Academic Report by Aura Cristina Bohorquez Niampira

Introduct With the preparation of this academic report, the first measure is to make

ion known the adversities encountered during the process of pedagogical

practice in a real context as it was in the educational institution where the

participant observation process was carried out and the other contexts of

practices. provided by the university. In this way, a main situation found is

framed which is related to the lack of motivation, innovative and didactic

methodologies that allow the correct acquisition of the foreign language in

primary school students, where in addition the economic and social contexts

contribute to the see the foreign language as a subject of little relevance to

human development and its development in globalized contexts. Finally, this

report is also based on the various situations presented in the classroom

when the student receives an English class, that is, the aspects and

characteristics that the student presents when immersed in said subject.

In this way, the objectives of pedagogical practice through the use of tools

such as characterization are:

- Recognize the real context of students in a field of action.

- Identify factors that permeate the learning of the foreign language, whether

positive or negative.

- Recognize the various methodologies that are appropriate for teaching

English to primary students and the production of activities that promote

said learning.
Backgrou During this practice process carried out through the various activities of the

nd and Foreign Language Acquisition and Learning course, such as the

Literatur characterization process, research for the formulation of methodologies and

e Review research, the participant observation process, the development of the

simulator, It is highlighted that in learning a foreign language, various

adversities arise that inhibit said learning, but the lack of motivation towards

students is highlighted who verses traditional methodologies where the

active role is the teacher, while the passive role is that of the student,

English classes are involved in unoriginal environments for those who are

learning said foreign language. Finally, since there is no active participation

of the student, it is evident that there is no interest in learning; Therefore, it

is important to understand that the teacher must innovate with strategies and

methodologies that allow the student to become the protagonist of their own

learning, turning the teacher into the guide and the students into the active

source of participation, questioning and self-evaluation. “Motivation, in

addition to being one of the most studied topics in the educational field,

plays a crucial role in learning and constitutes a fundamental area in all

approaches to self-regulated learning. This motivation is observed in the

student's personal choice to get involved in the task and in the intensity of

his effort and persistence in the learning Activity”. Núñez, Martín-Albo,

Navarro and Grijalbo, (2006).

Finally, it is possible to understand that the factor that promotes student

motivation in learning a foreign language is also the teaching ability to

meaningful learning in students. In this way, it is understood that it is

necessary to create dynamics according to the ages of the students, in this

case primary school students, where the participatory dynamics of play,

interaction and participation become essential for the acquisition of English.

The learning environment and foreign language teaching methodologies

play a fundamental role in learning English “The student's informal culture,

highly influenced by the family environment, determines part of the school

social context, and has a strong influence on academic expectations, general

attitudes towards the L2, intellectual habits, etc. Different types and levels of

L2 proficiency are associated with different school contexts. Madrid, D.

(1995)

Descripti During the process of pedagogical practice, various activities were carried

on of the out to identify the aforementioned adversities. As a first measure, a

Pedagogi characterization process was carried out through a tool where we were

cal shown various aspects that have a great impact on the acquisition of the

Practice foreign language, this characterization is applied to students in the fifth

grade of primary school, where the ages of those who participated in said

methodology ranged between 11 and 12 years respectively, in this way the

main factors that promote or are relevant are identified for learning the

foreign language such as motivation, methodologies, emotions and the

contexts in which students find themselves.

interventions were developed where themes were proposed for teaching the

foreign language, focusing on communicative and production skills of

English, that is, speaking, listening, reading and writing. , which were

implemented in the classroom of some primary classrooms such as first,

third, fourth and fifth, with didactic game activities, active participation of

students and constant feedback on what was applied. These activities and

themes were developed based on the guidelines, provisions, and request by

the supervising teacher of the educational institution who provided the

themes for the correct implementation of the prepared teaching material.

Finally, in the phase, the practice is carried out through the virtual simulator

provided by the university, where through the exploration, reading and

analysis of the bibliographic resources and references proposed there, a

solution is given to the problem situation presented therein and where

additionally gave resolution to the problem raised from the experience and

practice process in the simulator search assistant, there a methodological

intervention was proposed to the analyzed situation which is also related to

the lack of motivation and didactic and methodological strategies on the part

of the teacher in charge of teaching the foreign language.

As tools for the identification of these adversities, the characterization

survey provided initially was used, then individual interventions were

developed where objectives, methodologies, resources, evaluation and

analysis, collaborative activities, complementary activities, among others,

the evaluative process that allowed us to verify whether said methodological

intervention would be correct and would lead to the expected results. Within

these interventions, a variety of resources were proposed to achieve the

objectives, for example: the use of digital tools and interactive online

activities such as EducaPlay, Pixton, Wordwall, among others, considering

the resources of the educational institution, the use of physical material,

game activities and collaborative and individual dynamics.

