BACKGROUND INAN AND CARLOS, CARLOS A

DEAR STUDENTS
IT IS THE HARDEST PART TO CORRECT
1. SOME TOPICS WERE MOVED TO LITERATURE REVIEW THEY AREN’T IN THE CURRENT SECTION SO YOU NEED TO READ AND TRY TO GIVE YOUR POINTS OF VIEW BASED ON WHAT YOU ARE READING, REMEMBER IS JUST TELLING US THE BEGINNIG OF THE PROJECT, THE TRANSITIONS IT HAS TAKEN DURING THE LAST TWO YEARS, AND WHAT IS EXPECTED FROM THIS.
2. REMEMBER THE BACKGROUND FOCUS ON SHOWING THE STATE OF THE ART MORE THAT DISCUSSIONS.

BACKGROUND
During the last sections, this proposal has talked about the meaning of three constructs, now the researchers want to show some background that these constructs have.
First of all, the background regarding curriculum focused on two articles from two educational magazines. One of them is called “Tensiones conceptuales y prácticas” and the other one is an article from Universidad Nacional about revising a foreign language curriculum in a public school in Bogotá. It also mentions some aspects regarding the Common European Framework and the improvement of English learning in real contexts.
The second background concept is related to perceptions, in which Zuleta (1995) displays two points of view in order not to confuse the fact that through perceptions the students can get information or learn.
Finally, the background about teaching and learning English as a foreign language took one important reference from the California Foreign Language Project in 1989 which talks about the importance of the community’s needs. In order to design a coherent and useful curriculum, it is necessary to take into account some projects that have developed the issue of curriculum design.
The first part needs to mention the history of curriculum to understand how it is possible to develop curriculum in one social context. In this sense, the article written by Barriga (2003), is important because it mentions curriculum through the XX and XXI century. He says that there are two divergent curricular trends: “The first one is the curriculum as a set of different plans and syllabus proposal, and the second one appears divergent in the sense that it is associated to concepts like everyday life, curriculum as an intellectual practice and curricular reality”[1](p.2). The idea in this document is to find the articulation between these points of view.
Until the last century, the main notion of curriculum was to promote the curriculum as conceptual and practical development. However, there are a lot of concepts related to curriculum and it is very important to focus on them because these concepts help to achieve a whole meaning about curriculum. According to Diaz, the idea in this research is to emphasize on the concepts and elements of curriculum to find the articulation between these elements.
According to Barriga (2003), “The term curriculum acquired new ideas, perspectives and programs because a lot of countries think approaches about this topic, the main approach regarding curriculum was that it must have a diagnostic of the needs in each educational community to see the social demands” (p.7) [2], in this way, curriculum would help to the development of the country.
PLEASE BASED ON THIS INFORMATION MAKE A COMPARISON IN ORDER TO OBSERVE HOW IT IS VALUABLE TO OUR CURRENT PROJECT.
In this way, the curriculum must be evaluated taking into account the needs of society, community and context. As a matter of fact, the curriculum is not an educative subject but a social subject due to the society must think about contents, standards, resources to create an integral education for the members of the society. Also, and according to Herbart the society needs an education where the human being is shaped not only in one subject but is shaped in a lot of knowledge and competences to propose new strategies for improving the quality of life.
A useful article for this proposal was taken from Profile Magazine (2006), from Universidad Nacional de Colombia. This article was developed by a team of teachers interested in improving the English learning process in a technical school.

