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UNIVERSIDAD DE LOS ANDES

FACULTAD DE HUMANIDADES Y EDUCACIN


ESCUELA DE IDIOMAS MODERNOS

CUHELAV: DONDE LOS PASANTES APRENDEN A ENSEAR HACIENDO

Alessandra Carolina Thourey Rodrguez

MRIDA, Mayo 2013


UNIVERSIDAD DE LOS ANDES

FACULTAD DE HUMANIDADES Y EDUCACIN


ESCUELA DE IDIOMAS MODERNOS

CUHELAV: WHERE INTERNS LEARN TO TEACH BY DOING

Alessandra Carolina Thourey Rodrguez

MRIDA, Mayo 2013


UNIVERSIDAD DE LOS ANDES

FACULTAD DE HUMANIDADES Y EDUCACIN


ESCUELA DE IDIOMAS MODERNOS

CUHELAV: DONDE LOS PASANTES APRENDEN A ENSEAR HACIENDO

Informe final de Pasantas presentado por la Br. Alessandra Carolina Thourey


Rodrguez como requisito parcial para optar al ttulo de Licenciada en Idiomas
Modernos
Nombre y Apellido: Alessandra Carolina Thourey Rodrguez

Cdula de Identidad: 17.698.774

Carrera: Licenciatura en Idiomas Modernos

Tutor Acadmico: Prof. Claudia Pozzobon

Ttulo del Informe: CUHELAV: Where students learn to teach by doing

Identificacin de la Institucin Sede:

- Organismo: Colegio Universitario Hotel Escuela de Los Andes

Venezolanos (CUHELAV)

- Departamento o Unidad: Coordinacin del Programa Nacional de

Capacitacin Idiomtica IDIOMAS

- Direccin: Avenida Universidad, Edificio CUHELAV, Sector Hoyada de

Milla, al lado del Hotel Venetur, Mrida.

Nombre y Apellido del Responsable Institucional: Gladis Ayala.

Cargo: Directora

Duracin de las pasantas: 3 meses

- Fecha de inicio: 15 de Octubre de 2012

- Fecha de finalizacin: 25 de Enero de 2013


TABLE OF CONTENTS

Page

Introduction .. 7

Profile of the Institution ... 9

Nature of the Internship . 12

Reflection Essay .... 15

Conclusions 26

Recommendations ...... 28

References ...... 30

Appendices .... 31
TABLE OF APPENDICES

Page

Appendix 1: Organizational structure of the National Language

Training Department .. 32

Appendix 2: Oral rubric description for Introductory and A1 levels .... 33

Appendix 3: Writing rubric description for Introductory and A1 levels ... 35

Appendix 4: A2 level syllabus ... 37

Appendix 5: Guidelines for the educational material of the

Bolivarian Schools . 39
INTRODUCTION

The University of the Andes, in its Spanish name Universidad de Los Andes

(ULA), offers the opportunity to study Modern Languages. After finishing the major,

the students have the opportunity to do an internship, in order to consolidate their

knowledge in languages, through implementing the learning in a real context. It is

also an opportunity to gain experience in different areas that involve languages, so as

to complete the academic formation received and to improve the abilities and

potentialities of the future professionals.

In the following report, I present my experience as an intern of Modern

Languages for a period of three months. First, I introduce the Profile of the Institution

I chose to work with, the University College Hotel School of the Venezuelan Andes,

in its Spanish name Colegio Universitario Hotel Escuela de Los Andes

Venezolanos (CUHELAV), placed in Mrida city. I explain when, how and why it

arose and its mission in training professionals in hotel and hospitality services.

I also present the profile of the specific department where I had the

opportunity to develop my internship, the National Language Training Department.

In this sense, I make emphasis in the aims it follows and the projects that are carried

out, through its Language Training Program. Moreover, I present how this

department is structured.

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Afterwards, I describe my duties while I was an intern in the CUHELAV, the

work conditions I found in each project and the challenges I had to face to succeed.

Additionally, I present a series of reflections I made about the academic preparation I

received during my major, the activities developed during my internship and the

impact of this experience in my professional and personal growth.

Finally, I present my conclusions after finishing my internship, and some final

recommendations I give to the CUHELAV and to the School of Modern Languages.

8
PROFILE OF THE INSTITUTION

University College Hotel School of the Venezuelan Andes

The CUHELAV is an academic institution attached to the National Institute of

Tourism, in its Spanish name Instituto Nacional de Turismo (INATUR), located

next to the Venetur Hotel in Mrida city. It was founded on October 1988 by the then

Corporacin de Turismo de Venezuela (nowadays INATUR) when the need for

qualified and specialized professionals in the hotel and hospitality services in

Venezuela increased. Thus, CUHELAVs mission is to be the leading higher

education institution that trains in hotel and hospitality services and to assure the

Venezuelan tourism sustainable development, reemphasizing the national identity,

social responsibility and excellence in service.1

In this sense, this institution offers the opportunity to learn through the slogan

Learn-by-doing, training professionals in food and beverage services, hotel

equipment maintenance, accounting and finance, marketing, hotel legislation,

statistics, room and guest services, and languages (English and French). These skills

are acquired through a three-year study plan, which allows the students an integral

education to access the touristic labor market in hospitality areas such as in hotels,

posadas (guest houses), resorts, restaurants and clubs. 2

1
Taken and adapted from: http://www.hotelescuela.org.ve/cuhelav/index.php
2
Taken and adapted from: CUHELAV. (1997). Colegio Universitario Hotel Escuela de Los Andes
Venezolanos. Mrida: Talleres de la Imprenta de Mrida, C.A.

