CURIOUS LANGUAGE DIGITAL JOURNAL
TABLET OF CONTENT 3 Introduction 4 Topic General objective Specific objectives
Curious society 7 Creole as a language of San Andres Island 12
Discovering the wide world of the grammar 15 Gestures in the communication 18
The dialogues as a chance to learn English from the grammar and listening 23 The language of advertisements 27 Pancri's mistakes 36
This project has the aim of promote the communicative competence through language them in a innovate format, a newspaper. This format will be permit to the students analyze the English language through a collaborative work uses different resources to build an interactive, accessible, digital and diverse technique to learn and give to know the English language within the vast topic such as language. The importance of this project it is learn English more profoundly for ours own, but at the same time, as English-Spanish pre-servers teachers, we need to know and recognize our context and society as a students, explore and share it to will develop educational and pedagogy tools in our profession to every place when we will come to teach. Also, currently the English language is an important key to develop us in the society, it is the international language, and as is well known, Colombia has one of the worst English levels around the world according to English Proficiency Index (EPI) (2012), thus this small project it is a huge process in our English level and it could be an important device for anyone how wants to learn English in a innovate way.
TOPIC The language is the project theme in which we will recognize it in its different ways, modes, and alternatives to learn English. Also, in a investigative process we shall aware of our social and cultural
GENERAL OBJECTIVE There are two main objectives on this project, the first one it is get to know the different
context using English language.
kinds of language through the English idiom applying our knowledge to construct a socio-
This project will content different kinds of techniques from each
cultural investigation in which we will nourishing us of English grammar, linguistic and
sub-group of students, but specifically in our case, we will develop
other compounds. The second one, it will share it and teach to the interested people to learn English in a different way and in every moment through a digital newspaper.
the method of videos series in which it will show you the different language use of Colombian people center on slangs and Colombians customs. It will allow us to determine the socio-cultural framework conditions of language in a digital and opening format for everyone
SPECIFIC OBJECTIVES -
Identify the different kind of languages.
Develop our communicative competences such as listening, writing, speaking and reading through teamwork and research tasks.
who would be interest in our culture, and at the same time the
Promote the English learning through the digital newspaper.
videos will be compound of educational topics to learn English and
Apply our basic knowledge of English to share and show them our culture and
3rd Communicative Competence pre-server teachers from Universidad Pontificia Bolivariana have realized this project led by teacher MarĂa Elena Gutierrez.
CURIOUS SOCIETY York Santiago Ca単averal Marin Maria Camila Alzate Vasquez Lina Marcela Gallardo
In the limited interview of English speakers from different
English, there were obvious differences in the levels of
countries, it is clear that there are many similarities of
English and the manners that English was spoken. These are
people, no matter where they come from, and some
clear indicators of cultural influences reflected in the
differences as well, especially in the area of cultural practices.
language of the discourse community.
community in some cases began in their English studies, and
acquaintances, some more respectful, some informal, some
in many cases extended in the communities in their native
spiritual, but all with the intent of signifying friendship and
country, but also may have been influenced by their
acknowledgement. No matter where people come from or
community interactions in the USA, where all of these
what their native languages are, the smile is a universal form
interviews took place.
of communication and seemed to help make everything easier to understand.
Even though all the responses were in
The methodology we followed in performing this project was
interview by cutting and editing clips of video from all the
to come up with a series of questions within our work group
sourced we had captured (Using Apple Final Cut video editing
that we hoped would help us find commonalities and
differences amongst English speakers around the world. We then hoped to find a number of English speaker from different
Many of the interview questions had to do with cultural
countries around the world who would volunteer to answer
related items. In these areas there was much difference in
our questions on video. We had some difficulty finding this in
the answers. One might expect that even if people speak the
Medellin so we asked the assistance of a friend in the USA
same language but come from different cultures or different
who lives in Burlington, Vermont. This is a USA city, near to
discourse communities, they will have different traditions as
Canada, that is also a tourist area. Our friend was able to find
well as different answers for these types of questions. One of
4 volunteers from USA, Canada, Thailand and Bangla Desh
the cultural questions where the tradition was similar, even
who spoke English and were willing to appear on video. He
thought the English used to answer was difference was in the
recorded these interviews, using our questions, and emailed
area of birthday celebration. It seems that the universal
the video to us. We then viewed these interviews as a team
celebration is a party with family or friends, with food or a
and prepared an analysis of what we heard in the videos.
