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DESIGN AND IMPLEMENTATION OF A QUALIFIED ENGLISH SYLLABUS FOR TOURISM IN SAN ANDRES ISLAND
THESIS
AUTHOR:
ENDER ALBERTO AGUIRRE PULGARÍN
ADVISOR:
PROF. MAURICIO BUITRAGO AVILES
UNIVERSIDAD SANTO TOMASVICERRECTORIA DE UNIVERSIDAD ABIERTA Y A DISTANCIA
FACULTY OF EDUCATIONDISTANCE LEARNING BED IN EFL TEACHING
DESIGN AND IMPLEMENTATION OF A QUALIFIED ENGLISH SYLLABUS FOR TOURISM IN SAN ANDRES ISLAND
ENGLISH FOR SPECIFIC PURPOSES ENGLISH FOR TOURISM
DIFFERENCES BETWEEN ESP AND EFL
ENGLISH FOR SPECIFIC PURPOSES AND
SYLLABUS DESIGNESP SYLLABUS DESIGN
• specific needs of the learner”. “ESP should be offered at an intermediate or advanced level (Dudley-Evans A. &., 1998).
• “Learners' reasons for learning in making decisions related to content and method”. (Hutchison, 1987).
• (a) authentic materials, (b) purpose-related orientation, and (c) self-direction. (Hutchison, 1987).
• Unrealistic expectations(Purcell, 1996).
• Students are “overqualified but under experienced” (Raybould, 2005).
• A study of tourism and hospitality education: programs and future trends. (Formica, 1996)
• Determine clear objectives for the curriculum that takes care of the constantly changing needs of the industry (Dopson, 2004).
• The learners and their purposes for learning English.
• “An ESP program is therefore built on an assessment of purposes and needs plus the functions for which English is required”. (Hutchison, 1987)
• ESP concentrates more on language in context than on teaching grammar and language structures. (Mackay, 1978)
• EFL and ESP diverge not only in the nature of the learner, but also in the aim of instruction. (Douglas, 2000)
• Vital parts of ESP syllabus: future needs, real world and development of learner ability together with the usage of acquired skills in real life communication. (Dickinson, 1991).
• Target needs are understood as what the learner needs to do in the target situation; whereas learning needs are what the learner needs to do in order to learn. (Hutchison, 1987).
Syllabus: the meeting point of a perspective upon language itself, upon using language, and upon teaching and learning which is a contemporary and commonly accepted interpretation of the harmonious links between theory, research, and classroom practice. (Breen, 1984)
Requirements:1) focus upon2) Select3) Subdivide4) sequence the appropriate
outcome of language learning
THEORETICAL FRAMEWORK
RESEARCH QUESTION AND OBJECTIVES
Rationale
Taking into account that San Andres Island bases its economy on the tourism industry, there is a need of offering the students and professionals, specialized English courses, particularly in the field of tourism in order to increase the quality customer service and productivity, invert the low number of professionals specializing in technical English, and avoid the loss of employment opportunities abroad.
Problem statementThe problems students face in the context of San Andres for using effectively the English language, especially in the field of tourism, led me to develop a research project carried out at CESFA and taking into account important people representing the productive sector.
Research question ¿How to design and implement a qualified English syllabus for tourism in San Andres Island in an EFL group of learners at CESFA?
Research Objectives
General Objective: Design and implement a qualified English syllabus for tourism in San Andres Island in an EFL group of learners at CESFA.
Specific Objectives:-To identify the needs of the productive sector relating to English and the development of communicative skills at CESFA.-To design a tourism oriented syllabus to offer the productive sector in San Andres Island
Action Research Cycle•Type of study: Action Research (is deliberate, solution-oriented investigation that is group or personally owned and conducted. It concerns actors – those people carrying out their professional actions from day to day - and its purpose is to understand and to improve those actions). (Kemmis, 1988)
•Data Collection Instruments: Interviews, participant observation, needs analysis from the context, focus group and personal reflection.
•Type of data: Qualitative and quantitative methodologies.
•Setting: Conversational English System For All (C.E.S.F.A).
•Participants: A 12-student group starting level B1. Ages between 18-23. 7 women, 5 men.
