1. EDTC 6332
PRACTICUM IN EDUCATIONAL TECHNOLOGY
BY: ALFONSO ALMEIDA
SUMMER I/ 2012
PROJECT PROPOSAL

2. 1
 Project Proposal
 Performance Problem

 Local Native Spanish Speakers (NSS) are reluctant to learn the English Language at certain age (Over 50), due to
consider the second language acquisition task impossible to accomplish, due to the lack of opportunities in order to get
qualified language instructors.

 The performance gap between beginners and intermediate English Language Learners (ELL) is enormous, some local
NSS do not perceive the “need” to learn another language, because in the Rio Grande Valley (RGV) 90% of the locals
are Spanish speakers.

 Some of these adults hold academic degrees: doctors, accountants, lawyers, and managers. Some of them are qualified
technicians; most of them have certain English basic background. The local NSS don’t even want to try to speak English.

3. 2

 Evidence and supported materials to support my proposal:

 http://www.magazine.org/ASSETS/C0724E188C664BE88305971FE6BBCD80/MPAHispMktPro.pdf

 http://quickfacts.census.gov/qfd/states/48000.html

 http://faculty.lacitycollege.edu/igoudial/research/AdultESLMotivation.pdf
 Project Proposal : Word Document:
http://almeidaedtc6332.pbworks.com/w/file/54975132/EDTC6332_Proposal_Revised.docx



4. 3
 Viable Solution

 Develop an English course designed to help Adult NSS to grasp the English Language by using the students’ background
in Spanish, and stimulate the communication process in the new language. Enhance the students’ communication skills
by using Metacognition: knowledge about when and how to use particular strategies for learning or for problem solving.



 Solution 1
 Solution 2
 Description of the solution
 Use Cognate words and Grammar syntax in L1.
 New English Vocabulary and basic Speech training.
 Internal (personal) strengths in relation to the solution
 Bilingual to Spanish, Business Major.
 Technology specialist, computer savvy and strong psychological skills.
 Internal (personal) weaknesses in relation to the solution
 Too optimistic, stubborn, and sometimes I believe that everybody is capable to achieve goals that are not available for
everyone
 I am not certified to teach a second language (Not yet).

5. 4
 External (environmental) opportunities in relation to the solution
 The opportunities to speak a second language in the area are many, and the locals can
help and correct the Ells when necessary.
 There are many opportunities to practice the learned lessons in the area.
 External (environmental) threats in relation to the solution
 When the student is not comfortable, most likely he/she is going to quit the course.
 When the student doesn’t get the expected results, most likely she/he is going to stop
trying to speak the second language for good.
 Your chosen solution
 Incorporate the students’ background in L1, adding New Vocabulary, cognates and
grammar syntax in L1.
 Reasons
 The student knows how to form tenses already; cognates are similar words that are used
in both languages (over 40%). The introduction to a new English vocabulary
(Intermediate) will help the students to learn more about L2. With the new instruction
the students will be capable to use English idioms in his/hers new English conversational
vocabulary.

6. 5
 Deliverables
 I am considering delivering instruction via URL to include my MP4’s and MP3’s, but due to the students’ limitations, I
believe that creating a “CD” including 15 lessons will be sufficient to deliver the instruction.
 (In order to support the instruction, I am going to hyperlinked all the lessons in a URL, so the students can visit the site
in order to go over the lessons).
 English Vocabulary
 Salutation
 At Home
 At the Market
 At the market
 At public places
 Cognates
 False Cognates
 Same Spelling
 Different Spelling
 Similarities
 70% relations SPA/ENG
 English Idioms
 Usual Idioms
 Idiomatic expressions
 Idiomatic Thoughts
 Idiomatic expression (examples)
 Idiomatic conversations.


