Entrepreneurial proposal: an english language training course for the tourism sector in the coffee region
Colombia is characterized by its extractivist economy in which the sale of minerals is the main source of income, however, some attempts have been made to potentiate national tourism as another economic field. For this reason, the Colombian government has offered courses focused on turism with its i...
- Autores:
-
Tuberquia Henao, Jhon Esteban
Osorio Hincapie, Sebastian
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14120
- Acceso en línea:
- https://repositorio.utp.edu.co/home
https://hdl.handle.net/11059/14120
- Palabra clave:
- 370 - Educación
English language instruction
socio-constructivist
English for Specific Purposes
Enseñanza bilingüe
Bilingüismo
Enseñanza de lenguas
- Rights
- openAccess
- License
- http://purl.org/coar/access_right/c_abf2
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Entrepreneurial proposal: an english language training course for the tourism sector in the coffee region |
| title |
Entrepreneurial proposal: an english language training course for the tourism sector in the coffee region |
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Entrepreneurial proposal: an english language training course for the tourism sector in the coffee region 370 - Educación English language instruction socio-constructivist English for Specific Purposes Enseñanza bilingüe Bilingüismo Enseñanza de lenguas |
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Entrepreneurial proposal: an english language training course for the tourism sector in the coffee region |
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Entrepreneurial proposal: an english language training course for the tourism sector in the coffee region |
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Entrepreneurial proposal: an english language training course for the tourism sector in the coffee region |
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Entrepreneurial proposal: an english language training course for the tourism sector in the coffee region |
| title_sort |
Entrepreneurial proposal: an english language training course for the tourism sector in the coffee region |
| dc.creator.fl_str_mv |
Tuberquia Henao, Jhon Esteban Osorio Hincapie, Sebastian |
| dc.contributor.advisor.none.fl_str_mv |
Ramos Gallego Dolly |
| dc.contributor.author.none.fl_str_mv |
Tuberquia Henao, Jhon Esteban Osorio Hincapie, Sebastian |
| dc.subject.ddc.none.fl_str_mv |
370 - Educación |
| topic |
370 - Educación English language instruction socio-constructivist English for Specific Purposes Enseñanza bilingüe Bilingüismo Enseñanza de lenguas |
| dc.subject.proposal.eng.fl_str_mv |
English language instruction socio-constructivist English for Specific Purposes |
| dc.subject.tee.none.fl_str_mv |
Enseñanza bilingüe Bilingüismo Enseñanza de lenguas |
| description |
Colombia is characterized by its extractivist economy in which the sale of minerals is the main source of income, however, some attempts have been made to potentiate national tourism as another economic field. For this reason, the Colombian government has offered courses focused on turism with its institution SENA and other institutions which train tourism employees in this field. In terms of English language instruction, some private and public institutions have offered courses that are broad in the sense that all workers receive the same language instruction. This project is relevant since it will provide specialized English instruction courses for restaurants, travel agencies, hotels in the following municipalities: Santuario, Anserma, Dosquebradas, and Pereira. These courses will be offered to tourism employees with a maximum of 15 students per group. Each course will intend to achieve a B1.1 level with a duration of 17 weeks (102 hours per course). The design of the courses will work under the theory of socio-constructivism as this will boost collaborative work through the use of real-life situations. Additionally, the ESP approach will play an essential role in the lessons as the target content focuses on what they really need in their work setting. The expected results are: 1) to provide the learning tools for students to achieve B1 level; 2) to provide small businesses with the capability to interact with foreing tourists; 3) to help tourism employees understand intercultural differences and how to assertively interact with tourists. |