RESEARCH DESIGN
INSTRUCTIONAL DESIGN
DATA ANALYSIS
Specific objectives Main category Emerging categories from needs analysis
To identify the needs of the productive sector relating to English and the development of communicative skills at CESFA.
To design a tourism oriented syllabus to offer the productive sector in San Andres Island.
Students from San Andres Island requiring a qualified English program for tourism purposes.
Sub-categories:
Students’ needs regarding the context of San Andres and its socioeconomic characteristics.
Students’ needs for learning English with specific purposes.
Students gaining confidence and communication skills for specific purposes.
-Qualified English programs in San Andres require a tourism oriented syllabus since the island people are lacking such linguistic skills that allow them to communicate rather well with international visitors.-The integration of English and tourism purposes implies communicative and linguistic competence developments.
Emerging categories from the instructional design:-The design and implementation of a contextualized syllabus for specific purposes involves research, analysis, study, dedication, determination and good resources; not only economic, but also human resources to ensure the quality of the product offered. -The implementation of English for specific purposes increases learner’s autonomy while at the same time provides various types of support to meet the learner’s specific, identified needs and objectives; therefore, increase the quality customer service and productivity, invert the low number of professionals specializing in technical English, and avoid the loss of employment opportunities abroad.
Research questionHow to design and implement a qualified English syllabus for tourism in San Andres Island in an EFL group of learners at CESFA?
DATA SAMPLES STRENGTHS
WEAKNESSES
Student's information
Name
Last name
Age
Nationality
City
Gender
Occupation
Level of schooling
Level of English
A1 B2
A2 C1
B1 Other
Choose your strenght(s)
Listening Writing
Reading Speaking
Choose your weakness(es)
Listening Writing
Reading Speaking
Purpose of learning English
To Work in tourism To pass an international exam
For fun To prepare for the university
LEARNERS’ PURPOSES
Characteristics of the classroom and Students
Range of Age 18 to 23
Women 7
Men 5
General level of English Intermediate
Students per class 12
Span of the level 5 months
Level to be taught B2
Hours per week 5
Hours per class 1
Days of class Monday to Friday
Hour 7:00 pm to 8:00 pm
Classroom 2 Methods / Approaches Audio lingual
Interactive learning
Task based learning
Size of the classroom 6x4 m Resources TV
CD Player
DVD Player
Book level 4
Handouts and flashcards
whiteboard and markers
interactive room Strenghts of the group Reading/ Speaking
Weaknesses of the group Listening/ Writing
Learners's purposes
To Work in tourism 7 To pass an international exam 2
For fun 1 To Prepare for the university 2
1. What’s your full name?2. How old are you? 3. Who do you live with? 4. How many hours a day do you spend watching, reading or listening to:
TV, Radio, Internet Print (magazines/newspapers) ?5. What do you do for a living?6. Describe a typical weekend7. Describe your ideal weekend8. What are your top trhree pet peeves?9. Name three people that you really admire. Why do you admire them?10. What teaching skills do you most admire?11. In the classroom, what is the most effective way of helping you to
learn?12. What is the least effective way?13. Is there anything in the classroom that gets in the way of your
learning?14. Why are you taking this class? 15. What do you hope to learn from it?16. What are you most looking forward to in this course?17. What are you particularly concerned about in this course?18. I learn the most when the teacher . . . 19. I learn the most when I . . . 20. I don’t like it when teachers . . . 21. I don’t like it when I’m asked to …22. Do you have any special needs or disabilities that you would like me to
know about?23. What are your educational goals?24. What college would you like to attend?25. What are your career goals?26. Tell about your strengths and weaknesses 27. What do you see yourself doing in the next 5-10 years?28. How do you plan to get to where you want to be 5-10 years from now?