cake. Every answer was very similar; however, the use of the
Based on this analysis, we prepared this paper as well as a
English language to answer these questions seemed very
video presentation. We recorded our interpretation of what
different. This can be better explained by the fact that each of
we learned from these interviews and then prepared a final
the respondent learned English in a different discourse
community. The girl from Boston answered this question by
vocabulary. And the girl from Boston, USA, where English is
saying that they have a cake, which is too large. In fact, she
her primary language, received a multitude of courses in
answered other of the questions in a manner that mocked the
literature, humanities and obviously many other subjects
exaggeration of some of the aspects of the culture. Again, this
taught in English. It was clear that the girl from Boston and
may be a characteristic of her discourse community and
the man from Quebec had the greatest abilities in the English
colors the manner in which she answers questions. For the
language, even though it was clear that the primary language
respondents from Thailand and Bangladesh, their replies
for the man from Quebec was French.
used less colorful and simple English to describe the fact of a
English was probably due to the amount of daily exposure to
the English language and the fact that it is used of almost a
The man from Canada, used more descriptive
language, which gave evidence of a greater mastery of
This command of
English. One of the questions asked was how English was taught and in this specific question there were a variety of answers given by the various responders. The Canadian man, who lived in a bilingual environment, learned English in an immersive school. The girls from Thailand and the man from Bangla Desh were taught English with a focus on grammar and
However, even despite their level of exposure, all the people
when there are cultural differences, they tend to be small.
interviewed had a reasonably good command of the English
Some of these differences are reflected in the language but
language, despite being taught it with different methods. This
some are just customs and practices. All the respondents
demonstrates that there is not only one successful method for
learned English in a different manner, yet all were reasonably
teaching language, but that language acquisition can come via
proficient at English, demonstrating that humans have a
multiple methods. Mastery of the language, however, seems
natural ability to communicate, even when faced with the
to come to those with daily immersion. These observations
barrier of having to learn a new language.
are based only on a small sample size so are only anecdotal.
evident that the world is becoming a small place when it is
And it is also
easy to find people from a distant variety of countries on a In conclusion, the interviews makes it clear that people are
small city street in a small town in the USA (Burlington,
more similar than they are different, especially when viewed
through the lensed of speaking a common language. Even
Swales, John. ''The Concept of Discourse Community." Genre Analysis: English in
- The Concept of I Discourse Community JOHN SWALES Academic and Research Settings. Boston: Cambridge UP, 1990.21-32. Print. - class of language , linguistic code and speech
Perform video interviews of people from at least 4 different English-speaking countries with a common questionnaire. Analyze the responses for differences and similarities and compare with our experiences in Colombia. Try to understand how these differences may make society behave differently.
CREOLE AS A LANGUAGE OF SAN ANDRES ISLAND Elizabeth Hurtado Sierra Stephania Ávila Albarracín _________________________________________
This article’s objective is to describe, in a general way, the historical aspects of Creole as a language; thus, we will talk about the way it emerged which, briefly said, is due to the mixtures of Creole language caused by European colonial
order to communicate with their patterns. This code
expansion. Besides some comparisons between English and
introduced the character of language, generating new native
Creole, expressions, words and similarities will be provided in
speakers. Besides, the island had a Creole English lexical
based language. At the very beginning, the natives of the islands used this language to communicate each other, read
Creole language has its origin in European colonial expansion
and write in Standard English; but this changed since the
and the transatlantic slave trade.
declaration of free port in 1953 and the reaffirmation of
In Europe, a race for power was started with the utterly
geopolitics Colombian sovereignty.
possession of land and gold as main goal. When the settlers arrived to the islands with African slaves, they (the slaves) created a code, which linguistically was called “pidgin”, in
Now a San Andres born native is going to talk about her experience as a Creole native speaker:
“What do you know about Creole language?”
“What kind of differences do you find between English and Creole?”