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2022 |
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2022 |
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Barrios, C., Manyoma, E. (2012). Competencias Comunicativas En Los Servidores Turísticos de Cartagena: Un Análisis Pedagógico de Los Procesos Enseñanza Aprendizaje del inglés en Los Guías Turísticos de Cartagena. Saber, Ciencia y Libertad, 7(1), 173–186. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman. Bustos, F. (2020, November 24th). ¿Cómo está Colombia en el dominio del Inglés? P&M. Retrieved on April 25th, 2020. Carter, R. & Nunan, D.(2004). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge University Press Chen, S. & Wang, J. (2019). Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in IntensiveReading Course. Canadian Center of Science and Education, 12(3), 119-138. Chopra, K. (2014). Empirical Study on Role Of Customer Service in Delivering Satisfaction at Branded Retail Outlets in Pune. Procedia Economics and Finance (11), 239 – 246. CoR. (n.d). France - Tourism. Retrieved on April 2nd of 2021. Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching and assessment. Cambridge, UK: Press Syndicate of the University of Cambridge. Dudley, T. & John, J. (1998). Developments In English For Specific Purposes: A Multidisciplinary Approach. Cambridge University Press. EF Education First. (2020). The world's largest ranking of countries and regions by English skills. EF English Proficiency Index. Entrepreneur Handbook. (2020). What is customer service? Florez, MaryAnn. (1999). Improving Adult English Language Learners’ Speaking Skills. In CAELA. [Consulta: 29-03-202]. Frost, S. (2021). Chron. The Importance of Training & Development in the Workplace. García-Mayo. (1999). The Development of ESP: Language Description and its influence on pedagogical materials. Revista de Lenguas para fines específicos. (5), 204-228. Gobernación de Risaralda. (2019). Desarrollo de Capacidades para la Consolidación de la Competitividad Del Departamento de Risaralda, Occidente. Gobernación de Risaralda. (2019). Educational Plan in English For the Strategic Sector of Risaralda. Gouvernement. (2015, 12th June). A tourism development strategy. Retrieved on April 2nd of 2021. Gonzáles, F. (No date). Monografías.com. The lesson plan and the learning language cycle in ESP. Grant, M. (2020). Investopedia. Customer Service. Hossain, M.I. (2015). Teaching Productive Skills to the Students: A Secondary Level Scenario. Master’s Thesis, BRAC University. Hung, N. (2014). Review of notion and framework of Task-Based Language Teaching. European Centre for Research Training and Development UK. 2(1), 39-48. Huynh, T. A. N. (2017, January 20). Making Sense of It All: Creating a Context to Learn Language. IELTS.(2014).Speaking: Band descriptors (public version) [PDF file]. Retrieved from 57 Maican, M. (2014). Teaching English to Tourism Students. Economic Sciences, 7(56), 275-282. Marcu, N. (2020). Designing functional ESP (English for Specific Purposes) courses. Procedia Manufacturing, 46, 308-312. http//doi.10.1016/j.promfg.2020.03.045 McDonough, J. (1999). English for specific purposes (ESP)in Keith Johnson & Helen Johnson: Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching, Oxford: Blackwell Publishing, 105-120. Mincomercio. (2020). ¡En 2019 el turismo en Colombia rompió récords! Mincomercio. Ministerio de Educación Nacional. (2016). Lineamientos Estándar para Proyectos de Fortalecimiento del Inglés. M, Nda & R, Fard. (2013). The Impact of Employee Training and Development On Employee Productivity. 2 (6), 240 Mortensen, C. J., & Nicholson, A. M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. Journal of Animal Science, 93(7), 3722–3731. Nunan, D. (2003). Practical English language teaching. New York: McGraw-Hill/Contemporary Pontificia Universidad Javeriana. (2019). Inglés para Turismo y Guianza Turística. Retrieved on April 2nd of 2021. Ramírez, L. M & Lasso, J.P. (2018). Estudio de Factibilidad para la Creación de una Empresa Bilingüe. [Creación de Empresa, Universidad Tecnológica de Pereira]. Repositorio UTP. Richards, Jack C. & Richard W. Schmidt. