phones. phones.

Universidad Santo Tomás, Seccional Tunja

Beginning withwith history, it’s possible to say that the that exactly at the endtechnology of the 70´s and the start of the the 80´s.

This is based only in the voice, Beginning the history, it’s possible to say with the history, it’s possible to say that Beginning with the history, it’s possible to say that the 80´s.

This technology is based only in the the 80´s.

This technology is based only in the cellBeginning phone was born out of the necessity that 80´s.

This technology is based only in the voice, over the cell phone was born out of the necessity that because its main objective, the communicationvoice, the phone was born out of the necessity that the cellcell phone was born outsomething of something the necessity because its main objective, communication over because its main objective, the the communication over people had to communicate in ainbetter long distances, was allowed with the creation of people had to communicate athat better had to communicate something in a better people had to communicate something in a better long distances, was allowed with the creation of distances, was allowed with the creation of waypeople or across large distances; practically it’s the long distances, was made possible with the way or across large distances; practically it’s the this. As a curious note, it´s possible to say that this way or across large distances; practically it’s the way or across large distances; practically it’s the this.

As a curious note, it´s possible to say that this this.

As a curious note, it´s possible to say that this gestation of of ananinitial that began beganinitially with the creation of this device. a finished, curious note, it´s the technology is close to As being because gestation initial idea idea that like the gestation of an initial idea that began initially like the gestation of an initial idea that began initially like the technology is close to being finished, because the technology is close to being finished, because thefact wireless communication systems known as Morse possible say that this technology is close to being digitaltotechnology is the most used, despite the communication systems wireless known as Morse communication systems wireless known Morse communication systems wireless known as as Morse digital technology isdigital the most used, despite the digital is most used, despite themost fact telegraph or or maybe something more current like finished, because thethe technology is the thattechnology this first generation increased the sales of fact cell telegraph maybe something more current like the telegraph or maybe something more current like the telegraph or maybe something more current like the that this first generation increased the sales of cell that this first generation increased the sales of cell the telephone, telephone,television television others.

It’s important very used, despite the fact that this first generation phones. andand others.

It’s very telephone, and It’s very important telephone, and others. very important phones.the sales of cell phones. phones. important totelevision keep in mind that all theprogress progress that this increased to keep intelevision mind that allothers. theIt’s that to keep in mind that all the progress that this to keep in mind that all the progress that this thistechnology technologyhas hashad, had,hasn’t hasn’t occurred occurred from from one one day To be honest, these generations had a duration of technology has had, hasn’t occurred from one day technology has had, hasn’t occurred from one dayand To honest, these generations had a duration of To be honest, these generations athe duration of of daytotoanother anotherbut buthas hasnecessitated necessitatedseveral several studies studies tenbe years in boom, because had with passing to another has necessitated several studies and to another but but hasthat necessitated several studies and years in boom, because with passing of and investigations thathave have produced what today ten ten years in boom, because the the passing time, the technology waswith improving and ofnew investigations taken which today we know investigations that have taken which today we know investigations that have taken which today we know time, the technology was improving and new time, the technology was improving and new we as know the cell phone. the next figure, it’s cell as phone.

In the next In figure it’s possible to see generations were created. The first generation was as cell phone.

In the next figure it’s possible to see as cell phone.

In the next figure it’s possible to see generations created. first generation possible to see the progress of the topic shown. generations created.

TheThe first generation waswas replaced were bywere the second generation commonly the progress of the topic shown. progress of the topic shown. the the progress of the topic shown. replaced by the second generation commonly replaced by the second generation commonly the this second generation, known as 2G; already had a digital technology known as 2G; this already had a digital technology known as 2G; this already had a digital technology Currently there are are three generations known by the Currently there three generations known by the Currently there three generations known by Currently there areare three generations known by the majority of people and another two that are in the majority of people and another two that are full majority of people and another two that are in full majority of people and another two that are in full experiencing increasing of rise, especially one of use, them.especially Generally one the people especially one of them.

Generally the people rise,rise, especially one of them.

Generally people them.

Generally, people buy cell phones but they buy cell phones but they don't know the what are their buy cell phones but they don't know what are their buy cell phones but they don't know what are their don't know what aretrajectory their beginnings beginnings or their and that is or the their purpose beginnings or their trajectory isarticle, the purpose beginnings or their andand that is4 the purpose trajectory that isshow the purpose ofthat this to of of this and article, totrajectory people the generations of this article, to show people the 4 generations of this article, to show people the 4 generations of of show people the four generations of cell phones cell phones and the 5th generation which is still in cell phones and the 5th generation which is still cell phones and the 5th generation which is still anddevelopment. the 5th generation which is still inin in development. development.

Beginning with the first generation (1G), it´s Beginning with the first generation (1G), Beginning the first generation (1G), it´s it´s the first generation (1G), it´s possible with to find the analog networks or maybe we possible to find the analog networks or maybe we the analog networks or maybe we possible to find the analog networks or maybe we can know them like the "brick phones" or the "bag can know them like the "brick phones" or the "bag can know them like the "brick phones" or the "bag callphone". them "brick phones" or the "bag phone". wasvery generation and itItwas It was the initial phone".

It was the phone".

It was the initial generation and it was initial generation and it was very the initial generation and it was very basic; itsvery basic; its beginning was towards the beginning of basic; its beginning was towards the beginning basic; its beginning was towards the beginning of of beginning wasexactly towardsatthe the and 1980s, the 1980s, thebeginning end of theof70´s start of 1980s, exactly at the of the 70´s start the the 1980s, exactly at the endend of the 70´s andand start of of Universidad Santo Tomás, Seccional Tunja

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toknown improve to improve the voice voice quality quality buthad but the the network network services services are are as the 2G; this already digital technology which to improve the voice quality butwas the network services are more more restricted. restricted.

However, However, there there was a great a great advance advance and and it it improved the voice qualitythere but was the network services and are itmore more restricted.

However, a great advance was was the the implementation implementation of the of the text message message or SMS orand SMS (Short (Short restricted.

However, there was a text great advance it was the was the implementation of the text message or SMS (Short Message Message Service).

Service).

Another Another important important contribution contribution to this to this implementation of the text message orcontribution SMS (ShorttoMessage Message Service).

Another important this system system is that is that the the size size of the of the phones phones was was reduced. reduced.

Service).

Another important contribution to this system is that system is that the size of the phones was reduced. the size of the phones was reduced.

Before Before the the thirdthird generation generation waswas released, released, the the 2.5G 2.5G andand Before the third generation was released, the 2.5G 2.75G 2.75G were introduced introduced andand theythey opened opened the the wayway to and the to2.75G the Before thewere third generation was released, the 2.5G and 2.75G were introduced and they opened the way toboth the sending sending of images of images and and graphics; graphics; in a in few a few words, words, these these both were introduced and they opened way to the sending sending of images graphics; inquality athe few words, both of were were created created to improve toand improve the the quality of the of the 2G;these 2G; following following images and graphics; in a few words, these both were created were created to improve the quality of the 2G; following these these generations, generations, it’s it’s feasible feasible to see to see how how the the 3G 3G system system to improve the quality of the 2G; following these generations, these generations, it’s feasible to predecessors see how the 3G system began began to appear to appear leaving leaving their their predecessors behind, behind, andleaving and it it it’s feasible to see how the 3G system began to appear began to appear leaving their predecessors behind, and it became became in ainrevolution a revolution because because it got to implement toaimplement different different their predecessors behind, and itititgot caused revolution because became in a revolution because got to implement different apps apps withwith audio, audio, images images and and video. video.

With With the the creation creation of this ofvideo. this it implemented different apps with audio, images and apps with audio, images and video.

With the creation of this system, system, was it was possible possible begin to begin with the the use use of the ofto the camera camera With theititcreation of thisto system, it with was possible begin with system, was possible to begin with the use of the camera and and video, video, in addition, in addition, the the use use of the of the internet internet with with the the the use of the camera and video, addition, thewith usethe of the and video, in download addition, the use of inthe internet possibilities possibilities to to download documents, documents, music, music, make make a video a video internet withtothe possibility of downloading documents, music, possibilities documents, music, a video conference, conference, usedownload use the the social social networks, networks, send send or make receive or networks, receive short short making a video conference call, using the social and conference, use theothers. social networks, send orthe receive short messages messages and and others.

This This is one is one of the of most most current current sending or and receiving short messages and others.

This is one of messages others.

This is one of the most current systems systems applied applied in the in the cellphones cellphones although although at the at the moment moment it itat the most current systems applied in the cellphones although systems applied in the cellphones although at the moment it isthe being ismoment being ousted ousted the by the present present system, system, 4G. system, 4G. it isby replaced by the4G. present is being ousted bybeing the present system, 4G. The The fourth fourth generation generation (4G) (4G) is the the improvement improvement of the of earlier The fourth generation (4G) isisthe improvement of the theearlier earlier The fourth generation (4G) is list the improvement of the earlier generations generations and and in the in the large large list of benefits of benefits that that the the mobile mobile generationsand andininthe thelarge large of benefits that the mobile generations listlist of find benefits that the mobile speed speed to to companies companies showed showed it´s it´s possible possible to to find the the fastest fastest companies showed it´s possible to find the fastest speed to the companies showed it´s possible to find the fastest speed to the the internet internet connection connection it offers it something offers something something that the the internet connection andand it and offers thatthat people will the internet connection and itit´s offers something that the people people will will enjoy enjoy using using and and it´s the the control control that that they they will will be be enjoy using and it´s theand control thatcontrol they will bethey ablewill to have people will enjoy it´s the that be in able able toelectrical have to have in their inusing their electrical electrical appliances. appliances.

This This newnew system system their appliances.

This new system would be a great ablewould tobe have ingreat their electrical appliances.

This new system would a be great a solution solution to the to the daily daily life life of the of the people people but but it it solution to the daily life to of the thedaily people but it still needs more would be a great solution life of the people but it still still needs needs more usage usage by people. by people. usage by more people. still needs more usage by people.

Universidad Santo Tomás, Seccional Tunja

THE CHALLENGES OF USING M-LEARNING IN THE CLASSROOM:

RELIANCE OR FREEDOM

By: M.A. Adriana Maritza Rivera Barreto English teacher Language Department

Teaching a classroom canbebea abig bigchallenge, challenge,given giventhat thatititinvolves involves diverse diverse aspects aspects related Teaching in ainclassroom can relatednot notonly onlytotothe methodologies, butbut also to topics related to personal contact the implementation implementationofofdifferent differentteaching teaching- learning – learning methodologies topics related to personal contact and to the social and cultural context of the people who are involved in this process.

From this perspective, it can and the social and cultural context of the actors who are involved in this process. From this perspective, be highly rewarding for a teacher wants make a difference, example, by or her students’ it would result highly rewarding forwho a teacher looking to make afordifference, forinfluencing example, his influencing on lives in a positive way. his/her students´ lives in a positive way. Nevertheless, there are also disadvantages that are almost always related to the degree of interest each student has in class, and which may have adverse effects on there setbacks, andelectronic these are almost always related to the degree interestinteractive each student the Nevertheless, desired target by can thealso teacher.

Using gadgets, however, could help toofcreate shows in class, which can have adverse effects on the target the teacher is trying to reach.

Using projects and multimedia that contribute to learning process and it would help to relieve some electronic of the devicesofcould help in to acreate interactive projects multimedia to test the learning demands teaching classroom, which can beand intimidating forplatforms teachers that sincecontribute there, they their process and in turn could help to relieve teachers of some of the demands of the classroom environment, an passion, dedication and perseverance. environment which can be sometimes intimidating for the teachers, since it is there that they test their passion, dedication and perseverance.

M-Learning considered as “a set of teaching - learning practices and methodologies through mobile technology, that is, through mobile devices with wireless connectivity”

(Mariano, cited by Moreno, 2011), it is a great tool allowing to improve the experience of learning into a (Mariano, cited byHowever, Moreno, 2011), it isrises a great tool allowingbetween to improve the experience of alearning in a virtual virtual environment. a doubt about choosing personal contact as very important a doubt rises about personal contact and as a very important tool for an toolenvironment. for a humanHowever, and integral learning and achoosing learningbetween based on competences knowledge from new integral and human kind of learning and a learning based on competences and knowledge from new generation generation devices. Undoubtedly, these tools can guide students through choosing and creating devices.toUndoubtedly, these guide through andincrease creating strategies to bemake proved strategies be proved into thetools realcan world butstudents at the same timechoosing they could inequity and a in the real world, but at the same time they could increase inequity and lead to a reality where the competitive reality where competitive model is the model in all aspects of life; in spite of sharing and collaboration model is all aspects life, in spite of sharing and collaboration being preached as the norm from preached asthe themodel norm in from mobile of learning. mobile learning advocates.

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To understand a bit this juncture, it is necessary to Then, given these repercussions, it is necessary to find analyze how the thought extends through linking a way to democratize the process so that everyone can learning with real environment of the learner and all have access to a more reliable wireless connection and implications resulting from it on thinking and actions cost effective devices. Devices such as cell phones, and implications from the classroom E-book readers, MP3 and portable media players, teacher-student relationship with their supposed tablets or smart phones are all widely available devices disconnection between how things are taught in a that are being deployed in the classroom. classroom and how things work in the real world.

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Photo from: https://intranet.royalhospitalschool.org/ilearning

To understand a bit this juncture, it is necessary to analyze how the thought extends through linking To understand a bit more at this juncture, it is learning with real environment of the learner and all necessary to analyse how thought extends through implications resulting from it on thinking and actions linking learning with the real environment of the and implications from the classroom learner and all the implications resulting from it, teacher-student relationship with their supposed regarding thinking and actions; we also need to disconnection between how things are taught in a analyse the implications of the teacher-student classroom and how things work in the real world. relationships with the supposed disconnection between how things are taught in the classroom and (Mariano, cited by Moreno, 2011), it is a great tool how things work in the real world. allowing to improve the experience of learning into a virtual environment. However, a doubt rises about There are several interesting studies about this topic. choosing between personal contact as a very One of them is an article called: Dispositivos de Mobile important tool for a human and integral learning and Learning para ambientes virtuales: Investigación de a learning based on competences and knowledge implicaciones en el diseño y la enseñanza (2007), from new generation devices. Undoubtedly, these which aimed to analyze implications on design and tools can guide students through choosing and teaching practices when mobile devices are creating strategies to be proved into the real world incorporated into virtual learning environments. The but at the same time they could increase inequity study highlighted that “working with mobile devices in and make a reality where competitive model is the virtual environments has repercussions at different model in all aspects of life; in spite of sharing and levels: organizational, structural, social, previously collaboration preached as the norm from mobile analyzed, technological, and also has repercussions on learning. ways of thinking and actions” (Ramirez, p.83, 2007).

Photo from: http://blogs.kqed.org/mindshift/2012/07/what-it-takes-to-launch-a-mobile-learning-program-in-schools/

There are several interesting studiesrelating about to thissize, However, there are disadvantages topic.

One capacity, of them isbattery an article storage life, called: absenceDispositivos of a common de hardware Mobile Learning para ambientes virtuales: platform and outdating among others. All Investigación de implicaciones en el diseño y la on this, undoubtedly, creates a marked dependence enseñanza analyzeto a technology(2007), and its which advancesaimed which to are linked implications on design practices and teaching when range of different markets and financial interests. mobile devices are incorporated into virtual learning environments.

The studylearning made allows evident that to By contrast, classroom students “working with mobile devices in virtual exchange ideas, questions and views about their environments has repercussions at learning differentmedium. levels: It environment providing a valuable organizational, structural, social, previously is a first-hand interaction with the teacher and it allows analyzed, ways of without thinkingobstacles and for ideastechnological, to be exchanged freely, actions” (Ramirez, p.83, 2007). such as a failing network.

What’s more, the student can evaluate different mind sets, become more versatile and the classroom environment promotes socialization not only among peers, but among professionals via, for example, guest lectures, field trips and so on.

Then, given these repercussions, it is necessary to find a way to democratize the process so that everyone can access to a more reliable wireless access and cost effective devices. Devices such as cell phones, E-book readers, MP3 and portable media players, tablets or smart.

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Phones they have beencan deployed Atare thisavailable point, it isdevices possibleand to say that thought act in classrooms.

However, there are disadvantages related and answer in a learning environment in both virtual to size, storage capacities, short battery life,beabsence and traditional classrooms, but it can expressedof a common hardware outdating among classroom others, This, more humanlyplatform, and freely in a traditional undoubtedly, creates a marked dependence of technology environment without any communication barriers.