“The Creole language was invented by the slaves who came to the island with the English colonization. The language was
“The differences that I found between English and Creole is
invented for their dominos would not to understand what
that English is a more sophisticated language than Criole,
they say among them.” (Leonela Padilla, 2014)
words don´t have the same meaning in English than in Creole” (Leonela Padilla, 2014).
Below a chart that compares and lists some words and expressions in English and Creole is displayed:
Some of the general characteristics of Creole of San Andres are:
languages and also has its own grammatical structures different from Spanish and English
It uses the auxiliary wen, ben–men, which mark a preterit, also to indicate future tense it uses wi and wuda. Progressive tense is marked by de. It uses beg and mek to say something politely or asking something. In addition, Creole has other auxiliaries to use before the verb, they mark the probability among these are maita, mos, mosi, kyan and kuda The aspects it was mentioned are some of the many aspects of Creole that make it as complex as any other languages when it comes to grammar.
Finally, it is important to point out that: “Some people think that creoles are “just” a mixture of other languages. By that criterion, English is 'just' like Creole. A huge percentage of English’s vocabulary comes from Latin and French (which is a Romance language belonging with the Indo-European family) and has contributions and loans coming from many others.”(1983). taken from: http://www.sclonline.net/publications/index.htm
Creole is spoken by raizal ethnic group; its vocabulary has its roots in English language but mixed with Spanish and African
Creole allows to us approach to islander’s culture. Creole teaches us an important part of history, an origin, and some expressions and words of one of the newest languages in the world.
REFERENCES DECKER, Kendall D.; KEENER, Andy, authors. 2001. "A report on the English-based creole of San Andres and Providence islands, Colombia." SIL Electronic Survey Reports 2001-010: 15. Available on: http://www.sil.org/resources/publications/entry/9166 Flórez, S. (2006). A Study of Language Attitudes in Two Creole-Speaking Islands: San Andres and Providence (Colombia)*1, vol. 11, núm. 17, enero-diciembre, 2006, pp. 119-147. Universidad de Antioquia. Image taken from: http://2.bp.blogspot.com/7x9jy7p7c70/UKvDev_S3bI/AAAAAAAAAzo/LT63Ipf0Zqs/s1600/San-Andr%C3%A9s7.jpg Image by: 2014, Padilla L. NEOGRAPHY Adel Christopher Livingston (2011). Book, Idiomas de mi tierra. http://www.scl-online.net/FAQS/linguistics.htm (Q.36) Isn´t English –lexicon creole dialect/ patwa) simply broken English or bad English. Studies in Caribbean language I (1983). http://www.scl-online.net/publications/index.htm
DISCOVERING THE WIDE WORLD OF THE GRAMMAR Camila Díaz Marian Muñoz Maricela Jaramillo
important activities for teaching English Grammar to get In the component Communicative Competence III we are
meaningful learning? And what are the biggest difficulties
doing go over two of the previous competences. Past
that you perceive as a teacher when you are teaching English
semesters we worked in different projects having as results
grammar and what do you do to resolve then?
works that increased us our level in the English Language. So,
So, according to this is necessary to discuss the distinct
according to this, its semester also we have worked in a final
notions and meaning that has English grammar. In words of
William D. Whitney (1877) ´´English grammar is a
For develop this project we write an article that tell you a
description of the usages of the English language by good
little about the purpose that we want to transmit about the
speakers and writers of the present day´´ or in words of
importance of the grammar knowledge. We started for design
Patterson (1995)´´ Grammar teaches the laws of language,
two questions that will be the axis or the line which it’s will
and the right method of using it in speaking and writing.´´
do. The problematizing questions are: What are the most
Then, to speaking of grammar implies:
To make rules to tells us how use words, it is a record of usage
their own, native language without having studied its
which we ought to follow, it is concerned with the forms of the
grammar. Children start to speak before they even know the
language although English has not grammar in the sense of
word "grammar". But if you are serious about learning a
forms, or inflections, but takes account merely of the nature
foreign language, the long answer is "yes, grammar can help
and the uses of words in sentences. (Malone, B.W. & Witt, S.J.
you to learn a language more quickly and more efficiently."
