Revista Newsflash 6

Table of Contents
Editorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ELT Education Program Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
ILEUSCO Language School Faculty and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
ILEUSCO Class 2015 Picture Mosaic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Thoughts from Students of ILEUSCO Language School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM
Children at Risk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
A Happily Obese Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Why People Like Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Technology and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Spending Time on Technological Gadgets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Extreme Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Videogames Impact on Children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
The Stigmatization of the LGBT Community in Colombia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
The Role of Music in English Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Global Warming: An Almost Unstoppable Consequence? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
The Experience of my Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
THOUGHTS FROM ALUMNI OF THE ELT EDUCATION PROGRAM
The Implications of Being Bilingual in Colombia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Does the use of a Virtual Learning Environment
Produce Benefits When it comes to Second Language Acquisition? . . . . . . . . . . . . . . . . . . . . 29
Non-targeted, Comprehensible Input and Foreign Language Acquisition. . . . . . . . . . . . . . . . . 32
Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Technology use for Language Teaching in Neiva, Huila, Colombia . . . . . . . . . . . . . . . . . . . . . . 36
THOUGHTS FROM FORMER ELT ASSISTANTS
Top 5 Things I Miss about My Time in Neiva. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
On Returning Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
THOUGHTS FROM ELT PROFESSORS
The Promotion of Intercultural Competence in EFL Classes - A Sample Activity . . . . . . . . . . . . 43
Synopsis of The Ileusco Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Using Counterarguments as a Way to Develop Language Productive Skills . . . . . . . . . . . . . . . 49
Comprehensible Input: Its Significance for Second Language Acquisition . . . . . . . . . . . . . . . . 51
Funnies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Crossword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Phrases from Miguel de Cervantes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
June 2015
Sixth Edition
Neiva (Huila), Colombia
Universidad Surcolombiana
Facultad de Educacin
Programa de Lengua Extranjera - Ingls
ILEUSCO
Rector
Pedro Len Reyes Gaspar
Vicerrectora Acadmica
Isabel Cristina Gutirrez
Vicerrector Administrativo
Alberto Ducuara Manrique
Vicerrector de Investigacin
y Proyeccin Social
Nelson Gutirrez Guzmn
Decana de la Facultad de Educacin
Nidia Guzmn Durn
Jefe de Programa de Lengua Extranjera
Leonardo Herrera Mosquera
Coordinador de ILEUSCO
Edgar Alirio Insuasty
ISSN: 2145-5627
Publishing Commitee
Leonardo Herrera Mosquera
Lisseth Rojas Barreto
Layout and Printing
OTI Impresos Calle 28 No. 1A-46 Cndido
Telefax: 875 8485 - Neiva (Huila)
Correspondence
Universidad Surcolombiana
Av. Pastrana Borrero - va Bogot
Instituto de Lenguas Extranjeras
Neiva, Huila - Colombia
Tel. (0988) 752216 / 8754753 ext. 1157
www.ileusco.edu.co
The content of the articles

is responsibility of the authors
Welcome to the sixth edition of Newsflash! Newsflash

is an annual, multi-perspective and inclusive
publication led by ILEUSCO Language School, which
is aimed at English language teachers, learners and
users. Since its very emergence six years ago,
Newsflash has given a distinct voice to both the
ILEUSCO and ELT Education Program faculties,
students and alumni who are interested in sharing
their experiences, feelings, ideas and proposals in the
fields of humanities, science, culture, education, technology, or the like.
In this particular edition, Newsflash will provide you with the opportunity
of reading a wide diversity of interdisciplinary topics. General interest
issues in the contexts of technology, extreme sports, video games, health,
music and ecology are accurately and appropriately approached by
ILEUSCO and the ELT Education Program students. This can be seen as
evidence of the meaningful progress they are making in their English
proficiency.
Moreover, some members of the ELT Education Program faculty and
alumni devote their professional attention to more focused topics such as
bilingualism, the role of music in English learning, second language
acquisition in virtual learning environments, professional development,
intercultural competence in EFL classes, comprehensible input,
development of language productive skills, the use of technology in
language teaching, and the so called ILEUSCO Test.
In addition, the former ELT assistants have shared with us their memories
and feelings about their stays with us: a true lesson in interculturality!
Finally, some lighter ideas such as jokes, word games, puzzles and
phrases from Miguel de Cervantes are also included in this edition.
We are very grateful to all the contributors of this issue for enabling us to
publish their manuscripts. By virtue of their inspiration and devotion, we
can find here very interesting and thought-provoking essays concerned
with general and specialized topics. This is what can be achieved when
writing is treated as a serious and systematic process, which entails
multiple stages such as planning, drafting, editing and producing the final
version.
We hope you enjoy reading this edition of Newsflash and will become
inspired to write about what you think, feel and do as a foreign language
user, and to submit your contributions to future issues. In doing so, our
academic community can be strengthened through your thoughtful and
insightful reflections.
Edgar Alirio Insuasty