INTERVIEW MADE TO THE STUDENTS INTERVIEW TO PEOPLE INVOLVED IN THE TOURISM INDUSTRY IN SAN ANDRES ISLAND
DATE:__________________NAME_________________________________________
_
COMPANY/ORGANIZATION:____________________________________________
POSITION:_____________________________________________________________
1. ¿HABLA USTED INGLÉS?2. ¿MANEJAN SUS EMPLEADOS/COLABORADORES EL IDIOMA
INGLÉS?3. ¿ES EL MANEJO DEL INGLÉS UN REQUISITO PARA EL INGRESO A SU
EMPRESA?4. ¿SE TIENE EN CUENTA EL MANEJO DEL INGLÉS PARA EL ASCENSO
DE LOS EMPLEADOS EN SU EMPRESA?5. ¿CREE USTED QUE EL INGLÉS ES IMPORTANTE PARA UNA MAYOR
SATISFACCIÓN DE SUS CLIENTES?6. ¿HA HABIDO DIFICULTADES/BARRERAS EN LA COMUNICACIÓN
CON TURISTAS EXTRANJEROS EN SU EMPRESA?7. ¿CREE USTED QUE DEBERÍA HABER UN PROGRAMA CALIFICADO
DE INGLÉS PARA TURISMO EN LA ISLA, ORIENTADO A PERSONAL QUE LABORA EN HOTELES, RESTAURANTES, ALMACENES, AGENCIAS DE VIAJE Y DEMÁS EMPRESAS RELACIONADAS CON LA INDUSTRIA DEL TURISMO?
8. ¿CONOCE USTED EL INSTITUTO DE INGLÉS CESFA? QUÉ OPINIÓN TIENE DE CESFA?
9. ¿ESTARÍAN USTED O SU EMPRESA DISPUESTOS A APOYAR A SUS COLABORADORES PARA QUE INGRESEN A UN PROGRAMA CALIFICADO DE INGLÉS PARA TURISMO EN CESFA?
¿ESTARÍA USTED INTERESADO EN INGRESAR AL PROGRAMA?
Student A:You want to take your wife/husband on a trip this weekend. First, decide where you
want to go. Then, phone your travel agent to reserve a plane ticket and hotel. Also,
ask for recommendations of things to do there.Student B:
You are a travel agent. Student A will soon phone you. Try to sell him/her one of the
below travel packages. (He/she will tell you the destination.)
Option 1: round-trip, first class, $950. Hotel: Sunrise Beach, $250/night, *****
Option 2: round-trip, economy class, $510. Hotel: Dorado, $110/night, ***
Student A: You have just arrived at your hotel. Go to reception. Tell them: 1) you have a reservation, 2) you want breakfast in the morning, and 3) you need to be woken up at 7am.
Student B: You are a hotel receptionist. Welcome the guest to your hotel. Kindly tell him/her that there is a problem: you cannot find his/her reservation because of a computer system problem.
EXAMPLES OF COMMUNICATIVE TASKS DEVELOPED BY THE STUDENTS
Travel Role-play #1 (note: each student reads only his/her role.)
Travel Role-play #2
Role Play # 3: At the Hotel The purpose of this lesson is to give students the skills to enter a hotel and book a room.
Front Desk: Welcome to the Sunrise Beach Hotel. How may I help you?
Traveler: I'd like a room please?
Front Desk: Would you like a single or a double?
Traveler: I'd like a double, please?
Front Desk: May I have your name, please?
Traveler: Timothy Findley.
Front Desk: Could you spell that please?
Traveler: F-I-N-D-L-E-Y.
Front Desk: How many are in your party?
Traveler: Just two.
Front Desk: How many nights would you like to stay?
Traveler: Just tonight.
Front Desk: How will you be paying?
Traveler: Is Visa OK?
Front Desk: That'll be fine. Would you like a wake-up call?
Traveler: Yes, I'd like a wake-up call for 6:30. Do you have a pool?
Front desk: Yes, we do. On the 2nd floor. Here's your key. That room 405 on the fourth floor.
ENGLISH SYLLABUS FOR TOURISM PURPOSES
Course Rationale Course Aims Course Objectives Target Learners Language Functions Designed for students who are working or planning to work in the tourism and hotel service industries in San Andres Island. Special emphasis is placed on the relevant vocabulary, register and grammatical structures that are used in the field of tourism, including: -Conversational fluency in interacting with customers -Telephone interaction and enquiries Workplace correspondence -Dealing with complaints -Taking orders and all related to reception duties -Giving directions either in the hotel or in the city -Describing, comparing and promoting facilities, attractions and events.