It's important to think of grammar as something that can help
After know that grammar has diverse theories, is important
you, like a friend. When you understand the grammar (or
to note that when we are going to teach a language, do not
system) of a language, you can understand many things
teach a simply language but all the components that are real
yourself, without having to ask a teacher or look in a book.â€?
basis of a Language. Analyzing the English grammar we find
We were realizing an interview to the professor Jorge Ivan
that there are differences regarding to the Spanish; addition,
Jimenez, teacher in UPB, at the Faculty of Education and he
various methodologies to explain more simply in the
gave us his point of view:
classroom; in order to bring to an educational context. With
Meaningful learning implies meaningful activities such as
proper teaching of this, we could find a way to change the way
daily real ones. Through them you can assure concepts
of thinking and fears that people have when learning a second
acquisition and learning skills development. For example
simple conversations taken to be analyzed. Normal, real facts
â€œDo we need to study grammar to learn a language? The
in which students concentrate and focus their attention, even
short answer is "no". Very many people in the world speak
not noticing they are doing the grammar activity. Making
changes in sense and structure based, at the same time in
they make sense because what you look for mainly learning a
simple variations, or involving synonyms and or cognates to
language is the possibility of communication through the
signify specific different connotations and contexts, different
language, not caring about structures or parts, or rules or
values within the expressions.
combinations. So, we have to design classes-like-games or role plays, most of the time based on the use and knowledge of Spanish as mother language, as a pattern. This way, when
The biggest difficulties that he perceives as a teacher when he
they find that it is important to decode sentences and texts to
is teaching English grammar are: that currently students do
notice that the structure is similar and that making changes
not care about grammar, they are expecting to develop
in words and emphasis and purposes, improves language
communication skills, but not studying the language. In part
skills... normally works.
___________________________________________________________________________________________________________________________________________________ References W.M. Baskerville & J.W. Sewell (2004) An English Grammar. Produced by Stephen Schulze and the distributed proofreaders Team. Project Guttenberg. Patterson, F.G. (1978) ´´Language Acquisition´´ pp. 56-71 W.D. Whitney (1915) What is grammar? http://www.englishclub.com/grammar/grammar-what.htm
GESTURES IN THE COMMUNICATION Juliana Hincapié Arcila Carmen Alicia Recuero Polo María Isabel Salazar Giraldo
_________________________________________________ other communication way, for example the mute cinema whit This work is based in the gesture´s importance and how it can
Charles Chaplin such as we use as a way to illustrate the
to help to teach and learn a new language, gestures are
important in an educative process because with this we can
Gestures are considered of great importance inside the
express an idea; there are many types of gestures that can be
learning, with them given more clarity and attention of the
used in the learning and teaching process because they can to
teaching and learning a language. As proposed Goldin-
help to understand that the students want to say with a no
Meadow: "Through gesture, you, the instructor, may be able
verbal way. But this is not only important, there are many
to see my visible thoughts and, accordingly, change how you
things that has been important in the history of gestures as
interact with me. So gesture may play a role in shaping my learning environment.” (Goldin-Meadow Lab., 2005)
History of gestures
What gestures is?
In the history of the importance of gestures is necessary to
The gestures help to express ideas or teach vocabulary from
emphasize that in the moment of teaching a second language,
language English. It is very important because through it, the
there’re basic gestures and important gestures, which do not
need to speak to be understood like, proposed by Tonya Reiman (2006).
movements, postures or gestures that are made with The body language and gestures have been built for decades.
different parts of the body.
PNAS Study says: “language may have evolved from the use of gestures by our ancestor’s apes” (Williams, L. 2007).
We know the importance of body language and nonverbal
Also inside the evolution of language many scientists have
communication, and is still studying, as it is a complex issue.
said that language evolved from a gestural communication
Much of the information you transmit occurs in thousandths
system using the whole body. So the gesture is seen as more
of a second, which requires studying body language through
of a supplement in language, it is understood as a
video cameras and analyzing the recorded. It is also a field in
fundamental part of the communication (ASA, 2012).
psychiatry, anthropology, sociology and ethology. It also complicates their study that gestures be studied as a whole,
not as isolated gestures, because otherwise we could lead to
if the verbal and nonverbal language is inconsistent, people
trust more on body language.