It and itsis advances also matched market necessarywhat to isemphasize that toindiverse a virtual and financial interests. environment, mobile devices are considered an additional source of support to teaching-learning On theprocesses other hand, and itclassroom is intendedlearning that theallows studentstudents be the to exchange questions andknowledge, views about main ideas, constructor of his/her and intheir environment a valuable learning medium. It is a general,providing that should be the goal of any learning. first-hand interaction with the teacher and it allows for ideas to be exchanged in a free way without obstacles such as falling network. Besides, student evaluates different mind sets and gets versatility and promotes socialization not only among peers but among professionals via guest lectures, field trips and so on.

At this point, it is possible to say that thinking can act and answer in a learning environment both virtual and traditional classroom, but it can be expressed more humanly and freely in a traditional classroom environment without any communication barriers. It is necessary to emphasize that into a virtual environment, mobile devices are considered an additional source of support to teaching-learning processes and it is intended that student is the main constructor of his/her knowledge. In general, it should be the goal of any learning.

References References Learning.

Observatorio tecnológico.

NIPO: 820-10.289-9.

España.

Retrieved on June 12, 2014 Moreno Moreno Guerrero, Guerrero, JoséJosé (2011).

(2011).

MóvilMóvil Learning.

Observatorio tecnológico.

NIPO: 820-10.289-9.

España.

Retrieved on June 12, 2014 fromfrom http://recursostic.educacion.es/observatorio/web/es/cajon-de-sastre/38-cajon-de-sastre/1026-movil-learning http://recursostic.educacion.es/observatorio/web/es/cajon-de-sastre/38-cajon-de-sastre/1026-movil-learning Ramirez Montoya, Maria (2008).

Dispositivos de mobile learning ambientes virtuales: implicaciones el diseño la enseñanza.

Ramirez Montoya, Maria (2008).

Dispositivos de mobile learning parapara ambientes virtuales: implicaciones en elendiseño y la yenseñanza.

Universidad de Guadalajara.

México.

Retrieved on June 12, 2014 http://www.redalyc.org/pdf/688/68811230006.pdf.

Universidad de Guadalajara.

México.

Retrieved on June 12, 2014 fromfrom http://www.redalyc.org/pdf/688/68811230006.pdf.

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Colombia Biling端e project: THINGS TO PUT INTO CONSIDERATION By: M.A. Carol Anne Ochoa Alpala English teacher Language Department

A question that needs to be addressed regarding the project by MEN (Ministerio de Educaciòn Nacional) called Colombia Bilingue(1994): Is Colombia ready for A questionThe thatanswer needs to be addressed is regarding bilingualism?. from many English teachersthe A question A question that that needs needs to be to addressed be addressed is regarding is regarding the project

by MEN de Educaciòn Nacional) would be: “Not yet”. It(Ministerio is well-known that English is athe project project by by MEN MEN (Ministerio (Ministerio de de Educaciòn Educaciòn Nacional) Nacional) calledlanguage, ColombiaitBilingue(1994): Is Colombia ready for business is everywhere, even in our names; called called Colombia Colombia Is Colombia Is Colombia ready for for bilingualism?.

TheBilingue(1994): answer from many English teachers that’s why weBilingue(1994): should promote a ready bilingual bilingualism?. bilingualism?. answer answer from many many English English teachers teachers would be: The “Not yet”.

Itfrom ismaking well-known the fact consciousness in The Colombia, people aware ofthat would would be: be: “Not “Not yet”. yet”.

It is It well-known is well-known the the fact fact that English is a business language, it is everywhere, even in the importance of learning a foreign language in ourthat English English is a is business a business language, language, it is it everywhere, is everywhere, even even in in our names; current society. that´s why we should promote a bilingual ourour names; names; that´s that´s why why we we should should promote promote a bilingual a bilingual consciousness in Colombia, making people be aware of consciousness consciousness in Colombia, inMEN Colombia, making making people be aware be to aware ofour of thethis importance of learning a foreign language in With in mind, adopted apeople framework be the current the importance importance learning of learning a context foreign a foreign language in our in society. considered in ourofColombian as alanguage reference onour current current society. society. how to measure a student’s foreign language learning In thisHowever, way, MENthis adopted a framework to be considered process. framework is European, which In this In this way, way, MEN MEN adopted adopted a framework a framework to be to considered be considered in our as a reference on how meets theColombian demands context of foreign cultures but not to in our in our Colombian Colombian context context aas reference athe reference on on how how to to measure a student`s foreign language learning process. necessarily ours.

Keeping inas mind implementation measure measure a student`s athis student`s foreign foreign language language learning learning process.

However, framework is European, whichprocess. meets of this Common European Framework of References forthe However, However, this this framework framework is European, is European, which which meets meets the demands of foreign cultures but not ours.

Keeping in languages and its advantages and disadvantages, wethe demands demands of foreign of foreign cultures cultures but but not not ours. ours.

Keeping Keeping in mind theour implementation this Common realize that experience as of English teachers European facing in mind mind the the implementation implementation of this of this Common Common European European of our references languages and its the framework daily reality of classrooms,formake us think about framework framework of focusing of references references for for languages languages and and itsour its advantages and disadvantages, we realize that the way we are our language teaching practice advantages advantages and disadvantages, disadvantages, wethe we realize realize that that ourour reality, as and English teachers, facing daily situations in with all its implications. reality, reality, as English as English teachers, teachers, facing facing the the daily daily situations situations in are in our classrooms, makes us think about the way we ourour classrooms, makes us think us think about the the wayway we we are focusing ourmakes language teaching practice with all are its First of classrooms, all, what is noticeable isabout the fact that English focusing focusing our our language language teaching teaching practice practice with with all its all implications. teachers do not agree with many aspects related to the its implications. implications.

Colombia Bilingüe Project. For example, “los lineamientos curriculares para la enseñanza del inglés” (curriculum guidelines for the teaching of English), state

Universidad Santo Tomás, Seccional Tunja

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Photo from: http://www.summerspictures.com/data/photos/170_1helping_student.jpg

Universidad Santo Tomás, Seccional Tunja

that high school students are supposed to get a B1 First ofwhich, all,isitnoticeable isinnoticeable the English teachers Firstlevel of all, it factfact thatthat English teachers many the cases, even teachers have not First of all, it is noticeable the fact that English teachers do not agree on many aspects related to the Colombia do not agree on many aspects related to the Colombia reached.

What’s more, it may require more than the do not agree on many aspects related to the Colombia Bilingüe Project, for example, “los lineamientos Bilingüe Project, for example, “los lineamientos Colombian standard of 3 to 4 hours of English classes Bilingüe Project, for example, “losinglés” lineamientos curriculares lacase enseñanza del which state curriculares enseñanza inglés” which state per week,para as para islathe in thedel European context where curriculares para la enseñanza del inglés” which state that school to get aper B1 thatstudents highhigh school students are are supposed to get a B1 receive 8students to 9 hours ofsupposed language classes thatlevel, high school students areeven supposed to have gethave anot B1not which, In cases, even teachers level, which, In cases, teachers week and, wemany all many know that language learning must be level, which, many cases, even teachers have not it.InBesides, it requires not only 4 hours reached it. Besides, requires not only 3Another to34to hours of of areached continuous anditsystematic process. relevant reached it.

Besides, it requires not only 3 to 4 hours of the English classes but more; that is the case of English classes but more; that is the case of the aspect is related to the class sizes in Colombia, where English classes butinmore; that is thereceive case of the European context, in which students receive 8 9to European context, which students 8 to teachers have to handle groups of up to forty or fifty9 European context, in which students receive 8 to 9 hours of making language classes we know hours of language classes and,and, we all all know thatthat students, the education process even harder. hours of language classes and, know that language learning must be a all continuous language learning must be a wecontinuous andand language learning must be a continuous and systematic Another aspect which is is relevant systematic Another aspect which is relevant is is As such,process. theprocess.

Common European framework a reality systematic process.

Another aspect which is relevant is related to the class size in the Colombian context, related to the class size in the Colombian context, which has been implemented since 2004 and it is related tohave the sizegroups in theofColombian context, teachers have to on handle of 40, 50 students, up teachers toclass handle 50 up projected to go untilgroups 2019. 40, However, westudents, need to teachers have to handle groups of 40, 50 up students, making the education process even harder. making thehow education process harder. rethink to adapt this even framework to our context making the education process even harder. and maybe, when the way we view education changes, In this Common European framework In this way,way, the the Common European framework is ais a we will have an opportunity to express our opinions In this way, the Common Europeansince framework isand reality which has been implemented since 2004 reality which has been implemented 2004 and itawillit based on our teaching experience, which in turn reality which to hasto been implemented sincewe 2004 and it to is projected until 2019.

However, we need is projected until 2019. need to enable us go to go propose a However, Colombian Framework is projected to go until 2019.

However, we need to rethink to adapt framework to make it work in rethink howhow to of adapt thisthis framework to make it work featuring, course, some characteristics ofinthe rethink how to adapt this framework to it work in our context, maybe, when the way to see education ourinternational context, maybe, when the way to make see education guidelines, but would nevertheless be our context, maybe, when the way to see education changes, will have a space to express opinions changes, we we will have a space tocontext. express ourour opinions , , more suited to a Colombian changes, we will have a space to express our opinions based teaching experience propose based on on ourour teaching experience to topropose a, a based on our teaching which experience tohave, propose a Colombian Framework, of course, Colombian Framework, have, ofmost course, Meanwhile, teachers mustwhich trycan to can make the of the Colombian Framework, which can have, of course, some characteristics of international guidelines, but some characteristics international guidelines, advantages of thisof European Framework andbut make some characteristics of international guidelines, but intended to more be more intended to be contextualized. things work.

From thiscontextualized. point of view, this CEF is seen as intended to be more contextualized. an intercultural and communicative approach, where there are some aspects specified for all language levels

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and students can also be classified and established by competences, that is to say, by what students are able to do with a foreign language.

Therefore, if considering CEF as the guidelines to teach a foreign language, teachers have to figure out the way this framework can be applied in the English classes in Colombia, but it demands a change of attitude towards English and its implications, because learning a foreign language is also learning a new culture and experiencing both cultures, the native and the foreign one, without failing to recognize identity.

So, going back to the important question: is Colombia ready for bilingualism?

As pointed out by Cárdenas (2006) There are still many factors which limit teachers and students to be successful in this process, such as the fact that there is still a lack of resources to work with, the inadequacy of class sizes, including the integration of technology in the classrooms, teachers’ research on this application of a European Framework and its implementation, among others (p.2). However, it is part of our mission as language teachers to propose new ways to achieve a meaningful education, to analyze what we are doing to be part of this bilingualism project and how this native Vs foreign language awareness is being implemented in our classrooms.

Universidad Santo Tomás, Seccional Tunja

References Cárdenas, M. (2006) Bilingual Colombia: Are we ready for it? What is needed?. ASOCOPI. Common European framework of reference for language: learning, teaching, assessment. (2001). Retrieved April 9, 2010 from http//www.coe.int/t/dg4linguistic/source/Framework_EN.pdf Mejía, A.M.de (2006) Bilingual education in Colombia: Towards a recognition of languages, cultures and identities. Colombian Applied Linguistics Journal, 8,152-168.

Obando, Guerrero Gabriel & Sánchez, Ana Clara. (2008). Issues in teacher´s professional development 9, Bogotá. Universidad Nacional.

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Photo from: http://commons.wikimedia.org/wiki/Category:Arepas#mediaviewer/File:Arepas_con_chorizo.jpg

¿PROFE, CÓMO SE DICE AREPA EN INGLÉS? ¿TEACHER, HOW DO YOU SAY AREPA IN ENGLISH? By: M.A. Jonathan Hemming English teacher Language Department

I have worked in the Santo Tomás University I have worked in the Santo Tomás University for for oneone year now, lived worked in Tunja, Colombia year now, andand lived andand worked in Tunja, Colombia almost two.

I get asked many questions for for almost two.

I get asked many questions by by mymy IIstudents have Istudents worked worked in the in the Santo Santo Tomás Tomás University University for for one one have I have have worked worked in the in the Santo Santo Tomás Tomás University University for for one one of English.

I love questions!

I especially of English.

I love questions!

I especially year year now, now, and and lived lived and and worked worked in Tunja, in Tunja, Colombia Colombia year year now, now, andand lived lived andand worked worked in Tunja, in(England), Tunja, Colombia Colombia love questions about my country (England), love questions about my country mymy for for almost almost two. two.

I get I get asked asked many many questions questions by by my my for for almost almost two. two.

I get I get asked asked many many questions questions by by my my culture differences between England culture andand thethe differences between England andand students students of English. of English.

I love I love questions! questions!

I especially I especially students students of The English. of The English.

I love I is, love questions! questions!

I especially I especially Colombia. one is, obviously, “teacher, Colombia. firstfirst one obviously, “teacher, do do love love questions questions about about my my country country (England), (England), my my love love questions questions about about country country (England), (England), mythat my have a girlfriend?”

Imy always my students youyou have a girlfriend?”

Imy always tell tell my students that culture culture and and the the differences differences between between England England and and culture and the differences between between England England ifculture they can ask me a question English, I and will if they canand askthe medifferences a question in in English, I and will Colombia.

Colombia.

The The first first one one is, is, obviously, obviously, “teacher, “teacher, do Colombia.

Colombia.

TheThe first first one one is, is, obviously, obviously, “teacher, “teacher, do do do always answer their questions.

Probably the second always answer their questions.

Probably the second you you have have a girlfriend?” a girlfriend?”

I always I always tell tell my my students students that that you you have have a girlfriend?” a girlfriend?”

I always I always tell tell my my students students that that most frequently asked question most frequently asked question is: is: ifif they ifif they can ask me a a in English, English, II will II will they they cancan can askask ask meme me a question question a question question in in in English, English, will will always always answer answer their their questions. questions.

Probably Probably the the second second “Teacher, howtheir do you say arepa in English?” always always answer answer their questions. questions.

Probably Probably thethe second second most most frequently frequently asked asked question question is: is: most most frequently frequently asked asked question question is: is: those in the know, arepa a very popular ForFor those notnot in the know, an an arepa is aisvery popular Colombian snack. basic ingredients corn Colombian snack.

TheThe basic ingredients areare corn flour, milk, water, curds, butter cheese is often flour, milk, water, curds, butter andand cheese is often For For those those not not in the in the know, know, an an arepa arepa is a is very a very popular popular Formixed For those those not inthe the in the know, know, anThe an arepa arepa isisaisvery popular popular into dough. dough isa very formed mixed intonot the dough.

The dough formed intointo Colombian Colombian snack. snack.

The The basic basic ingredients ingredients are are corn corn Colombian Colombian snack. snack.

The The basic basic ingredients ingredients are are corn corn round patties cakes cooked a grill or round patties or or cakes andand cooked on on a grill or flour, flour, milk, milk, water, water, curds, curds, butter butter and and cheese cheese is often is often flour, flour, milk, milk, water, water, curds, curds, butter butter and and cheese cheese is often is often barbecue. arepa is made a heavy, stodgy barbecue.

An An arepa is made of of a heavy, stodgy mixed mixed into into the the dough. dough.

The The dough dough is formed is formed into mixed mixed into into the the dough. dough.

The The dough dough is formed is formed intointo into dough. dough. round round patties patties or or cakes cakes and and cooked cooked on on a grill a grill or round round patties patties or or cakes cakes andand cooked cooked on on a grill a grill or or or barbecue. barbecue.

An An arepa arepa is made is made of of a heavy, a heavy, stodgy stodgy barbecue. barbecue.

An An arepa arepa is made is made of of a heavy, a heavy, stodgy stodgy dough. dough. dough. dough.

Universidad Santo Tomás, Seccional Tunja

38

I hadn’t heard of an arepa until I came I hadn’t heard of an arepa until I came to to Colombia.

They certainly exist Colombia.

They certainly do do notnot exist in in English cuisine, I have been to or English cuisine, andand I have notnot been to or hadn’t hadn’t heard heard of an of an arepa arepa until until I came I came to to IIseen hadn’t IIseen hadn’t heard heard of an of an arepa arepa until until I came I came to to a Colombian restaurant England a Colombian restaurant in in England Colombia.

Colombia.

They They certainly certainly do do not not exist exist in in Colombia.

Colombia.

They They certainly certainly do do notnot exist exist in (though there are undoubtledly some in (though there are undoubtledly some in in English English cuisine, cuisine, and and I have I have not not been been to or to or English English cuisine, cuisine, and and I have I have not not been been to or to or London which serve large Colombian London which serve thethe large Colombian seen seen a Colombian a Colombian restaurant restaurant in in England England seen seen a Colombian a Colombian restaurant restaurant in in England England immigrant population there). have many immigrant population there).