- To improve learners’ English so that they can use English effectively and confidently in their current or future work - To provide students with key vocabulary in tourism in order to help students develop and improve communicative skills. - To develop the communication skills needed to answer the telephone calls either in a hotel, restaurant or travel agency, dealing with guest inquiries and complaints.
a. Linguistic Component To develop communicative skills; internalize and produce vocabulary, phrases and; be fluent in the customary and routine expressions used in service; comprehend and respond to the basic needs of customer or guest b. Hospitality and Tourism Component -To understand protocols in hospitality and tourism -To obtain theoretical background about tourism and hotel service industries. -To have effective communication with the tourists c. Sociocultural Component To be familiar with San Andres’ social norms as well as its traditions and cultural values
The students are expected to be Spanish speakers and native creole speakers who have received basic Standard English language instruction of approximately 200 hours and have knowledge of the basic grammar of the English language either at CESFA or at any other institution. Learners who seek to advance their career opportunities by mastering tourism and hospitality in English; Therefore, at the end of the program, they are expected to have an upper intermediate level B2, according to the CEFR
Students should be able to respond to inquiries and requests; recommend products; make suggestions; request, acknowledge, inform, apologize, and confirm; Besides that, according to CESFA’S PEI , “at the end of the B2 level, the student is expected to reach the following competences in accordance with the Common European Framework of Reference for Languages CEFR” (Europe, 2001): • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in your field of expertise. • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty to any party. • Can produce clear ideas, detailed text on a wide range of subjects and explain their viewpoint on a topical issue giving the advantages and disadvantages of various options.
Role of the Teacher Role of the Student
Role of the Instructional Materials
Length of Instruction
Evaluation/Assessment Procedures
The teacher will be a facilitator and guide of the communication process, participants’ tasks, and texts; he will also act as a needs analyst, counselor and process manager. According to H. Douglas Brown, “The role of the teacher is that of facilitator and guide, not an all-knowing font of knowledge. He is an empathetic “coach” who values the students’ linguistic development. Students
Learner as negotiator, interactive, giving as well as taking. According to H Douglas Brown, “Students in CLT class are active participants in their own learning process. Learner-centered, cooperative, collaborative learning emphasized, but not at the expense of appropriate teacher-
The materials to be used during the special English for tourism course have a primary role in promoting communicative language use; they are task-based and authentic materials. One of the challenges of task-based learning and instruction is that engaging students in a variety of tasks is necessary to promote acquisition.
The complete English for Tourism Program consists of 400 hours in 2 semesters. Class meets 2 hours every day, from Monday to Friday during 40 weeks in the classroom at CESFA; besides that, there is extra work to be carried out at the work places and tourist sites as complementary team work, and also some tasks and evaluations to be developed at
-Self-evaluation is a strategy that allows students to evaluate their own learning process in order to be aware of their progress, and to self-regulate their cognitive and metacognitive development. Students are expected to objectively evaluate their academic process in a qualitative and quantitative manner. -Peer-evaluation is a cooperative learning process among students which helps them to enrich and to share their academic and formative experiences. There is educational value in the actual
Syllabus Content
Semester I
W
e
e
k
U
n
i
t
Class
Hours
Topics Functions Grammar
Structures
Task/Activities
(Procedure)
1
2
3
4
1
40
- General
communication
within a tourism
context
- People in
Tourism
- Working in
Tourism
-Sociolinguistic
Knowledge for
Hospitality
- Tips to
Advance
Knowledge of
Hospitality
- Exchanging greetings,
introductions,
Goodbyes
- Communicating routine
and predictable tourism
related information.
- Adopting an
appropriate style or tone
for the
particular purpose
- Avoiding ambiguity in
communicating
Information
- Expressing attitude,
opinion and evaluation
using a restricted range
of routine expressions.
- Giving directions
- Suggesting
- Present
Progressive
- There is There
are/Prepositions
of Location
- Singular/Plural
Demonstratives:
This/That/
These/Those
- Adjectives
- Weather
expressions
- Simple Present
- Simple Past
-Future: Be
going to/ Be
about to/ Will
- Modal Verbs:
Can/ Might/May/
Could/Should/
- Introduction of model
conversations.
