Developing Speaking Skills through Authentic and Semi Authentic Audiovisuals Resources

in 11th graders from Escuela Normal Superior del Distrito de Barranquilla

Universidad del Atlntico. Barranquilla, Colombia 2016

SCARLETH C. BULA & YARIDIS I. CERVANTES

CONTEXT
ESCUELA NORMAL SUPERIOR DEL DISTRITO DE
BARRANQUILLA. BARRANQUILLA, COLOMBIA.

Public school
Well-equipped English lab
Wi-Fi connection
Audiovisual room

CONTEXT
GIRLS

9th grade (2012)

BOYS

23 students

BOYS; 43%
GIRLS; 57%

15 and 17 years of age

INSTRUMENTS AND TECHNIQUES

Observation

Multiple
Intelligences
test

Survey

FINDINGS
Teacher centered class
Focused on grammar
English course book the only resource
Observation

Translating into Spanish

Scarce students interventions
Lack of confidence

FINDINGS

Multiple
Intelligences
test

FINDINGS

Howard
Gardner
Survey
test

RESEARCH QUESTION
HOW EFFECTIVE ARE
AUTHENTIC AND SEMI AUTHENTIC AUDIOVISUAL RESOURCES
TO DEVELOP SPEAKING SKILLS IN A GOUP OF 11TH GRADERS AT
ESCUELA NORMAL SUPERIOR DEL DISTRITO DE BARRANQUILLA?

OBJECTIVES
GENERAL OBJECTIVE
To develop speaking skills in 11th graders at Escuela
Normal Superior del Distrito de Barranquilla, through
authentic and semi authentic audio visual resources.

OBJECTIVES
SPECIFIC OBJECTIVES
1. To identify students results from the Howard
Gardners multiple intelligences test in order to take
them for future reference.

OBJECTIVES
SPECIFIC OBJECTIVES
2. To create a student-centered class using
authentic and semi authentic audio visual
resources that is fit for their age, intelligence type,
interest and proficiency level.

OBJECTIVES
SPECIFIC OBJECTIVES
3. To foster speaking by implementing activities
with authentic and semi authentic materials.

OBJECTIVES
SPECIFIC OBJECTIVES
4. To implement a pedagogical proposal with
authentic and semi authentic class resources so as
to improve speaking skill.

THEORETICAL FRAMEWORK
1 SPEAKING
Speaking is how people transmit what they have in their
consciousness; it is how their intentions can be known to others,
what they want done in their behalf and how they identify with
others. (Bruner, 1978)

THEORETICAL FRAMEWORK
2 AUTHENTIC AUDIOVISUAL MATERIALS
Materials such as popular and traditional songs will help us to create
a non-threatening environment (Matsuta, n.d.).
The adaptation of authentic materials can be advantageous when
the level of the students is such that they might need a bridge to
reality. (Lansford, 2014)

THEORETICAL FRAMEWORK
3 SCAFFOLDING
The steps taken to reduce the degrees of freedom in carrying out
some task so that the child can concentrate on the difficult skill she
or he is in the process of acquiring (Bruner, Learning the mother
tongue, 1978)

PROPOSAL:
ASPECTS TAKEN INTO ACCOUNT
Choosing the right materials
Using the material effectively
Knowing your limitations

PEDAGOGICAL PROPOSAL

Watch authentic,
listen authentic,
learn effectively!
WWW.SPEAKENGLISHBCR.WEBS.COM
By Scarleth C. Bula & Yaridis I. Cervantes

Universidad del Atlntico

GENERAL OBJECTIVE
To develop students ability to communicate orally in
a simple way with familiar topics and activities such
as holidays, food, and entertainment.

SPECIFIC OBJECTIVES
Pragmatic objective
To talk about plans, places, holidays, food
preferences, and friends and relationships.

SPECIFIC OBJECTIVES
Linguistic objectives
To identify key phonetic symbols and their
pronunciation.
To talk about holidays, places and routines using
the present simple and adjectives.

SPECIFIC OBJECTIVES
Linguistic objectives
To describe peoples habits and personalities
using the present simple adverbs of frequency
and adjectives.
To talk about food using countable and
uncountable nouns.

SPECIFIC OBJECTIVES
Linguistic objectives
To talk about relationships using the past simple.
To describe events using the present simple and
the present progressive.
To talk about plans and goals using the future
tense.

WORKSHOPS

Watch authentic,
listen authentic,
learn effectively!
SPEAKENGLISHBCR.WEBS.COM
By Scarleth C. Bula & Yaridis I. Cervantes

Universidad del Atlntico

PEDAGOGICAL PROPOSAL: WORKSHOPS

Authentic and
Student centered
semi authentic
approach
audiovisual
WORKSH resources
OPS

Follow
curriculum

Scaffolding

SCAFFOLDING: PRE VIEWING OR LISTENING

SCAFFOLDING: WHILE VIEWING OR LISTENING

SCAFFOLDING: POST VIEWING OR LISTENING

WORKSHOP 2 - HOLIDAYS

OUTCOMES: RESEARCHERS PERSPECTIVE

Student centered class
Focused on grammar, vocabulary but
mostly speaking and pronunciation
Workshops the only resource
Translating not as often
Significantly more students
interventions
Noticeable rise in confidence

OUTCOMES: STUDENTS PERSPECTIVES

OUTCOMES: STUDENTS PERSPECTIVE

OUTCOMES
GENERAL OBJECTIVE

To develop students ability to communicate orally in

a simple way with familiar topics and activities such
as holidays, food, and entertainment.

CONCLUSION AND RECOMMENDATIONS

Authentics preferably at higher level.
Be consistent.
Scaffolding.
Phonetics.
Take into account students preferences.

CONCLUSION AND RECOMMENDATIONS

View authentic audiovisual resources as a complement.
Student centered class.
Use subtitles and transcripts.
Plan for the worst.

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Developing Speaking Skills through Authentic and Semi Authentic Audiovisuals Resources
in 11th graders from Escuela Normal Superior del Distrito de Barranquilla
Universidad del Atlntico. Barranquilla, Colombia 2016

SCARLETH C. BULA & YARIDIS I. CERVANTES