UNIVERSIDAD DE CALDAS - MAESTRIA EN DIDACTICA DEL INGLES - REDI (RESEARCHERS IN ENGLISH DIDACTICS) - TEACHER SURVEY - SCHOOL 3

EL ESTADO DEL ARTE DE LA ENSEÑANZA Y APRENDIZAJE DEL INGLES COMO LENGUA EXTRANJERA EN EL SECTOR PÚBLICO BAJO OS LINEAMIENTOS DEL CURRÍCULO SUGERIDO Y LOS DERECHOS BÁSICOS DE APRENDIZAJE EN DIFERENTES REGIONES DE COLOMBIA

Dear EFL teacher:

This survey is an opportunity for you to provide information about your experiences in implementing the SEC (Suggested English Curriculum) in your school. It is part of a research project conducted by REDI (Researchers in English Didactics) research group from the University of Caldas. The answers you check or write will be kept confidential.

We thank your collaboration.


         

       



  1. Gender:
    Female
    Male


  1. Age group:
    Under 25
    25-29
    30-39
    40-49
    50-59
    60 +


  1. Highest academic degree:
    Normalista
    Bachelor's degree
    Specialization
    Master's degree
    PhD
    Other


  1. EFL teaching experience:
    Less than 2 years
    2-5 years
    6-10 years
    11-15 years
    More than 15 years


  1. School grade(s) currently teaching:
    6th
    7th
    8th
    9th
    10th
    11th


  1. Weekly hours of English class per grade:
    (Please, specify each one of them 6th, 7th, 8th, 9th, 10th, 11th)


  1. How useful is the implementation of the SEC and BLR in the achievement of the following goals:
    (1. Extremely useful - 2. Very useful - 3. Useful - 4. Somewhat useful - 5. Useless)

            1 2 3 4 5      
      Comunicate with people from other cultures Extremely useful Useless  
      Fulfill academic requirements Extremely useful Useless  
      Enroll in higher education Extremely useful Useless  
      Obtain better work opportunities Extremely useful Useless  
      Understand TV programs and movies in English Extremely useful Useless  
      Understand songs in English Extremely useful Useless  
      Travel abroad Extremely useful Useless  
      Be able to play video games Extremely useful Useless  
      Surf the intenet Extremely useful Useless  


  1. Level of importance of the following aspects in your English class:
    (1. Extremely important - 2. Very important - 3. Important - 4. Somewhat important - 5. Not important)


            1 2 3 4 5      
      Writing Extremely important Not important  
      Listening Extremely important Not important  
      Speaking Extremely important Not important  
      Reading Extremely important Not important  
      Grammar Extremely important Not important  
      Vocabulary Extremely important Not important  


  1. Frequency of the following classroom distribution patterns in your classes:
    (1. Always - 2. Often - 3. Sometimes - 4. Rarely - 5. Never)

            1 2 3 4 5      
      Individual Always Never  
      In pairs Always Never  
      In groups Always Never  


  1. Frequency of the following methodological approaches implemented in your classes:
    (1. Always - 2. Often - 3. Sometimes - 4. Rarely - 5. Never)

            1 2 3 4 5      
      Task-Based Always Never  
      Project-Based Always Never  
      Problem-Based Always Never  
      Other Always Never  


  1. I let my students know the BLR (Basic Learning Rights) before starting my lessons:
    Always
    Often
    Sometimes
    Rarely
    Never


  1. How useful are the following aspects about the BLR?
    (1. Extremely useful - 2. Very useful - 3. Useful - 4. Slightly useful - 5. Not useful at all

            1 2 3 4 5      
      Show the progressive development of language skills in English from 6th to 11th grade. Extremely useful Not useful at all  
      Provide examples that illustrate and explain the language skills to achieve in terms of communicative goals. Extremely useful Not useful at all  
      Help teachers design lesson plans. Extremely useful Not useful at all  
      State the functions learners need to complete classroom assignments. Extremely useful Not useful at all  
      Design and implement assessment tools. Extremely useful Not useful at all  


  1. Frequency with which the following activities are carried out in your classes:
    (1. Always - 2. Often - 3. Sometimes - 4. Rarely - 5. Never)