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Nowadays, the CUHELAV is constituted by the Executive Board followed by

the General Directorate and then, the Administrative Sub-directorate and the

Academic Sub-directorate, in which the National Language Training Department

IDIOMAS is attached, as it is shown in the following flowchart:

Flowchart:

Executive Board

GeneralDirectorate

Academic Sub-directorate Administrative Sub-directorate

NationalLanguage Training
Department

National Language Training Department

The Ministry of Popular Power for Tourism, in its Spanish name El

Ministerio del Poder Popular para el Turismo through INATUR and CUHELAV,

considered necessary to train people in the languages area, who are immersed in the

tourism field, specifically in English and French. Thus, the National Language

Training Department arose in October 2005, as a pilot program called Language

Training Program and it was formalized in 2008, in order to contribute to the

Venezuelan positioning as an international touristic destination. In this sense, the

aims of the National Language Training Department are:

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To train people involved in tourism, in order to count on suitable human

talent and to improve the quality standards in the tourism services

provision through the language training.

To train tourism service providers in the use of foreign languages in

places frequented by foreigners.

To promote and reinforce national pride about Venezuelan values and

culture, using languages as means of exchange with guests and foreigners.

To be the main responsible department in processes of languages

certification applied to tourism.

The Language Training Program seeks to improve the languages skills

(English and French) of communities immersed in tourism. It is developed through

four courses: Introductory level, A1 and A2 levels (basic users) and B1 level

(independent user), based on the levels of the Common European Framework of

Reference for Languages (CEFR), but adapted to the needs of tourism in Venezuela.

The Program also prepares, supervises and certifies the courses throughout the

Venezuelan territory. Besides, it trains and certifies facilitators and teachers on

Teaching-Learning Skills to unify teaching criteria. For this purpose, this program is

executed through four departments attached to INATUR and the National Language

Training Department, shown in Appendix 1.

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NATURE OF THE INTERNSHIP

I started the internship at the CUHELAV on October 15 th 2012, as a Modern

Languages student of the ULA, working forty hours a week, for a period of twelve

weeks. I was assigned to the National Language Training Department, where I took

part of the academic personal team, coordinated by Mara Ileana Cabello. Before

starting my duties as an intern, she showed me what the National Language Training

Program was about and its importance for Venezuelan people, because we live in a

very touristic country. Then, I began to accomplish multiple tasks, described as

follows:

My first task was to create a rubric for Introductory and A1 English levels,

following the CEFR levels. This rubric consisted of an evaluation instrument to

determine with more precision and objectivity the competences the students must

achieve to certificate each level. For this purpose, I worked with Rosngela Martnez,

who was the supervisor in charge of the courses at the Language Training Program.

We took the CEFRs rubric criteria and adapted to the syllabus of the Introductory

and the A1 level, in both oral and written competences. Also, we added two more

levels between those created by the CEFR: The A1- for students in between levels

introductory and A1 and the A1+ for those in between levels A1 and A2 level.

Finally, we had the opportunity to assess the students performance in a final

evaluation for Introductory and A1 courses. During the process, we had the

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opportunity to assess the rubrics created and distinguish each of items previously

determined. The results of the rubrics can be found in Appendices 2 and 3.

In addition, during my internship, I taught an A2 English course for people

from Mrida, who are and could be in contact with foreign tourists. For this purpose,

I was trained by Ms. Martnez who, based on her acquired knowledge from both the

Teaching Knowledge Test (TKT) and the Certificate in English Language Teaching

to Adults (CELTA), gave a workshop in which I had the opportunity to learn

techniques for group dynamics, lesson planning and classroom management. Also, I

learned about how to use the educational material called English the Venezuelan

Way, created in 2009, contextualizing the teaching of the English to tourism field

and hospitality services in Venezuela. I used this book for my 120-hour course,

supervised by Ms. Martnez, following the demanded communicative approach,

emphasizing the oral aspect of the language.

Afterwards, I was an evaluator, both in the written test and the oral interview

along with my supervisor, in order to assess my A2 students and measure their

progress. The A2 syllabus I worked with can be found in Appendix 4. Also, I worked

as a teaching assistant, helping the CUHELAVs students when they had questions

about their assignments, evaluations or their apprenticeship process.

My last assignment was to cooperate in an interesting new project called

Educational Material for the Bolivarian Schools for several elementary schools in

13
Mrida state. It consisted in the creation of educational material, such as posters,

puppets, comic strips and recordings, in order to provide more resources adapted to

children groups, new technologies and techniques for group dynamics, promoting

culture values and hospitality as Venezuelan citizens. For this project, the academic

personal team of the Language Training Program and I participated in four meetings

with Flix Sierra, who is the coordinator of the Bolivarian Schools, two English

teachers and two graphic design students. We worked with a first module: Greetings,

introductions and farewells. Thus, we created a story about an 18-year-old tour guide

and her little brother hosting children coming from different countries. Then, we

developed some guidelines for the audio-visual material, which can be found in

Appendix 5. Finally, we started writing some suggested activities for the teacher of

the Bolivarian Schools about the educational material designed, giving more

importance to the oral production.