ILEUSCO Coordinator
ELT Education Program Faculty
Marco Tulio Artunduaga, M.A. in English Didactics

Leonardo Herrera M, M.A. in TESOL
Carlos Alcides Muoz, Ph.D in Foreign Languages and Literatures (SLA)
Jos Giovanny Mosquera Cruz, B.A in Foreign Languages
Lisseth Rojas Barreto, M.A in Languages Teaching
William Fernando Fernndez, M.A. in Foreign Languages Teaching & TIC
Lilian Cecilia Zambrano, M.A. in English Didactics
Osiris Hernndez Castro, M.A in Applied Lingusitics to the teaching of English
Edgar Alirio Insuasty, M.A. in English Didactics
Cesar Augusto Castillo, M.A. in Professional Translating for European Languages
Diego Fernando Macas Ph.D. Candidate in Second Language Acquisition and Teaching
ILEUSCO Language School Faculty and Staff
Maryi Lorena Monje

Luz Dary Torres G.
Jorge Enrique Lucero
Luz Andrea Vargas A.
Mara Fernanda Jaime
Eilyn Carolina Daz
Mauricio Gutirrez
Luis Alfonso Vanegas
Lee Jacob Ober
Wilson Burgos
Daniel Fernando Torres Charry
Natalia Corredor
Hctor Eduardo Cleves Daz
Gentil Murcia Molina
ILEUSCO Class 2015 PICTURE MOSAIC
ILEUSCO Class 2015 PICTURE MOSAIC
ROSAURA
RODRGUEZ QUIROGA
CARLOS ANDRS
LPEZ CARDOSO
ANGELA MARA
FRANCO GMEZ
PAOLA ANDREA
ADAMES PASTRANA
LUIS FERNANDO
ORTZ MARTNEZ
LAURA VIVIANA
CAN TORRES
LUISA FERNANDA
VARGAS TRUJILLO
TATIANA ANDREA
ORTZ QUINTERO
RUBN DARIO
ORDOEZ MOSQUERA
DANIEL FELIPE
HERNNDEZ DAZ
LINA MARA
VALENCIA DURN
CAMILO ANDRS
GUTIRREZ POLANA
YOHAIRA ANDREA
GAMBOA GONZLEZ
JUAN DIEGO
LOSADA GUZMN
ARANZA PATRICIA
GUTIRREZ GONZLEZ
CARLOS JULIO
FLREZ ARDILA
ANDRES LEONARDO
TOVAR PERDOMO
CSAR HORACIO
QUESADA QUINTERO
DANY ALEJANDRA
GONZLEZ MNDEZ
DIEGO ANDRS
CHARRY GUTIRREZ
EDNA MARGARITA
PENAGOS TRUJILLO
JUAN CAMILO
POLANCO PATO
JUAN SEBASTIN
LOSADA MONJE
LEIDY JOHANA
PAREDES COLLAZOS
LUZ ELIANA
TORRES LVAREZ
MANUEL FABIN
LVAREZ CHARRY
MARA FERNANDA
MANCHOLA PERDOMO
MARA PAULA
GAVIRIA GONZLEZ
JUAN ESTEBAN
VARGAS ZAMORA
MAYRA KATHERINE
GALINDO
NICOLS
HERNNDEZ LEMUS
OSCAR FABIN
BERMDEZ OBREGN
RAMIRO
BARRERO ARIAS
SANTIAGO
DURN GONZLEZ
YUDY ALEXANDRA
MOSQUERA CICERO
EDUARDO
ISAZA SIERRA
JESS FELIPE
BRAVO QUINTERO
JULIN CAMILO
CANTE SUAZA
ANGIE KATHERINE
GONZLEZ IPUZ
JUAN SEBASTIN
TRUJILLO ROJAS
JOS GABRIEL
MONTENEGRO VARGAS
JOHAN GABRIEL
REYES CERQUERA
THOUGHTS FROM STUDENTS of ILEUSCO Language School