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Fourth Edition. Rome. (2020, 25th October). The world’s most visited countries 2020. Retrieved in April 2nd of 2021. Rora, A. (11 of February 2016). The Components of Speaking Skill. Keep Struggle Savignon, S.J. (2003). Communicative Language Teaching: State of the Art. TESOL. Quarterly, 25(2), pp. 261-277. TeachThought. (2021). The Definition of Flipped Classroom. TeacherThought. Retrieved on May 10th, 2021. Tyagi, B. (2013). Listening to an Important Skill and its Various Aspects. The Criterion. 12. pp.1-8. Ureña-Salazar. (2017). Designing and Implementing an ESP Course: Revisiting an Experience. Revista pensamiento actual. 17 (28), 197-207. Walker, N. (2014). Listening: the most difficult skill to teach. Encuento. (23). pp. 167-175. Willis, J. (1996) A Framework for Task-Based Learning. London: Longman. Witt, T. (2011). Total Ability: Four Skills of Language Communication. Presented in Cambridge University. Writhg, R. (14 of February 2013). How to Write ESP Materials. ELT Teacher 2 Writer Zaid, C. (2015) English for Specific Purposes: Role of Learners, Teachers, and Teaching Methodologies. Department of Foreign Languages. Taif University |
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Ramos Gallego DollyTuberquia Henao, Jhon EstebanOsorio Hincapie, Sebastian2022-05-31T19:54:09Z2022-05-31T19:54:09Z2022Colombia is characterized by its extractivist economy in which the sale of minerals is the main source of income, however, some attempts have been made to potentiate national tourism as another economic field. For this reason, the Colombian government has offered courses focused on turism with its institution SENA and other institutions which train tourism employees in this field. In terms of English language instruction, some private and public institutions have offered courses that are broad in the sense that all workers receive the same language instruction. This project is relevant since it will provide specialized English instruction courses for restaurants, travel agencies, hotels in the following municipalities: Santuario, Anserma, Dosquebradas, and Pereira. These courses will be offered to tourism employees with a maximum of 15 students per group. Each course will intend to achieve a B1.1 level with a duration of 17 weeks (102 hours per course). The design of the courses will work under the theory of socio-constructivism as this will boost collaborative work through the use of real-life situations. Additionally, the ESP approach will play an essential role in the lessons as the target content focuses on what they really need in their work setting. The expected results are: 1) to provide the learning tools for students to achieve B1 level; 2) to provide small businesses with the capability to interact with foreing tourists; 3) to help tourism employees understand intercultural differences and how to assertively interact with tourists.Colombia se caracteriza por su economía extractivista en la cual la venta de minerales es la principal fuente de ingreso económico, sin embargo, se han llevado a cabo algunos intentos para potenciar el turismo nacional como otro sector económico. Por esta razón, el gobierno Colombiano ha ofrecido cursos enfocados en el turismo con su Institución SENA y otras instituciones privadas las cuales capacitan empleados de este sector. En términos de instrucción en lengua inglesa, estos cursos son amplios en el sentido que todos los empleados reciben la misma enseñanza del idioma. Este proyecto es relevante ya que proveerá cursos de Inglés especializados para pequeños negocios en los siguientes municipios: Santuario, Anserma, Pereira y Dosquebradas (2 en la primera etapa - Pereira y Santuario). Estos cursos serán ofrecidos para un mínimo de 10 estudiantes por grupo. Cada curso pretende alcanzar el nivel A1.1. Además, el diseño de los cursos funcionará bajo la teoría del socioconstructivismo ya que esto potenciará el