Body language is of great importance because by sight grasp
most communication information (over 50%). According to Allan Pease, 87 % of the information comes by sight, 9% by
There are five classified gesture’s types which are used as
the ears and 21% for the rest of the senses. According to Dr.
other communication’s ways; the gesture’s types are:
Lair Ribeiro 7% comes from what we say, 38% by the tone and 55% by body language. Other authors give other figures, but
v EMBLEMATIC GESTURES
all agree that body language accounts for over 50 % of
v ILLUSTRATIVE GESTURES
v EMMOTIVE GESTURES v INTERACTION GESTURES
Many people make communication courses to improve how
v ADAPTATION ESTURES
they communicate, but what I do know is that all these courses affect only 9 % of our communication skills. In addition, courses should teach us to learn to interpret nonverbal cues and improve our body language, and nonverbal cues that influence 5 times more than oral. In fact
All this gestures can be used in the learning and English teacher because they can to help to understand that the students want to say with a no verbal way. It is not only
important to speak in the communication, the gestures is important
it history of the gestures. Alice consulted the information about
the gestures classes. We use as a
tools to transmit our
photos, a video and
this essay. It was made
Juliana made the slides and consulted information about the ___________________________________________________________________________________
Williams, L. (2007) Human language born from ape gestures. Retrieved from:
Acoustical Society of America (ASA). (2012). Gestures fulfill a big role in
McNeill, D. (undated) Hand and mind. What gestures reveal about thought.
language. Science Daily. Retrieved from:
Reiman, T. (2006) History of Gestures. Retrieved from: http://www.bodylanguageuniversity.com/public/170.cfm
Goldin-Meadow Lab. (2005). Gestures give learning a hand. 36(10). Retrieved from: http://www.apa.org/monitor/nov05/gestures.aspx
Yes, that’s right
THE DIALOGUES AS A CHANCE TO LEARN ENGLISH FROM THE GRAMMAR AND LISTENING Tatiana Arboleda Quirama Manuela Ospina Restrepo Karen PrĂŠsiga Cuartas _______________________________________
Many are the possibilities of using the grammar in context of
Recognize tools that allow you to make good use of English
today, since there are all tools that can help us at the time of
grammar in their different contexts.
purchase and use a language, for example: videos, texts, conversations, games, music, among other tools.
These methodologies thanks to its dynamic and educational
Strengthen the English grammatical competence through
permit that we will assimilate better the correct use of the
In present day, the learning of grammar is easier because
there are tools we help to be guided and to learn this.
One of these tools is the dialogue because this offers the
means of texts like dialogues, songs, narrations or news,
student the opportunity to recognize elements and structures
among many others. These resources promote the oral use of
of the language, as for example: vocabulary, functions of the
the language, starting from answers to questions, comments
language, grammatical structures, among others. Equally it
or reactions to that listened or seen. Also, it is advisable to
allows recognizing ideas and main details and with this the
record activities, as representations or games of lists, so that
learning of the contextualized grammar, as well as it supports
the students can see them and assessment them."
it the Ministry of Education of Chile (2012) "[...] These tasks are very important to learn English, since the development
Likewise Educational facilities are important elements in the
and the learning of reading strategies, vocabulary and
teaching-learning process, they provide material support so
grammar support in a contextualized form and they
that allow to fulfill the objectives, favoring students to
constitute a model for the interaction and the production."
appropriate content can be reflexive conscious, in a unit between instruction, education and development.
To develop abilities in English as the good handling of grammar and the auditory understanding is necessary to use
According Marques Graells teaching aids are classified into
texts like the dialogues or songs and narrations among others
conventional, audiovisual materials and new technologies.
that help to promote the use of the language, as it supports
Among the latter two groups is a modality widely used in
the Ministry of Education of Chile (2012) "it constitutes a
modern society: the video.
great support so that the students develop this ability by
Equally Pedro Rincon says "the video is a didactic learning resource that is not a function of the medium, but mainly based on strategies and techniques that apply on the didactic”. In conclusion with the audio-oral method it is also fomented the development and the acquisition of the language and the vocabulary, this tactics help to acquire the grammar and to
learn the verbal times, as he/she affirms it the Ministry of
Ministerio de Educación, Gobierno de Chile (2012). Idioma Extranjero Ingles
Education and Culture of Paraguay (2011) "it is presented in
Educación Básica Bases Curriculares.
dialogue form and in the same one the linguistic functions are
Ministerio de Educación y Cultura, Presidencia de la Republica de Paraguay
consigned that wants to become trained: forms of greeting, to
(2011). Campaña de Apoyo a la Gestión Pedagógica de Docentes en Servicio,
apologize, to ask an address, to ask names of family, etc.
