Observations carried out in the Professional Development Course

Transcription Analysis

Name of the teacher: Claudia Cardenas. Date of observation: September 27th 2012.

1. Classdevelopment

The class has a coherent development. Everything is connected to the topic ( the games, activities, etc.).

The class is also connected to previous classes’ topics; however, T needs to re-explain some vocabulary due to Ss forgetting.

Ss say the topic of nutrition is not good for children because they don’t have money to buy healthy food.

Ss get more engaged when they start understanding the vocabulary; however, they keep answering in Spanish all the time.

2. Givinginstructions

Clear enough, but she still needs to use Spanish to call for their attention.

When T gives instructions in English, their response is “mmmmm?” “hummm” so T has to explain in Spanish.

T has to repeat constantly “no Spanish” “don’t translate”.

T gives personal examples in English avoiding Spanish as much as possible.

Code switching has to be constant. 3. T/L interaction in unexpected situations

Their interaction is in English from the T and Spanish from the Ss.

T uses Spanish to clarify every explanation.

Ss answer with isolated words and mix them with Spanish when necessary.

Sometimes T talks and Ss interrupt or keep talking about other things, so the T has to talk louder and in Spanish.

2.1 In this sample, it is evident that the in-service teachers are trying to give some use to the knowledge they are given, but they relate it to their students and conclude that it is not so useful for the children they teach because of their socio economic status. 3.1 This comment demonstrates how important it is for the in-service teachers to understand the vocabulary since in that way, they are going to be more concentrated on what they are learning and they do not have to worry about looking for the vocabulary they do not know. 1.1 This piece of evidence shows how the in-service teachers react when they do not understand. The in-service teachers feel lost in the instructions and their response is to use expressions that show confusion in order to obtain a new explanation from the teacher. 1.2 This sample shows that the in-service teachers do not show an appropriate response to the class since they do not try to use the target language to communicate with the teacher; instead, they use their native language. 1.3 This comment can be related to the comment in 1.2 due to the fact that the in-service teachers are using their native language most of the time, which is not recommended when learning a new language. 1.4 In this sample we can evidence that the in-service teachers have a positive reaction towards the material, but it is because of the use of

4. Ts as Ls reactions towards the class

Ss interact with the material exploring it with the T.

They wait until the material is explained in Spanish.

They only understand English instructions when the T uses images.

The material involves mostly videos and handouts.

Spanish is needed, the use of dictionary is also necessary.

The material is based on real life situations so T needs to explain and explore constantly.

5. Ts as Lsparticipation

TTT is higher, LTT is mostly in Spanish.

The use of English form the Ls is still limited.

Their participation is constant in Spanish.

They get more engaged in group activities and participate in groups, but in Spanish almost all the time.

English is used sometimes and requires efforts from the Ss. 6. Peer work

Between them Spanish is priority.

They just name some words in English, their reaction to work in pairs is not enthusiastic.

They take long time to finish a simple activity.

Spanish by the teacher when explaining it. 3.2 This evidence that the in-service teachers have a better understanding when the teacher uses additional material or aids, in this case images, that can help with the explanation of the instructions. 3.3 In this sample, we can see that the in-service teachers have a good reaction when working in groups, but they keep using their mother tongue for communicating between them instead of using the target language in order to practice it. 3.4 This piece of evidence shows that the predominant or most important language for the in-service teachers is their native language. 1.5 This piece of evidence demonstrates the in-service teachers’ reaction when the teacher asks them to work in pairs. Here we can see that they do not like to work in pairs and, according to the sample 3.3, they prefer

working in larger groups.

Transcription Analysis

Observation 04-10-2012 Name of the teacher: Dolly Ramos

1. ClassDevelopment: - T starts with a dictation. Ss write what they listen. Then, Ss

learn the body parts. They write the vocabulary. Then, they listen to another dictation in which they have to write just the body parts that they hear. Then, T plays the listening in each sentence and asks them to tell her what they hear.

- T reviews the body parts in order to check pronunciation. - 3.1 T asks Ss to draw the organs. Then, they listen to the

pronunciation of the organs. - T shows a video about the circulation. Then, she asks them

to do a word search about the parts of the heart. Then, the whole class does a quiz which is in the web page. They do the quiz together.