ANGELA MARIA FRANCO GOMEZ
I have studied at the institute for three years and I think this will help me a lot in the future and will bring me
many opportunities. I also decided to study English as it is considered one of the most important languages
worldwide and it will serve me well when I travel abroad.
CAMILO ANDRES GUTIERREZ POLANA
I have reached the last level at ILEUSCO, so I am going to talk about my experiences here.
I have been here for five years, where I have learnt the language that is for me is the most
important in the world. I now can have many more opportunities. The most important
reason that I am grateful to the institute is that can communicate better with people from
around the world.
TATIANA ANDREA ORTIZ QUINTERO
My experience at ILEUSCO was wonderful because I have learnt so much English, and I improved it every
semester here. English is so important in our lives because it is the international language and it can open up
many jobs opportunities for me. Furthermore, I met many different people and I made many friends. The
teachers are very good ,they also taught me to work in groups and taught me values such as responsibility and
punctuality. I have many fond memories of ILEUSCO.
LUIS FERNANDO ORTIZ
My name is Luis Fernando Ortiz. I finished the course and I just want to say thank you to
all the teachers and the ILEUSCO institute for giving me a high level of English language
teaching. It was very well organized and the experience was really helpful .Thank you for
all your support during the course. I know that my time at ILEUSCO, will complement my
training in any foreign country.
JUAN DIEGO LOSADA GUZMN
English is so important to my job as a Petroleum Engineer. Its also required, in order to overcome the new
challenges emerging within the industry. At ILEUSCO, I grew up personally and professionally, and met many
great teachers and classmates.
LINA VALENCIA DURN
Studying at Ileusco has been a nice experience. It has helped me in school and with my
university studies. I've also met people and new friends.. Furthermore, the teachers were
amazing, always giving us the best they had. I must admit that I'll miss Ileusco, but now
life goes on, and I'll always remember my time here. I'm thankful for everything I've learnt.
CARLOS ANDRES LOPEZ CARDOSO
This is my eleventh course and I think that institute has given me knowledge thats very important for my life, as
nowadays English is very important and helps me to get many more job opportunities and helps me to
communicate with people from around the world. Furthermore, I can say that all Ive learnt all my English at
ILEUSCO , I'm so pleased with all the teachers whove been so patient and have given me all of their knowledge.
Thank you very much.
JOS GABRIEL MONTENEGRO VARGAS
My name is Jose Gabriel Montenegro Vargas, and I have studied for 4 years at ILEUSCO,
starting at level 1. At this institute I have learnt a lot of things, I have also improved my
English pronunciation, writing and listening. Moreover, the experience has been
awesome, my teachers were excellent and my classmates were so friendly. The classes
were really good and interesting. The knowledge learnt in the classes is so important to
me, because it will help me a lot with my education and will also help me to get a good job.
I am really thankful to ILEUSCO for all the things I have learnt.
LUISA FERNANDA VARGAS TRUJILLO
My name is Luisa Fernanda Vargas Trujillo, my experience at ILEUSCO has been pretty amazing, Ive loved each
teacher that Ive worked with . Ive also learnt a lot of things that I didn't know existed in English and have met
so many people, including classmates and native speakers. We participated in a lot of activities, like the Musical
Video and the ILEUSCO karaoke, the years weve passed here together will never be forgotten.
THOUGHTS FROM STUDENTS of ILEUSCO Language School

