S OCIAL INTERACTION FROM EVERYDAY LIFE

Por : Dayan Stefany Badillo Malagon Docente de lenguaje.

Initially, the work of the bilingual teacher is directly related to the teaching of a second language. In this, it is considered important: the mastery of language and communication skills that must be improved during the school year.

Following this, adjustments are made in the process: topics seen or intentions in the classroom together with the students. This year teachers have had the opportunity to interact with the students and also to recognize the social, family and cultural contexts in which students grow and develop themselves.

During a school year, teachers are able to identify relevant experiences for the pedagogical training process. One of these experiences occurred during a class, in which the teacher asked the question: how do I greet my parents? And one of the students said: “teacher, I greet my mother with signs since she has a hearing limitation”. Immediately, the teacher asked : Do you communicate with her by means of signs? And she said: "Yes, that's right “ teacher, when I want to say hello or good morning my arms or the gesture I make must change". For example: If I want to say hello I must raise my right hand to the height of my eyebrow and extend it (as if it were a military salute, but it means hello in her language) and it changes when I must

Suddenly, all the students of that level began to ask her for basic forms of greeting in Colombian sign language, and then we noticed evidently the importance of: recognizing the diversity of forms of communication in the context but above all how to make a call for inclusion from the daily life in the classroom.

Every day in each English class there is an opportunity to include: words, commands or phrases in English that were accompanied by the appropriate sign. For example: during a class on "means of transportation" while listening exercises on each of the means of transportation were presented, the children together with the teacher would promptly gesture the sign.

The main idea, beyond talking about inclusion, is to recognize the contexts, the students´ knowledge and experiences and that these also permeate the contents in the subjects, especially in English where communication skills are the main focus, and the way spaces for communicative interaction are generated taking into account all the possibilities of expression.