2. Givinginstructions: - T asks learners to listen to a dictation and to only write the

parts of the body. - 3.2Instructions are clear. Ls understand what they have to

do since the teacher uses body language to help them understand.

- T asks Ss to work on a worksheet called “language passport” and asks them to keep it in their portfolios.

- 2.1 T explains them the lesson plan that they should use for the classes we are going to observe. They need to bring it complete in order for the advisor teacher to give them feedback.

- T fills the lesson plan format together with the Ss based on the class just given.

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3.1 This comment represents how students are aware of their own learning process on the grounds of the fact that they pronounce the words related to the topic of the class. Harmer (2009) states that language awareness refers to teachers’ reflection upon their own development; it signifies, the learners identify what it is achieved and what aspects of the language need improvement. 3.2 In this piece of evidence, the learners show understanding of the language because the teacher uses body language to encourage them to comprehend what she has been saying. This fact helps learners to be more aware of the language due to the fact that they can vocabulary through body movements. 2.1 in this comment, it is important to mention how the classes allow students to apply the knowledge learned in their teaching practice since they have to plan their lessons using the content taught during the course.

Comentario [u1]: Teacher’sguidance

Comentario [u2]: Teacher’sguidance

3. Teacher/ learner interaction in unexpected situations: - 3.3Learners pronounced “apple” as /eipl/ and “eyes” as

/elles/, so the teacher raised awareness on the pronunciation of the words.

- 2.2 One learner asked the teacher for a class in which they could learn content for 6th grade like the anatomy of the body.

- T asks them in what grade they teach the organs. - T gives Ss a web page in which they can find useful

information about the body. The page is called “How the body works”. (kidhealt.org/kid/htbw/)

4. Teachers-as-learners reaction towards the class (content, materials, tasks…):

- 1.1Learners seem really interested when learning the body parts and when they listen to the word “stomach”, they react as if the word was funny to them.

- They say it is easier in Spanish, but they can differentiate the different organs as in the case of “rib cage” and “rib”.

- 1.2Learners react very well when T gives them the web page about how the body works.

- 1.3Ss liked very much the word search activity. All of them wanted to participate.

- 1.4One of them says that she does not feel capable of giving an English class.

3.3 in this sample, the in-service teachers are not able to recognize their pronunciation mistakes because they are not totally aware of how the English language and its pronunciation works; however, the teacher trainer gives them feedback with the purpose of having them aware of the pronunciation of those words. Harmer (2009) states that teachers are pronunciation models who students tend to follow; therefore, teachers need to have a good pronunciation in order to reinforce students’ pronunciation skills. 2.2the in-service teachers are concerned about how to apply the content learned in the course in their teaching scenarios; therefore, they ask to the teacher trainer if anatomy could be a topic for sixth grade. 1.1 It is evident that the in-service teachers have a positive reaction

towards the class given the fact that they pronounce the words taught by the teacher showing a positive attitude; in this case, they touch their “stomach” as a way of being engaged and learning the vocabulary. According to Cameroon (2004), body language and facial expressions are effective techniques to learn vocabulary since the learners can experiment physically what the words mean.

1.2 This comment refers to how in-service teachers are motivated when technology is implemented in order to reinforce the content they have learned. To exemplify this, the learners know the body parts. When the teacher trainer gives them the web page, they react positively since they can practice the content learned in the class at home.

1.3 The in-service teachers react actively when the activities of the class are dynamic; thus, their participation is activated.

1.4 In this sample, the in-service teacher expresses her feelings about how to carry out an English class given the fact that she thinks that she is not able to do it because her skills are not well develop.

Ss.feel that the lesson plan is complicated.

5. Teachers-as-learnersparticipation: - 3.4Learners participated actively. When learning the body

parts, they were asking for other parts that the teacher did not tell them.

- 3.5Learners tell the T what the listening says and

differentiate between adjectives and the body parts. 6. Peer work: - During the class, the whole group works together in order to

complete the activities.

3.4 through this comment, it is evident that the in-service teachers are motivated to learn new vocabulary; hence, their language development is affected positively given the fact that they are learning new words that help them to build up their Lexicon. 3.5 The in-service teachers are able to recognize the parts of the speech; consequently, they are more aware of how the English language works . This fact allows in-service teachers to enhance their language process.