JUAN SEBASTIAN TRUJILLO ROJAS
Hello my name is Juan Sebastian Trujillo Rojas and I've been at ILEUSCO for almost three years, on and off due
to work obligations. At ILEUSCO I've made a few friends, and this has been really rewarding. ILEUSCO is a good
institute, besides learning English Ive learnt to be a better person and have met great friends. The teachers are
really great and have also become our friends, but the most important is the level of professionalism and
quality of English which has been taught by them. Have a long and prosperous life and keep in touch.
PAOLA ANDREA ADAMES PASTRANA
Three years of fascinating moments, eleven levels of so much study, five different
teachers from whom Ive learned a lot, a hundred friends, that's what ILEUSCO has given
me. Although at first I didnt like English, I entered to the institute and changed my opinion
about English and I started loving this language and want to learn more about it. I also
learnt that English can be fun to learn.
YOHAIRA ANDREA GAMBOA GONZLEZ
Ive had the opportunity and privilege to improve my English language skills for three years at this excellent
institute, thanks to the work and effort of the different teachers that I met at every level. During this academic
process I made new friends, met new teachers but most of all I learned to love English and understand that
English is not that difficult, its just a matter of dedication and a having a good teacher.
DANIEL FELIPE HERNNDEZ DAZ
The Ileusco experience has helped me to improve myself. I'm really grateful to the Ileusco
staff and all of the teachers who trusted in me and taught me the English language. I think
English will help me to develop job opportunities in different places around the world.
Ileusco has taught me several important qualities, to be responsible for my work, and to
never give up trying. At Ileusco you can meet a lot of great friends and share the same
expectations . Here Ive learnt a second way to see the world.
ROSAURA RODRGUEZ QUIROGA
Hi everybody, my name is Rosaura Rodriguez Quiroga and I wrote this short paragraph to describe my
incredible experience of studying English at the ILEUSCO Institute. Here you can learn, develop and practice
English skills, which you may need in the future. English today is so important because it's the international
language, it will be of great help to me at work and most importantly, it will give me access to a higher level of
education.
JULIAN CAMILO CANTE SUAZA
My experience at ILEUSCO has been an unbelievable one for the last three years. I started
this course from the first level and I think that ILEUSCO is a fantastic place to learn
English. I wanted to learn English because it is the most widely spoken language in the
world. I Hope to improve my level of English even further.
JUAN ESTEBAN VARGAS ZAMORA
My name is Juan Esteban Vargas Zamora and Im fourteen years old. I joined Ileusco when I was about nine
years old and I can assure you that I knew almost nothing about English. At ILEUSCO I found excellent English
teachers that taught me, step by step, almost everything that I know about English. It was here where I started
to speak and write English correctly. In my opinion ILEUSCO s English learning process is perfect for any kind
of student that wants to learn how to speak English. Im very thankful to the institute because without it I would
never have learnt how to speak, write and understand English. Everything that I learnt here is going to help me
for all my life no just the academic but the professional too.
JOHAN GABRIEL REYES CERQUERA
ILEUSCO has been such an amazing experience. I've learned and improved my English in
ways that I never expected. This will not be the end, I'll keep trying to expand on what I've
learnt at this Institute and will improve my level even more.
RUBN DARIO ORDOEZ MOSQUERA
I have been studying at ILEUSCO since the second level and I'm very thankful because I
enjoyed learning English with wonderful people, I met new and good friends, teachers are
excellent and all my doubts were solved. I don't regret at all.
Children at Risk
By: Carlos Hernn Cuesta

Childhood and adolescence are two of the most
beautiful life stages, in which the only serious
problem for children and teenagers is to comply
with their duties at home and at school. In their
growing up process, they not only enjoy life and
develop thinking skills but they also learn how to
socialize and interact with other people around
them. In this sense, it is fundamental to remark the
crucial role of parents to keep their children away
from people whose intentions are not good, so they
might hurt them somehow. Taking into
consideration that this is thought to be the most
innocent and naive period of human beings in
which they must be protected at any price, the
United Nations Children's Fund (UNICEF 2002)
claims that All children should be protected from
violence, abuse and neglect, and governments
should protect them. However, according to a
special report carried out for the newspaper El Pas,
the Attorney General's office claims that every year
200.000 children are raped in Colombia. So we can
notice that the Colombian government is not
protecting those who are called 'the future of the
country'.
Through history we have evidenced countless cases
of sexual abuse and murder of many children who
were deceived by unscrupulous people who simply
took advantage of their vulnerability and naivety.