They explain that designing a curriculum is an ample topic that requires time and important factors from analyzing the needs of the community, and everything about curriculum such as methodologies, evaluation and many more. The main objective of this project is design a curriculum that transmits the interests of the community.[3]
Additionally, they took opinions and ideas of English teachers who want to improve their work in class and that want to facilitate the learning process of the students based on their needs as a specific aspect of the curriculum
This contribution is not only based on teachers’ experiences but also on developing research parameters on teachers in their daily practice. Besides that, another important contribution of their work was to take a critical evaluation, not as a judgment without a process, but also as a consideration of assessment that offers feedback of a learning progress. They also analyzed the previous curriculum with the intention of enhance and standing out the strengths and changing some aspects with lack of connection between them.
In this way, an important conclusion of this project can be taken from this cite: “a successful curriculum requires that community members become active participants, researchers and authors and not only “evaluators” or “performers”[4].
A curriculum is meaningful to the people who have helped design it.” They consider that teachers as students, opinions and perception according with their English teaching and learning process are important in the curriculum design
Finally, in order to reach these intentions and objectives, they applied surveys where they could ask questions that let them know some students and teachers needs, even parents, which have different perspectives seen since other context “in or out of class”
Furthermore, the Universidad Autónoma Metropolitana (Iztapalapa), talks about the conditions to create competence in linguistic, communicative, intercultural, interdisciplinary and critical thinking skills as a fundamental requirement for teaching English as a foreign language in order to ensure our students´ full personal, professional and social development. This article presents an outline of the multiregional guidelines underlying the curriculum design of the General Study Program, English: An interdisciplinary and Intercultural Perspective, designed by the Interdisciplinary Studies in the English Language and Anglophone Cultures Research team of the Philosophy Department at the Iztapalapa Campus.WRONG CITED POOR INFORMATION
The 21st century is full of expectations in which a better educational system development is needed, always taking in mind quality development, improvement and an education for our English language students. This article discusses different innovation guidelines underlying the curriculum design of the General Study Program. In order to created communicative, linguistic, competence are fundamental requirements for teaching English as a foreign language in order to ensure student´s full personal, professional and social development as publisher declare.
This is a useful text for our field because it be evidence how a communicative curriculum is part of the teaching and learning process, how it could act in an education context and how is important a social context to integrates the process. It discusses methodologies in a communicative learning integrated curriculum as a methodology by learning and teaching.
In addition to that, the common European Framework and Standards for Foreign Language learning, those integrated intercultural understanding, communicative process, learning strategies and resources, it is a great contribution to focus in communicative curriculum, methodologies to classroom and it could be taking into account when the field will be construct and development. The publisher (2006) WHO IS HE? WRONG CITED describes a communicative approach and how guidelines could contribute to improve English language learning in a social environment and evaluation process according to some standard levels.
The curriculum developer prioritizes what the students will be learning from a specific subject matter and the explicit goals and objectives the students must achieve. Additionally, the curriculum developer would plan for the structuring of the learning environment that would be conducive for student learning. However, it has to integrate the aims, goals and objectives to develop parameters with the students.
Curriculum structures learning as a way to take students to a cognitive process in order to develop strategies to process knowledge. This also includes staff participation and requires appropriate and materials. The materials have to be a base to speed up the process and could apply components to promote the acquisition of knowledge. These process help the students achieve their goal and objectives. The mission is to acquire a sequence at the learning process, and be able to use important materials (text books, worksheets, recording tapes, videos) that could be introduced in ASE. THAT’S NOT NEEDED TO BE CONCRETE
Another important factor is the method of evaluation. It clarifies some components of the learning process: first acquire an excellent result (goal), second with the program and third a good material. The important concept is that the students are actually creating and participating in their own learning process. For this reason the curriculum is the main path of learning process.
In the last part the reader can see that the perceptions can be defined from different points of view, human, philosophy and psychology processes, however perceptions better describe one's ultimate experience of the world and typically involves further processing of sensory input. In practice perception can be related with several practices including education where many authors have written important articles. CONFUSING IDEAS


