CARLOS ADAN

TABLE OF CONTENTS Page
INTRODUCTION 3
JUSTIFICATION 7
STATEMENT OF THE PROBLEM, RESEARCH QUESTIONS AND OBJECTIVES
DEAR CARLOS PLEASE CORRECT SOME GRAMMAR MISTAKES AND USE SYNONYMS, GO DEEPLY TO REFERENCES SOME OF THEM ARE NOT INCLUDED.
THE WORDS ARE BOLD
INTRODUCTION
The construction of an integrated curriculum at ASE (Alianza Social Educativa) represents the main core of the authors’ study. ASE is a social foundation dedicated to give informal education as English courses, French courses, accounting courses at low cost. ASE works with population ranging from 6 to 50 years old. Alianza social Educativa (ASE) is the place where the authors are working as pre- service teachers and developing their final dissertation project.
Within the organization of this macro-project, different areas of curriculum and pedagogy have been arranged to work together in search of positive results in the relationship between socio-cultural factors and perceptions from teachers’ pedagogical orientations regarding the English curriculum. When mentioning the social and cultural factors, it is important to keep in mind the main principles of ASE, and their orientation towards social changes, values, and solidarity. These principles are part of this integrated curriculum. The curriculum needs to have clear thoughts on an initial philosophy that is created after reviewing and understanding the context and population to be instructed and enrolled in an English course.
This macro project has three main axes. The first axe is material because these are the support of the pre - service teachers to implement English courses but due to the resources at ASE these are limited. In this construction of an integrated curriculum the materials will play a pertinent role because with a group of ideas, facts, data, etc., they may provide the basis for or be incorporated into some integrated work. The second axe are the classroom procedures that take part of the construction of an integrated curriculum taking into account the relevance of perceiving teachers as reflective practitioners. Also, it is where the process of teaching - learning is motivated by the teachers in order to achieve a successful English course; where the students' and teachers' ideas, perceptions, beliefs are taking into account to improve this process and at the same time are the base where the project starts with the construction of the curriculum. And the third axe is evaluation: according to Richards (2.001; p 286-287 ) It is an examination of many aspects in the context and in the structure of a course; it involves the goals, the students and teacher’s expectations, the syllabus and program content, classroom procedures among others. In other words, the evaluation analyses is the how the teaching and learning process takes place during the course, for this reason it is necessary that ASE tries to give an structure to the courses. In this way it is going to be easier to set up goals and program contents that carry out the teaching- learning process to be suitable with the population needs.
After adding the previous introduction to the academic branches or subfields of study [assessment, classroom procedures (teaching and learning), materials, and curriculum research], this proposal purpose to construct the bridge between theory and practice, adapting the development of the curriculum to the reality of the activities happening in the classroom.
English teachers are always looking for better ways to guide people in different educational processes, and thus, help more students by offering tools that will enhance their future careers. Based on this concept, this macro-project is founded on the interest for teaching and researching about these tools, the students’ future and their role in a demanding society.
In the following chapters you will find the justification of this project - The justification explains the “why” of this macro project, the impact that they expect in ASE, the population where the authors are working and which will be the results. These results will be seen in the improvement of the courses, in the organization of the topics and materials and basically in the level of English that each course will have.
The statement of the problem mentions the needs and the solution that the team is going to solve - The research questions are the starting point of an investigation, in this case a pedagogical research that is based on the main research question that may find which are the socio-cultural and pedagogical factors that connect ASE’s project and English integrated curriculum? and the sub question of how are those connections integrated in the construction of an integrated curriculum?; the main objectives that aim to construct an integrated curriculum through the socio - cultural factors that the community has with pedagogical strategies.
The literature review is about all the books, articles, magazines, authors and previous researches that help to support the macro project in theory and practice, the research design is the organization and the distribution of roles, places, methods and data collection in the research, finally the timeline is the organization of schedule of task, assessments, dates of evaluations, meetings and the seminary class.


JUSTIFICATION
The direct impact of this project has to do with the construction of an EFL integrated curriculum. It has the goal of making the community part of the construction of it. The integrated curriculum can provide students the suitable pedagogical elements needed for constructive learning.
This research has two main elements. The first one is the setting or the community itself. Through the development of this project, the authors expect the ASE’s community can gain multiple assets and understand the meaning of an enhanced orientation of their educational goals.
Keeping this idea in mind, the authors have found the opportunity to integrate the gap between what is planned and thought to be carried out within the English curriculum and its components and what the context really needs in order to learn a new language and the ASE project.
Furthermore, the community has had a positive contact with the second element which is the English teachers. In this case, teachers will have a full cycle experience offered by research that it is about of the creation of a more objective,INCLUDE STH ABOUT PERCEPTIONS AND PEDAGOGICAL FACTORS professional and assertive vision of educational processes. In other words, the teachers are going throughout a journey that goes from literature, approaches and prior assumptions to an improved and more objective perception of multiple pedagogical practices.
PURPOSE OF THE STUDY
The purpose of this study is to know which are the socio-cultural and pedagogical factors that connect ASE’s project and English curriculum, and how are those connections integrated in the construction of a curriculum. The intention is also to carry out the construction of the integrated curriculum based on the essential pedagogical strategies that are suitable to work in a specific context.
STATEMENT OF THE PROBLEM
During the pre-service teaching in ASE, and based on the data collection instruments like journals, meetings, activities like opening, closing session and the developing of lessons plans, the authors have realized that ASE has a curriculum that is not attending student’s needs; instead of that the authors wonder to improve the educational process.
The statement of the problem is based on the need of a curriculum that can be constructed and evidenced through the perceptions of pre-service teachers, the community and follows the philosophy of ASE. The initial idea is also generated by the need of an integrated curriculum that can give a renewed sense of achievement and organization to the educational processes carried out with the community.
Based on the socio-cultural, socio- economic characteristics, the perceptions of the population and student’s needs, the pre- service teachers decided to write the research questions. YOU CAN GO A LITTLE DEEPLY ON THIS IDEA ONE BY ONE YOU CUT OFF PREVIOUS IDEAS THAT NEED TO BE INCLUDED ATTENDING TO EACH ELEMENT.


RESEARCH QUESTIONS
· Which are the socio-cultural and pedagogical factors that connect ASE’s project and an English integrated curriculum?
How are those connections integrated in the construction of an integrated curriculum? WHAT connections ARE YOU TALKING ABOUT BE CLEAR.


OBJECTIVES
Main objective: To identify the relationship between the community's socio - cultural aspects and the English curriculum in order to build up an integrated curriculum for Teaching English based on those findings.
Secondary Objectives:
1. Standardize the level of each English course CONNECT TO RESEARCH QUESTIONS.
2. Include the community in the construction of an English foreign language integrated curriculum.