One of the most remembered cases is the one
which was perpetrated by a disgusting Colombian
character whose name is Luis Alfredo Garavito, he
raped and killed around 200 children. The beast
as he is called, took advantage of the lack of
supervision by parents to commit the gruesome
crimes. In this regard, it is significant to point out
the fact that parents have to leave their children
alone at home, in order for them to find a job
through which they can sustain their families. This
means that most of these situations commonly
occur in the lowest strata where people are highly
concerned about their economic situation.
Likewise, parents who have to work in informal jobs
sometimes take their children to improper places
where they are exposed to socialize with all type of
people. This is a fact which leads a boy or a girl to
become a vulnerable individual even more than if
they were at home. Thus, we cannot remain
indifferent to sociopathic people like the beast
who are waiting their opportunity to act against
children's rights.
On the other hand, children at home expect their
family to protect them rather than to hurt them.
Nevertheless, many children are not safe even in
their own house; we frequently hear about children
Children at Risk
and adult people who were victims by a close
perverted relative. In this sense, it is inescapable
that the stories of relatives sexually abusing their
children are nothing new. These cases are the most
hideous ones, because you as a child trust your
family and you do not expect anything bad from
them. In accordance with the UNICEF children's
rights, Nobody can do anything to your body that
you do not want them to do, and grown-ups should
protect you. However, Colombian reality is quite
different primarily because of many families'
poverty and parents' low level of education.
Even though the government has toughened the
penalties for those who commit crimes against
children, they are not enough to stop this serious

problem, so the government should be more
committed to the social development in terms of
giving people the opportunity to have a job and a
reasonable salary, so parents could give their
children a best place to live, while preventing their
children from being victims of disabling
sociopaths. Likewise, the government must foster
the practice of social values by implementing
strategies which raise awareness and help prevent
child sexual abuse. Finally, not only parents, but
also every single adult should be responsible for the
healthy growth of children so that we can contribute
to the development of a better society.
References
?
Fuentes, G. (2012) Abuso sexual infantil intrafamiliar. El abordaje desde el Trabajo social y la necesidad de una
mirada interdisciplinaria. Retireved from:http://www.margen.org/suscri/margen64/fuentes.pdf
?
http://www.elpais.com.co/elpais/cali/noticias/informe-especial-cifra-menores-violados-en-colombia-va-enaumento.
?
UNICEF, foro Parlamentario Sobre los derechos de la infancia (2002 May 8-10) Retrieved from:
http://www.unicef.org/spanish/specialsession/docs_new/documents/events_parliamentary_forum_
sp.pdf
?
UNICEF, Rights for every child, Retrieved from: http://www.unicef.org/rightsite/files/rightsforeverychild.pdf
A Happily Obese Society
By: Cristian Fernando Perdomo