Segundo Ciclo de la EEB. Los Métodos de Enseñanza de Segundas Lenguas
Likewise, in the dialogue the grammatical structure is
consigned that wants to become trained: time of the verbs, rocking nouns"
Monteagudo, P. & Sánchez, A. & Hernández, M. (2007). El video como medio de enseñanza: República Bolivariana de Venezuela. Rincón, P. Influencias de videos en la educación: Universidad de los Andes.
THE LANGUAGE OF ADVERTISEMENTS Clara Álvarez Arboleda Daniela Gantiva Zapata This project has as aim the semiotic analysis of the
hypothesis: all production of sense is necessarily social and,
advertisements discourses, based on Eliseo Verón’s theory
all social phenomenon are a process of sense production,
about social semiosis. This theory analyzes the different
since we cannot talk about a social discourse ignoring a
social signs and phenomena that make part of the language,
material manifestation (the social environment) which
as a process of sense infinite production. Verón supports two
permits its empirical study.
What does semiotic characteristics is represented on television advertisements and how the advertisement discourses affect the people language?
The language in all communication forms constituted by
Consequently, the speech is the particular way in that each
previous encoded signs, i.e., all that we can understand and
individual applies the language, for that reason, it uses to be
communicates us a message. At the same time, it is the
dynamic, changeable and varied in each context. The speech
natural and unique human being capacity, because we are
is the most analyzed semiotics part and among its main
able to encode, build, rebuild, and give sense and meaning to
representatives are Roland Barthes, Charles Peirce, Umberto
what surrounds us in a social process.
Eco, among others.
There are two important aspects in language, that are
Through the television, the publicity have been taken more
dependent and complementary to the communicative act in
impulse in the commercial field, this generated a change in
any situation, they are the language, that it defined as those
the conception about the products and services acquisition
codes or signs systems, which are regulated or constructed
turning us in active consumers. In the TV advertisements, we
conventionally, and each speaking community acquires,
can see an evolution in so far as the communicative format,
memorized, and encodes a specific language as an instrument
the writing text or only the audio of a promotion, they are not
of social communication.
sufficient for impact the user, the advertisement integrates what is called â€œmultimodalityâ€? that refers to the integration of
The languages are definitely, homogeneous in a determinate
various modes of communication, namely, various systems
society and they are a social and cultural product.
sings which communicate of a dynamic form a determinate
message, the most coupled example to this definition is, the
In the next videos, there are Japanese, Korean, African,
videos, because those utilize the sound, the images, the text,
Brazilian and Colombian advertisements, this variety with
the aim to analyze the different discourses or language
elements that fused generates a message.
applications, which they are attached to the kind of culture.
The Publicity through the technology tools, has been become
The discourse and even more, the way to transmit the
in an omnipresent aspect of our daily living, for that reason,
message, control the social necessities with the products on
the TV advertisement has introduced within our society and
offer since the industry handle messages that offers strong
culture, because in the actuality, the Clothing Brands, food
emotions and feelings which impacts to the receptors and
products, technology, music and other products, are sold
influencing them in an determinate situation or time, for
through the â€œnecessitiesâ€? that the society has, making them
see as something unique and wonderful, but that in reality
characters consuming any kind of product or using a
generates an homogeneous. We can say, that the television, as
determinate brand clothes, its generate in viewers a desire to
other media, it is converts in many occasions, on an impellers
acquire those products and in the other hand, this type of
product that formerly they were not needed and that due to
publicity, make within society and the culture, physic
the current consumption are necessary.