14
REFLECTION ESSAY

As I previously mentioned, internships are opportunities to link the knowledge

acquired during the major with a real work environment. It represents the last phase

in which a student can complement their formation as a future professional.

Nevertheless, when the moment of the internship is approaching, expectations and

doubts arise towards this experience. In this sense, before applying for an internship, I

started wondering if I would find an institution where I could improve my languages

skills without being immersed directly in an Anglo Saxon culture and how I could fit

in, according to my professional profile and my own interests.

For a student of Modern Languages, going to a foreign country to do an

internship can be very useful, because it offers the opportunity to be in contact with

natives speakers of the language and their culture. However, I think that going abroad

is not an essential requirement for a successful internship, because this experience in

Venezuela can be as an enriching as one in a foreign country, in terms of the personal

and professional improvement a student can achieve during this time.

When I applied for a spot as an intern at the CUHELAV, I met the National

Language Training Department personal team, who were very kind and offered me

some interesting projects, which captivated me from the first moment, because they

would be an opportunity to establish a connection between my previous knowledge

15
and reality. Also, they would allow me to develop my abilities and thus, to contribute

with my consolidation as a future professional.

One of these projects was teaching in an English course. Despite having

knowledge about languages, I did not have any knowledge concerning the teaching

process, because I did not study Education. Actually, this lack of knowledge in

education pedagogy was an important impediment when I did my Community

Service last year. I taught English in an elementary school where I did not count on

the academic advice of the institution, and the results were not as satisfactory as I

expected. I felt I did not have a significant impact on the process of learning English

in the children I taught. However, thanks to this experience I learnt it is important to

have the necessary tools to teach, especially to teach children.

For that reason, when the Language Training Department offered me the

opportunity to work as a teacher, I did not know if I could achieve this task

successfully, because I still had a lack of knowledge in teaching skills. Fortunately,

the National Language Training Department gave me the academic tools I was going

to need during the course. I learnt about methodologies, groups management and

lesson planning. However, I had to develop and to improve other skills by myself, in

order to accomplish this task successfully.

I learnt how to manage my time and be more organized, in order to prepare

my lessons every day. Even though I had the English Venezuelan Way method as a

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guide for my classes, I had to use my creativity during the class, in order to facilitate

the learning process of my students, through the appropriate activities. I also worked

with my self confidence when speaking aloud in front of my students and to be

prepared for unexpected questions in class.

Moreover, I had to put into practice what I learnt during my major in a real

context. I had to review and refresh the English grammar and to make emphasis in a

good pronunciation. In this sense, I found the contrastive analysis I learnt in

Phonetics and Phonology II very useful, because I could anticipate possible mistakes

my students could have when speaking English.

Also, I learnt a lot of vocabulary in English related to the tourism field and

Venezuelan traditions, which I found very useful, because working with the language

focused on our own culture is very different from the way we usually learn English.

In Venezuela, along elementary and high school, we usually learn English focused on

the grammatical aspect in writing, taking out the context where the language is taught

and the use students can give to it, even if we live in a touristic country. Teachers do

not use Venezuelan culture as reference to teach the contents, making more difficult

to use the language in a real context.

This experience was also important for me because I had the opportunity to

work with a very diverse adult audience, which contrasted not only because of their

age, but also because of their academic formation. However, I found in each of them

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a deep interest to learn English. I could observe the desire of self-improvement in my

students, through effort and active participation in their learning process, defeating

their possible limitations and fears. I found in my students my inspiration to give my

best in every lesson.

Through this task, I realized also that learning process becomes more

interesting and easier when people can make use of what they learn in a short term

period and when they can adapt it to their own needs. For instance, one of my

students worked as a waitress in a restaurant in El Valle. She was the most

motivated student in my class, because she wanted to learn English to serve foreign

customers at work as best as possible. She always put into practice what she learnt in

class at work, improving her performance along the course and in the final evaluation.

I really enjoyed working in this project from the first to the last day. Despite

having a not so gratifying experience during my Community Service, working as a

teacher in this opportunity allowed me to realize that I like teaching. I felt very

comfortable in every lesson, sharing my knowledge in languages with my students

and at the same time, learning from them. This task not only offered me the

opportunity to rectify some mistakes I made during my Community Service, but also

to find out I would like to continue improving my skills as a teacher through a teacher

professional development program, in order to carry out on teaching with teenagers

and adults.

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Another task, was working as a teacher assistant. Unlike my duty as a teacher

previously mentioned, the people I assisted were students of the CUHELAV, who

needed an extra help to with the contents of their English classes. I had to be prepared

to explain any grammatical point, to correct any mistake in their pronunciation and to

be familiarized with the vocabulary they had to use, trying to adapt the teaching

process to each student.

Assisting can be a good resource in the learning process, in order to

complement and reinforce the knowledge in a personalized way. I realized it is

necessary a good disposal by the assistant to help, but also by the students to learn, so

as to obtain good results. In this sense, with the exception of some students, most of

them did not have clear the difference between a teacher and an assistant, and the role

of the students in their learning process.