Transcription Analysis

Observation 27-09-2012 Name of the teacher: Dolly Ramos

1. ClassDevelopment: - Moviecalled “Más allá de los sueños”. - T pauses the movie and asks about the vocabulary from

the movie. - T replays the movie. - T pauses the movie again and asks them to start to

formulate 3 questions (WH questions). - Ss answer their partners questions; then, T collects them

and returns them to the owners in order to look at the answers and say if they are right or wrong. They read the incorrect answers.

- As homework they should formulate one question with each of the types of questions based on Bloom’s Taxonomy.

2. Givinginstructions: - T uses body language in order to explain what the movie is

1.1 In this case we can analyze, that the reaction of the students towards the material used by the teacher is positive; they show interest on the movie since they pay attention to it and perform the tasks involving it. 1.2 Here we find that they are active and willing to participate, this shows us that the task is interesting for them and provides a positive reaction from them. 1.3 When there is a special interest in participation, means that something is done with joy and care. So , the students participate actively on the tasks because the topic and activities involving them are appropriate for them to perform. 3.2. According to this, the students learn the vocabulary and practice it in order to widen it. They know that while they practice it they foster the use of the vocabulary in context, just like in the movie. 3.3. In this example we can conclude that the students perform the activities because they know it will help them to develop their performances in the language. When students do this, it means that they

about. - T explains the activity. Ss should write all the vocabulary

they can get from the movie. After 30 minutes she will pause the movie.

- Now, they will take notes and formulate 3 WH questions about the movie. Then, she asks them to write the questions in a clean piece of paper without the answers. T receives the papers. Then, she gives a different paper to each group and asks them to answer the questions of their partners.

- They read the incorrect questions and answers. 3. Teacher/ learner interaction in unexpected situations: - T and monitor help Ss when they are formulating the

questions. - When Ss speak Spanish, T asks them to say that in

English. - T tries to explain them using body language when they do

not understand something. 4. Teachers-as-learners reaction towards the class

(content, materials, tasks…): - They seem interested in the movie. - They seem very active when doing the activity of

formulating the questions. - They are very participative.

5. Teachers-as-learnersparticipation: - They participate actively when T pauses the movie and

starts asking them about the vocabulary they got from the movie. They have a good range of vocabulary from the movie.

- They do the activities proposed by the teacher. - They always want to answer to the teacher’s questions. 6. Peer work: - They work in pairs in order to formulate 3 questions about

the movie. - They help each other.

care about the practice in the learning process. 3.4. As mentioned in other analysis, the fact that the students react to participate expresses the desire of improving in the language through practicing it. 3.5. We can see that the students help each other to do a collaborative work helps them to develop and improve the language by asking not only the teacher but also their partners.

Transcription Analysis

Observation 18-10-2012 Name of the teacher: Dolly Ramos

1. ClassDevelopment: - T starts asking them about the lesson plan. One of the T

asks her if the class they have to give is according to the grade they teach.

- 2.1The class of today is about “culture”. T starts by asking them what things come to their minds when they talk about culture. T says that culture has 7 elements. T gives them a hand out which contains the 7 elements of culture and they start to read.

- T asks them to go to the board and write the title they have and the most important words of it.

- T starts with the diagrams asking each group to explain their diagram. The topics of the diagrams are economic systems, religion, social organization, language, arts and literature, government, and customs and traditions.

- T shows a power point presentation about culture and asks some learners to read. They start with social organizations; then, customs and traditions, language, arts and literature, religion, forms of government, and economic systems.

- Ls are going to share the differences they found when comparing the two Colombian cultures.

- 2.2Finally, T asks learners what topics have they thought for the class they should give. Then, they write the lesson plan for today’s class in order for learners to solve doubts they have about the parts of the lesson plan since they say that the lesson plan is very complicated to complete.

2. Givinginstructions: - T asks them to read and then to go to the board and write

the most important words of the text. - T explains the exercise of the important words for learners

Analysis

2.1 the teacher trainer opens the lesson by activating students’ previous knowledge of the topic in which they have to recognize the applicability of this topic, and how it would be taught in their classes. 2.2 In this part of the class, the in-service teachers are asked to think about possible topics to be applied in their teaching scenarios; therefore, the teacher trainer helps them to fill a lesson plan format in which they can observe how to organize and plan a lesson taking into account the knowledge learned in the course.

to understand what they have to do. - In the same groups they need to select two Colombian

cultures for comparing them and say four differences they find between them.