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For more than 132 years, when Weber introduces his first study about Weber–Fechner law, the studies of the human response to a physical stimulus, researches and writers around the world feel the necessity to study meticulously how perceptions affect human behaviors in different contexts. Education is one of the most mentioned, showing innumerable studies about how knowledge is acquired through the perception and how teachers use it to improve educational processes.
[5] Zuleta who is an extraordinary critic regarding the current conception of education says: “The education is being thought more and more with the methods and the models of the industry. To give an amount of information in the minimum time and with the minimum of effort” , this means that teachers who use different technological systems like audiovisual teaching do not know what they are doing, however he or she uses the minimum of time, the fastest and less expensive way, confusing education with information.
From the positive perspective of education through perceptions and the use of senses and technology to acquire knowledge [6]Arikewuyo (2007) in his research of Teacher Perception of Principals Leadership Capacities in Nigeria, Principals are correctly trained in managed decisions and in the area of vision in the school, but the study recommended that principals of secondary schools should be given adequate training in information and communication technology and modern management techniques because the world is changing and students prefer modern techniques to acquire knowledge.
Another experimental study was investigating students' [7]perceptions of research and research paper anxiety; they integrated quantitative and qualitative designs to collect complimentary data. A survey instrument used the Critical Incident Technique to solicit writings in students' own words about a memorable past research and writing experience at the beginning of the semester and the current research and writing at the end of the semester.
This study may provide a detailed description of the experimental design and reports on quantitative results, as well as the reports on content analysis of students' writings about their experiences of the research projects.
At the end, the analysis of the data confirmed Kuhlthau's Information Search Process (ISP) model and revealed additional affective and cognitive aspects related to research and writing. SHORT INFORMATION WRONG CITED NOT LINKED.
After reviewing the background of curriculum and perception, this part wants to show the background about the teaching and learning English as foreign language, the aspect that the researchers need to improve in ASE’s community.
Teaching a foreign language may be a difficult task. This entails perseverance and strong commitment from the teacher, in our case ASE teacher and researchers. This will also require full understanding, not only of the language itself, but also of the needs of the ASE students.
There are interesting researches projects related with this enormous topic and the project which show different perspectives, principal goals, the steps and all develop. The first is “The California Foreign Language Project”[8] it was established in 1989 by mandate of the California Legislature through Senate (1882). Since that time, CFLP has vigorously pursued the goal of challenging language professionals to improve and expand language programs in California and to promote access and equity within educational institutions for every student. The Project strongly supports efforts to involve every language teacher in a supportive professional community which respects diverse ideas, provides opportunities for leadership, promotes linguistic and cultural competence and advocates for the retention, expansion and articulation of foreign and indigenous language offerings across educational levels beginning in the elementary grades.
The CFLP project? Are you going to apply, use, reply or what, there isn’t a position derived from it.
The CFLP project has strong common ideals with our project in ASE. It clearly shows the general purpose of teaching a new language in a community that is characterized by several key needs, one of them is to learn English to improve their profile or knowledge with a team teachers.
Another point of view related with ASE project are the multiple approaches to fulfilling its mission like. All students have the ability to learn another language and should be provided that opportunity, meaningful communication which is the purpose of language learning and also a variety of implementing strategies to develop an Integrated Curriculum. At the same time, it shows that there are specific principles supported by research and practice regarding the teaching and learning of language to which the community of language students can get a good level, in other words define the essence of the ASE courses.
During the process in CFLP they could analyze that the language educators or teachers developed strategies and selected content which build upon students' interests and they were appropriate for increasing their linguistic competence. The teachers developed instructional programs that were standards-based and link classroom learning to activities that students could perform with speakers of the language, and that lean to the expansion of their knowledge and ability to successfully interact in the target language and culture.
The other article[9] describes the results of an interpretative qualitative research study in the field of teacher education carried out to identify the processes of innovation in the language curriculum by a group of public school teachers in Bogotá. The innovation process was observed in three stages: identification of the area of intervention, planning, and imple­mentation of the innovation. Data was collected through interviews, videotaped sessions, tutors’ reports, and the final documents of the innovation projects. The unit of analysis was the declarative statements of teachers. Two broad aspects of the process of innovation were identified: the process of curricular innovation and the group processes in managing the innovation. In the data analysis, three categories emerged that are described in the discussion of findings: shifting the focus of the curriculum, adopting a curricular perspective to support innovative practices, and acting reflectively and dynamically in the innovation. The results tell us that teachers planned and carried out curricular innovations thinking critically about students’ needs and interests. They adopted curricular perspectives that helped them construct and support their classroom projects. Finally, teachers acted reflectively during the implementation of the innovation by adjusting their pedagogical practices in order to benefit students’ learning and to achieve their institutional goal.
In these two articles is evident that one effective teaching and learning take place in classrooms and in the construction of the project where the target language is the medium of instruction and is embedded in authentic cultural content and contexts. It is important built successful language classrooms, teachers must create culturally authentic, language-rich environments where the target language is the medium of instruction and students have ongoing opportunities for communicative interaction which prepares them for the world beyond the classroom
As a conclusion ww to this section, the researchers can say that the curriculum always have into account the community needs and involve all the participants in order to get a good results. As a final construct, the teaching and learning of English as foreign language based on research, show the importance that the teacher has to give to the students’ interest and that language is a medium of instruction to get cultural knowledge in real context.
BE MORE SYNTHETIC ON THIS SECTION, BASED ON THE INFORMATION, WRITE CONNECTIONS TO THE PROJECT AND THE PROCESS YOU NEED TO DEVELOP.

[1] Díaz Barriga, Á. (2003). Curriculum. Tensiones conceptuales y prácticas. Magazine: Electrónica de investigación educativa.(P.2)
[2] Díaz Barriga, Á. (2003). Curriculum. Tensiones conceptuales y prácticas. Magazine: Electrónica de investigación educativa, (p.7)
[3]Camelo, M. et al. (2006). “Revising a Foreign Language Curriculum: A Challenging and Enhancing Experience at a Public School in Bogotá”. Profile No.7 Bogotá Jan. /dec. 2006. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902006000100002&lng=en&nrm=iso&tlng=en

[4]Camelo, M. et al. (2006). “Revising a Foreign Language Curriculum: A Challenging and Enhancing Experience at a Public School in Bogotá”. Profile No.7 Bogotá Jan. /dec. 2006. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902006000100002&lng=en&nrm=iso&tlng=en

[5] Suárez, Hernán (1995). Educación y Democracia. Entrevista realizada a Estanislao Zuleta, Cali Colombia, (paper).
[6] Arikewuyo, Olalekan , (2007). Teachers Perceptions of Principals Leadership Capacities in Nigeria: Volume 5 - Issue 3.
[7] Kraker Jackeline, USA (2002). Research anxiety and students' perceptions of research: An experiment. Part II. Journal of the American Society for information science and technology, pages 295-307

[8] Lorraine D’Ambruoso / California Language Teachers Association. (1989). the California Foreign Language Project.

[9] Dra. Amparo Clavijo Olarte / Claudia Torres Jaramillo (ene.-dic. 2004).Teachers Acting Critically Upon the Curriculum: Innovations that Transform Teaching. Íkala, revista de lenguaje y cultura, Volumen (9), no. 15