I could observe an improvement in those who made an effort and were aware

of their responsibility in this process, but unfortunately, there were students who did

not seem have a real interest in learning English, even though languages are very

important in hotel and hospitality services. At this point, I felt disappointed, because I

think the students of the CUHELAV did not make the most of a training program

created precisely for them, neither the academic advice nor the English courses.

Being a teaching assistant was quite different from being a teacher in a course.

Even though both tasks require training and disposal to teach, being a teacher carries

19
more responsibilities and effort. As a teacher, it was necessary to be present

throughout the entire learning process, from teaching of the contents in classes, until

the day of the final evaluation. Moreover, working as a teacher allowed me to know

about my students previous knowledge and to use it as a reference to observe their

improvement along the course.

On the other hand, being a teaching assistant allowed me to help the students

in a more personalized way, working with each of them separately. However, with

these students, I could not observe a possible improvement in their learning process,

because I did not have any idea about their previous knowledge in English, and once I

assisted them with a specific content, they did not return to the office to let me know

about their performance in their evaluations. Even though both experiences were

good opportunities to develop my teaching skills, I think working as a teacher gave

me the opportunity to get access to a more enriching experience than working as a

teaching assistant, allowing me to participate in a complete teaching process.

Regarding the rubrics I worked with, I have to admit I was a complete

beginner; I did not have any previous experience with any evaluation instrument,

once again, because I did not study Education. For that reason, the Language Training

Department staff provided me with information about the CEFR and how it can

measure the knowledge in languages through some specific descriptors. The idea of

this project was to adapt the CEFR rubric to the courses syllabus given in the

20
Language Training Program, in order to help the evaluators to be more objectives

when evaluating.

It was a big responsibility for me, because the rubrics would be used to

evaluate the students in the final interview. However, I always counted on advice of

my supervisor, making this experience enriching for my professional improvement.

My lack of experience was not an impediment to achieve this project. Actually, I

think it was an incentive, because it was a completely new experience of what I learnt

during my major.

Adapting an evaluation instrument is not an easy task. It is necessary not only

to study the instrument itself, but also to know the contents you are going to work

with well. During this process, I had to think about how the syllabus and the English

the Venezuelan Way were going to allow the measuring of the knowledge acquired

and its use in a real context. I had to analyze what the students should be able to do

when speaking and writing in English after finishing the Introductory and the A1

levels, using the grammatical patterns learnt in class. It was very challenging to

describe the knowledge of the English language in some short sentences and to

difference between levels through few subtle differences.

Participating in the creation of the rubrics was also an important experience

for my professional growth, because I have noticed not only an improvement in terms

of my languages acquisition according to the CEFR levels along my major, but also I

21
realized that even if the language acquisition is a very complex process, it is

necessary to establish some guidelines, in order to try to measure it objectively.

On the other hand, I had the opportunity to work as an evaluator. I could

participate in the final interviews, having the opportunity to observe the performance

of the participants along the three levels taught by the Language Training Program.

This meant to be involved with the syllabus of each level, in order to know what the

students would be able to do according to their courses. Moreover, I had to pay

attention to pronunciation, grammatical use, coherence and interaction.

I learnt the evaluation process is not just to sit and make questions; it requires

preparation, patience, thoroughness and commitment, in order to be as objective as

possible. Fortunately, I had my supervisors support and the rubrics we created,

which I found a very useful tool when evaluating the students of the Introductory and

the A1 levels.

Nevertheless, it was not easy to be objective when I had to evaluate my own

students. Despite knowing what they would be able to do and I helped them to

prepare for the final test, I could not help feeling that their performance would reflect

my work as a teacher. It was a challenge to put the good relationship with my

students aside and to decide if they had passed the course or not, depending on their

correct answers and mistakes during the test. However, I think I gave my best as a

22
teacher and as an evaluator, and I felt very satisfied when all my students approved

the course.

An interesting moment of the evaluation process was the final feedback with

the students, because it was an opportunity not just to tell them if they had approved

the course or not, but also to talk about their performance during the interview; their

strengths and weaknesses, and the specific mistakes they had, in order to avoid the

same mistakes in the future. In this sense, the A1- and the A1+ levels expressed in the

rubrics were useful when placing those students who had not a consolidated A1 level

or those who, on the contrary, had a better performance than a consolidated A1

student. I learnt how important it is to give a feedback when the evaluation ends,

because the students become aware of their learning process and recommendations

motivate them to continue with their improvement.

This experience as an evaluator allowed me to realize that being part of the

evaluation team carries a big responsibility. It requires not only previous training, but

also emotional maturity, in order to be objective during and after the evaluation

process. I think if I continue preparing myself in this field, I would be capable to

prepare and develop an evaluation process on my own objectively in a near future,

especially if I use the CEFR levels.

My final assignment was to contribute into the creation of educational

material for the Bolivarian Schools in Mrida state, related to greeting, farewells and

presentations. The teachers not only had problems with the budget to get access to the

23
didactic materials for their classes, but also they considered there is a problem with

the current method of education, at least in the English area.