3. Teacher/ learner interaction in unexpected situations: - 2.3T explains them that the class they have to give is about

one topic of content and that it does not have to be about a specific subject.

- Angelica explains the difference between “republic” and “democracy”, but in Spanish, which make the other learners participate also in Spanish.

- T asks them to try to make an effort and use English. - T uses Radha in order to talk about religious groups. - George keeps answering the phone during the whole class

and does not put in vibration mode. - T has to call the attention of Liliana and her partner since

they keep talking. - Every time George enters the classroom after answering

the phone, he interrupts the class. - T has to call the attention of George because he was

interrupting the class with his talking. 4. Teachers-as-learners reaction towards the class

(content, materials, tasks…): - T helps them with the pronunciation of “language”,

“literature”, and “customs”. - 3.1Some learners are using dictionary to look for the words

they do not understand. - Liliana (the one that says that always feels lost) is always

sitting in the back. - 1.1 Learners really liked the exercise with the diagram

because it facilitates their understanding. - Some learners are talking about different things from the

topic of the class. - Learners really liked the topic of culture. - 1.2 Learners reacted surprised when the T was explaining

that in other countries they have different ways of greeting

2.3 The teacher trainer makes emphasis on the applicability of the content learned in the course to be taught in the in-service teachers’ classes. It is relevant to mention that the content should be connected to the subjects the students have taken and not to teach isolated topics. 3.1 The in- service teachers are more aware of the necessity of learning the meaning of the new words; that is why, they use the dictionary as a tool to understand what the words mean. 1.2 It is noticeable that learners are connecting their own culture to the target culture; therefore, their reaction towards the content of the class was a surprise for them given the fact that they are learning different

Comentario [u3]: Teacher’s guidance

Comentario [u4]: How it was evidenced?

as in USA that people never kiss when saying “hello” as Colombian people do.

5. Teachers-as-learnersparticipation: - Learners give many elements about culture such as history,

arts, music, painting, habits and religion. - Learners participate actively during the diagram activity. 6. Peer work: - They work in the same groups of 3 for doing all the

exercises. Comments:

- 2.4One T says that it is really useful to make activities with diagrams since they are making the subdivisions of a big topic and at the end they are going to join the information and it will be easier to understand the topic.

- Rosa asks Radha why it is easier to understand Dolly, but when they are listening to natural conversations it is so difficult to understand.

- Liliana and her partner are the ones who say that feel lost and are the ones that most talk when the T is explaining.

- It is really interesting the way T calls learners’ attention since she uses topics about what surrounds them like neighborhoods, so learners are really engaged and are participating very actively.

- Rosa says that they need to know how to differentiate between content objectives and language objectives.

aspects of the target culture which were unknown for them. 2.4 It is remarkable to mention that the in-service teachers are reflecting on the applicability of the topics learned throughout the course in a way they are connecting those topics to understand them, and later to put them into practice.

Transcription Analysis

Observation 18-10-2012 Name of the teacher: Claudia Cardenas

1. ClassDevelopment: - T starts with a review about last class topic (organs). T asks

students to repeat the pronunciation. - The pace among the activities is really low. - T asks them to do a listening activity. During the listening

activity, the students write down what they hear. - Teacher interacts with the vocabulary after the listening, the

students explore the vocabulary as well as. - T activates vocabulary through a speaking activity in which

they practice the organs again. 2. Givinginstructions: - T gives instructions in English without agreeing or

disagreeing. - T uses some Spanish words to clarify the instructions - T asks them to listen and write down what they understand - Students are asked to go to the board voluntarily. T has to

change the task because ss do not take the initiative. - For bigger activities, T has to use Spanish then English. 3. Teacher/ learner interaction in unexpected situations: - T’s voice projection is very low so students get distracted

easily. - T monitors students when doing the activities. - T corrects mistakes in Spanish. - T corrects pronunciation making them repeat the way she

pronounces. 4. Teachers-as-learners reaction towards the class

(content, materials, tasks…): - Ss respond actively to the review of the topic “organs of the

body”.