stereotypes, which reflect, through the sensual and thin
woman image or a tall and muscular man, this is a corporal qualities that build a social and defined paradigm. The
television advertisements are industrial techniques that are
The social production of the meaning, there are a productive
utilize besides selling certain goods, for modify in a significant
system in which are: production, circulation and uptake, and
way the receptors behavior (appellate function).
within them exists two possible lectures: the production process (production grammar) it is the speech creation or
While talking about the advertisements semiotics, we refers
production of the, it is the how is it produced?, and the uptake
to the study of the different signs within the social signs
process (recognition grammar) which is the reception of this
(Pierce) and how this how they make sense of society and as
speech, this both are developed in different conditions, it is
society gives meaning to these (Verón). Let us remember that
the how the society read it and how we perceived the
the sign, by Saussure, has composed by a signifier and a
discourses and they are circulating among an infinite chain of
signified i.e. an acoustic image and a concept compose the
social speeches. Consequently, the discourse analysis consists
sign which are arbitrary and conventional. Consequently
in describing prints that production conditions have left into
Eliseo Verón, on his book “The social semiotics” (1987), he
the speech and they are the responsible about the meaning
affirmed that the social speech is text, i.e. a present conjuncts
and sense of the discourse. In other hand, the tracks are
into the society, which are compound of diverse meaningful
properties of speech that relate to their own conditions of
materials such as writing and image, image and word,
social production. To talk about marks in the case of
writing, image and sound, etc.
significant properties whose relationship either with the conditions of production or the recognition, is not specified. Those conjuncts never will be identic because of the social
conditions of each one. For example, the alphabet (mark), and those turn on tracks of words in conjunct with determinate conditions.
In brief we can affirm that according to Ver贸n the social
semiosis is the significant dimension of social phenomena", which includes a network of infinite meaning because every
speech needs the presence of another speech for its
PANCRI'S MISTAKES Ximena Cardona Caro Julián Orozco Jheyson Balanta Alejandro Zuluaga ______________________________________________
The project shows teaching through images, making use of resources like an easily recognizable comic. The idea is also presented as a different didactic that will be part of the final project of the communicative competence III course titled Curious Language, in the section of entertainment. One of the main targets is to recover the activities that make use of multimedia tools combined with the traditional ways on which we have growth with that’s why the didactic consists in a story where the end is to teach grammar, for which attention and dedication is needed. The main subject is to correct the mistakes that are committed in like for example interculturalism.
From a lot of time there has been a search for teaching, for example in fomenting reading, using correctly the multimedia tools, autonomous learning is part of the situations that are faced daily in the classroom, McVicker (2011) says that: “Teachers can use comics for reading instruction by capitalizing on their colourful graphic representation. Technology and reading are wed during the use of the Internet, and readers must rely on their visual literacy skills a group of vision competences people can hone for comprehension.” Therefore, thanks to the graphical and colourful nature of the comic it is of great use inside the classroom, some advantages provided by the comic is that it allows to tell a story in a short
and exemplified way, easily transmitting a subject or idea and can be adapted to the different levels of learning, Perez (2009) says that “The usage of the comic can be extended to a great number of situations (...) students will be interested in the activity as long as they are presented with something that fits their interests.”
it will have mistakes that will need to be identified by the reader.
In Conclusion, these two authors support the comic as an important tool inside the classroom, and that’s why we will present our final project in this format with the end of coming back to it and use it in the context of English. Making use of the comic for teaching grammar and correct its possible mistakes, putting aside the multimedia and coming back to traditional activities. SPECIFIC OBJECTIVE: -Promoting reading, since it is a written story. -Promoting an entertaining space for learning drifting slightly from traditional tools. -Showing common mistakes of the daily language.
__________________________________________________________ REFERENCES: McVicker, Claudia. (2011). Comic Strips as a Text Structure for Learning to Read. Vol 61. Pg (85-88). Perez, María. (2009). Recursos didácticos en el aula de inglés. ACTIVITY 1. Read attentively the comic 2. Identify the mistakes of the dialogs 3. Correct them according to your knowledge.
As it has been said, the methodology will be the use of graphic resources, specifically the comic, we will make a story where the cultural chock is shown and it’s influence in language, and
Design by Daniela Gantiva.