Accordingly, we could share ideas about how to make the learning process

easier and more interesting in children, emphasizing the oral production along the six

grades and incorporating the writing progressively since fourth grade. We made a

story about three foreign children participating in a tour far and wide of Mrida state

with two tour guides, also children. We used our imagination to create puppets,

recordings, posters and comic strips, in order to tell the story and to establish the

interaction between the characters easily. It was interesting to find out other

teachings methods for children, quite different from the traditional method I learnt

English with when I was a child, which I also used during my Community Service.

Nevertheless, it was not easy to create a standard material that could be

adapted and used in all the elementary schools, taking in consideration that each of

them has its own needs and characteristics. For that reason, we also started writing a

manual of use with suggested activities, in order to help the teachers with the use of

the material. I think the educational material we were working with could be very

useful to orientate teachers about the need for a change in elementary schools, in

terms of the traditional method of teaching that many teachers still use, which

according to the experience of teachers I worked with and my own experience during

my Community Service previously mentioned, it is not the most effective method of

teaching children.

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Taking into consideration all projects I participated involved the teaching and

learning processes, being an intern at the CUHELAV, allowed me to be in the

opposite side of which I was a as student of Modern Languages. It reminded me of all

the professors who taught and evaluated me along the major, and the role I played in

my learning process with each subject I studied.

As a student, I did not understand the hard work and responsibility that

teaching and evaluating students imply and who not always care about their learning

process and sometimes blame professors when they do not approve a subject. As a

teacher, teaching assistant and evaluator, I realized the importance of the student role

in the learning process, which means not only going to class, but also having an

active participation in the activities and to take advantage of the extra resources the

institution offers, such as assisting or workshops. Through this experience, I became

aware about the need of a shared responsibility and cooperation between

teachers/professors and students, in order to assure a meaningful learning.

Thanks to my experience as an intern at the CUHELAV along three months, I

can confirm it is possible to achieve a successful internship without going abroad, if

the students are willing to assume the commitment required to accomplish all the

tasks assigned with excellence, and are able to learn from each experience, in order to

contribute to their professional and personal growth and to become a good

professional.

25
CONCLUSIONS

Working as an intern at the CUHELAV and the National Language Training

Department gave me the opportunity to participate in several activities somehow

related to the teaching-learning processes of languages. This institution provided me

training and orientation in all the activities I carried out, related to the teaching

process and the hotel and hospitality services.

My studies provided me with academic knowledge and a solid base in the

languages area, allowing me to look for an internship where I could consolidate

myself as a future professional. Thanks to my experience as an intern, I could put into

practice my previous knowledge in a real work environment, improving my

languages skills, earning experience and expanding my capacities according to my

own interests. I could explore and discover new ways to approach my career. At the

same time, I had the opportunity to develop my duties in a positive and proactive

work environment, which motivated me to face each challenge with enthusiasm,

dedication and responsibility.

Participating in different projects allowed me to meet new people and

appreciate the great effort they did, trying to accomplish their duties successfully.

Also, with one of the projects I carried out, I could change a bad perception I had so

far. I used to think that English teachers in elementary schools did not care about the

childrens learning, but they wanted to fulfill with a requirement in the syllabus.

26
Nevertheless, I found out there are teachers who really love what they are doing and

by own initiative try to be up-to-date with new teaching methods and educational

material, in order to assure a significant learning.

I think I gave my best in every task I carried out during my internship and I

feel very satisfied with the results I got, both professionally and personally. Thanks to

the opportunity and the collaboration the CUHELAV gave me, I had a gratifying

experience, which allowed me to achieve one of my goals in life: having a successful

internship full of meaningful learning.

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RECOMMENDATIONS

After studying the major in Modern Languages and working as an intern, I

would like to propose some recommendations, both to the CUHELAV and to the

School of Modern Languages, in order to continue and improve the work of academic

training of future professionals.

To the CUHELAV:

To continue with the creation of rubrics as evaluation instruments for the A2 and

B1 levels, in order to contribute with the improvement of objective evaluations. In

this sense, the National Language Training Department should train interns and

teachers in the evaluation process, not only because this rubrics are useful in the

final interview, but also because they can be a guide for the teachers along the

English courses.

To create cooperation links between this institution and the School of Modern

Languages, so as to develop training programs and workshops. These resources

can benefit professors and students of both institutions, both in languages and

tourism field.

To promote the activities developed in the National Language Training

Department, in order to attract more people interested in learning languages,

28
students immersed in hotel and hospitality services, and the community of the

state.

To the School of Modern Languages:

To add more subjects to the Modern Languages study plan, according to each

professional option, so that the students can deepen the knowledge required when

applying for an internship and to be more prepared for a future labor field.

To offer more orientation about the labor field of the major, especially of the

professional option Language C, in order to help the student when looking for

an internship and a future job.

To provide more internship opportunities for students of all professional options.

In this sense, I think the office in charge of evaluating and approving the

internship proposals should be more flexible with the acceptance of internship

offerts. Moreover, it is necessary to increase the internship proposals in the

national territory, taking in consideration the financial constraint of many

students.

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REFERENCES

Colegio Universitario Hotel Escuela de Los Andes Venezolanos. (n.d.). Retrieved:

2012, December 12th from http://www.hotelescuela.org.ve/cuhelav/index.php

Coordinacin de Capacitacin Idiomtica. (n.d.). Retrieved: 2013, January 10 th

from http://www.hotelescuela.org.ve/wp/?page_id=61 .php

CUHELAV. (1997). Colegio Universitario Hotel Escuela de Los Andes Venezolanos

[University College Hotel School of the Venezuelan Andes]. Mrida: Talleres de la

Imprenta de Mrida, C.A.