Teachers’ Language awareness 1.5 After being exposed to a listening exercise, the learners reviewed the vocabulary heard in the exercise in order to assure understanding. 4.3 Due to lack of vocabulary the teachers carried out a speaking task in their L1, and they hardly tried to use the L2. It is important to highlight the fact that in many occasions they do not try hard enough to develop their speaking skill, and it might be to a lack of self-confidence as second language learners. 4.4 Teachers showed a negative attitude through a listening exercise blocking themselves. In their words they did not feel prepared to cope with a listening activity. Attitude influences in a big way when being exposed to challenges in the second language. 5.1 The in-service teachers felt motivated to include some of the vocabulary studied during the lesson in their oral production. It is fundamental to point out that the use of code-switching in this case gives evidence of progress in the language development of the learners. 6.3 Even though most of the learners’ talking time was in Spanish it is important to underline the fact that the made the effort and used the words studied in the class which were related to the organs of the human body. This event reflects awareness from the learners and motivation to apply the knowledge learnt. 6.4 at some point the teachers are aware of the fact that the speaking activity that is being developed should be carried out in the L2, but they seemed to only do it when the teacher walked around the classroom monitoring. This fact reveals some lack of autonomy from the in-service teachers. Teachers’ perceptions towards the class 4.1Since the topic about organs has been addressed in more than one class the teachers started to feel confident talking about it and they had a good response when the teachers’ trainer proposed different activities

- Ss do not react positively when they have to talk closing the notebooks.

- Ss agree to do the tasks but take long and talk in Spanish. - Ss say they are not prepared to do listening exercises. 5. Teachers-as-learnersparticipation: - Ss participate with isolated words in English. - Ss react scarily when T asks them to close the notebooks

to do an activity so they don’t participate actively. However, they get confident when they are right in the answers.

- Ss read sentences they created. 6. Peer work: - Ss have to write a brief description about one of the organs. - Ss write individually even though T asked them to work in

pairs. - Ss TT is in Spanish only the organs are said in English. - Ss have to interview themselves, they do it in Spanish but

when T approaches they talk in English. Comments:

- Low pacing. - Not activate. - Too much time in a single activity.

around the matter mentioned previously. 4.2 The learners showed some level of dependency on their written notes at the moment of producing a little speech without any input apart from the knowledge studied before. 5.2 At the very beginning of the activity, the learners showed themselves pretty concerned about failing since they did not have their notes handy, but as the activity kept on and the learners noticed that they could recall the vocabulary needed they got much more confident. The attitude they have in class time affects highly the outcome they will get out of any task.

Transcription Analysis

Name of the teacher: Dolly Ramos. Date of observation: October 22, 2012 Class development

The class has a coherent development. Everything is connected to the topic (the games, activities, etc.).

The class starts with an activity that one of the in-service teachers had planned. (lottery with vocabulary of means of transportations, clothing)

The class transitions to the in-service teachers reviewing different types of food.

The class then transitions to a content class about health and the pyramid group.

Giving instructions

1.1 Code switching is constant, to maintain the in-service teachers engagement.

2.1 Uses a lot of body movement and gestures to make herself understood.

T/L interaction in unexpected situations

Had to call the attention to George that was being loud, and interrupting other ss’ talking time.

Ts as Ls reactions towards the class

1.2 The in-service teachers are all engaged in the class.

(Constanza Holguin) always has a dictionary in hand. She is a bit distracted.

Ts as Ls participation

1.3 When the in-service teachers are asked to go up to the board and write any vocabulary they remember about food, they all participate.

1.4 (Dicsa and xiomara) not participating and constantly talking.

1.5 (viviana) participates often, using full sentences.

Andres participates most of the time.

Angelica is constantly getting up to participate when writing on

1.1. The in-service teachers have a better reaction towards the class when the teacher uses code switching due to the fact that it helps them understand what the teacher is saying. 2.1. The teacher uses different strategies such as body movement and gestures in order for the in-service teachers to understand what she is saying. 1.2. The in-service teachers show an appropriate reaction towards the development of the class. They feel interested in the topic being taught, which makes them be engaged with the class. 2.2. This in-service teacher feels that she needs to use the dictionary in order to know the meaning of the words that she does not know instead of asking the teacher. This action of looking for the words at the dictionary makes her be distracted since she is more worried about knowing the meaning of the words than the class itself. 1.3. The in-service teachers show being interested in participating during this activity, which demonstrates that they know the vocabulary and that they want to contribute to the development of the class. 1.4. This act of talking shows that these in-service teachers are not engaged in the activity and that they do not want to contribute to the

the board.