WeWe have many (though (though there there are are undoubtledly undoubtledly some some in in in (though (though there there are are undoubtledly undoubtledly some some in foreign restaurants in England, Indian, foreign restaurants in England, withwith Indian, London London which which serve serve the the large large Colombian Colombian London London which which serve serve the the large large Colombian Colombian Chinese and Italian being among the most Chinese and Italian being among the most immigrant immigrant population population there). there).

We We have have many many immigrant immigrant population population there). there).

We We have have many many common.

I have also travelled throughout common.

I have also travelled throughout a a foreign foreign restaurants restaurants inAmerica England, in England, England, with with Indian, Indian, foreign foreign restaurants in England, in with with Indian, Indian, large part of South hadn’t come large part ofrestaurants South America andand hadn’t come Chinese Chinese and and Italian Italian being being among among the the most most Chinese Chinese and and Italian Italian being being among among the the most most across this tasty snack before.

Arepas across this tasty snack before.

Arepas in in common. common.

I have I have also also travelled travelled throughout throughout a a a common. common.

Iare have Iare have also also travelled throughout throughout a Colombia sold by themselves, cooked Colombia sold bytravelled themselves, cooked large large part part of South of South America America and and hadn’t hadn’t come come large large part part of of South America America and and hadn’t hadn’t come come over coal on street corners; they are often over coal onSouth street corners; they are often across across this this tasty tasty snack snack before. before.

Arepas Arepas in in in across across this this tasty tasty snack snack before. before.

Arepas Arepas in open stuffed fillings meat cutcut open andand stuffed withwith fillings likelike meat Colombia Colombia areand are sold sold by by themselves, themselves, cooked cooked Colombia Colombia are are sold sold by by themselves, themselves, cooked cooked and cheese; and they are also often served and cheese; they are also often served over over coal coal on on street street corners; corners; they they are are often often over over coal coal on on street street corners; corners; they they are are often often accompaniment to whole dishes like as as an an accompaniment to whole dishes like cut cut open open and and stuffed stuffed with with fillings fillings like like meat meat cut cut open open and and stuffed stuffed with with fillings fillings like like meat meat fried chicken a bandeja paisa. fried chicken or aorbandeja paisa. andand and cheese; cheese; andand and they they areare are also also often often served served and cheese; cheese; and they they are also also often often served served as as an an accompaniment accompaniment to whole whole to whole dishes dishes likesay like as an an accompaniment accompaniment to to whole dishes dishes like like So, back to the question.

How do you So,as back to the question.

How do you say fried fried chicken chicken or a aor orbandeja bandeja a bandeja paisa. paisa. fried fried chicken or a bandeja paisa. paisa. arepa in English?

Well, the truth is, there arepa inchicken English?

Well, the truth is, there is is simple answer.

Let’s begin looking no no simple answer.

Let’s begin by by looking at at So, So, back back to the to the question. question.

How How do do you you say say So, So, back back to the to the question. question.

How How do do youSpanish you saysay some dictionary entries.

Collins some dictionary entries.

Collins Spanish arepa arepa in English?

English? indescribes English?

Well, Well, the the truth truth is,as there is,“large there is is is arepa arepa in in English?

Well, Well, the truth truth is, is, is Dictionary describes an arepa athere “large Dictionary an the arepa as athere no no simple simple answer. answer.

Let’s Let’s begin begin by by looking looking at at no no simple simple answer. answer.

Let’s Let’s begin begin by by looking looking at at tortilla or maize cake” (Collins, 2000, p.58). tortilla or maize cake” (Collins, 2000, p.58). some some dictionary dictionary entries. entries.

Collins Collins Spanish Spanish some some dictionary dictionary entries. entries.

Collins Collins Spanish Spanish According www.wordreference.com, According to to www.wordreference.com, an an Dictionary Dictionary describes describes an an arepa arepa as as a “large a “large Dictionary Dictionary describes describes an an arepa arepa as as a “large a “large arepa “arepa, corn cake, corn tortilla” arepa is is “arepa, corn cake, corn tortilla” tortilla tortilla or maize or maize cake” cake” (Collins, (Collins, 2000, 2000, p.58). p.58). tortilla tortilla or maize or maize cake” cake” (Collins, (Collins, 2000, 2000, p.58). p.58).

(WordReference, 2014).

This is what most (WordReference, 2014).

This is what most According According to to to www.wordreference.com, www.wordreference.com, an an an According According to www.wordreference.com, www.wordreference.com, an arepa arepa is is is “arepa, “arepa, corn corn cake, cake, corn corn tortilla” tortilla” arepa arepa is “arepa, “arepa, corn corn cake, cake, corn corn tortilla” tortilla” (WordReference, (WordReference, 2014).

2014).

This This is what what is what what most most (WordReference, (WordReference, 2014).

2014).

This This is is most most Universidad Santo Tomás, Seccional Tunja

English people think when tortilla cake English people think of of when tortilla or or cake come to mind: come to mind: English people think of of when tortilla or or cake English people think when tortilla cake English English people people think think of of when when tortilla tortilla or or cake cake come to mind: come to mind: come come to mind: to mind:

39

Although basic ingredients a ColombianThey They or thick, have a small Although thethe basic ingredients of aofColombian cancan be be thinthin or thick, andand cancan have a small largediameter. diameter.In Inboth bothdefinitions, definitions,an an arepa a Mexican tortilla, corn flour arepa andand a Mexican tortilla, corn flour andandor orlarge attempt been made to make some kind water, same, I find Collins hashas been made to make some kind of of water, areare thethe same, I find thethe Collins andandattempt They can be thin or thick, and can have a small Although the basic ingredients of a Colombian They can be thin or thick, and can have a small Although the basic ingredients of a Colombian They They can can be be thin thin or thick, or thick, and and can can have have a small a small Although Although the the basic basic ingredients ingredients of a of Colombian a Colombian comparison between what arepa WordReference definitions definitions to to be be very verycomparison between what an an arepa is is andand WordReference or large diameter.

In both definitions, an arepa and a Mexican tortilla, corn flour and or large diameter.

In both definitions, an an arepa and a Mexican tortilla, corn flour and or or large large diameter. diameter.

In In both both definitions, definitions, an arepa arepa and and a Mexican a Mexican tortilla, tortilla, corn corn flour flour and and unsatisfacory, particularly becaue tortillassomething something which exists already English unsatisfacory, particularly becaue thethe tortillas which exists already in in English attempt has been made toismake make some kind of water, are the same, find the Collins andattempt attempt hasand been made tothere make some kind ofthe water, are the same, find theand Collins andand attempt has has been made made to make to kind of water, water, are the the same, same, II find II find the the Collins Collins and culture for which a some word inof sold in English supermarkets and Mexican culture and for been which there aissome word in kind the sold inare English supermarkets Mexican comparison between what an arepa is and WordReference definitions tolarger be than verycomparison comparison between what an an arepa is is andand WordReference definitions to to belarger very comparison between between what what an arepa arepa is and WordReference WordReference definitions definitions to be be very very English language. restaurants in England actually than English language. restaurants in England areare actually unsatisfacory, particularly becaue the tortillassomething something which exists already in English unsatisfacory, particularly becaue the tortillas something which exists already in in English something which which exists exists already already in English English unsatisfacory, particularly becaue becaue the tortillas the kind of particularly arepas commonly sold intortillas Boyacá, theunsatisfacory, kind of arepas commonly sold in the Boyacá, culture and for which there is word a word word inhave the sold in English supermarkets and Mexican culture and forother which there is foods ais word inhave the sold in in English supermarkets and Mexican culture culture and and which which there there is a a in the in the sold sold in English English supermarkets and and Mexican Mexican If we look atfor other foreign which Colombia, so tosupermarkets call an arepa a large tortilla we look atfor foreign foods which Colombia, so to call an arepa a large tortilla is isIf English language. restaurants in an England are actually larger than English language. restaurants in Also, England areare actually larger than English English language. language. restaurants restaurants in England in England are actually actually larger larger than than mistaken. an arepa (at least those soldbeen been adopted English cuisine, particularly mistaken.

Also, arepa (at least those sold adopted intointo English cuisine, particularly the kind of arepas commonly sold in Boyacá, the kind of arepas commonly sold in Boyacá, the the kind arepas of arepas commonly sold sold in Boyacá, in not Boyacá, when referring a final dish, here inof Boyacá) are heavy and stodgy, not wewe areare referring to ato final dish, wewe seesee here inkind Boyacá) arecommonly heavy and stodgy, a awhen If we look at other foreign foods which have Colombia, so to call an arepa a large tortilla is If we look at other foreign foods which have Colombia, so to call an arepa a large tortilla is we If more we look look atoften other atthan other foreign foods foods which which have Colombia, Colombia, so so to call to call anlike an arepa arepa aAmerican large aAmerican large tortilla tortilla is isIf that more than not original word for light spongy dough like style that often notforeign thethe original word forhave it it light spongy dough an an style mistaken.

Also, an arepa (at least those sold been adopted into English cuisine, particularly been adopted into English cuisine, particularly mistaken.

Also, an arepa (at least those sold been been adopted adopted into into English English cuisine, cuisine, particularly particularly mistaken. mistaken.

Also, Also, an an arepa arepa (at (at least least those those sold sold pancake, bendy a Mexicanis used. is used.

Thus in English, have pizza, sushi, pancake, notnot thinthin andand bendy likelike a Mexican Thus in English, wewe have pizza, sushi, when we are referring to a final dish, we see here in Boyacá) are heavy and stodgy, not a when we are referring to a final dish, we see here in Boyacá) are heavy and stodgy, not a here here in Boyacá) in Boyacá) are are heavy heavy and and stodgy, stodgy, not not a a when when we we are are referring referring to a to final a final dish, dish, we we see guacamole,ceviche, ceviche,andandtortilla tortilla(the(theflatsee flat tortillaor oran anEnglish Englishstyle stylepancake, pancake,andandguacamole, tortilla that more often than not the original word for light spongy dough like an American style light spongy dough like an American style that more often than not the original word for it that that more more often often than than not not the the original original word word for for it itit light light spongy spongy dough dough like like an an American American style style attempt made Mexican kind). No No certainly nothing bread or cake.

Mexican kind). certainly nothing likelike bread or cake. attempt waswas made to to pancake, not thin and bendy like a Mexican Mexicananglicise is used.

Thus inwords English, we have pizza, sushi, is used. used.

Thus inwords English, wecreate have pizza, sushi, pancake, notnot thinthin andand bendy likelike a Mexican Mexican is is used.

Thus Thus in English, in English, we we have have pizza, pizza, sushi, sushi, pancake, pancake, not thin and bendy bendy like a a anglicise these or a new word these or create a new word for for guacamole, ceviche, and tortilla (the flat tortillaor oran anEnglish Englishstyle stylepancake, pancake,and andthem. guacamole, ceviche, and tortilla (the flat tortilla or or an an English style pancake, andand guacamole, guacamole, ceviche, ceviche, and and tortilla tortilla (the (the flat tortilla tortilla English style pancake, them.

This translation technique is known a This translation technique is known as as aflat No No attempt attempt was was made made to to Mexican kind). certainly nothing like bread or cake. cake.

Mexican kind). certainly nothing likelike bread or cake. cake.

No No attempt attempt was was made made to to Mexican Mexican kind). kind). certainly certainly nothing nothing like bread bread or or borrowing or loan word is common among borrowing or loan word andand is common among anglicise anglicise these these words words or create or create a new a new word word for for for anglicise anglicise these these words words or create or create a new a new word word for all languages.

A borrowing is when source all languages.

A borrowing is when “the“the source them. them.

This This translation translation technique technique is directly known is known known as as athe a them. them.

This This translation translation technique technique is known is as a a language word is transferred to language word is transferred directly to as the borrowing borrowing or loan loan or loan loan word word andand and is2008, common is p.56). common among among borrowing borrowing or or word word and is common is common among among target language” (Munday, p.56). target language” (Munday, 2008, all languages. languages. all languages. languages.

A borrowing borrowing A borrowing borrowing is when when is when when “the“the “the source source all all A A is is “the source source language language word word is transferred transferred istaken transferred directly directly to trusted to thethe the language language word word is is transferred directly directly to to the This is the approach taken that most This is the approach by by that most trusted target target language” language” (Munday, (Munday, 2008, 2008, p.56). p.56). target language” language” (Munday, (Munday, p.56). p.56). of language tools here in2008, Colombia, Google of target language tools here in2008, Colombia, Google Translate, word arepa. translation Translate, withwith thethe word arepa.

TheThe translation This This is the is the approach approach taken taken by by that that most most trusted trusted This This is the is the approach approach taken taken by by that that most most trusted trusted providedby byGoogle GoogleTranslate Translateis is“arepa” “arepa” provided of (Google, of language language tools tools here here insuggests Colombia, in Colombia, Colombia, Google Google of of language language tools tools here here in Colombia, in Google Google 2014).

It also pone, which (Google, 2014).

It also suggests pone, which I I Translate, Translate, with with the the word word arepa. arepa.

The The translation translation Translate, Translate, with with the the word word arepa. arepa.

The The translation translation have personally never heard have personally never heard of. of. provided providedby by by byGoogle Google GoogleTranslate Translate Translateis is is is“arepa” “arepa” “arepa” provided provided Google Translate “arepa” (Google, (Google, 2014).

2014).

It also also It also also suggests suggests pone, pone, which which (Google, (Google, 2014).

2014).

It It suggests suggests pone, pone, which which II II have have personally personally never never heard heard of. of. of. have have personally personally never never heard heard of.

Universidad Santo Tomás, Seccional Tunja

40

There There areare many many words words andand phrases, phrases, not not justjust those those which which refer refer to food, to food, which which have have no no word word for for word word equivalent equivalent when when translated translated intointo English.

English.ThisThis is the is the case case withwith arepa, arepa, andand the the case case withwith many many other other languages, languages, as beautifully as beautifully illustrated illustrated

by New

by New Zealand Zealand artist, artist, Anjana Anjana Iyer.Iyer.

Through Through a series a series of illustrations, of illustrations, There There are are many many words words and and phrases, phrases, not not just just those those which which refer refer to food, to food, which which have have no no word for for word word IyerThere Iyer shows shows words words which which represent represent ideas ideas or just concepts or concepts which which cannot cannot be translated translated word forword for word into into There are are many many words words and and phrases, phrases, not not just those those which which refer refer to food, to food, which which have have no no word word for for word word There There are are many many words words and and phrases, phrases, not not just just those those which which refer refer to food, to be food, which which have have noword no word word forword for word word equivalent equivalent when when translated translated into into English.

English.

This This is the is the case case with with arepa, arepa, and and the the case case with with many many other other English, English, as shown as shown below below (Iyer, (Iyer, 2014).

2014). equivalent equivalent when when translated translated into into English.

English.

This This is the is the case case with with arepa, arepa, and and the the case case with with many many other other equivalent equivalent when when translated translated intointo English.

English.ThisThis is the is the case case withwith arepa, arepa, andand the the case case withwith many many other other languages, languages, as beautifully as beautifully illustrated illustrated by New by New Zealand Zealand artist, artist, Anjana Anjana Iyer.

Iyer.

Through Through a series a series of illustrations, of illustrations, languages, languages, as beautifully as beautifully illustrated illustrated by New by New Zealand Zealand artist, artist, Anjana Anjana Iyer.

Iyer.

Through Through a series a series of illustrations, of illustrations, languages, languages, as beautifully as beautifully illustrated illustrated

by New

by New Zealand Zealand artist, artist, Anjana Anjana Iyer.Iyer.

Through Through a series a series of illustrations, of illustrations, Iyer shows shows words words which which represent represent ideas ideas or or which which cannot cannot be translated translated word word for word word into Iyer Iyer shows shows words words which which represent represent ideas ideas or concepts or concepts which which cannot cannot be be translated translated word word for for word word into into IyerIyer Iyer shows shows words words which which represent represent ideas ideas or concepts concepts or concepts concepts which which cannot cannot be be be translated translated word word for for for word word intointo into English, English, as shown as shown below below (Iyer, (Iyer, 2014).

2014).

English, English, as shown as shown below below (Iyer, (Iyer, 2014).

2014).

English, English, as shown as shown below below (Iyer, (Iyer, 2014).

2014).