30
APPENDICES

31
APPENDIX 1

ORGANIZATIONAL STRUCTURE OF THE NATIONAL LANGUAGE

TRAINING DEPARTMENT

INATUR

National Department

Projects Department

East West Capital and Central Andes and Llanos


Department Department Department Department

32
APPENDIX 2

ORAL RUBRIC DESCRIPTION FOR INTRODUCTORY AND A1 LEVELS

RUBRIC INTRODUCTORY LEVEL A1 LEVEL A1 + LEVEL

Has a very basic memorized Has a very basic repertoire of Has a basic repertoire of words and
repertoire of words and words and simple phrases related simple phrases related to personal
simple phrases related to to personal information and information and particular concrete
greetings, specific personal particular concrete situations in situations in the tourism field, such
RANGE

details and particular the tourism field, such as as professions, facilities, foods and
concrete situations in the professions, facilities, foods and beverages and some vocabulary
tourism field, such as beverages and little vocabulary related to the check-in/ check-out
occupations. related to the check-in/ check-out processes.
processes.
- Shows only limited control - Shows only control of a few - Shows control of simple
of a few simple grammatical simple grammatical structures grammatical structures correctly
structures and sentence and sentence patterns correctly related to personal information and
patterns in a memorized related to personal information tourism field.
repertoire related to and tourism field. - Spells proper names and new
greetings, specific personal - Spells proper names and some words with some corrections.
information and tourism field. words with a lot of corrections. - Uses present simple and
- Memorizes the spelling of - Uses present simple and frequency adverbs to describe
his/her full name. frequency adverbs to describe several daily routines at work and
- Applies few structures fixed daily routines at work and everyday life about him/herself and
related to physical everyday life about him/herself with few difficulties about other
descriptions, as well as and with some difficulties about peoples routines.
describing places and other peoples routines. - Uses present continuous to
ACCURACY

objects. - Uses present continuous to describe actions in a specific


- Uses numbers to express describe few actions in a specific moment, using a variety of verbs.
basic information related to moment. - Can make comparisons between
prices, dates and time. - Makes simple comparisons places, objects and people.
- Uses the prepositions in, between places and people. - Uses will and going to to
on, at to locate objects in - Uses will and going to to describe some short and long-term
a specific environment. describe few short and long-term future actions.
- May use few memorized future actions. - Make use of conditionals can
verbs in simple present to - Can use conditionals can and and could, as polite expressions
describe briefly his/her could, as polite expressions to to offer and ask for some hotel
occupation and few other offer and ask for few hotel services, doctors appointments and
activities, e.g. I work in / I services, doctors appointments emergency calls.
study English/I live in... and emergency calls. - Uses prepositions of place, such
- Makes use of prepositions of as near, far, next to, in front
place, such as near, far, next of, before and after to give
to, in front of, before and directions with some hesitation.
after to give few directions with
very noticeable hesitation.

33
RUBRIC INTRODUCTORY LEVEL A1 LEVEL A1+ LEVEL

Can manage very short isolated, Can manage short isolated, mainly Can use basic utterances
mainly pre- packaged utterances pre- packaged utterances with with pauses and false
with a lot of pausing to search for noticeable pausing to search for starts, related to
expressions, to articulate less expressions, to articulate less information about
FLUENCY

familiar words and to repair familiar words and to repair him/herself and others,
communication related to personal communication related information tourism field and the A1
information, tourism field and the about him/herself and others, syllabus (see accuracy)
Introductory syllabus (see tourism field and the A1 syllabus
accuracy) (see accuracy)

Can interact in a very simple way Can interact in a simple way and Can interact in a simple
and communication is totally communication depends on way, using more
INTERACTION

dependent on repetition, rephrasing repetition, rephrasing and repair. vocabulary, and


and repair. communication still
depends on some
repetition, rephrasing and
repair.
Can link words related to personal Can link few sentences related to Can link groups of
information, tourism field and the information about him/herself and sentences related to
Introductory syllabus (see others; tourism field and the A1 information about
COHERENCE

accuracy), but not groups of words, syllabus (see accuracy) with very him/herself and others;
that imply the use of linear basic, linear connectors, such as tourism field and the A1
connectors, such as and or but. and, but or then. syllabus (see accuracy)
with basic, linear
connectors, such as and,
but, then, later, or
after.