            1 2 3 4 5      
      Listening activities Always Never  
      Writing activities Always Never  
      Speaking activities Always Never  
      Reading activities Always Never  
      Conversations / Dialogues Always Never  
      Presentations Always Never  
      Grammar exercises Always Never  
      Translation exercises Always Never  
      Debates Always Never  
      Dictation exercises Always Never  
      Games Always Never  
      Songs Always Never  
      Others Always Never  


  1. Frequency with which you use the following materials or resources:
    (1. Always - 2. Often - 3. Sometimes - 4. Rarely - 5. Never)

            1 2 3 4 5      
      English Please! Textbook Always Never  
      English Please! Workbook Always Never  
      English Please! Interactive book Always Never  
      Videos Always Never  
      Dictionaries Always Never  
      Posters Always Never  
      Flashcards Always Never  
      Board games Always Never  
      Technological devices (phones, tablets, videa-beam, etc) Always Never  
      Others Always Never  


  1. Your opinion about the following statements concerning the SEC implementation:
    (1. Strongly agree - 2. Somewhat agree - 3. Neither agree nor disagree - 4. Somewhat disagree - 5. Strongly disagree)

            1 2 3 4 5      
      Promotes a sense of global and national identity Strongly agree Strongly disagree  
      Leads a healthy lifestyle with participation in aesthetic and physical activities Strongly agree Strongly disagree  
      Fosters peace inside and outside the classroom. Strongly agree Strongly disagree  
      Promotes equity in Colombia’s education.  Strongly agree Strongly disagree  
      Has an impact in the society in general. Strongly agree Strongly disagree  
      Enables students to master the linguistic skills. Strongly agree Strongly disagree  
      Nurtures positive attitudes towards the learning of English. Strongly agree Strongly disagree  
      Makes a difference in the teaching of English in Colombia. Strongly agree Strongly disagree  
      Fosters students´ understanding of their own career/academic aspirations.  Strongly agree Strongly disagree  
      Fosters the use of a cross-curriculum approach. Strongly agree Strongly disagree  
      Helps to adopt suitable assessment and reporting methods. Strongly agree Strongly disagree  
      Promotes collaboration among teachers of English. Strongly agree Strongly disagree  
      Results in acquiring information and communication technology (ICT) skills. Strongly agree Strongly disagree  
      Helps students to acquire a broad knowledge base and be able to understand contemporary issues impacting daily life. Strongly agree Strongly disagree  


  1. Themes developed in your English classes:
    SUSTAINABILITY Specify actions to save energy in the community
    Create and implement recycling campaigns.
    Specify activities for environmental conservation in the community.
    Analyze the Fast Fashion phenomenon.
    Develop proper actions to reduce inequities (gender, etc.).
    DEMOCRACY AND PEACE Propose actions for getting along and inclusion in the classroom.
    Generate awareness about citizens’ rights.
    Propose actions to promote ethical behaviors regarding citizenship and living together.
    Recognize the role of language (positive and negative) in the construction of peace.
    Evaluate daily reconciliation actions for the construction of peace.
    HEALTH. Establish a physical care routine.
    Formulate initiatives for the prevention of eating disorders.
    Establish illness prevention practices in the region.
    Pose routes for obtaining health services in the community.
    Evaluate the impact of cultural and social practice (piercings, tattoos, extreme sports, and sedentary lifestyles) on health.
    GLOBALIZATION. Define own traits of national Colombian identity.
    Recognize cultural characteristics in some countries.
    Determine the role of consumerism in adolescents.
    Value the role of globalization in the use of everyday products.
    Value the impact of ICT in daily life.


  1. Frequency of types of assessment implemented in your English classes:
    (1. Always - 2. Often - 3. Sometimes - 4. Rarely - 5. Never

            1 2 3 4 5      
      Mid-term exams Always Never  
      Final exams Always Never  
      Final projects Always Never  
      Oral work (presentations, role-plays, etc.) Always Never  
      Written work (text, essays) Always Never  
      Pruebas Saber 11 samples Always Never  
      Portfolios Always Never  
      Self-evaluation Always Never  
      Peer-evaluation Always Never  
      Others Always Never  


  1. What are the major challenges you have faced in implementing the SEC?


  1. What are the major difficulties you have faced in implementing the SEC?


  1. How has the SEC impacted your teaching?


  1. What suggestions would you give to the Ministry of Education related to the SEC and the BLR?





Odilia Ramirez Contreras
Institución Educativa Atanasio Girardot
Manizales