- Choral repetition.
- Full class practice.
- Pair practices.
- Open-ended exercises.
- Role play.
Interactions.
- Interviews.
- First group activity:
After having divided the
whole class in small
groups, each group creates
an environment as real as
possible referring to their
own company, which is,
they have to design the
company's corporate
image: logo, letterhead,
Semester II
W
e
e
k
U
n
i
t
Class
Hours
Topics Functions Grammar
Structure
Tasks/Activities
(Procedure)
1
2
3
4
1
40
- Tour Operators
- Promoting a
destination
- Upper
Intermediate
English B2
- Learning to handle
words and phrases
needed to:
- Contract a hotel
- Plan a tour program
- Describe a tourist
destination
- Describe itineraries
- Learning to handle
words and phrases used
in advertising and
publicity materials
- Review of
Grammar Tenses
- Two-Word Verbs
and Idioms
- Passive Voice
- Embedded
Questions
- Transition Words
- Singular and
plural/count and
non- count nouns/a
few-a little-
little/one-each-
every/subject-verb
agreement/all
pronouns/forms of
other
-Conversation
Strategies
- Building Skills for
the TOEFL
Travel and tourism-
related tasks
Speaking:
- planning a tour
program
- negotiating an
agreement
- describing itineraries
- making a presentation
Business Writing:
- writing a report
- writing a letter of
confirmation
Sixth group activity:
Each company must
make a mistake either
in their orders, or
invoices or violate any
term of the contract.
The company
concerned in each case
CONCLUSIONS ¿ How to design and implement a qualified English syllabus for tourism in San Andres Island in an EFL group of learners at CESFA?
The first step to give was to identify the needs of the productive sector relating to English, for what I carried out several activities oriented to the current English students at CESFA, place where I work, and people involved in the tourism field, which is the main industry of San Andres island with the purpose of collecting data and make a needs analysis. Both exercises showed the expected results that confirmed the necessity of designing and implementing a tourism oriented syllabus to offer the productive sector in San Andres Island.
Advantages of designing a syllabus for specific purposes in San Andres Island.
The application of this project will give the students the necessary tools and skills to satisfy their needs in order to fulfill their clients (tourists) expectations linguistically speaking; therefore, increase the visitors’ satisfaction level and consequently, bring along a larger number of tourists to the island. Besides, the English students will acquire better skills and will be more competitive, so they will be able to apply for better job opportunities in the field of tourism either in Colombia or overseas.
Limitations regarding students' needs and variations in terms of language learning perceived during the research process.
The reality of the language situation in San Andres affects language learning since native islanders grow up speaking creole and Spanish while residents coming from other cities in Colombia speak Spanish; this is why when it comes for them to learn Standard English, there is some kind of language conflict.
It might seem hard to believe that it is easier for resident people coming from other cities in Colombia to learn Standard English; therefore, it becomes a big challenge for the teacher when both, islanders and residents are gathered in the same classroom.
PEDAGOGICAL IMPLICATIONS
• A complete syllabus for tourism has been designed, taking into account the needs analysis carried out with a group of participants studying English at CESFA, using communicative tasks such as role plays, interviews and simulations, plus materials and texts related to the tourism industry taking into account the cultural context of the island.
• As the teacher-researcher and the head of CESFA I am committed and determined to offer this new program to the community of the Island from now on as top priority, given its importance on favor of San Andres’ economy.
• Given the positive results of this project, the research process has extended the perspective at CESFA to continue doing pedagogical projects in order to keep improving and offering the community better services according to the specific needs. I will continue to explore in the field of language teaching, making good use of what I have learned as a teacher researcher graduated from the great Saint Thomas University.
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THANK YOU VERY MUCH
TO ALL THE TEACHERS AT SANTO TOMAS UNIVERSITY WHO HAVE CONTRIBUTED TO THE DEVELOPMENT OF THIS RESEARCH PROJECT SOMEHOW AND MY BECOMING A PROFESSIONAL ENGLISH TEACHER.
GOD BLESS YOU ALL!