trabajo colectivo a través del uso de situaciones de la vida real. Adicionalmente, el enfoque ESP (por sus siglas en Inglés English for Specific Purposes) jugará un papel esencial en las lecciones porque el contenido que se desea alcanzar se enfoca en lo que ellos realmente necesitan en su ambiente laboral. Los resultados esperados son: 1) Proveer las herramientas de aprendizaje necesarias para alcanzar un nivel más alto de inglés; 2) Proveer pequeños negocios con la capacidad de interactuar efectivamente con turistas extranjeros; 3) Ayudar a los empleados del sector turístico a entender las diferencias interculturales.PregradoLicenciado(a) en Bilingüismo con Énfasis en InglésTable of content Abstract 3 Resumen 4 Justification 5 Conceptual Framework 8 Communicative Competence 8 The Three Dimensions of Communicative Competence 9 Receptive and Productive Skills 10 Understanding of Listening skill 11 Strategies to Promote Listening 12 Understanding of Speaking 13 Components of Speaking 13 Strategies to promote Speaking 14 English For Specific Purposes (ESP) 15 Course features of ESP 16 How to plan a lesson based on ESP? 17 Training in business 18 Customer Service 19 Literature Review 21 Methodology 25 Description of the current situation 25 Problem Tree 27 Participants Analysis 27 Objectives tree 29 General and Specific Objectives 30 Indicators and Goals 31 Beneficiary population 32 Target zone: Coffee Region 33 Alternative solution 33 Technical Study 34 Modality 40 Risk study 41 Syllabus 42 Rationale 42 References 5560 Páginasapplication/pdfUniversidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homehttps://hdl.handle.net/11059/14120engUniversidad Tecnológica de PereiraFacultad de Bellas Artes y HumanidadesPereiraLicenciatura en Bilingüismo con Énfasis en InglésBarrios, C., Manyoma, E. (2012). Competencias Comunicativas En Los Servidores Turísticos de Cartagena: Un Análisis Pedagógico de Los Procesos Enseñanza Aprendizaje del inglés en Los Guías Turísticos de Cartagena. Saber, Ciencia y Libertad, 7(1), 173–186.Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman.Bustos, F. (2020, November 24th). ¿Cómo está Colombia en el dominio del Inglés? P&M. Retrieved on April 25th, 2020.Carter, R. & Nunan, D.(2004). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge University PressChen, S. & Wang, J. (2019). Effects of Task-based Language Teaching (TBLT) Approach and Language Assessment on Students’ Competences in IntensiveReading Course. Canadian Center of Science and Education, 12(3), 119-138.Chopra, K. (2014). Empirical Study on Role Of Customer Service in Delivering Satisfaction at Branded Retail Outlets in Pune. Procedia Economics and Finance (11), 239 – 246.CoR. (n.d). France - Tourism. Retrieved on April 2nd of 2021.Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching and assessment. Cambridge, UK: Press Syndicate of the University of Cambridge.Dudley, T. & John, J. (1998). Developments In English For Specific Purposes: A Multidisciplinary Approach. Cambridge University Press.EF Education First. (2020). The world's largest ranking of countries and regions by English skills. EF English Proficiency Index.Entrepreneur Handbook. (2020). What is customer service?Florez, MaryAnn. (1999). Improving Adult English Language Learners’ Speaking Skills. In CAELA. [Consulta: 29-03-202].Frost, S. (2021). Chron. The Importance of Training & Development in the Workplace.García-Mayo. (1999). The Development of ESP: Language Description and its influence on pedagogical materials. Revista de Lenguas para fines específicos. (5), 204-228.Gobernación de Risaralda. (2019). Desarrollo de Capacidades para la Consolidación de la Competitividad Del Departamento de Risaralda, Occidente.Gobernación de Risaralda. (2019). Educational Plan in English For the Strategic Sector of Risaralda.Gouvernement. (2015, 12th June). A tourism development strategy. Retrieved on April 2nd of 2021.Gonzáles, F. (No date). Monografías.com. The lesson plan and the learning language cycle in ESP.Grant, M. (2020). Investopedia. Customer Service.Hossain, M.I. (2015). Teaching Productive Skills to the Students: A Secondary Level Scenario. Master’s Thesis, BRAC University.Hung, N. (2014). Review of notion and framework of Task-Based Language Teaching. European Centre for Research Training and Development UK. 2(1), 39-48.Huynh, T. A. N. (2017, January 20). Making Sense of It All: Creating a Context to Learn Language.IELTS.