Lina, liliana, rosa, Andres, diana pachonparticipate. Peer work Andres constantly is helping in terms of vocabulary and helping his peers complete their sentences.

class. 1.5. The participation of these in-service teachers let us think that they feel really motivated and engaged in the development of the class.

Transcription Analysis

Name of the teacher: Dolly Ramos Date of observation: October 25th 2012.

Class development The class starts with the gathering for all the fruits and food that the ss were supposed to bring for a comitiva. The class transitions to a game of lottery, where the t gives the t some cards with the fruits on them, and she makes them guess the fruit what is going to be shown by describing it. There was a break from 3:15 to 3.50 to prepare the fruit salad, and eat it. 3.50 to 4.05 Schedule arrangements for the observation dates. The t arranges the ss in groups of 4 and hands them a couple of papers with some adjective to look at, and deduce what they are. Then she socializes the wors and invites the ss to participate by using the adjectives in whole sentences. 4.45 a pause for logs. Feedback on their lesson plans.

Giving instructions 1.1The instructions are very clear, said slowly, using a lot of cognates and body gestures. The ss understand the task easily. Liliana does not understand the instructions and turns to angelica for explanation. Lina is uncertain about a word and asks nancy.

T/L interaction in unexpected situations Angelita and viviana answer the cell phone in the class. The t uses body gestures to explain an adjective (sad) The ss are constantly laughing at the teachers jokes which are in English. Lina is constantly looking around and talking to the ss next to her. Yannis is constantly making other ss laugh by saying dirty jokes and using English in a silly way. Yannis says: “I’m hard” Andres laughs, but he is unaware of what he said. Angelica says: “no conosco la musica de el” when the teacher says she will say the antonyms and they are going to raise the adjectives that goes with it.

Ts as Ls reactions towards the class 2.1All the ss are engaged when talking about the fruit they don’t like. 2.2.Engaged and giving a lot of opinions about movies, politics and other aspects, by using the adjectives provided to them by the T. The ss are very competitive when playing the game of the adjectives

Ts as Ls participation 2.2They are all participating in naming the fruits they brought as the teacher shows it t them Lina and andnancy and constantly talking to each other, but about the topics.

1.1. it is shown that in this case, the students demonstrate the clarity of the teacher’s instructions since they understand without difficulties what she is saying. The use of gestures and cognates it’s a strategy that increases the level of understanding when explanining something in a second language. 2.1. It can be analyzed that students use the new topic to express something true from their lives because it is one of the effective ways in which a person can develop a language. They are aware of the importance of practicing so they do it in an engaged way. 2.2. As mentioned before, the awareness of the importance of the practice in order to develop the language is what motivates the students to participate in classes with the purpose of improving and correction of mistakes. Also, the students solve doubts in order to foster the correct use of the structures and vocabulary asking their partners or the teacher to help them when

Yanis is on the cell phone, but participates. 2.2Xiomara participates constantly 2.2Andres gives a whole sentence about (sad) using George as an example Angelica, Liliana, and (in red) are not participating in the activity they are writing the adjectives and their antonyms while other participate.

Peer work Language awareness

2.2Diana cano is constantly answering in whole sentences. 2.3Viviana corrects herself when she is answering.She uses Whole sentences, and tries to make herself understood even if she doesn’t know the words to express it. Andres asks about the difference between either and neither. The T invites and raises awareness on the pronunciation of some words when they are pronounced wrong.

Comments LILIana : “yo no entiendo” and is constantly turning to angelica

they know they have a problem. 2.3. It can be concluded that the awareness of the language is also shown when the students self-correct their mistakes; they present their willing to improve their own language development.

Transcription Analysis

Name of the teacher: Claudia Cardenas. Date of observation: October 25th 2012. Class development

- T starts asking learners about the content learned during the previous class which was “seasons”.

- Students should present a poster, but before it, T and monitor help learners with the pronunciation and the organization of their presentation.

- T starts telling them that today they are going to talk about natural disasters and asks learners to tell her some natural disasters such as floods, tsunami, earthquakes, and avalanche.

- Then, learners start presenting their posters. T stops the first presentation to ask learners if they understood.