Illustrations courtesy of https://www.behance.net/gallery/100-Days-Project-2013/9633585

Universidad Santo Tomรกs, Seccional Tunja

41

Though Though I might I might personally personally be be ableable to to relate relate to to explanation explanation of what of what an an arepa arepa is, is, maybe maybe including including iktsuarpok iktsuarpok in in the the second second illustration, illustration, I cannot I cannot what what it’s it’s made made of, of, andand howhow it’s it’s served served andand eaten. eaten. pretend pretend to to know know the the feeling feeling of of fernweh fernweh (feeling (feeling Hopefully, Hopefully, oneone dayday Colombian Colombian restaurants restaurants will will Though Though I might I might personally personally be be able able to to relate relate to to explanation explanation of what of what an an arepa arepa is, is, maybe maybe including including homesick homesick amight place apersonally place youyou have have never never been been to), to), or become become more more inarepa England, inis, England, more more people people Though Though II for might II for personally be be able able to to relate relate to to explanation explanation of what of what an arepa is, maybe maybe including including Though Though might might personally personally be be able able to to relate relate to or to explanation explanation of widespread what of widespread what an an an arepa arepa is, is, maybe maybe including including iktsuarpok iktsuarpok in in the the second second illustration, illustration, I cannot I cannot what what it’s it’s made made of, of, and and how how it’s it’s served served and and eaten. eaten. even even to have to have been been aware aware of such of such a sentiment. a sentiment.

How, How, will will have have the the opportunity opportunity to try to try and and know know what what an an iktsuarpok iktsuarpok in in the the second second illustration, illustration, I cannot I cannot what what it’s it’s made made of, of, and and how how it’s it’s served served and and eaten. eaten. served andand eaten. eaten. iktsuarpok iktsuarpok in in the the second second illustration, illustration, I cannot I cannot what what it’s it’s made made of, of, andand howhow it’s it’s served pretend pretend to to know know the the feeling feeling of of fernweh fernweh (feeling (feeling Hopefully, Hopefully, one one day day Colombian Colombian restaurants restaurants will then, then, do we do translate translate idea anfeeling idea orof orof feeling which which itself itself arepa arepa is, and is,one and the the word word arepa arepa will will rollrestaurants roll offrestaurants the off the tongues tongues pretend pretend to to know know the the feeling fernweh fernweh (feeling (feeling Hopefully, Hopefully, one one day day Colombian Colombian restaurants will will will Hopefully, Hopefully, one day day Colombian Colombian restaurants will will pretend pretend to we to know know thean the feeling feeling offeeling of fernweh fernweh (feeling (feeling homesick homesick for for a place a place you you have have never never been been to), to), or or become become more more widespread widespread in England, in England, more more people people does does not not exist exist in English? in English?

Well Well in this in this case, case, Iyer Iyer has has of English of English people people as easily as easily as sushi as sushi or guacamole. or guacamole. homesick homesick for a a you have have never never been been to), or become become more more widespread widespread in England, England, in more more people people become become more more widespread widespread in in England, England, more more people people homesick homesick for for for a place place a place place youyou you have have never never been been to),to), to), or or or even even to have have to been been aware aware of such such of adifferent sentiment. sentiment.

How, How, will will have have theday the opportunity opportunity to try to try and and know know what what an translated translated through it through the the use use ofsuch aof aa medium, medium, Until Until that that day happens, happens, it would it would recommended be recommended to an to even even to to have been been aware aware of of such a sentiment. a sentiment.

How, How, will will have have the the opportunity opportunity to try to try and and know know what what an an will will have have the the opportunity opportunity to try to be try and and know know what what an an even even to have to ithave have been been aware aware of such of such a sentiment. adifferent sentiment.

How, How, then, then, do we do we translate translate an idea an idea or feeling or feeling which which itself itself arepa arepa is, and is, and the the word word arepa arepa will will roll roll off the off the tongues tongues visual visual instead instead oftranslate textual, of textual, accompanied itwhich with ititself with an an explain explain an an arepa is. is. then, then, do we do we translate an idea an idea or feeling or which itself arepa arepa is,what and is, and thearepa the word word arepa arepa will will roll roll off the the off tongues tongues arepa arepa is, and is,what and the the word word arepa arepa will will roll roll off off the the tongues tongues then, then, do we do we translate translate anand idea anand idea oraccompanied feeling or feeling feeling which which itself itself does does not not exist exist in English? in English?

Well Well in this in this case, case, Iyer Iyer has has of English of English people people as easily as easily as sushi as sushi or guacamole. or guacamole. example example of explicitiation, of explicitiation, which which Munday Munday describes describes does does not not exist exist in English? in English?

Well Well in this in this case, case, Iyer Iyer has has of English of English people people as easily as easily as sushi as sushi or guacamole. or guacamole. of English of English people people as easily as easily as sushi as sushi or guacamole. or guacamole. does does not not exist exist in English? in English?

WellWell in this in this case, case, IyerIyer hashas translated translated it through it through the the use use of a of different a different medium, medium, Until Until that that day day happens, happens, it would it would be recommended be recommended to to as as a translation a translation technique technique which which may may be be used used for for The The thing thing I most I most want want to emphasise to emphasise with with thisthis article, article, translated translated it through it through the the use use of a of different a different medium, medium, Until Until that that day day happens, happens, it would it would be recommended be recommended to to Until Until thatthat dayday happens, happens, it would it would be recommended be recommended to to translated translated it through it through the the useuse of aofdifferent a different medium, medium, visual visual instead instead of textual, of textual, and and accompanied accompanied it with it with an an explain explain what what an arepa an arepa is. is. “the “the explanation explanation of a of source a source text text cultural cultural item item or or however, however, is that is that word word for for word word translations translations do do not not visual visual instead instead of of and accompanied accompanied itit with itit with an explain explain what what an arepa arepa an is. is. explain explain what what an an arepa arepa is. is. visual visual instead instead of textual, textual, of textual, textual, andand and accompanied accompanied with with an an an example example of explicitiation, of which which Munday describes describes event, event, such such as US as US Thanksgiving Thanksgiving or Munday UK or UK April April Fool’s Fool’s always always exist, exist, andand it isit not is not always always possible possible to use to use example example of explicitiation, of explicitiation, which which Munday Munday describes describes example example of explicitiation, of explicitiation, explicitiation, which which Munday Munday describes describes as as a translation a translation technique technique which which may may be be used used for for The The thing thing I most I most want want to emphasise to emphasise with with this this article, article, joke” joke” (Munday, (Munday, 2012, 2012, p.90), p.90), where where thebe the source source borrowings, borrowings, as as we want we do with with many many food food terms terms in in as as a a technique technique which which may may be used used for The The thing thing most II most want to do emphasise to with with this this article, article, The The thing thing II most most want want to emphasise to emphasise emphasise with with this this article, article, as as a translation translation a translation translation technique technique which which may may be be used used for for for “the “the explanation explanation of a of source a source text text cultural cultural item item or or however, however, is that is that word word for for word word translations translations do do not language language term term is explained is explained in detail. in detail. particular. particular.

This This is why is why in English in English we we do not do not translate translate “the “the explanation explanation of a of source a source text text cultural cultural item item or or however, however, is that is that word word for for word word translations translations do do not not however, however, is that is that word word for for word word translations translations do do not not not “the“the explanation explanation of aof source a source texttext cultural cultural itemitem or or event, event, such such as US as US Thanksgiving Thanksgiving or UK or UK April April Fool’s Fool’s always always exist, exist, and and it is it not is not always always possible possible to use to use “tomar “tomar un café” un café” as “take as “take a coffee”. a coffee”.

We We prefer prefer “have “have event, event, such such as US as US Thanksgiving Thanksgiving or UK or UK April April Fool’s Fool’s always always exist, exist, and and it is it not is not always always possible possible to use to use always always exist, exist, andand it isit not is not always always possible possible to use to use event, event, such such as US as US Thanksgiving Thanksgiving or UK or UK April April Fool’s Fool’s joke” joke” (Munday, (Munday, 2012, 2012, p.90), p.90), where where the the source source borrowings, borrowings, as“drink as we we do do withwith many many food food terms in for in a coffee” a coffee” or “drink or a coffee”. a coffee”.

It is Itimportant is important toterms look toterms look for joke” joke” (Munday, (Munday, 2012, 2012, p.90), p.90), where where the the source source borrowings, borrowings, as as we we do do with with many many food food terms terms in in borrowings, borrowings, as as we we do do with with many many food food terms in in joke” joke” (Munday, (Munday, 2012, 2012, p.90), p.90), where where the the source source language language term term is explained is explained in detail. in detail. particular. particular.

This This is why is why in English in English we we do not do not translate translate and and learn learn the the different different collocations collocations that that words words are are language language term term is explained is explained in detail. in detail. particular. particular.

This This is why is why in English in English we we do not do not translate translate particular. particular.

ThisThis is why is why in English in English we we do not do not translate translate language language term term is explained is explained in detail. in detail. “tomar “tomar unwith. café” un café” as “take “take as aare coffee”. a coffee”.

Wewords We prefer prefer “have “have used used with.

Collocations the the words which which are are “tomar “tomar un café” un café” as “take as “take a coffee”. a coffee”.

We We prefer prefer “have “have “tomar “tomar un café” unCollocations café” as as “take “take a coffee”. aare coffee”.

We We prefer prefer “have “have a coffee” a coffee” or “drink or “drink a coffee”. a coffee”.

It is It important is important to look to look for used used in company in company with with other other words. words.

Even Even where where a a a coffee” a coffee” or “drink or “drink a coffee”. a coffee”.

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42

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43

areare using using the the imperative imperative form form of the of the verb verb (e.g. (e.g.

“Go“Go If your If your main main purpose purpose for for interacting interacting withwith the the English English away!”), away!”), or or if you if you areare writing writing in more in more informal informal language language is toislearn to learn English English or improve or improve it, learn it, learn the the contexts contexts such such as on as the on the internet, internet, texttext messages, messages, or or grammar grammar andand get get or use or use a good a good dictionary. dictionary. are are using using the the imperative imperative form form of the of the verb verb (e.g. (e.g.

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“Go“Go If your main purpose interacting with the English using imperative form of the verb (e.g. away!”), away!”), or or if you if you are are writing writing in more in more informal informal language language is to is learn to learn English English or improve or improve it, learn it, learn the the the or “Wanna or “Wanna go out go out tonight?”). tonight?”). away!”), away!”), or or if you if you are are writing writing in more in more informal informal language language is to is learn to learn English English or improve or improve it, learn it, learn the language is toislearn English or improve it, learn the away!”), or or if you areare writing in more informal language to learn English or improve it, learn the away!”), if you writing in more informal BIBLIOGRAPHY BIBLIOGRAPHY contexts contexts such such as on on as the on the internet, internet, texttext text messages, messages, or or or grammar grammar andand and get get get or use use or use a good good a good dictionary. dictionary. contexts contexts such such as as on internet, internet, text messages, messages, or grammar grammar and get or use or use a good a good dictionary. dictionary. grammar and get or a dictionary. contexts such as on the internet, text messages, or grammar and get or use a good dictionary. contexts such as the on the the internet, text messages, or Butterfield, Butterfield, J. Collins J. Collins Spanish Spanish Dictionary.

Dictionary.

Glasgow: Glasgow: Collins, Collins, 2000.

2000. onyou notes on notes and and postcards postcards (e.g. (e.g.

“Wish “Wish you you were were here!” here!”

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BIBLIOGRAPHY BIBLIOGRAPHY Iyer, Iyer, A. 2014.

A. 2014.

Found Found in Translation. in Translation.

[Online].

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[Accessed [Accessed 23 June 23 June BIBLIOGRAPHY BIBLIOGRAPHY BIBLIOGRAPHY BIBLIOGRAPHY looking looking at the at the forums forums on on WordReference WordReference andand alsoalso Butterfield, Butterfield, J. Collins J. Collins Spanish Spanish Dictionary.

Dictionary.

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2000.

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A v a i A l a v b a l e i l a b l e f romfrom Butterfield, Butterfield, J. Collins J. Collins Spanish Spanish Dictionary.

Dictionary.

Glasgow: Glasgow: Collins, Collins, 2000.

2000.

Butterfield, Butterfield, J. Collins J. Collins Spanish Spanish Dictionary.

Dictionary.

Glasgow: Glasgow: Collins, Collins, 2000.

2000.

If you If you areare are looking looking to translate translate to translate a longer a longer phrase phrase which which www.linguee.com. www.linguee.com.

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If you are looking to translate a longer phrase which If you are looking to translate translate a longer phrase which https://www.behance.net/gallery/100-Days-Project-2013/9633585 https://www.behance.net/gallery/100-Days-Project-2013/9633585 Google.

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Available Available from from https://translate.google.com/ https://translate.google.com/ does does not not appear appear in a in dictionary, a dictionary, I would I would recommend recommend Munday, Munday, J. 2008.

J. 2008.

Introducing Introducing Translation Translation Studies: Studies: Theories Theories and and for for examples examples of the of the search search word word or phrase, or phrase, and and does does not appear appear in a II would II would recommend recommend Available Available from https://translate.google.com/ https://translate.google.com/ does not not appear in a ain dictionary, would recommend Available Available fromfrom from https://translate.google.com/ https://translate.google.com/ does not appear indictionary, a dictionary, dictionary, would recommend Iyer, Iyer, A. 2014.

A. 2014.

Found Found in Translation. in Translation.

[Online].

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[Accessed [Accessed 23 June 23 June Aplications.

Aplications.

2nd 2nd Edition.

Edition.

Abingdon: Abingdon: Rotuledge Rotuledge Iyer, Iyer, A. 2014.

A. 2014.

Found Found in Translation. in Translation.

[Online].

[Online].

[Accessed [Accessed 23 June 23 June looking looking at the at the forums forums on on WordReference WordReference and and also also Iyer,Iyer, A. 2014.

A. 2014.

Found Found in Translation. in Translation.

[Online].

[Online].

[Accessed [Accessed 23 June 23 June takes takes the results from from bilingual websites. websites.

These These looking looking at the at the forums forums on on WordReference WordReference and and also also looking atthe the forums onbilingual WordReference and also looking at results the forums on WordReference and also 2 0 1 4 2 ]]0 .. 1 4 ]]J. .. 2012.

A vva iiA llTranslation a vvb a lle iillTranslation a b lle ffrrand om fro m Munday, Munday, J. 2012.

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Universidad Santo Tomás, Seccional Tunja

44

BEYOND GRADING By: María Victoria Guzmán Barrera English teacher Language Department

Image from: http://educatingourselves.blogs.deseretnews.com/2012/08/14/making-utah-education-exceptional-improving-teacher-evaluation/

The first time I heard one the most important University saying that for this Theprofessor first timein Anaheim I heard one the most important University students are always first; I thought that is TheThe firstfirst time I heard I heard one one the the most most important professors in time Anaheim university saying, “Forimportant this crazy!

Why we are always concern about students professor professor in Anaheim in Anaheim University saying thatthat for for this University, students are University always first”,saying I thought, “That is this and leave apart teachers.

Nevertheless, this short University University areare always always first;first; Iabout thought I thought thatthat is is crazy!

Why students westudents are always concerned students phrase not only represents just an idea, whereas crazy! crazy!

Why Why we we are are always always concern concern about about students students and ignore the teachers?” Nevertheless, this short a complete meaning.

The an reason isbut because we need andand leave leave apart apart teachers. teachers.

Nevertheless, Nevertheless, thisthis short short phrase represents not only idea, a complete toofthink of only students when we areidea, preparing phrase phrase not not only represents just just an an idea, whereas whereas a way thinking.

Therepresents reason is because we need toa the courses in relation to materials, class activities, complete complete meaning. meaning.

The The reason is because is because we we need need think of students when we arereason preparing the courses in tasks and evaluation instruments.

Particularly, in to think to think of students of students when when we we areare preparing preparing the the relation to materials, class activities, tasks and this last is when in designing unfair ways courses courses in one relation in relation to we materials, materials, class class activities, activities, evaluations.

Particularly, itto is fall in this last aspect where of evaluating. tasks tasks and evaluation evaluation instruments. instruments. in in we fall theand most in designing unfair waysParticularly, ofParticularly, evaluating. thisthis lastlast oneone is when is when we we fall fall in designing in designing unfair unfair ways ways One of most the most common of evaluation of evaluating. ofofevaluating.

One the common forms forms of evaluation in the in classroom is formal the formal However in each classroom is the test!test!

However in each one one of of those are basis andforms fundamental principles OneOne ofbasic the ofthere the most most common common forms of evaluation ofneed evaluation in those, and fundamental principles to bein to heed.

A test must address different grades in which classroom classroom is the formal formal test! test!

However However in each ingrades each oneone of of level of knowledge of the testee whose main adhered to.isAthe test must address different in an there individual need to be evaluated, not in terms a (1996) Ur defines as how a means in or purpose is “totests covey well for the assessment testee knows those those areare basis basis and and fundamental fundamental principles principles toofto which an there individual needs to be evaluated, not in number, but in terms of performances practiced and order for an evaluator to give a score that defines the can something” 33).

Brown (1994) relates a heed. heed.

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For instance, a level of knowledge of the testee whose main purpose is test as a method setting up specific techniques, an individual an individual need tobybe tothem evaluated, be evaluated, inlessons. terms in terms of purpose is “to is “to covey covey howhow wellwell the the testee testee knows knows or or practiced andneed learnt during not thenot Foraof purpose student was graded with 6 out of 10.