(2014).Speaking: Band descriptors (public version) [PDF file]. Retrieved from 57 Maican, M. (2014). Teaching English to Tourism Students. Economic Sciences, 7(56), 275-282.Marcu, N. (2020). Designing functional ESP (English for Specific Purposes) courses. Procedia Manufacturing, 46, 308-312. http//doi.10.1016/j.promfg.2020.03.045McDonough, J. (1999). English for specific purposes (ESP)in Keith Johnson & Helen Johnson: Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching, Oxford: Blackwell Publishing, 105-120.Mincomercio. (2020). ¡En 2019 el turismo en Colombia rompió récords! Mincomercio.Ministerio de Educación Nacional. (2016). Lineamientos Estándar para Proyectos de Fortalecimiento del Inglés.M, Nda & R, Fard. (2013). The Impact of Employee Training and Development On Employee Productivity. 2 (6), 240Mortensen, C. J., & Nicholson, A. M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. Journal of Animal Science, 93(7), 3722–3731.Nunan, D. (2003). Practical English language teaching. New York: McGraw-Hill/ContemporaryPontificia Universidad Javeriana. (2019). Inglés para Turismo y Guianza Turística. Retrieved on April 2nd of 2021.Ramírez, L. M & Lasso, J.P. (2018). Estudio de Factibilidad para la Creación de una Empresa Bilingüe. [Creación de Empresa, Universidad Tecnológica de Pereira]. Repositorio UTP.Richards, Jack C. & Richard W. Schmidt. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Fourth Edition.Rome. (2020, 25th October). The world’s most visited countries 2020. Retrieved in April 2nd of 2021.Rora, A. (11 of February 2016). The Components of Speaking Skill. Keep StruggleSavignon, S.J. (2003). Communicative Language Teaching: State of the Art. TESOL. Quarterly, 25(2), pp. 261-277.TeachThought. (2021). The Definition of Flipped Classroom. TeacherThought. Retrieved on May 10th, 2021.Tyagi, B. (2013). Listening to an Important Skill and its Various Aspects. The Criterion. 12. pp.1-8.Ureña-Salazar. (2017). Designing and Implementing an ESP Course: Revisiting an Experience. Revista pensamiento actual. 17 (28), 197-207.Walker, N. (2014). Listening: the most difficult skill to teach. Encuento. (23). pp. 167-175.Willis, J. (1996) A Framework for Task-Based Learning. London: Longman.Witt, T. (2011). Total Ability: Four Skills of Language Communication. Presented in Cambridge University.Writhg, R. (14 of February 2013). How to Write ESP Materials. ELT Teacher 2 WriterZaid, C. (2015) English for Specific Purposes: Role of Learners, Teachers, and Teaching Methodologies. Department of Foreign Languages. Taif UniversityManifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/370 - EducaciónEnglish language instructionsocio-constructivistEnglish for Specific PurposesEnseñanza bilingüeBilingüismoEnseñanza de lenguasEntrepreneurial proposal: an english language training course for the tourism sector in the coffee regionTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionORIGINALProyecto de Grado.pdfProyecto de Grado.pdfapplication/pdf1079657https://repositorio.utp.edu.co/bitstreams/e3473dbf-66a1-4281-b189-97ed3fdbbf63/downloadb26ed309564ac7bb8a47d94bb9a96daeMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.utp.edu.co/bitstreams/ed3d8bbd-29e1-4f7f-b12d-3cf67e78bac4/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTProyecto de Grado.pdf.txtProyecto de Grado.pdf.txtExtracted texttext/plain99782https://repositorio.utp.edu.co/bitstreams/191483db-1386-4adf-9509-34ed648e0ae1/downloadd2198d50553fce1d30085bdeb73e0624MD53THUMBNAILProyecto de Grado.pdf.jpgProyecto de Grado.pdf.jpgGenerated Thumbnailimage/jpeg6967https://repositorio.utp.edu.co/bitstreams/e4a3f471-59e0-47c5-b302-2f47275d9319/download6944ee1c95386dd9a0cf99922c9b9d1fMD5411059/14120oai:repositorio.utp.edu.co:11059/141202023-04-14 15:30:49.889https://creativecommons.org/licenses/by-nc-nd/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://repositorio.utp.edu.coRepositorio 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