- Learners make three presentations and finally T and monitor start giving them feedback on the lesson plan for the class they should give.

T/L interaction in unexpected situations

- T asks learners to practice the pronunciation of their presentation.

- T asks learners to pay attention to the presentations of their partners.

Ts as Ls reactions towards the class

- T helps learners with the pronunciation and the organization of their presentations.

- When learners present the vocabulary of their presentation, T asks them to explain it since they just named it.

2.1 Here the learners are required to have understood the presentation in order to explain what it is about in their own words.

- In order to check understanding of the presentation, T asks learners what it was about.

- When learners do not remember something, T remembers them what this mean or is about as when she asked them what was “pouring” and they did not remember.

- T makes questions that help with the understanding of the presentations.

Ts as Ls participation

- Learners participated actively during the presentations, but there were some learners who could not present since they did not have clear what they had to do.

- Learners were asking the vocabulary they did not understand, which made the class more active and dynamic.

Peer work

- Learners work in groups of three for doing their presentation.

Language awareness - Magdalena tells to the monitor that she studies at

home, listening to videos to train her ear and that these activities had helped her with the pronunciation and understanding the teacher. She also looks at the list if verbs and she said “now I know that we say I did and you did in the past”.

- When the first group is doing the presentation, learners say that they understand what they are saying because of the images they are using.

- Learners code switch during the presentation when they do not know the words.

- One learner says “don’t not” and the teacher

2.2 learners were aware that they didn’t understand some words, and reached out for help in order to understand better their peers’ presentations. 2.3 Magdalena is aware of her weaknesses and is being autonomous by exposing herself to real English through videos, and listening to improve her pronunciation and understanding of language. 2.4 the learners express that the visual aids helped them understand the presentations and the topic in a better way 2.5 learners are aware of the gaps in their vocabulary and have the need to switch to their L1 to not interfere with their presentation. 2.6 The learner is aware of her lack of understanding, which then turns into frustration.

explains them that you say “don’t” or “do not”. Comments

- María Isabel Alvarez said to the monitor that she feels frustrated because she does not understand, so the monitor tells her that it is a process in which she needs to be autonomous and that at the beginning it is difficult, but then it will get easier with the practice.

Transcription Analysis

Observation 15-11-2012 Name of the teacher: Dolly Ramos Class Development:

- 1.1 The class started with a discussion about how the teachers felt during the English class they carried out.

- Then, T asked learners what sports do they know, what sports do they practice, and how often do they practice those sports.

- Then, T gives them a worksheet and asks them to relate the images to the name of the sports. After, T starts to relate the sports to the skills, the values, and the characteristics of them, and asks learners to finish relating the other sports with these aspects.

- 2.1 T asks learners to work in groups and she relates different topics such as superlatives, values, skills, and characteristics using the same topic (sports).

- Then, T shows a video about amazing people

2.4 this piece of evidence shows how the teacher wants

to know the in-service teachers’ perceptions regarding the course; especially, how do they feel learning another language and how they feel when they are in the course using the language.

2.1 In this sample, the teacher has students relate grammatical topics such as: comparatives, superlatives, values; by doing this connection between linguistic content and the content itself (sports), the teacher fosters the communicative competence because she is

doing different sports. Giving instructions:

- T gives clear explanations so that learners do the activities correctly.

Teacher/ learner interaction in unexpected situations:

- Learners knew different sports and they shared them with the rest of the group.

- 2.2 When learners are participating in groups, T asks different people to participate, so it is not always the same person who participates.

- When T talks about food, learners start to talk a lot.

Teachers-as-learners reaction towards the class (content, materials, tasks…):

- Learners are very interested in the topic of sports.

- Learners laugh when they are talking about the funniest sports.

- 2.3 Learners react very well when the teacher starts to talk about health and nutrition relating them to the sports.

- Learners were really engaged with the video about amazing people; they were doing sounds of excitement.

Teachers-as-learners participation: - 1.2 All learners participate when talking about

the sports since the teacher fosters participation.

- T asks each group to participate when sharing the different sports.