Apparently that “to covey how well the testee knows or can do procedures or activities in order for them number, number, but but in terms in terms of performances of performances practiced practiced and and can can do do something” something” (p, (p, 33).

33).

Brown Brown (1994) (1994) relates relates a to a instance, a student was graded with 6 out of 10. student approved the test but in depth the result something” (p, 33).

Brown (1994) relates tests as a measure a person´s ability or knowledge.

One the learnt learnt by by them them during during the the lessons. lessons.

Forbut For instance, a test as as a method a method setting setting up up specific specific techniques, techniques, Apparently that student passed the test ininstance, realitya test evidence beyond an approbatory grade.

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Apparently Apparently that that procedures or or activities activities in in order order for for them them to to the result needs to show evidence beyond an procedures and the analysis should indicate what it really or activities in order for them to measure a person´s considering whom the test is being designed for.

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One One the the approbatory grade. The result and the analysis should represents for the students.

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A part from and and the the analysis analysis should should indicate indicate what what it really it really considering considering whom whom the the test test is being is being designed designed for. for.

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Does Does thethe the score score is to is identify to identify the the age, age, their their preferences, preferences, the the level level Can the student learn from the test?

Does test tasks studied during the classroom?

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A are part A at part from from contain similar tasks that were studied in Can the have positive feedback for him/her? the necessities that they have.

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Does Does testtest have have similar similar that, as as aauthors test a test must must suitsuit specific specific objectives objectives andand classroom?

Does the test have positive feedback for that, must suit specific objectives and evidence tasks ortest. types of test as well.

Nunan (2009) points out the tasks tasks studied studied during during the the classroom? classroom?

Does Does the the testtest evidence evidence tasks tasks or activities or activities trained trained before before the the test. the student?

Urpositive (1996) defines tests as him/her? ways for assessment in importance of suggest having Communicative Language have have positive feedback feedback for for him/her?

Other Other authors authors suggest thatathat we we need need to suit to suit different different order for an evaluator give a score that defines the Testing Approach in the way that this type of types types of test of test as as well. well.

Nunan Nunan (2009) (2009) points points out out thetest the Ur (1996) Ur (1996) defines defines tests tests as ways as ways for for assessment assessment in in importance importance of having of having a Communicative a Communicative Language Language 46 order order for for anSanto an evaluator evaluator give give a score a score thatthat defines defines the the Testing Testing Approach Approach in the in the wayway thatthat thisthis typetype of test of test Universidad Tomás, Seccional Tunja

measure. example a test evidence relates curriculum principles contents relates the the curriculum principles andand contents measure.

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However most taught during the the period.

However the the most inter-subtest correlations showing for for example thatthat listening gets a negative correlation according to important fact is to reflect upon the different kinds of important fact is to reflect upon the different kinds of listening gets a negative correlation according to relates the trained curriculum principles contents Assuch an as example a test may validity, evidence activities before the test.andOther authorsmeasure. methods the study construct high reading, and reading writing positive tests and if those suit the purposes have for tests andduring if that those suit theto purposes we we have for our andcorrelations reading andand writing a a positive taught the period.

However the most inter-subtest showing for example thatand suggest we need suit different types of testour asreading, score, the correlation factor and/or qualitative correlation indicating that a testee might be classes. classes. correlation indicating that a testee might be facing important fact is to reflect upon out the different kinds of oflistening gets aresources. negative correlation according facing to well. Nunan (2009) points the importance quantitative troubles with listening but not with reading troubles with listening but not with reading and tests and ifa those suit the purposes weTesting have for our reading, and reading and writing a positiveand having Communicative Language Approach writing; so or she to reinforce In language testing is type also worth attending to In language it isitthis also worth attending writing; so 1996, he he or she needs to might reinforce more classes. correlation indicating that a needs testee betest facing in such a testing way that of test relatestothe (Brown, p. 254) asserts that a good is more valid listening rather than the others two areas.

If for Swain (1884) cited in Bailey (1998).

They agree that Swain (1884) cited in Bailey (1998).

They agree that listening rather than the others two areas.

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Universidad Santo Tomรกs, Seccional Tunja

47

contrary, whereas correlation among background performances which accomplish On On the the contrary, whereas the the correlation among the the background andand performances which accomplish sub-tests indicates results in listening were objectives.

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The suggestion is to considerer both thatto know show why thatit isthe students do allnot a evaluators maythat evaluate it in objective when sub-tests indicates the results in listeningway were needs so. The idea is that the have skills holistically during the formal instruction and productions holistically. holistically during the formal instruction and during productions homogeneous language performance.

Even tough, they apply rubric and for writing, assessing writing lower than inholistically. reading it means that or the oral should receive the same trait no matter what skill itduring is. their whole language acquisition process their whole language process andand what we expect is acquisition that our we students perform The suggestion is to considerer testproductions. was not consistent and completely dependable.both Perhaps, to analyse a whole course, might obtain advice what are the difficult in order Objective tasks such as multiple choices tasks, advice what are the most difficult tasks, in order for Objective such as multiple choices tasks, truetrue holistically themost formal instruction and during productions holistically.

However, iftasks the sub-test correlation is positive, and the average induring a course which is tasks, good due to for and learners success and enhance or false answers or filling gaps activities may and learners success and enhance their or false answers or filling gaps activities may their whole acquisition process and learners obtain similar results between listening and affirmative results,language for independent analysis showstheir Communicative Competence during the evaluation suggest that learners face law scores rather than Communicative Competence during the evaluation suggest that learners face law scores rather than what most difficult tasks,language in order for Objective such multiple reliability choices tasks, writing, then tasks we have anas intra-rater factortrue thatadvice students doare notthe have a homogeneous process. when are put down subjective tasks. process. when theythey are put down in in subjective tasks. and learners success or (1998). false answers or filling gaps activities may Bailey In the case of the writing skill, evaluators performance.

Even still, what weand expectenhance is that ourtheir However, ifit evaluators present awhen fair reading or However, if evaluators present alaw fair test,test, reading or Communicative during the the evaluation that faceway scores rather than maysuggest evaluate inlearners an objective they apply students perform Competence holistically during formal REFERENCES REFERENCES writing sub-tests might to answer. writing sub-tests be easy to answer.

To To process. when they aremight put down inproductions. subjective tasks. rubric for assessing writing orbe oraleasy The instruction and during their whole language Ur, Ur, P. (1996).

P. (1996).

A Course A Course in Language in Language Teaching.

Teaching.

Cambridge: Cambridge: conclude, that evaluators have to design conclude, I is might saysay that evaluators have to reading design However, ifI might evaluators present a fair test, or suggestion to consider both productions holistically. acquisition process and Cambridge Cambridge University University Press Pressas such we can guide them REFERENCES specific tasks previously studied as well as bring to bring Bailey, Bailey, K.M. K.M. (1998).

(1998).

Learning Learning about about language language assessment: specific tasks previously studied well to writing sub-tests might be as easy toasanswer.

To through the most difficult tasks, in order for assessment: these Ur, P. decisions, (1996).

Aand Course in Language Teaching.

Dilemmas, Dilemmas, decisions, and directions. directions.

Boston, Boston, MA: MA: Heinle Heinle &Cambridge: Heinle & Heinle complementary images, highlighting information complementary images, highlighting information conclude, say that evaluators have to design Objective tasksI might such as multiple choices tasks, true or learners to succeed and enhance their Communicative Cambridge University Press Publishers.

Publishers. which contributes to activate previous knowledge which contributes to gaps activate previous knowledge Bailey, K.M. (1998). about language assessment: specific tasks previously studied as suggest well as that to bring false answers or filling activities may Competence theLearning evaluation process.

Brown, Brown, D. HD. (1993).Principles Hduring (1993).Principles of Langauge of Langauge Learning Learning and and Teaching.

Teaching.

Dilemmas, decisions, and directions.

Boston, MA: Heinle & Heinle instead oflow generating distractors.

Englewood Cliffs, Cliffs, NewNew Yersey: Yersey: Prentice Prentice Hall, Hall, Inc. Inc. instead of generating distractors. complementary images, highlighting learners face scores rather than when theyinformation are put Englewood Publishers. which to activate previous knowledge Brown, D. H (1993).Principles of Langauge Learning and Teaching. down for contributes subjective tasks.

However, if evaluators Similarly evaluation designers should Englewood Cliffs, New Yersey: Prentice Hall, Inc. Similarly important, evaluation designers should instead of important, generating distractors. present a fair test, reading or writing sub-tests might REFERENCES avoid - spellings words, present clear avoid miss - spellings words, to to present clear be easier tomiss answer.

Ur, P. (1996). A Course in Language Teaching. Cambridge: instructions, same fonts of these aspects instructions, same fonts andand all all of designers these aspects Similarly important, evaluation should Cambridge University Press that complement the test.

In terms ofpresent selection the that complement test.

Inwords, terms ofhave the avoid miss - the spellings toselection clear Bailey, K.M. (1998). Learning about language assessment: To conclude, I might say that evaluators to design Dilemmas, decisions, and directions. Boston, MA: Heinle & Heinle subtests, each one has to elicit student´s subtests, each one has to elicit student´s instructions, same fonts andasallwell of as these aspects specific tasks previously studied bringing Publishers. that complement the test.

In terms of selection the complementary images, highlighting information Brown, D. H (1993).Principles of Langauge Learning and Teaching. subtests, eachto one hasprevious to elicit student´s Englewood Cliffs, New Yersey: Prentice Hall, Inc. which contributes activate knowledge

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By: William Ricardo Ortiz GarcĂ­a English teacher Language Department

http://www.cbi.eu/success-stories/value-your-gold-knowledge-management-in-practice-in-bolivia/135806&type=module

NEW LANGUAGES, NEW WAYS

professional, professional, giving giving to professional, professional, givingthe theopportunity opportunity giving the thetoopportunity opportunity topresent presenttheir their to present present their their curriculum curriculum totonew job´s options, new scholarships options, curriculumvitae vitae curriculum newvitae vitae job´sto to options, new job´s job´s scholarships options, scholarships scholarships ororaabetter or occupation.

However, ororpeople students betteroccupation. occupation. or a a better betterHowever, occupation.

However,students students However, students people or or people people who want to who study want in other to study country, in other face country, a problem face a who want towho study want in other to study country, in other face country, a problem face a problem problem with with the foreign language, above In withthe theforeign foreign withlanguage, the language, foreign above language, aboveall, all,English.

English. above all, all, In English.

English. In In that case, if people that case, want if people to apply want for a to scholarship apply for a scholarship that case, ifthat people case, want if people to apply want for to a scholarship apply for a scholarship inin abroad, abroad, so itit is have to ofof control abroad, itin in it isis abroad, so important important is so sototoimportant important have control control to have have control of of English as second English language. as second language.

English as second Englishlanguage. as second language.

As pointed, ICETEX inin 2013, pointed, in 2013, 450 As ICETEX ICETEXAs As pointed, ICETEX pointed, 2013, 450 450 in scholarships 2013, scholarships 450 scholarships scholarships were offered were in Colombia, offered in providing Colombia, Colombian providing were offered were in offered Colombia, in Colombia, providing Colombian providing Colombian Colombian people people ways different ofofstudying ways of studying spoken in peopledifferent different people ways different studying waysinin ofEnglish English studying spoken in English English spoken spoken language countries, language but countries, 75% of those but 75% demanded of those a demanded language countries, languagebut countries, 75% of but those 75% demanded of those ademanded a a proper use of proper English. use Unfortunately, of English.

Unfortunately, many many of of those those proper use of proper English. use Unfortunately, of English. Unfortunately, manyofofthose those many nowing “knowing another language like is aa scholarships having a scholarships were were because wasted appliers because do appliers do not not nowing another “knowing another language language anotherisis language like having having is like like having a scholarships scholarships werewasted wasted were because wasted appliers because donot appliers not do cond soul” second soul” have a right use have of a it. right use of it. econd soul” second soul” have a righthave use of a right it. use of it.

wadays, most Nowadays, educational of educational in In addition, Lombana, Agustín executive Lombana, director executive ofof director director of of owadays, Nowadays, mostofofthe themost most educational of the the institutions educational institutionsininstitutions institutions in InInaddition, in Agustín addition, In Agustín addition, Lombana, Agustín executive Lombana, director executive ombia are Colombia concerned are about concerned teachingabout learning teachinga learning a Fulbright in Colombia Fulbright in aimed Colombia that one aimed of the that most one of the most olombia are Colombia concerned are about concerned teachingabout learning teachinga learning Fulbrighta in Fulbright Colombiainaimed Colombia that aimed one of that the most one of the most eign language foreign as language a compulsory as a compulsory part of part of problems related problems to education related to in education abroad inforabroad abroad for for reign language foreign language as a compulsory as a compulsory part of problems part of related problemsto related education to education in abroad for in ucational system, educational especially, system, English. especially, First English. of all, First of all, Colombian Colombian students is students the lack is of the foreign lack of foreign ducationaleducational system, especially, system, English. especially, First English. of all, First of all, Colombian Colombian students isstudents the lack is the of foreign lack of foreign balization globalization has been an has important been an issue important in mind issue in languages, languages, for 89% instance, ofofprofessionals 89% of of professionals professionals who who obalizationglobalization has been an has important been anissue important in mind issuelanguages, in mind mind for languages, forinstance, instance,for 89% instance, professionals 89% who who anges and changes the awareness and the of awareness learning another of learning another have just have just degree, got their theircannot degree, study cannot aa study study a a hanges and changes the awareness and the awareness of learning of another learning another have just got have got their their just degree, got cannot degree, study cannot guage will language let people will let to people have a to better have a better specialization specialization or master in or USA master because in USA they because do they do nguage will language let people will letto people have ato better have aspecialization better specialization or master inorUSA master because in USA they because do they do paration to preparation take new to risks take and new challenges risks and in challenges in not have proficiency not have English proficiency level English to assume level that to assume that eparation preparation to take newto risks take and new challenges risks and challenges in not have in proficiency not have proficiency English level English to assume level to thatassume that ir different their fields. different Likewise, fields. those Likewise, new changes those new changes challenge. challenge. eir different their fields. different Likewise, fields.those Likewise, new changes those new challenge. changes challenge. ve included have as included a requirement as a requirement to know other to know ave included haveasincluded a requirement as a requirement to know other to know other other guage, as language, well, the learning as well, the process learning of English process English InInthe In the spite of should this fact, take we into should take into into account account nguage, as language, well, theas learning well, the process learning of English process of of English thespite spiteofIn ofthis the thisfact, spite fact,we we of this should fact, take we should intoaccount account take not just a matter is not just of likes a matter to become of likes a to necessary become a necessary that the language that the is one language of the is problems, one of the but problems, it is but itit is is not just aismatter not just of a likes matter to become of likes atonecessary become a necessary that the language that theislanguage one of the is problems, one of thebut problems, it is but lolininthe working tool in life the of working the most life professionals. of the most professionals. not not just one, the because only one, one, we because know, we know, a a student student the working tool in the life working of the most life of professionals. the most professionals. notjust justthe theonly not onlyjust one, the because only webecause know,aastudent we student know, the same By way, the same another way, language another provides language provides who presents who his/her presents applications his/her applications must have an must have an y the same By the way,same another way,language another provides language who provides presents whohis/her presents applications his/her applications must have must an have an ople the chance toto chance be to a qualified academic as record excellent student, excellentrecord eople thepeople people chancethe the chance be aa better better to be be qualified qualified a better better excellent qualified academic excellent academic excellent record academic as student, student, record as as excellent student, excellent excellent Universidad Santo Tomás, Seccional Tunja

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humanities, humanities, are not notwith undertaken with rigor the entire entire ri ri processes processes well as well well results. as good good However, results. there However, there are processes as as results.

However, there humanities, are undertaken with the processesas as wellas asgood good results.

However, there humanities, arenot notundertaken undertaken withthe theentire entire rigor those must have. those Many must have. times, Many those times, subjects those are subjects are several are reasons several why reasons many scholarships why many scholarships are are severalwhy reasons many scholarships those are severalare reasons many why scholarships are those are must those have. must Manyhave. times,Many thosetimes, subjects aresubjects seen how seen an unnecessary how an unnecessary part of academic part of academ academ wasted, to a wasted, certain extent, to a certain 3 of them extent, per 3 of day, them by per day, by a certain 3 ofday, them day, by how an unnecessary part of wasted, to awasted, certaintoextent, 3 ofextent, them per byperseen how seen an unnecessary part of academic concerns, for and reason, for that that some reason, parts some ofof parts parts Catalina Catalina worker Martinez, inininternational worker in in international international relations relations and Catalina Martinez, worker relations concerns, and for reason, CatalinaMartinez, Martinez, worker international relations concerns, concerns, and for that that reason, some partssome academic community academic (professors, community (professors, managers, as managers, office worker office from worker Universidad from Universidad Nacional of Nacional of officefrom worker from Universidad Nacional of community academic community office worker Universidad Nacional of academic (professors,(professors, managers, managers, as well as students) well as are students) not necessarily are not living necessarily the living Colombia.