34
APPENDIX 3

WRITING RUBRIC DESCRIPTION FOR INTRODUCTORY AND A1

LEVELS

RUBRIC INTRODUCTORY A1 LEVEL A1 + LEVEL


LEVEL
Has a very basic Has a very basic repertoire of words and Has a basic repertoire of words and simple
memorized simple phrases related to personal phrases related to personal information and
repertoire of words information and particular concrete particular concrete situations in the tourism
and simple situations in the tourism field, such as field, such as professions, facilities, foods,
RANGE

phrases related to professions, facilities, foods, beverages beverages and some vocabulary related to
greetings, specific and a little vocabulary related to the the check-in/ check-out processes.
personal details check-in/ check-out processes.
and particular
situations in
tourism field.
- Writes only few - Writes only simple fixed grammatical - Writes simple grammatical structures and
simple fixed structures and sentence patterns in a sentence patterns in a familiar repertoire
grammatical familiar repertoire related to greetings, related to greetings, specific personal
structures and specific personal information and tourism information and tourism field.
sentence patterns field. Writes correctly familiar words and low-
in a memorized - Writes correctly some familiar words and denomination numbers (when they have to be
repertoire related low-denomination numbers (when they spelled out)
to greetings, have to be spelled out) - Writes several sentences in order to
Specific personal - Writes few sentences in order to describe physical appearance, places and
information and describe physical appearance, places and objects correctly.
tourism field. objects correctly. - Writes some sentences, including the
- Writes correctly Writes some sentences, including the prepositions in, on ,at in the present
only few familiar prepositions in, on ,at in the present simple to describe several daily routines at
GRAMMATICAL ACCURACY

words and low- simple to describe fixed daily routines at work and everyday life about him/herself and
denomination work and everyday life about him/herself other peoples routines.
numbers (when and other peoples routines. - Can fill in hotel and work forms with
they have to be - Can fill in forms with personal details personal details such as name, address, date,
spelled out) such as name, address, date, nationality, nationality, ID number and telephone number,
- Writes a limited ID number and telephone number on a abilities, academic studies and previous jobs,
set of familiar hotel registration form. with the possibility of some written mistakes.
sentences in order - Can write very short postcards sending - Can write short postcards sending holiday
to describe holiday greetings or a thank you letter. greetings or a thank you letter.
physical - Writes some sentences correctly in the Writes several sentences correctly in the
appearance, present continuous and the future tense to present continuous and the future tense to
places and objects describe actions in a specific moment and describe actions in a specific moment and
correctly. long-term actions. long-term actions.
- May write in a - Can write few simple comparisons - Can write simple comparisons between
very limited between places and people, showing an places and people, showing some
manner few amount of grammatical mistakes. grammatical mistakes.
sentences, - Can write some fixed polite expressions - Can write several polite expressions using
including the using can and could, for few hotel can and could, for few hotel services,
prepositions in, services, doctors appointments and doctors appointments and emergency calls in
on ,at in the emergency calls in written drills. written drills.
present simple to - Can write few directions correctly, using - Can write some directions correctly, using
describe few fixed prepositions of place, such as near, prepositions of place, such as near, next
daily routines next to, in front of, across from to, in front of, across from before and
about him/herself. before and after. after.

35
RUBRIC INTRODUCTORY LEVEL A1 LEVEL A1 + LEVEL

Can write few short isolated mainly pre- Can write some phrases Can write phrases and short
packaged words, phrases and and short sentences, sentences, linking groups of words
CONTENT- COHERENCE

sentences, linking few words related to linking some groups of related to information about
personal information, tourism field and words related to him/herself and others; tourism field
the Introductory syllabus (see accuracy) information about and the A1 syllabus (see accuracy)
him/herself and others; with basic, linear connectors, such as
tourism field and the A1 and, but, then, later, or after.
syllabus (see accuracy)
with very basic, linear
connectors, such as
and, but or then.
- Can write few short isolated mainly - Can write few phrases - Can write some phrases and
pre-packaged words, phrases and and sentences related to sentences correctly related to tourism
SPELLING AND PUNCTUATION

sentences related to tourism field, but tourism field, but with field, but with few misspellings.
with many misspellings. some misspellings. - Can use punctuation marks
- May use few punctuation marks such - Can use some correctly such as capital letters,
as capital letters, periods and question punctuation marks commas, periods and question
marks. correctly such as capital marks.
letters, commas, periods
and question marks.

36
APPENDIX 4

A2 LEVEL SYLLABUS

Verbo to be, comparativos (revisin), superlativos, datos numricos altos,


adjetivos demostrativos that, this, these, those

Saluda y se despide reconociendo diferencias culturales

Describe y compara lugares(reconoce y utiliza vocabulario relacionado al clima)

Hace comparaciones entre personas, lugares y cosas

Like vs. would like, preguntas how much/how many, cuantificadores some, a, any,
presente continuo (wear vs. wearing, want, need to)

Expresa gustos y preferencias,

Describe y sugiere actividades

Pregunta y responde por precios y pide rebaja

Reconoce y utiliza vocabulario de bebidas y comidas

Planifica una comida informal

Reconoce y utiliza vocabulario de ropa

Presente simple, preguntas de informacin when, where, what, preposiciones de


tiempo in, on, at, nmeros ordinales, verbos modales can, may, might, would,
could, should, must, expresiones relacionadas con sugerencias why dont we, lets
go, futuro will /going to, pronombres posesivos mine, his, hers, ours