It does not matter how many campaigns against
obesity are in the country, children in Colombia
keep getting fat. Obesity in children is a social,
genetic, cultural, metabolic, physiological and
behavioral problem that we need to care about.
Whether children get fat, there is a high possibility
that they would likely become fat adults that can
suffer from diabetes and cardiovascular diseases
that it is also related to premature death and
disability.
Dana Garca is the fattest girl not only in Colombia
but in Latin America. She lives in Guaranda, Sucre
and she is only eight years old with a huge obesity
problem. She is supposed to weigh between 25 and
30 kilograms but she is 90 kilograms instead. She
cannot walk too much and her life is stuck in a bed.
Dana is not the only one. Experts state that one out
of two Colombian people suffer from obesity, which
means that around 52% of the population has a
problem like this one.
Children in Colombia are getting fat. Facing this
topic is also a problem because fat children are
everywhere and nobody is taking care of them.
Colombia is one of the happiest countries around
the world but Colombian people care about their
10
weight only when they are skinny but when they are
a little fat, they do not care about it and let that
obesity win the fight. Colombia is not in the 'fat
country list' but we have a serious problem because
of our health system and taking into account that
obesity causes other diseases like hypertension,
arthritis, even cancer and so on, should make us
think of obesity as a worrying problem.
A person is considered obese when they have
accumulated so much body fat that it might have a
negative effect on their health. The Body Mass
Index (BMI) is used around the world for healthcare
professionals in order to determinate whether
patients are underweight, healthy weight,
overweight, obese or morbidly obese. Children in
the whole world are getting obese or overweight at
an alarming rate. Extra pounds put kids at risk of
serious health problems, including diabetes, heart
disease and asthma. If a person's bodyweight is at
least 20% higher than it should be, he or she is
considered obese. If your Body Mass Index (BMI) is
between 25 and 29.9 you are considered
overweight. If your BMI is 30 or over you are
considered obese (MNT, 2013). They have
inherited genes from their parents that make their
bodies gain weight easily. Hundreds of years ago

when people were very active and food was not too
easy to find, this would have been a very good trait.
Today, though, this can work against people who
have these genes. Even though genetics are
involved in the causes of obesity, this is not the only
one. Obesity may be linked to rare genetic
conditions, such as Prader Willi syndrome which is
a congenital disease. People with this condition are
obese, have reduced muscle tone and mental
ability, and have sex glands that produce little or no
hormones.
Technology has influenced cultures a lot in this
regard. With the arrival of televisions, computers,
video games, remote controls, washing machines,
dish washers, and so on, people are getting a more
sedentary lifestyle compared to some decades ago
when people were used to walking everywhere.
Nowadays, there is such a dependence on the car or
motorcycles that almost nobody walks even if their
destination is only half-a-mile away. Children who
have a television in their bedroom are much more
likely to be obese or overweight than kids who do
not have one. Spending too many hours playing
video games or watching TV also influences in
getting obese because the time you spend doing
these activities are usually at night when you need
to go to bed. Whether you do not sleep enough your
risk of becoming obese is double.
In a world saturated with fast food, microwave
dinners, and energy bars, we have lost sight of the
value of a homemade meal. Teaching our kids that
there is no time to cook or that whole foods are too
time-consuming to prepare has doubtlessly
contributed to the childhood obesity epidemic. A
school nutritional environment serving empty
calories, sweetened meals, few vegetables and little
to no natural fruits, contributes to underlying health
conditions and a myriad of diseases lying in wait.
Parents do not spend too much time with their kids
because of the long work hours they have, which
makes that they buy junk food to their children
instead of cooking something healthy. The
consumption of carbohydrates, sweetened drink
and fast-foods has tripled over the last three

decades. In spite of recent gains in childhood
obesity prevention efforts, more than a third of our
kids remain either obese or overweight (Dell,
2013). In 2013, the Minister of Health in Bogot did
include a pedagogical strategy that promoted
healthy lifestyles in schools in order to teach
children to eat well and healthy. A pilot project had
been also created in Colombia called eleven for
health that had as a purpose eleven messages for
children in order to teach them soccer and to have a
healthy and controlled weight. Even though they
have tried to fight against obesity, at schools,
headmasters still let people sell junk and fast food
to our kids and not homemade meals.
Food has changed over the years and the quality
has decreased. The more preservatives or artificial
flavors it has, the more dangerous it is for our
health. Whether we put all those chemical products
and the physical inactivity that our society shows
these decades together, we realize that it is not a
good idea for our health. Our body is a perfect
biological machine we need to care about. The
sedentary lifestyle, the junk food children eat, the
chemicals and the mental health are the biggest
problem we have now. The quality of food is not the
best these days but it is something we can live with.
Most cases of childhood obesity are caused by
eating too much and exercising too little. Children,
who become obese, have an eating disorder and it
may be that they have associated happiness with
being thin. That is a reason why depression and
mental health is taking into account. Unfortunately,
childhood obesity has another huge problem that is
an emotional toll. Children who are obese are
frequently teased and excluded from team
activities, which can lead to low self-esteem,
negative body image and depression. There is not a
clear connection between obesity and depression
but some studies have shown that obese children
tend to feed off each other in a vicious, selfdestructive circle. In some schools, some chubby
students suffer bullying or their partners just make
11