Findings Through the implementation of the characterization and all the processes

and carried out during the pedagogical and educational practice, it was possible

Analysis to find various factors that positively and negatively influence the teaching

and learning of the foreign language; For example, motivation is taken up

again as the main factor incident in the learning of English where it is

evident that it is this that promotes interest and that self-analysis of the

acquisition of the foreign language, as secondary factors it is possible to find

the various learning styles, age, cognitive abilities and the learning

environment, where the latter is also evident as vital since it is important to

generate spaces for practice and design of methodologies that exchange

participation in the activities of all students in the classroom. That is why

these two factors are deduced and analyzed: motivation and methodologies

as those that have a greater impact on students learning a new language.

teaching methodologies where the active role is that of the students are

necessary to learn English, since according to the ages of the students

studied through the characterization process, this need is evident. that

playful and teaching activities are carried out within the classroom through

play and socialization, this is how it is understood that the traditional

methodology is not convenient for teaching, and that it is important to first

recognize the opportunities in the classroom, the skills and styles of learning

of each student in order to create activities and plans that allow us to

contribute to the bilingualism of the country.

Finally, as the main challenges encountered, it is evident that the number of

students in the classroom ranges between 30 and 40 and where the

methodologies must be the most appropriate so that the total participation of

the students is achieved and where the main Objective, which is achieve the

Acquisition of the Foreign language in its entrete.

Methodol In the methodological interventions carried out throughout this process of

ogical pedagogical practice, various strategies and dynamics are evident that

Intervent sought, as a first measure, to innovate in the daily and traditional processes

ion of teaching English and secondly, with said activities proposed, to promote

motivation in students to way to generate the need and interest in learning a

foreign language, in this case English, in this way, the use of various tools

and instruments was proposed for teaching the topics raised, for example, as

mentioned above, the use of the digital and technological resources available
 in the classroom, the use of physical material such as memory games,

crossword puzzles, etc. These dynamics were chosen considering first the

context of the students, that is, the tools that the classroom has, recognizing

the learning styles of the students and finally understanding the importance

of promoting English learning environments from the ages of the children.

students for this primary case, since solid bases must be fostered for the

acquisition of vocabulary, grammar, and their subsequent application to real

contexts, this is how it is identified that the most relevant methodologies and

approaches refer to the natural approach so that Students learn the second

language just as they learned the mother tongue and the audio-lingual

methodology and suggestopedia.

Likewise, it is important to recognize that there are challenges to achieving

the implementation of these methodologies, such as considerably large

groups per classroom, the resources that the classroom has, in this case only

one computer and one television per room, and finally the ability to

innovation. In times of so much globalization,

Proposal With the simulation provided by the university, it was possible to analyze

for the case of teacher Milton who faced a series of challenges in the new

Problema educational institution where he worked, such as the application of

tics acceleration learning due to age. of the students, the students' abilities and

the demands of the educational institution, therefore solutions to these

challenges were analyzed and identified where:

adaptation to concepts and new methodologies for teaching the foreign

language, thus promoting meaningful learning, that is, not only relying on

the methodologies that have come. applying but also recognizing the new

dynamics required by the institutions but where the interest that is required

for the student to achieve the motivation and drive to learn the foreign

language is not lost. Therefore, the teacher must be innovative, adaptable

and capable of guiding assertive and motivating teaching.

- Next, it is important to recognize that within the teaching function there is

that of promoting critical thinking in students, that is, the analysis of their

social, educational and other contexts in order to promote solutions from

their learning.

- Finally, it is necessary to understand the various challenges that come with

taking on this teaching role in society, that is, the importance of innovating,

updating, analyzing and promoting equitable educational environments that

promote the importance of learning and improving on the part of students.

students.

Discussio According to the experience granted by pedagogical practice and the use of

n and tools such as characterization, participant observation, the development of

Reflectio personalized methodological interventions, it is possible not only to

n recognize what it is to teach a class in a real context, but also allows

understand and analyze various factors that go beyond the fact of teaching,

that is, such as social and economic contexts, such as interaction and
 communication in the classroom, how the methodologies, approaches and

dynamics applied allow for a metacognitive process of the importance of

correct to practice as a teacher and how it fulfills that function of teaching

meaningfully, not only for a weighted or grade, but for leaving meaningful

learning for the student's life. I consider that the tools used to carry out this

process of characterization and identification of circumstances presented in

the classroom are of great help, since they lead to the recognition of the

student's emotions and attitudes towards the class or learning English in real

contexts. and how the teacher's ability to provide innovative methodologies

is tested so that the objective is achieved.

Conclusi T o conclude, I consider that it is important to recognize what the role of the

on teacher implies, that is, the fact that it goes beyond teaching or simply

teaching a subject; The teacher is in charge of positively permeating the

students' learning and promoting motivation to learn, in this case, a foreign

language such as English. The teacher has the task of recognizing the

classroom, of analyzing the contexts, factors and others that affect learning

and how, through appropriate methodologies, the resources available can be

adapted to the teaching of English, in this way understanding that It is

important to inform yourself, study and understand the new trends and

methodologies so as not to turn the classroom into a monotonous space of

disinterest on the part of the student body. Characterization tools give us

insight into these reflective processes and the creation and subsequent

implementation of effective strategies and as mentioned above, for life.

es de las 11 Jornadas de Estudios Ingleses. Universidad de Jaén. 59-82.

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