Habla de celebraciones y festividades

Habla de atracciones tursticas

Prepara una actividad turstica utilizando conectores cronolgicos

Expresa posibilidades y habilidades

Sugiere, recomienda y presenta alternativas

Expresa actividades futuras a corto y largo plazo

Utiliza vocabulario relacionado al mobiliario de una habitacin de hotel, equipos e


insumos de hotelera

37
Ofrece ayuda y responde a requerimientos de un husped. Ofrece y provee
servicios por telfono

Se disculpa apropiadamente

Presente simple, vocabulario de enfermedades y remedios medicinales, condcional


should/shouldnt, vocabulario de instalaciones hoteleras, futuro con will

Expresa malestares de salud,

Recibe y da recomendaciones

Resuelve quejas y reclamos relacionados con los servicios de hotelera

Contesta llamadas en la recepcin y resuelve problemas a los huspedes

Compra y pide rebajas APPENDIX 5

Pasado simple del verbo to be,OF


GUIDELINES algunos verbos regulares SCHOOLS
THE BOLIVARIAN e irregulares en pasado
simple, adverbios de tiempo del pasado yesterday, last night/ week/ weekend/ month/
year, expresiones If you dont mind me asking/I dont want to intrude but/Its none
of my business but

Expresa en forma bsica situaciones del pasado con el verbo to be

Utiliza algunos verbos irregulares en el pasado pertinentes a su rea de trabajo.

Da y pide informacin personal en pasado con el verbo to be

Solicita informacin presente y pasada cortsmente

38
APPENDIX 5

GUIDELINES FOR THE EDUCATIONAL MATERIAL OF THE

BOLIVARIAN SCHOOLS

MATERIAL DIDCTICO PARA LAS ESCUELAS BOLIVARIANAS


Contenido del primer mdulo: Saludos, despedidas y presentaciones

Saludos y despedidas Presentaciones (Introductions)


(Greetings and farewells)
- Whats your name?
- Hello/hi - My name is
- Good morning/afternoon/evening/night - Nice to meet you
- Bye/goodbye
- This is my friend
- How are you?
- Fine, thank you and you? - Welcome to Mrida/Venezuela
- See you/then/later

Personajes

Principales: Secundarios: turistas


- Sofa: meridea. 18 aos. Gua de turismo - Ralf: alemn de 8-10 aos
- Carlitos: merideo. 9 aos. Hermano de Sofa - Annie: canadiense de 8-10 aos
- Ben: trinitario de 8 -10 aos

Diseo del material didctico

1. Laminaditos: figuras a color de los cinco personajes.


2. Pster: dividido en cuatro escenas o momentos:

90 cm

1. Sofa recibe a los tres 2. Sofa y los turistas se


turistas en el aeropuerto encuentran con Carlitos fuera
de El Viga, sin Carlitos del autobs
70 cm
3. Dentro del autobs, Carlitos 4. Llegando a la posada.
les pregunta a los turistas de Sofa Y Carlitos se
dnde son despiden
desdespidenturistas

39
3. Tira cmica: dividida en cuatro escenas o momentos en hoja tamao carta para que los estudiantes
identifiquen cada escena con el saludo, presentacin o despedida correspondiente.

27, 94
cmcm
1. Saludo cm
2. Presentacin

21,59

3. Presentacin 4. Despedida cmcm

Guion de Audio

1era escena del pster: Sofa recibe a tres turistas en el aeropuerto de El Viga, edo. Mrida. Sonido
de fondo: avin aterrizando

Dilogo:

Sofa: Hello, my name is Sofa. Welcome to Mrida.


Ralf: Hello, my name is Ralf. Nice to meet you.
Annie: Hello, my name is Annie. Nice to meet you.
Ben: Hello, my name is Ben. Nice to meet you.

2da Escena del poster: Sofa y los turistas estn frente al autobs, se encuentran con Carlitos y Sofa
lo presenta. Sonido de fondo: autobs

Dilogo:

Sofa: This is my brother Carlitos.


Carlitos: Hi, Im Carlitos. Welcome to Mrida state.
Todos los turistas: Hi!
Carlitos: Whats your name?
Ralf: My name is Ralf. Nice to meet you.
Annie: My name is Annie. Nice to meet you.
Ben: My name is Ben. Nice to meet you.

3era escena del pster: Sofa, Carlitos y los turistas estn dentro del autobs y Carlitos habla con los
turistas. Sonido de fondo: autobs

40
Dilogo:

Carlitos: Hello again. Where are you from?


Ralf: Hello, Im Ralf. Im from Germany
Annie: Hello, Im Annie. Im from Canada
Ben: Hello, Im Ben. Im from Trinidad and Tobago

4ta escena del pster: Todos los personajes bajan del autobs. Sofa les seala la posada dnde se
quedarn a dormir (el docente especifica una posada de su comunidad). Sonido de fondo: ruido de la
calle

Dilogo:

Sofa: This is your guest house


Ben: Thank you,
Rakf: See you tomorrow
Annie: Goodbye!
Sofa y Carlitos en coro: Bye!

Actividades sugeridas para el uso del material didctico

(En desarrollo)

1era Clase y 2da Clase: Greetings, introductions and farewells

1. Hacer una lluvia de ideas (brainstorming) de los saludos y del contenido.

2. Presentar a los personajes del material, a travs de una grabacin.

3. Preguntas y respuestas entre alumnos.


Ejemplos:
Preguntas: Whats your name? Where are you from?
Respuestas: My name is Im from

Para la realizacin de esta actividad, los participantes pueden seleccionarse al azar, utilizando un
globo/pelota o se puede seguir una cadena, con todo el saln o en grupos.

4. Role play de los personajes y/o con su propia informacin.

41

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