Peer work:

raising awareness on the elements of the language, how is it connected, and its values (sociolinguistic competence), with a situation that encounters the in-service teachers to use the language for communicative purposes, in this case, through sports which is a topic very common on our society. 2.2 Through this piece of evidence, the teacher is implementing an engaging methodology which is group work. It is said that this kind of methodology encourages the in-service teachers to participate actively in the class since they can share information with other partners that then it is going to be socialized. 2.3 in this particular point of the class, the learners were willing to learn the topic of nutrition since this topic is relatively important not only to be applied in their teaching practice but also in their daily routine. This fact demonstrates that the topics taught in the P.D are part of the students’ real life so that they can use them. 1.2 Since the teacher implements different strategies such as: eliciting information to students, asking questions, guiding questions, group work to increase in-service teachers’ participation, they really want to participate actively to the class having as a base that the

- First, learners work in pairs. - Finally, T asks two pairs to get together so that

they become a group of four people. Each pair will share the information they have and the other pair will say if they agree or disagree with that information.

Language awareness: - 2.4 Learners are aware of different vocabulary

related to physical characteristics and try to make relations between that vocabulary and the sports.

- Learners demonstrate that they remember topics from the previous classes.

- 2.5 Diana Rendón pronounces the word “vegetables” incorrectly, so the teacher raises awareness on the pronunciation of that word.

- When learners said “I would like to water pool”, the teacher raised awareness on the mistake and learners corrected themselves saying “I would like to practice water pool”.

Comments: - Nancy says that she felt comfortable when

giving the English class, but sometimes she forgot some words, and also the students felt weird since they are not used to the English language in the content classes, just in their English classes.

- 2.6 Diana Rendón says that at the beginning she felt nervous, but then she felt happy since she made a feedback session with the students and she saw that they understood the topic even though it was a difficult subject

topic of sports is a topic that they like so that it facilitates participation. 2.4 In this part, it can be said that the in-service teachers are raising awareness on how the English language works given the fact that they are learning new vocabulary and its properties (if a word is a noun, an adjective, a verb) and how they can connect the new vocabulary with the content they are learning; it signifies, that the topic and the language are integrated and they are not learnt in isolation.

2.5 in this sample, the teacher is helping to one student to raise awareness on the way she pronounces a specific word so that in future times, the in- service teacher; who is a student, can pronounce the word in a correct way.

2.6 According to this sample, the in-service teacher’s feeling towards the implementation class was anxiety at the moment of giving the content class on the grounds of the fact that it was the first time that she conducts an

(mathematics). - George is using his phone. Dolly asks him to

stop using it but he says he does not want to since he is waiting for the results of the football match.

English class; however, she expresses that when she was monitoring students’ work, she realized that they learned what she taught during the class having as a base that mathematics is a complex subject matter to teach because the vocabulary and the word are very technical, but she expresses that although it was a complex content, the students understood what she taught.

Transcription Analysis

Claudia Cardenas , November 15th. 2012 class development: Warm up activity done by the monitor. ss respond interested on the game of reach the bubble. T introduces the topic of comparisons through a ppp implicitly using the human body parts. teachers as learners interactions: In English mostly, ss have developed their skill of listening so Spanish is no longercrucial to understand the topics. T checks pronunciation asking the S's to repeat after her. S's repeat. peer work: S's don't like when they have to work with a partner

2.1 it could be said that the teacher was trying to have students aware of the pronunciation of some words so that the in-service teachers can use the words in order to avoid the use of the Spanish language in the class and also to foster the use of the target language.

they are not used to. language awareness: Liliana selfcorrects, Diana too when the t pronounces the same words they did. teacher's reactions towards the class: S's like the game to warm up but they get lazy when the t asks tumor to get in groups. However, they work property. giving instructions: Monitor gives English instructions for the warm up, few times she needs to use Spanish since the ss do not understand when she speaks in English. comments: S's have developed more, the change is noticeable, the pacing of the activities is so long that the S's have to tell the teacher. it was not possible to observe much since the class was rebelled with the same activity.

In this piece of evidence, the in-service teachers demonstrate that in some moments of the class they need their mother tongue to understand propertly the instruction given by the teacher and some of them show rejection to the target language since they do not challenge themselves to understand the English language and they ask to the teacher to speak in Spanish.

Comentario [u5]: Negative reactions to pair work.

Comentario [u6]: In service Teachers rejection to the target language

CODES

Teachers’ language awareness

Teachers’ perceptions towards the Professional Development Class

Pondering upon “general things”