Colombia. well as are students) are not necessarily Colombia. Colombia. well as students) not necessarily living the living suitable treatment suitable to treatment the amount to of the subjects amount that of subjects suitabletotreatment to the amount of subjects tt suitable treatment the amount of subjects that compound compound “humanities”. the “humanities”. “humanities”.

Currently, Currently, English learning became English ininaabecame became compulsory in a a compulsory compulsory Currently, learning English in compound the Currently,learning learning English became compulsory compoundthe the “humanities”. fact fact infor themany world,people for many many and people students and students students fact in the world, for and factininthe theworld, world, for many people andpeople students There There of isofcriteria acriteria variety when of criteria criteria the when the the ofof subjects subjects know it, is a know direct it, way is a to direct become way a to successful become a successful it, is a direct way to become a successful There is a variety of when know it, is know a direct way to become a successful Thereisisaavariety variety when thesubjects subjects curricula curricula chosen. are chosen. isisaapart There ofofeducational is a a part part of of educatio educatio professional professional inin different infields different by fields by no no meansare different fields by means are chosen.

There is professionalprofessional differentin fields by no no means means curricula arecurricula chosen.There There part educational system that system is not that interested is not in interested including in the including whatsoever, whatsoever, people will people be able will to be face able to face will to be face able system to facethatsystem is not in interested including whatsoever,whatsoever, people willpeople be able is notthat interested includingin the humanities as humanities relevant as subjects relevant in subjects curricula, in curricu curricu globalization globalization and all the things and all demanded the things by demanded it. by it. and alldemanded the things by demanded by it. humanities as subjects relevant insubjects globalizationglobalization and all the things it. humanities as relevant curricula,in especially, especially, whenwant students toto become want to toaa become become However, However, culture Colombian culture is this assuming this when However, Colombian culture is assuming this especially, when students want However, Colombian Colombian culture isis assuming assuming this especially, when students students want become specific professional specific professional such as engineers, such as architects, engineers, architec important change, important although change, some although people some do not people do not important change,some although some do notprofessional specific professional such as architects, engineers, architec important change, although people do people not specific such as engineers, understand, understand, even even they though, do they realize do the not realize the the even though, do not understand,understand, eventhough, though, they donot notthey realize the realize importance importance of learning of English learning or English a foreign or a foreign learningorEnglish or a foreign importance importance of learningof English a foreign language.

It has language. made harder It has made the English harder teacher´s the English teacher´s has made harder the English teacher´s language. Itlanguage. has madeItharder the English teacher´s work work cases; in some some because cases; they because must theywith must face face with with work in cases; because they must workininsome some cases; because they mustface face with the student´s the apathy student´s and other apathy different and other situations different situations theapathy student´s and other different situations the student´s and apathy other different situations immersed in immersed classes and in educational classes and process educational process along along in classes and educational process immersed inimmersed classes and educational processalong along the academia. the It academia. would be It an would interesting be an point interesting to point to the It academia. would be an point interesting point to the academia. would beItan interesting to focus focus on for for a a while. while. on focuson onfor forafocus awhile. while.

As Asabove, was English said above, isisvery English important, is very very but important, but but As itit was said above, English is important, Asititwas wassaid said above, English very important, but some some have students not have this not issue taken seriously. this issue issue seriously. seriously. some students have not taken this somestudents students have nottaken taken this issue seriously.

To begin with, To during begin a with, long during time, “humanities” a long time, “humanities” have have To during begin with, during long time, “humanities” have To begin with, a long time,a“humanities” have been been an taking optional an course optionalinin course course some in some some been an optional been taking taking an taking optional course some in academicals-part academicals-part ofofthe of the the The institutions.

The subjects subjects academicals-part of institutions.

The academicals-part theinstitutions. institutions.

Thesubjects subjects such as art, such languages, as art, philosophy, languages, philosophy, linguistics, linguistics, suchlanguages, as art, languages, such as art, philosophy, philosophy, linguistics, linguistics, which include which include include history, and history, so on, and all the so areas on, all the areas all which the areas which history, andhistory, so on,and all so the on, areas include Universidad Santo Tomás, Seccional Tunja

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ctors ororlawyers; doctors or lawyers; they because might they might Beyond they ofofthis, Beyond ititisissomething of which something does which does not not solve solve octors lawyers; because they mightthink, think, they think, Beyond this, something which doesnot notsolve solve does doctorsbecause or lawyers; because they they might think, they Beyond of this, this, itit is is something which never going are never to use going it, so, to they use would it, so, conclude they would with conclude rules and with vocabulary, rules and fluency vocabulary, or a fluency or a nice accent, nice accent, nice accent, e never going to usegoing it, so,tothey conclude rules and withvocabulary, rules and vocabulary, fluency or afluency or a nice accent, are never use would it, so, they would with conclude tatEnglish is that not English useful for is not them. useful for them. the biggest the teacher´s biggest problem teacher´s is to problem change is to change the the the biggestthe teacher´s to change thechange Englishthat is not usefulisfor biggest problem teacher´sis problem is the to English notthem. useful for them. people´s people´srelated awareness relatedand to English English all and all all the the people´sawareness awareness relatedtotoEnglish English and allthe the and people´s awareness related to edless to say, Needless it has to made say, the it has pedagogical made the pedagogical work work myths surrounded myths surrounded the teaching the and teaching learning and learning surrounded the teaching learning eedless toNeedless say, it hastomade work myths myths surrounded the and teaching and learning say, itthe haspedagogical made the pedagogical work English teachers for English harder teachers because harder they because have to they have to English.

English. r English for teachers because they have to Englishharder teachers harder because theyEnglish. have to English. e many troubles many inin troubles troubles their in activities, their dailyfor activities, for for ce many face troubles their daily daily activities, for face many in their daily activities, ample, totoexample, find to appealing out appealing toto show way to Although, would that conclude aaforeign that language a foreign foreign language language Although, wouldconclude conclude that foreign language xample, find out out an anfind appealing way show Although, itit would conclude that a example, to find out an anway appealing wayAlthough, to show showititwould dents that students English isis useful English is useful for better isisnot the is not not the the English problem, teachers English are teachers not are not not either. either. not theproblem, problem, English teachers areteachers noteither. either. udents that Englishthat useful for for them, better is problem, English are students that English is them, usefulbetter for them, them, better own as “Motivation”. known as “Motivation”.

As late as this, As late teachers as this, teachers Professionals Professionals or professionals or professionals in forming should in forming should or professionals in forming in should nown as “Motivation”.

As late as As this,late teachers or professionals forming should known as “Motivation”. as this, Professionals teachers Professionals gin to persuade begin students to persuade about students the importance about the of importance of analyze as well analyze as reflect as well that as when reflect they that include when they include include well as as reflect when they includethey egin to persuade about the importance of analyzeofas analyze wellthat as reflect that when begin tostudents persuade students about the importance rning English learning and all English the implications and all the it implications has. it has. and adopt those and adopt kinds of those tools kinds in their of tools activities, in their it activities, kindsthose of tools in their activities, arning English andEnglish all the implications it has. and adopt kinds of tools in theirit activities, itit learning and all the implications it and has. adopt those would would easier be way an to easier wayato to become a a competitive competitive wouldbe bean an easier way tobecome become acompetitive competitive would be an easier way become It and difficult and totofrustrating teach to professional professional ininaaworld in a ademanding world moreevery demanding every time time professionalprofessional worldmore more demanding everytime time every sreally reallydifficult difficult andfrustrating frustrating teachsomething something in world more demanding It is is really really difficult and frustrating to teach teach something something students who to students do not who want do to not learn, want especially to learn, especially and be an active and be part an of active it, supporting part of it, it supporting with a it with a and be an and active of it, supporting it with a it with a studentstowho do notwho wantdotonot learn, be part an active part of it, supporting students wantespecially to learn, especially en they when they inin learning worried in learning explicit some explicit suitable suitable experience experience and andthat quality the that the the suitable experience and quality quality that the that hen they are are worried worried learning some explicit suitable and quality when they are are worried insome learning some explicit experience as where areas they determine where they that determine they do that not need they do not need globalization globalization wants from current wants professional from current professional of any of any wants from current professional of any eas whereareas they where determine they dothat not they needdo globalization wants from current professional of any theythat determine not need globalization glish at all.

English In general, at all.

In there general, is a there lack of is a lack of field. field. nglish at English all. In at general, is a there lack is of afield. all. Inthere general, lack of field. areness about awareness a foreign about language. a foreign People language. know People wareness awareness about a foreign language. know about a foreignPeople language.

People know know other language another may language open a lot may of open gates, a but lot of they gates, but Finally, people Finally, know people itit isis aknow know is a a compulsory compulsory part part of of Finally, people know a compulsory compulsory part ofof nother language open amay lot ofopen gates, butofthey Finally, people itit is part anothermay language a lot gates, but they they uld not would about not care humanities, humanities, curricula, curricula, issues institutions issues itit and itit humanities,humanities, curricula, institutions institutions issues and andissues ould notcare care about curricula, institutions and would notit.it. care about about it. it. belongs to the belongs globalization to the globalization matters, it is matters, so crucial it is so crucial belongs to the globalization matters, it ismatters, so crucial belongs to the globalization it is so crucial turally, English Naturally, teachers English must teachers deal must it,it,deal and it, and toto create toconscious create a a exercise conscious ofofexercise exercise thinking ofand thinking and and create conscious exercise thinking and aturally, English teachers must dealwith with andwith create conscious of thinking Naturally, English teachers must deal with it, and aato o different also aspects different immersed aspects immersed languages.

For that reflexing English that English and languages imperative are reflexing that Englishand andlanguages languages are imperative so different aspects immersed languages.

For reflexing reflexing that English andare languages are imperative imperative also different aspectslanguages. immersed For languages.

For tance, to instance, learn a foreign to learn language a foreign implies language an implies an bases to become bases a to successful become a professional, successful professional, due to, due bases to due to, stance, toinstance, learn a to foreign an implies bases atosuccessful become a professional, successful professional, due to, to, learnlanguage a foreignimplies language anbecome ount of matters. amount In of that matters. way, In people that way, ought people to ought to and make and available make the available chance the to chance face the to face the available chancetheto chance face the mount of amount matters. of In matters. that way,Inpeople ought to and make the available to face the that way, people oughtmake to and ow that know study constantly, can people/ globalization matters, matters, to enhanced globalization matters,totobe bean anenhanced enhanced society now that study study itthat it constantly, constantly, can give give people/ people/ globalization matters, to be be an ansociety enhanced society society know that study itit can constantly, can give give people/ globalization dents the students occasion the of occasion practicing of it practicing regularly is it regularly is which is ready which to assume is ready all to the assume risks, all challenges the risks, challenges which isisready to is assume the risks,allchallenges udents the occasion practicingof itpracticing regularly itis regularly which ready all to assume the risks, challenges students theofoccasion y vital for very getting vital a for right getting fluency a right in order fluency to in order to and problems and that problems appear that in order appear to the in order world to appearthat in order world ery vital for a right fluency in order problems appearto inthe order to the the world world verygetting vital for getting a right fluencyto in and orderproblems to and that prove the language. improve the language. development development and changes. and changes. development and changes. mprove theimprove language. development and changes. the language.

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SHORT STORIES AND LANGUAGE TEACHING By: M.A. Eliana Edith Roberto Fl贸rez English Teacher Language Department

Image taken from https://www.google.com.co/search?q=LEARNING+STYLES

Short stories are suitable to teach a foreign language whatever the level of English the students need because teachers can find written stories according to the age of students; besides, this gender of literature has wholehearted due to its content and shortness; from the previous statement, Hirvela & Boyle (1988) argue that students have a positive attitude in relation to short stories towards the four genders (short story, novel, poetry and drama) and also indicate that short stories is the gender that is less feared and the second most enjoyed after the novel.

Other researchers, such as Pardede (2010), pointed out that in their research they found that short stories are interesting to use as material for self-enjoyment and they also help learners to achieve better

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www.google.com.co/search?q=PICTURES&espv=2&source

mastery in language skills. Hence, teachers can implement meaningful activities that involve students’ motivation as a way to advance their language improvement.

Teachers must assume their role and search for the best activities, strategies and materials for their students; hence, it is an unfinished (never ending?) task for them to explore all the possibilities in order to fulfill students’ expectations of learning. According to the text length, Hill (1994:15) points out three other basic criteria of choosing the text: “(1) the needs and abilities of the students; (2) the linguistic and stylistic level of the text; (3) the amount of background information required for a true appreciation of the material.” Therefore, teachers can do a diagnosis of the students’ level of language and likes in terms of reading; it will permit them to select the appropriate material, and the activities are going to be meaningful for students.

Furthermore, the implementation of the reading of short stories in the classroom encourages students to identify the plot of the book and also to increase their vocabulary and improve their language learning process because the language becomes something which is needed to better understand the Universidad Santo Tomás, Seccional Tunja

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Image taken from: http://kaitgetslit.com/2014/05/19/in-praise-of-the-short-story/

Additionally, short stories permit students to analyze the characters’ profiles and learn from their roles or experiences, nevertheless, this process should be guided by teachers in order to identify good or bad behaviors. Besides, Sage in Hişmanoğlu (2005) proposes the following benefits may be gained from using short stories to teach EFL:

All the things that go to into making a short story When students are immerged in a story, the language is seen as a natural process where they can identify the functions of words into the sentences; as it is seen by Sakthivel, Phil & Kavidha

text. Additionally, the language teachers’ goal is not only to teach English but also language, which is not an easy task. The lack of knowledge in another language can be seen as a barrier to understand events; hence, amazing stories help to break the ice and motivate students’ development of their communicative skills.

(2010:230) “By reading a piece of literature learners can understand the diverse use of words, phrases, phrasal verbs, multiple meanings, idioms, among others.”; thus, it shows how teachers can use short stories because it motivates interactive language work, which is both meaningful and interesting.

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Make the students’ reading task easier because they are shorter than other genres as the novel.

Engage and cultivates students’ prior knowledge to understand the different texts.

Motivate students in reading real authentic material.

Present a wide world full of fantasy and mystery.

Students can use their imagination as a way to recreate the events.

Encourage students’ critical thinking and cognitive analytic abilities.

Facilitate the acquisition of cultural knowledge of specific cultures.

Students can feel comfortable and free during reading.

Students are immerged in a universal language.

Help students have a general idea of their environment or position in the world.

Students can perceive short stories as another mean of communication of human beings.

Engage students in developing their communicative skills. (reading, listening, speaking and writing).

Furthermore, Hişmanoğlu et al. (2005) proposes a variety of activities that can be developed in the classrooms in order to enhance students’ literature practice such as: plays, short-stories reading, role plays, reading novels (chapters or complete books), poetry, students can make up their own endings and next they can compare with the author’s ending; finally students can write their own scripts or short stories, in this way they are free to create the characters, the places, the events, the plot, and all that it requires. In summary, literature stimulates students’ language skills.

Additionally, in relation to short stories and language teaching, Kasten, W. (1995:58) says: “If literature in the EFL classroom is taught in a response-based manner, it is not just a vehicle for language teaching, but a form of aesthetic enlightenment.” Which means that students can be more creative and critical in their daily communication, also it permits students have a meaningful experience with the foreign language.

In conclusion, the engagement of students in reading activities gives them exposure to use English which will permit them to learn the language and to acquire new information, aspects that will be relevant for students in their academic, cultural and professional life.

References: Hill, Jeniffer. (1994). Using literature in language teaching. London: Macmillan.

Hirvela, A., & Boyle, J. (1988). Literature courses and student attitudes. ELT Journal, 42, 179-184.

Hişmanoğlu (2005). Teaching English Through Literature. Journal of Languages and Linguistic Studies. Vol.1, No 1.

Kasten, W. (1995). Literature Circles for the Teaching of Literature-Based Reading. In M.Radencich, & L. McKay, Flexible Grouping for Literacy in the Elementary Grades (pp. 66-80). Needham Heights, MA: Allyn and Bacon.

Pardede, P. (2010). Short stories use in language skills classes: Students, interest and perception. The Proceeding of the 4th International Seminar. Bringing Linguistics and Literature into EFL Classrooms. Salatiga: Satya Wacana Christian University.