fun of them because of their weight. That may be
fun for bullies or even the obese child laughs when
they hear those comments but the huge problem
comes after. Obesity and bullying are not a good
combination. Children tend to be afraid of
everybody. They try to be hidden all the time and
this has other mental consequences or diseases.
Children who have suffered from obesity and that
had not been accepted by others or by themselves
go to extremes sides and suffer from anorexia and
bulimia, which is quite the opposite just in some
cases.
Even when food is not the best for our children, we
can be smart at feeding them. Fruits and vegetables
are the best option to start the changes in their
lifestyle. Also, Children need an hour of exercise
daily for optimum health. This may seem like a lot,
but exercise does not have to happen in a gym or all
at once. Instead, try to incorporate movement into

your family's regular routine. The key to ward off
obesity is to eat a balanced and healthy diet, eat at a
set time and avoid gluttony and exercise in order to
make your life healthy without cardiovascular
diseases and other diseases.
I would like to point out that Colombia has not
realized that children are getting fat and even when
it is a social factor that all of us need to care about,
there are not too many studies about children
obesity and it has become something natural to see
obese people. One out of two Colombians is
suffering obesity, which bring us other different
diseases that make it even harder to treat. We need
to feed our children in a better healthy way, exercise
and be self-confident in order to fight with more
strength against obesity.
References
?
Do Schools Have a Role in Childhood Obesity Prevention? (2013, August 23). Michael and Susan Dell Foundation.
Retrieved from: http://www.msdf.org/blog/2013/08/do-schools-have-a-role-in-childhood-obesity-prevention/
?
Kaneshiro, N. (2014, August 30). Causes and Risks for Obesity Children. MedlinePlus. Retrieved from:
http://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000383.htm
?
Melinda, S. and Lawrence, R. (2015, April). Weight Problems and Obesity in Children. Help Guide. Retrieved from:
http://www.helpguide.org/articles/diet-weight-loss/weight-problems-and-obesity-in-children.htm
?
Nordqvist, C. (2015, May 9). What is Body Mass Index (BMI)? Medical Knew Today Knowledge Center. Retrieved
from: http://www.medicalnewstoday.com/info/obesity/what-is-bmi.php
?
Nordqvist, C. (2015, May 9). What is Obesity? Medical Knew Today Knowledge Center. Retrieved from:
http://www.medicalnewstoday.com/info/obesity/
12
Why People Like Music

By: Sandy Lorey Tovar
If there is one trait that could unify us as a species, it
should be the fact that we enjoy music. It has
appeared in human history since the prehistorical
era, and ever since, it has kept evolving with us as
our cultures evolve as well. Given that it is an
ancient trait of our society, it is not surprising that
ever since we are little, we are exposed to it. We
hear it everywhere: whether it is on the radio, on a
television show, or even at school. We become
accustomed to music, and for most people, it is an
important matter to their lives. Its flexibility and
diversity is what affects the way it means to us, and
also what allows us to develop a music taste.
Enjoying certain rhythms, preferring certain lyrics,
or even matching memories with music are just
some of the reasons why people like to listen to
music.
Now, for people who are inclined to certain
rhythms, personality and the occasion are the
two main factors that influence this preference.
Personality traits are decisive because if we take an
extroverted person, for example, and ask them what
their favorite music genre is, the answer we would
get could be either pop or electronic, as those
genres are usually cheerful with fast beats.
However, if we were to ask a very timid person, or
someone who prefers calmness, the answer could
change to ballads since they are relaxing for the
most part. Likewise, the occasion in which the song
is played is fundamental because some people
would rather eat lunch with a peaceful instrumental
song and then change it to the opposite when they
are taking a shower. Or there are even those who
prefer interacting with others in a club only when
techno music plays. It is interesting to note that this
could change according to every individual
personality or preference.
But not only that, a person's mood can also
determine what type of song they choose to listen at
a time. There are different types of songs: some
could be instrumental, which means that they don't