7. 6
 Instructional Goal and Objectives

 Goal
 Terminal Objective
 Enabling Objective
 Goal Statement
 Adult Ells will learn conversational English by using their L1 background.
 Target audience: (Adults/ELLs/>50).
 English Language learners who hold a professional degree, and are aged over 50 years old.
 Group: 5 individuals.
 Terminal Objective 1
 New English Vocabulary
 The student will speak English with Native English Speakers in different places.
 Enabling Objective 1.1 Salutation
 Enabling Objective 1.2
 At home
 Enabling Objective 1.3
 At the office
 Enabling Objective 1.4
 At the Market
 Enabling Objective 1.5
 At Public Places
 Terminal Objective 2


8. 7
 Cognates
 The student will recognize new English vocabulary while reading.
 Enabling Objective 2.1
 Cognates SPA-ENG 70%
 Enabling Objective 2.2
 False Cognates
 Enabling Objective 2.3
 Same Spelling
 Enabling Objective 2.4
 1 extra letter.
 Enabling Objective 2.5
 Different Spelling
 Terminal Objective 3
 English Idioms
 The student will apply new Language communication skills in his/hers English conversations.
 Enabling Objective 3.1
 English Idioms
 Enabling Objective 3.2
 Idiomatic Thoughts
 Enabling Objective 3.3
 Idiomatic expressions
 Enabling Objective 3.4
 Idiomatic conversations
 Enabling Objective 3.5
 Idioms in action

9. 8
 Action Plan
 Objective
 Activity
 Technology
 Assessment
 Terminal Objective 1
 The student will be able to speak conversational English at the intermediate level.
 Deliver the lesson in L1, introducing the lesson planner, and explain the objectives.
 (New Vocabulary)
 CD-ROM
 1 quiz per module
 (3 modules).
 Enabling Objective 1.1
 The student will use new skills in order to communicate properly.
 Salutation
 A Chart with over 10 different English conversations.
 MP3
 Enabling Objective 1.2
 The student will apply new skills in different environments. (context).
 At home: A Chart with practical examples of English conversation.
 MP3


10. 9
 Enabling Objective 1.3
 The student will apply new skills in different environments. (context).
 At the Office:
 A Chart with meaningful English conversations.
 MP3
 Enabling Objective 1.4

 The student will apply new skills in different environments. (context).
 At the market: A Chart with graphic examples of different products, and samples of business English dialogs.
 MP3
 Enabling Objective 1.5

 The student will apply new skills in different environments. (context).
 At Public Places: A Chart with possible conversations at places such as: museums, art galleries, at the movies etc.
 MP3
 Terminal Objective 2
 The student will be able to recognize cognate words.
 Cognates
 MP4
 Enabling Objective 2.1
 The student will recognize new vocabulary.
 70% Spa-Eng Cognates
 MP4

11. 10
 Enabling Objective 2.2
 The student will recognize new vocabulary.

 False Cognates
 MP4

 Enabling Objective 2.3
 The student will identify differences between similar words.
 Cognates (same Spelling)
 MP4

 Enabling Objective 2.4
 The student will compare different words.
 Cognates ( one more/less letter)
 MP4

 Enabling Objective 2.5
 The student will evaluate differences.
 Cognates (different spelling)
 MP4
 Quiz 2

12. 11
 Terminal Objective 3
 The student will identify new dialogs.
 English Idioms
 Enabling Objective 3.1
 The student will define new expressions.
 Idiomatic expressions
 PPT
 Enabling Objective 3.2
 The student will distinguish and interpret different ideas.
 Idiomatic Thoughts
 PPT
 Enabling Objective 3.3
 The student will apply new communication skills.
 Idiomatic Conversations
 PPT
 Enabling Objective 3.4
 The student will produce new conversations applying new skills.
 Incorporate Idiomatic expressions in your English vocabulary.
 PPT
 Enabling Objective 3.5
 The student will choose between different options in order to project new English vocabulary.
 Idioms in action
 MP4
 Quiz 3

13. 12
 Timeline
 Week
 Vocabulary
 Cognates
 English Idioms
 Quizzes
 1
 Salutation
 Cognates 70%
 English Idioms
 2
 At home
 False Cognates
 Idiomatic thoughts
 Q1
 3
 At the office
 Same spelling
 Idiomatic Expressions


14. 13
 4
 At the market
 Different spelling
 (1 letter)
 Idiomatic conversations
 Q2
 5
 At public places
 Same letters different spelling.
 Idioms in action.
 Q3

 Quiz 1 Multiple choice: select the best response to the given dialog.
 Quiz 2 True/False Select the best answer to the given question.
 Quiz 3 Multiple Choice, Matching: Select the best response.