Sage, H. (2005). Incorporating Literature in ESL Instruction. New Jersey: Prentice-Hall, Inc. Sakthivel, Phil and Kavidha (2010:230). Language and Literature: An Exposition - Strength for Today and Bright Hope for Tomorrow .Volume 10.

TEACHING ENGLISH THROUGH LITERATURE

By: M.A. Gladis Leonor Arias Rodríguez English teacher Language Department

Literature shows students a different and fantastic students not only in reading but also in leaning and Literature shows students a different and fantastic students not only in reading but also in leaning and world, full of new experiences, adventures, places, practicing as abutforeign language. notEnglish only in reading in leaning and Literature a different and fantastic world, fullshows of newstudents experiences, adventures, places, students practicing English as a also foreign language.

Additionally, Elliot (1990) says that through characters, fantasy, knowledge and universal world, full of new experiences, adventures, places, practicing as a says foreignthatlanguage.

Additionally,English Elliot (1990) through characters, fantasy, knowledge and universal literature, the students can internalize the language topics that motivate them in reading and listening; it Additionally, Elliot (1990) says that through characters, fantasy, knowledge universal topics that motivate them in reading and listening; it literature, the students can internalize the language at a highthe level; which relevant the in language is alsothat a way to know world where we live,it literature, students canisis internalize topics themthe in listening; level; which relevant in language is also a motivate way to know thereading world and where we live, at a high learning. taking account thatthe writers testimony of at a high level; which is relevant in language istaking also into ainto way to know worlddo where we live, account that writers do testimony of learning. people’s life, Custodio and Sutton (1998:20) learning. taking into account that writers do testimony of people’s life, Custodio and Sutton (1998:20) On the other Riwes (2010) breaks the explain: “literature can open of possibility, people’s life, Custodio and Sutton Literature shows students a horizons different and fantastic world, new hand, experiences, places, On full the ofother hand, Riwesadventures, (2010) breaks the explain: “literature can open horizons of (1998:20) possibility, paradigm ofthem the hand, use of Riwes a text book as breaks theit base to allowing “literature students toknowledge question, interpret, connect, On the other (2010) the explain: can open horizons of possibility, characters, fantasy, and universal topics that motivate in reading and listening; is also allowing students to question, interpret, connect, paradigm of the use of a text book as the base to teach a foreign language, he proposes the and explore.”

Besides, literature becomes a great paradigm thewriters use language, ofare a text book thepeople’s base the to allowing students to the question, interpret, connect, a wayexplore.” to get to Besides, know world where we live, account a testament to teach a ofthat foreign he as proposes and literature becomes a taking great into implementation of literature because it is a rich tool to teach because we are not only teaching a a horizons foreignof of language, he proposes and literature becomes a“literature greata teach lives, Custodio and Sutton explain: can open possibility, allowing implementation literature because it students is a the rich tool explore.” to teach Besides, because we(1998:20) are not only teaching source of “authentic material” where students have language but also the culture and towns. implementation of literature because it is a rich tool to teach because we are not only teaching a tolanguage question, interpret, connect, and explore.”

Furthermore, literature becomes a great tool to teach source of “authentic material” where students have but also the culture and towns. contact with material” the native speaker; he have also source “authentic where students languagewe butare also the culture and towns. because not only teaching a language but alsodirect culture and customs. direct of contact with the native speaker; he also that literature However literature provides quality models for regards is annative aesthetic representation contact with the speaker; he also regards that literature However literature provides quality models for direct is an aesthetic representation learning listening, reading, writing and speaking in of the spoken language into a cultural context. literature However literaturequality provides quality models forin regards is an aesthetic representation Literature provides models forand learning listening, reading, writing and speaking genders. learning listening, reading, writing speaking of the that spoken language intoin adifferent cultural context. different listening, genders.

Hence, through short stories, Hence literatureand is can a complete material that can learning reading, writing and speaking in of the spoken language into a cultural context.

Through short stories, students can be in contact with real language, develop an interest in the different genders. Hence, through short stories, Hence literature is a complete material that can students can be innot contact with real language, and Hence contribute as analso approach to develop the process different genders.

Hence, through short stories, literature is a complete material that can genre itself; it is only a way to enhance students’ reading, but their learning and practice of students can be in contact with real language, and contribute as an approach to develop the process do to the gender itself; it with is areal way to enhance of teaching and learning a foreign language. students can be in contact language, and contribute as an approach to develop the process English as a foreign language.

Additionally, Elliot (1990) says that through literature, the students can do to the gender itself; it is a way to enhance of teaching and learning a foreign language. do to the the gender itself;atita is a level; way to enhance of teaching andlearning. learning a foreign language. internalize language high which is relevant in language Universidad Santo Tomás, Seccional Tunja

57

On the other hand, Riwes (2010) breaks the paradigm of the use of a text book as the base to Through years, Literature has been used to teach a teach a years, foreign language, he used proposes thea Through Literature has been to teach foreign language due tohas its been benefits intoterms of Through years, Literature used teach implementation of literature because it is a rich foreign language due to its benefits in terms aof contents, and language usage; it has been foreign language due to its usage; benefits terms of source of “authentic material” where students have contents, and language it in has been consideredand the language best way usage; to acquire vocabulary, contents, it has been direct contact native speaker; he also considered thewith bestthe way to acquire vocabulary, expressionsthe andbest alsoway knowledge; hence, Collie & considered to acquire vocabulary, regards that literature is hence, an aesthetic expressions and also knowledge; Collie & Slater (2005:14), mention four specific aspects expressions and also knowledge; hence, Collie &to representation of the spoken language a cultural Slater (2005:14), mention four specificinaspects to deal with in the mention classrooms: authentic material, Slater (2005:14), four specific aspects to context.

Hence literature is a complete material that deal with in the classrooms: authentic material, cultural language enrichment and deal with enrichment, in theasclassrooms: authentic material, can contribute an approach toenrichment developing the cultural enrichment, language and personalenrichment, involvement, language as it follows: cultural enrichment and process of teaching and learning a foreign personal involvement, as it follows: personal language.involvement, as it follows: Literature is consideredauthentic material Through the Literature has material been used to Literature is years, consideredauthentic Literature is consideredauthentic material teach foreign languages due tobecause its benefits in terms most of the because most of the of content and language usage; it has been works most are ofdone because the works are done considered the best way to based acquireonvocabulary, people’s life works done basedCollie onare people’s life expressions and also knowledge; & Slater experiences where based on people’s life experiences to where (2005:14), mention four specific deal the aspects culture where and experiences the culture and with in the classrooms: authentic material, cultural customs of townsand are the culture customs of towns are enrichment, language enrichment and personal evident; of towns for are this customs evident; for this involvement, as follows: evident; this reason it is an adequate material to work for in class as reason it is an adequate material to work in class as Collie & Slater et al.

(2005:14) say: “In reading reason it&isSlater an is adequate material tosay: work“In inmaterial class as -Collie Literature considered authentic et al. (2005:14) reading literary texts, students have also to cope with Collie Slater etthe al.works (2005:14) say:toon “Incope reading because most of are also based people’s literary& texts, students have with language intended forhave native speakers, they literary texts, students also to cope with life experiences where the culture and customs of language intended for native speakers, they become familiar with many differentspeakers, linguistic forms, language intended for native they people evident; for different this reason it is an become are familiar with many linguistic forms, communicative functions and meanings.”

Thus, become familiar with many different linguistic forms, appropiate material to workand in class, as Collie & communicative functions meanings.”

Thus, literature offers functions students and appropriate patterns to communicative meanings.”

Thus, Slater et al.offers (2005:14) say: “In reading literary texts,to literature students appropriate patterns acquire aoffers foreign language with all thepatterns necessary literature students to students also to copeappropriate with intended acquire ahave foreign language withlanguage all the necessary components for the human communication acquire a foreign language with all the necessary for native speakers, they communication become familiar with components for the human components for the human communication Universidad Santo Tomás, Seccional Tunja

Literature is a cultural enrichment Literature is a cultural enrichment Literature because itisis aascultural a meanenrichment of because it is as a mean of communication where because it is as a mean of communication where authors evidence people’s communication where authors evidence people’s feelings, customs and authors people’s feelings,evidence customs and traditions; customs and it andis feelings, traditions; and it is perceived byand readers a traditions; it as perceived by readers asisa way to by get knowledge perceived as a way to getreaders knowledge about many towns from all way gettowns knowledge abouttomany from all over many the world. about townsLikewise, from all over the world.

Likewise, Riwes at world. al. (2010:12) over the Likewise, Riwesdifferent at al. (2010:12) many linguistic forms, communicative point out: Riwes at al. (2010:12) point out: functions and meanings.”

Thus, literature offers point out: “Literature is a source of authentic material, which students appropriate patterns to acquire a foreign “Literature is a source of authentic material, which conveys the use oflinguistics by those who have language with all the necessary components for “Literature is ause source of authentic material, conveys the oflinguistics by those whowhich have masteredtheit use into oflinguistics a fashion by intended for native human communication. conveys those who have mastered it into a fashion intended for native speakers, itand aesthetic of the mastered intoan fashion representation intended for native speakers, and anaaesthetic representation of the spoken language, which enriches students’ -speakers, Literature is a cultural enrichment because is and an aesthetic of itthe spoken language, which representation enriches students’ language and of culture.”

In this way, literature offers a as a means communication where authors spoken enriches students’ languagelanguage, and culture.”which In this way, literature offers a very rich environment to teach a foreign language evidence people’s feelings, customs and traditions; language culture.”

Intothis way,a literature offers a very rich and environment teach foreign language not itrich only in knowledge but also ina grammar and and is perceived bytoreaders way to get very teach aas foreign language not only environment in knowledge but also in grammar and language use. knowledge about many but people from all over and the not only in knowledge also in grammar language use. world.

Likewise, language use. Riwes at al. (2010:12) point out: “Literature is a source of authentic material, which Language conveys the enrichment use of linguistics by those who have Language enrichment mastered in a way intended for native speakers, Languageit enrichment helps to be in contact withofa wide range of and anstudents aesthetic representation the spoken helps students to be in contact with a wide range of characteristics of the language syntax; they learn language, which enriches students’ language and helps students toofbethe in contact with a widethey range of characteristics language syntax; learn the function of words, phrases oroffers sentences and the culture.”

In this way, literature a they very rich characteristics of the language syntax; learn the function of words, phrases or sentences and the the function of words, phrases or sentences and the

58

different differentchanges changesofofthe thelanguage. language.Hence, Hence,Riwes Riwesetet environment to teach a foreign language not only in al.

(2010) point of view is interesting because al.

(2010) point of view is interesting because he different changes of the Hence, Riweshe et knowledge but also in language. grammar and language use. thinks that literature can aa much thinks thatpoint literature can be considered considered much al.

(2010) of view is be interesting because he more authentic source than a textbook; thus, he more authentic source than a textbook; thus, he thinks that literature can be considered a much - Language enrichment highlights the literature must inin highlights the position position that literature must have havehe more authentic sourcethat than a textbook; helps studentsthus, to be in the where students have aahave closer the classroom, classroom, where students have closer highlights the position that literature must in contact with a wide range relationship with target language and can relationship withwhere target students languagehave and also can the classroom, aalso closer of characteristics of the evidence own process ofoflearning. evidencetheir their owntarget process learning. relationship with language andsyntax; also can language’s they evidence their own process learn of learning. the function of Personal Personalinvolvement involvement words, phrases or Personal involvement sentences and the When Whenreading readingliterature, literature,students studentsget getinterested interestedinin different changes of the the and totobe ofofit,it,ininsome cases thetext text andstart start bepart part some casesthey they When reading literature, students get interested language.

The opinioninof identify themselves with the characters and the identify themselves with the characters and the the text and start to be part of it, in some they Riwes et al.cases (2010) is situations; hence, text acquires more situations; hence,the the textthe acquires moremeaning meaning identify themselves with characters and the interesting, because it for Hişmanoğlu says: “The student forthem, them,as as Hişmanoğlu (2005) says: “The student situations; hence, the text(2005) acquires more meaning states that literature can be considered a much becomes enthusiastic to find out what happens as becomes enthusiastic to find out what happens as for them, as Hişmanoğlu (2005) says: “The student more authentic source than a textbook, highlighting events via feels close toto events unfold unfold via the thetoclimax; climax; he feels closeas becomes enthusiastic find outhe what happens the position that literature must have in the certain characters and certain characters and events unfold via the climax; he feels close to classroom, where students can have a closer shares their shares characters their emotional emotional certain and relationship with target language and can also responses.”, process responses.”, thisemotional process shares theirthis evidence their own process of learning. motivates motivates students’ responses.”, this students’ process language process, language learning learning students’ process, motivates - Personal involvement: When reading literature, and it forces them to and it forces them to solve solve language learning process, students get interested in the text and start toor be the problems the itpossible possible problems or and forces them to solve part of it, in some cases they to identify themselves difficulties the difficulties tounderstand understand the the possible problems or with the characters texts and the situations and so the in exchange for texts in exchange for difficulties to understand the text acquires more meaning for understanding the events understanding thethem, events texts in exchange foras Hişmanoğlu (2005) and says: “The student becomes isisgoing totohappen andwhat what going happen understanding the events what happens as events unfold via the climax; in story inthe the story next. to happenhe and what isnext. going feels close to certainincharacters and shares their the story next.

Universidad Santo Tomás, Seccional Tunja

emotional responses.” This process motivates the Moreover,language Byram & Grundyprocess, (2002) and argues that students’ learning it forces literature permits students to interpret and establish them to solve the possible problems or difficulties in relationships between students’ culture and the comprehending the the texts in exchange for target language; which is a natural and understanding the events that have happened and spontaneous processthose that helps compare being able to predict whichthem are yet to unfold. and analyzeByram information from their own argues view. Byram Moreover, & Grundy (2002) that & Grundy et al.

(2002) also argues that the literature permits students to interpret and establish students’ development of discovery and interaction relationships between the students’ culture and the skills; where they can acquire new knowledge and target language; which is a natural and share with other speakers what he calls spontaneous process that helps them compare and “intercultural communicative competence.”

Which & is analyze information from their own view. Byram related with the ability to know and understand Grundy et al. (2002) also argues that the students’ cultures, including your own;and however, this is askills; way development of discovery interaction to maintain communication people from other where they can acquire newwith knowledge and share Hişmanoğlu, M. places.

In another hand, Maley in with other speakers, what he calls “intercultural (2005) says that literature isThis a potent resource communicative competence.” is related to the because it contains the following characteristics: ability to know and understand cultures, including Universality, non-triviality, personal, relevance, your own; however, this is a way to maintain variety, interest, economy and suggestive power, communication with people ambiguity and universality. from other places. Maley in Hişmanoğlu, M. (2005) says Literature is non-trivial because it is an authentic that literature is a potent material; the authors usually write about relevant resource because it contains aspects of their communities according to their own the following characteristics: thinking.

Universality, non-triviality, personal, relevance, variety, Literature involves personal relevance in relation to interest, economy and the writers’ sensations and experiences; it suggestive power, ambiguity generates personal identity with the readers’ lives. and universality.

Literature has variety of topics; it has a wide range

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beyond reality, it is a platform from which to generate discussion and debate.

Literature contains ambiguity, which means that each person can react in different ways to the same topic or event; one text can produce as many interpretations as it has readers, because readers may all have different perspectives. At the same time it facilitates the exchange of ideas.

Literature is universal because it is a common aspect in all cultures; it has been present in the different communities since ancient times as a means to express customs, problems, experiences, beliefs, expectations, among others.

Finally, literature is a genuine source to be used in foreign language classes as a powerful tool for reflecting about sociolinguistic aspects of the target language. Moreover, it is not only an instrument for developing students’ written or oral skills, but also a way to build up students’ cultural competence.

Literature is non-trivial because it is an authentic of themes in all fields of human sciences as law, medicine, farming, ecology, religion, and engineering, material; the authors usually write about relevant REFERENCES among others. Hence, there are topics to the disposition of M. all &kind of readers.

Byram, Grundy P. (2002). Context and Culture in Language aspects of their communities according to their Teaching and Learning. Multilingual Matters.

Collie, J., & Slater, S. ( 2005). Literature in the language classroom. own thinking.

Literature involves interest due to its variety of topics (5th which goal is to engage readers’ attention. ed.). Glasgow: Cambridge University Press.

Literature involves personal relevance in relation Custodio, B .and Sutton M. (1998). Literature –based ESL for to the writers’ sensations and experiences; it secondary school student in TESOL journal. Vol. 7,No 5, p.p :19-23 Literature has relation with economy and suggested power bearing in mind that it can go beyond the reality, generates personal identity with the readers’ . it is an input to discuss and generate debate.

Elliot, R. (1990). Encouraging reader-response to literature in ESL lives. situations. ELT Journal, 44, (3) 191-8. Erkaya.

