Journal # 3

 Keywords: 

Ideologies: shared beliefs within a group. 

Apprenticeship of observation: observing professionals in action. 

Taboo: unspoken topic. 

Schemata: conceptual framework. 

Questions: Do you think that learner based materials is a way of instill in the student the autonomy of his study,  and likewise reduce the airs of authority of a teacher? 

-Do you think that prior to the classes there should be induction spaces, where teachers and students can exchange information about their context and instead of creating a gap, information about their cultural beliefs is shared? 

-Since there is a cultural over representation of English speaking countries, do you think it is important to promote the diversity of cultures and how have these in some way helped the development of civilizations? 

Times and generations leave marks on humans that continue to be used in their way of thinking and acting for the rest of their lives. This type of cultural forces have formed the branches of education, opening gaps not only in knowledge but in relationships between people. When it comes to teaching a second or foreign language, English-speaking countries have handled the issue of globalization as an advantage to their economy and therefore strengthens capitalism. We live enclosed in the idea of maintaining a lifestyle similar to a developed country that we forget that we live in countries where opportunities are increasingly minimal and where political entities have other purposes in their power. Therefore, the idea of teaching the English language in this case, does not seem to be far from our reality, but the truth is that it is far. In one class, the books and content explore all kinds of customs, actions, lifestyles, and their most peculiar elements. But they are all contextualized according to those countries, which in itself, is not their direct responsibility to be specific to a country with its content, but for the ministry of education of a country, and the publishing organizations behind it, it is assertive to contextualize our texts, these contents become more familiar with the students which they learn more and include cultural elements that are exercised by them. Personally, I bring to classes cultural traits that are explored in different places, but mostly if we are focusing on grammar, vocabulary or another aspect of English, examples and information that is related to their contexts are exposed.