Literature has variety of topics; it has a wide Hişmanoğlu (2005). Teaching English Through Literature. Journal of Literature contains ambiguity which means that each person can react in different ways, one text can range of themes in all fields of human sciences Languages and Linguistic Studies. Vol.1, No 1. produce a numbers of interpretations as readers it has because readers have different perceptions and at such as law, medicine, farming, ecology, religion, Maley, A. (2005). Literature in the Language Classroom. In R. Carter the same time it facilitates to exchange ideas. and David Nunan (Eds.). The Cambridge Guide to Teaching English and engineering and more. Therefore there are to Speakers of Other Languages. (pp. 180-185). New York: Cambridge University Press. topics suitable for of all kinds of readers.

Finally, literature is a genuine source to be use in the foreign language classes as a powerful tool for Literature is engaging due to its variety of topics Riwes J. (2010). The role do Literature in English Language reflecting about sociolinguistic aspects of the target Teaching. language.

Moreover, it is notMetropolitana only an instrument for Universidad Autónoma Azcapotzalco. which draw the reader’s attention.

Recuperado el 26 de septiembre de 2013 de: developing students written or oral skills but also a way to build up students’ cultural competence.

Literature can be related with economy and http://relinguistica.azc.uam.mx/no007/no07_art09.pdf suggested power, bearing in mind that it can go Universidad Santo Tomás, Seccional Tunja

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THE ACHAGUAS FROM CASANARE By: José Gustavo Lenis Durán Anthropologist Humanities teacher

This article contains field notes taken about the current status of several indigenous families (Arrepiche, Cuniche, Achagua) belonging to an ethnic group of Venture (the ancestral territory of Achagua according to mythology), who have lived in Casanare, near the Meta Department, Colombia, since 1971. They have been always looking for access to resources; but they are relatively alone in the eastern planes. They live from cattle and corn crops, but they have been gradually restricted by capitalist society not only in the economic aspects but also in their language and religion. Moreover, they have been victims of violence and displacement, as in the cases of many other indigenous towns in Colombia.

Universidad Santo Tomás, Seccional Tunja

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Marriage and Family

community, while the elders even speak Achagua, their mother while tong. the elders even speak Achagua, Religion Marriageand andFamily Family community, Marriage The Achaguas get marriage as part of their tradition; their mother tong.

The Achaguas get married as part of their The mythical and ancestral belief system of the this is a way to transfer certainrights and Type of housing The Achaguas marriage as part of their tradition; tradition.

It is aget way to transfer certain rights and community has been replaced by the responsibilities into the group.

They usually marry at Type of housing this is a way into to the transfer certainrights and responsibilities group.

They usually the age of 25, hence, group; thus, the man works in Christianity because of the early penetration of responsibilities intoof the25, group.

They usually marry at Catholic priests and Protestant pastors. In marry at the age and due to the cultural the cattleof and crops and is the leader of the family the age 25, hence, group; thus, the man works in influence of priests missionaries who Casanare, the Arrepiche Cuniche and their group andand thethe woman hasisand allthe the relevant decisions the cattle crops and leader of the family have visited the region, they practice in the management and care house;Catholic besides, descendants have been accepting Catholic group and the woman has all of thethe relevant decisions marriage customs.

Nevertheless, there man with children andofteaches them allare the traditions like Sunday Mass, liturgical services in theshares management and care the house; besides, relevant and cultural aspects of the indigenous manyshares free unions because the relationships man with children andofteaches them all the of Holy Week, birth ceremonies, baptisms, group.

The daughters, from very of young, collaborate with families from other regions.

One of the marriages and funerals. relevant and cultural aspects the indigenous in the care of brothers and nephews in absence responsibilities acquired theyoung, marriage is toof group.

The daughters, fromin very collaborate adults; for an the family, itand is very important to train establish of nephews goods and services in the care of exchange brothers in absence of Political and social control system women in this type of activity. between the important couple. In adults; for the the members family, it isofvery to this train The traditional political organization of the .. women in this type of activity. indigenous group, the wife and husband work Achaguas is centered on the figure of the Religion .

- he represents the political organization together for the benefit of the family group. capitรกn Religion Thus,mythical the manand works with the cattle and crops The ancestral belief system of the and is the authority figure among the families. and is the has leader of the familybygroup and the However, they accept the leaders of the community been replaced theChristianity The mythical and ancestral belief system of the woman isofinthe charge of all the relevant decisions because of catholic priests national government like magistrates, mayors, community has early beenpenetration replaced by theChristianity in the management and care of the the Arrepiche house. the governors and the president. However, they and protestant In Casanare, because of the pastors. early penetration of catholic priests Besides this, the man shares his time with his show apathy against the governors, due to the Cuniche and their descendants have been accepting and protestant pastors. In Casanare, the Arrepiche Production The economic andfor production is based on: fishing, hunting, the catholic traditions like the meetings, Sunday theysystem show the region. children andtheir teaches them allhave the relevant and neglect Cuniche and descendants been accepting Production cattle, crops of cornand other local products; most of the products are Mass, liturgical services of meetings, Holy group.

Week and The cultural aspects of thelike indigenous The system and production is based on: fishing, hunting, the catholic traditions the Sunday usedeconomic for their daily subsistence. ceremonies in births, baptisms, marriages and cattle, crops of cornand other local products; most of the products are daughters, from aservices very young Mass, liturgical of age, Holy collaborate Week and Language used for their daily subsistence.

Finally, this is one of the latest indigenous groups in the Colombian funerals.

Spanish language is practiced by all in the care in of their andmarriages nephews and in The ceremonies births,brothers baptisms, territory, they reflect the historical development of our communities; Finally, this is one of the latest indigenous groups inthe the Colombian members of the community, while elders absence of the adults.

For the family, it is very funerals. thus, they have suffered the political and social problems; as some Language territory, they reflectgroups, the historical development our displacement, communities; other indigenous they have sufferedofthe

speak Achagua, their mother tongue. important to train women in this type of activity. also thus, they have suffered the political and social problems; as some

product of the army groups. This is a group that needs the protection other indigenous groups, have their suffered of the government, especiallythey because culturethe anddisplacement, traditions are product ofof the army groups. This is a group that needs the protection in danger extinction. of the government, especially because their culture and traditions are the 62 in danger of extinction.

Language The Spanish is practiced by all members of the The Spanish is practiced by all members of Universidad Santo Tomรกs, Seccional Tunja

Type of housing Their houses are called ranchos and they use the palma real in community, while the elders even speak Achagua, Marriage and Family their mother tong.their construction due to its strength and durability. They also The Achaguas get marriage as part of their tradition; this is a way to transfer certainrights and Type of housinguse mud, reeds, bamboos and wood; however, they utilize the responsibilities into the group. They usually marry at zinc tile for the roof. The houses the age of 25, hence, group; thus, the man works in the cattle and crops and is the leader of the family are rectangular, with one or two group and the woman has all the relevant decisions front entrances and few in the management and care of the house; besides, windows. The fireplace or stove man shares with children and teaches them all the is made of stones, located on a relevant and cultural aspects of the indigenous platform and firewood is their group. The daughters, from very young, collaborate principal energy source. They do in the care of brothers and nephews in absence of not have beds; instead, they adults; for the family, it is very important to train sleep on guindados or women in this type of activity. chinchorros, with mosquiteros (mosquito nets). They take showers in the local rivers called caĂąos. .

Religion

Production

The andsystem ancestral system of the on: fishing, hunting, cattle, crops of corn and other Themythical economic and belief production is based community has been replaced by theChristianity Nowadays, Nowadays, the thefield field ofoflanguage language learning learning strategies strategies has become become ininone onecrucial crucialissue issueofofstudy studyby bypart partofof local products.

Most of the products are used forhas their daily subsistence. because of the early penetration of catholic priests researchers researchersdue duetotothe thedifference differenceititcan canmake makebetween betweensuccessful successfuland andunsuccessful unsuccessfulstudents. students.New Newtrends trends and protestant pastors.

In Casanare, the Arrepiche ininFinally, education education are are trying trying to to focus focus their their attention attention on on students' students' learning learning more more than than in in teachers' teachers' activities. activities.

Taking Taking this is one of the last indigenous groups left in Colombian territory. They reflect the Cuniche and their have been into into account account this, this,descendants this thispaper paper will deal with withaccepting some someaspects aspects ofofthey language language learning strategies strategies that thathave havebeen been Production historical development ofwill ourdeal communities and thus, havelearning suffered the political and social The economic system and production is based on: fishing, hunting, the catholic traditions like the meetings, Sunday studied studiedrecently recentlyand andcan canhave aavery verypositive positiveinfluence influenceininour ourrole roleas asteachers: teachers:the theconcept conceptofoflearning learning problems as some otherhave indigenous groupsand have.

They have suffered displacement a result cattle, crops of cornand other local products; most ofas the products areof Mass, liturgical services of Holy Week strategies, strategies, some somemotivational motivational strategies strategies as aswell wellas asinstruments instruments to to identify identify learning learning strategies. strategies.

Each Each aspect aspect used for their daily subsistence. the presence of the various army groups there.

This is a group that needs the protection of the ceremonies in punctual births, baptisms, marriages and points pointsout outsome some punctual actions actionstotobe bedeveloped developed when whenworking workingwith withthis thisissue. issue. government, especially because their culture andFinally, traditions are in danger of extinction. this is one of the latest indigenous groups in the Colombian funerals.

Language Universidad TomĂĄs, Seccional The SpanishSanto is practiced by all Tunja members of

territory, they reflect the historical development of our communities; thus, they have suffered the political and social problems; as some other indigenous groups, they have suffered the displacement, 63product of the army groups. This is a group that needs the protection the of the government, especially because their culture and traditions are in danger of extinction.

WHAT LEARNING STRATEGIES IMPLY

About listening comprehension strategies, Ozeki (2000, cited in Chamot 2005) points out that some By: 12 ninety minutes sessions have a significant James Adriel Ruíz improvement in students’ listening. The strategy English teacher can include the top-down and bottom up Language Department approaches along with the selective attention and note taking activities, making predictions and working in pairs. But it is important to develop class discussions for the students share the strategies theyhas use.become These processes in study the motivation The field of Language Learning Strategies, nowadays, a crucial impact issue of on the let between to comprehend their listening process. part of researchers due to the difference it can and make successful and unsuccessful

students. New trends in education are trying to focus attention on students' learning rather than on In relation to thewith oralsome communication strategy, Chen teachers' activities. Taking this into account, this article will deal aspects of Language al. (cited in Chamot suggest influence in Learning Strategies that have been studied recentlyetand that can have a2005) very positive the use of the Strategy Inventory for Language our role as teachers: the concept of learning strategies, some motivational strategies and some Learning (SILL) as the most common instrument, instruments to identify learning strategies. Each aspect points out some pivotal actions to be which compiles a exhaustive list of strategies developed when working with this issue. ranging from rhymes, connection of the sounds of Universidad Santo TomĂĄs, Seccional Tunja

64

general picture of strategy use.

Reading comprehension strategies include summarizing, cooperation, predicting, brainstorming, prior knowledge, visualization and making inferences. It is important to note that Oxford et at (2004) point out that less proficient students use more reading strategies than the more proficient peers due to they are looking for the best tools to become better readings, what advanced students is thought are

Deniz (2010) points out that motivation is one of the most important factors required for effective language learning and according to Dornyei (2001, cited in Deniz, 2010) a sufficient level of motivation may lead a person to believe that he/she can get over the difficulties and be successful despite the challenges. There is a big connection between teachers’ behavior and the students’ level of motivation. Some motivation strategies are the establishing of positive relationships with the students (Dornyei, 2001), enjoying the teaching, recognizing student’s First of all, according to Chamot ( 2005, 112), efforts and being sensitive toward his/her learning strategies are procedures that facilitate a student’s needs, among others. learning task. It implies cognitive as well as meta-cognitive strategies and the socio-affective There are two types of orientations to be ones. According to Bremner (1999, 492), considered by teachers: the integrative and cognitive ones deal with information, instrumental. The latter is the most motivational meta-cognitive with planning, monitoring and because it implies the utility of the target language evaluation and the socio-affective with in real life; e.g. the purpose of preparing for getting interaction. Two studies have been carried out to a better job or salary. examine their implications in language learning; the first one, to examine the strategies used by There is a big variety of strategies depending on second language learners during the language the type of skill one works with. Chamot (2005) learning process and the second one, the establishes 5 types of them: possibility to teach students different strategies to enable them to become better language learners Listening comprehension strategies: Ozeki (2000, (Chamot: 2005, 112 ). cited in Chamot 2005) points out that some 12 Universidad Santo Tomás, Seccional Tunja

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general picture of strategy use.

Reading comprehension strategies include summarizing, cooperation, ninety minute sessions have a predicting, significant brainstorming, knowledge, visualization and improvement prior in students’ listening.

The strategy making inferences.

It is important to note can include the top-down and bottomthat up Oxford et at (2004) point out that less proficient approaches along with the selective attention students usetaking more reading strategies than the more and note activities, making predictions proficient peers due to they are looking for the best and working in pairs. But it is important to tools to become better readings, what advanced develop class discussions for the students to students is thought are

share the strategies they use. These processes impact on student motivation and let them comprehend their listening processes.

The oral communication strategy: Chen et al. (cited in Chamot 2005) suggest the use of the Strategy Inventory for Language Learning (SILL) as the most common instrument, which compiles a exhaustive list of strategies to use ranging from rhymes, connection of the sounds of the new words to an image and according to Oxford and Green (1995, cited in Bremner) provides a good general picture of strategy use.

About listening strategies,better Ozeki looking for the comprehension best tools to become (2000, cited in Chamot 2005) points out that some readers- what advanced students are thought to 12 ninety minutes sessions have a significant be.

improvement in students’ listening. The strategy can include the top-down and bottom up Vocabulary memorization approachesstrategies along withinclude the selective attention as and the most common one that has been used by note taking activities, making predictions and onesto because of working inspecially pairs. Butbeginner it is important develop class Reading comprehension strategies include students, the idea that vocabulary is what learning a discussions for the students share the strategies summarizing, cooperation, predicting, they use. These processes impact in the motivation brainstorming, prior knowledge, visualization language is all about during the first stages. and let to comprehend their listening process.

and making inferences. It is important to note strategies are the most difficult to that Oxford et al (2004) point out that less Writing In relation todue the to oralstudents, communication Chen most strategy, of the time, proficient students use more reading strategies implement, et al. (cited in Chamot 2005) suggest difficulties in finding words, grammar than their more proficient peers as they are facing the use of the Strategy Inventory for Language structures and linking ideas. According to Universidad Santo TomĂĄs, Seccional Tunja

Learning (SILL) as the most common instrument, which compiles a exhaustive list of strategies 66 ranging from rhymes, connection of the sounds of 65

Macaro (2001, cited in Chamot) the best strategies to take advantage of are: advance preparation, monitoring, evaluating and, in some cases, translation.

On the other hand, trying to identify the strategies used by learners can be a big challenge because, as Chamot (2005) argues, they are not observable. So, there are some suggested instruments to identify the strategies with some of them being: 1. An interview which should be conducted after the learning task is completed and also should be recorded.

2. Questionnaires are the most frequently used because they let researchers collect and analyze information from a large number of students (ibid). The most common questionnaire is the SILL. 3. Diaries and journals permit the identification of language learners’ strategies because students write personal observations about their own personal experiences and the ways in which they attempted to solve language problems (Ibid).

4. The think aloud protocols are individual open-ended question interviews where students describe their thoughts while they were working on their tasks in order to collect rich insights.

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All these instruments can be accompanied with pre and post-tests to verify the effect of the strategy on students’ learning processes.

Finally, each skill relies on a specific group of strategies and there are very good interments to study our students’ strategies or to teach them. Some studies suggest that in each language course there should be a space to teach students some strategies that can be chosen by them.

After this analysis a question arises: how much do I know about language strategies and how much am I carrying them out in practice?

REFERENCES Bremner, S.(1999) Language learning strategies and language proficiency: investigating the relationship in Hong Kong. Canadian modern language review.

55(4), 490 -514.

Chamot, A. (2005). Language learning strategy instruction: current issues and research. Annual review of applied linguistics. 25, 112 -130.

Cheng, M., Hung, L. (2012). Personality Type, perceptual style preferences, and strategies for learning English as a foreign language. http://dx.doi.org/10.2224/sbp.2012.40.9.1501 Deniz, S. (2010) Student teachers’ evaluation of the motivational strategies used in foreign language teaching. DOI: 10.2224/sbp.2010.38.9.1269.

Huang, shu. (2008) Assessing motivation and learning strategies using the motivated strategies for learning questionnaire in a foreign language learning context. Doi 10.2224/sbp.2008.36.4.529

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