count with lyrics, and there are those who do.
These lyrics reinforce the emotions that a person is
feeling when they listen to it. Songs with a soft-pace
rhythm that talk about a sad story become popular
among people who are going through difficult
times or who are simply depressed. The popularity
of these songs can increase when they touch topics
that the majority of the listeners can relate to since
they can find comfort in them. The same happens
with happy songs because people also need to find
a place where they can release all their euphoria.
But relatable topics are not the only ones who can
reach the emotions of people. Songs that talk about
unreal situations can make people dream; they are
stories after all.
Given that music is everywhere, it is not uncommon
for people to remember certain situations when
they hear a song. Maybe when they meet someone
that has an impact on them and there is a song
playing in the background, the possibility of them
remembering it is quite high. Associating songs
with emotions, and therefore the moment when
they were feeling that way happens more often than
not. These songs then become dear to them
because of the relation they create with those
important events. Sadly, not every relation can be a
good one. Traumatic events can also be
remembered through music. But since people are
masochists sometimes, they could still like them.
In conclusion, our musical preference can vary
according to our experiences, humor, and
personality. We may differ from one another but
there will always be someone who shares the same
favorite song with us. Music is able to connect
souls, as well as it can change someone's life. It
does not matter how one chooses to enjoy music,
we all have been blessed with its existence and
therefore we all share something in common: the
many things we are able to experience through it.
13
Technology and Education

By: Andrea Gonzlez Collazos
Nowadays we can show the impact that technology
has had on our society and how it has influenced
our lifestyle. Decades ago, everything used to be
manually and all changed eventually, and we
invented tools that help us to carry out our tasks.
Communication has improved a lot in the last years;
this is due to technological advances. Technology
has had an impact in many fields such as Medicine,
education, economics, marketing, science, and
engineering, among others. Technology provides
us with many tools that make our lives easier and
improve our quality of life. However, the technology
also has some disadvantages, such as dependency,
laziness and health diseases.
At the present time there is a growing tendency of
people interested in using technology as part of
their lives. This technological trend also leads to
question ourselves about understanding what
technology entails.
Technology has to do with all the innovations and
inventions of humans for improving their quality of
14
life, making things easier, carrying out any task in a

more effective and quick way and satisfying any
need. Technology not always has to do with
electronic devices. Although more of our
technological advances today are electronic, in the
past it was different. Technology started in the
prehistoric age when human beings invented the
wheel and discovered the fire. That was innovating
at the time because it was something that nobody
else had thought of. Even the simplest things were
technology once. According to The MerriamWebster Dictionary (1923) Technology is "the
practical application of knowledge especially in a
particular area" and "a capability given by the
practical application of knowledge.
Moreover, one of the fields affected by technology
is education. Education has changed a lot thanks to
technological advances and this has affected both
students and also teachers. Many years ago, when
the Internet did not exist, students had to go to
libraries or buy books to get the information they
needed to do their homework, projects and others.
When computers and the Internet were invented
and became popular everything became easier.
People could find that these tools were in all
schools and made part of almost every household.
Todays students learn much easier, they
can watch videos, read online books and
magazines and access any scholarly
information. Technology also helps
teachers in their classrooms. As
Kritsonis (2006) states Educators
recognize that utilizing computer
technology and its attached
language learning programs can
be convenient to create both
independent and collaborative
learning environments and
provide students with language
experiences as they move
through the various stages
Technology and Education

of knowledge acquisition. There are technological
tools that not only keep students attentive but make
classes more enjoyable and facilitate the teaching
and learning process. Audio-visual presentations,
movies, websites, emails, projectors, widescreen
television, video beams and others, are useful tools
in education. The use of these tools also helps the
environment, because students do not have to print
their work and waste a lot of paper, they just use
their emails to send work to the teacher.
In spite of all the advantages of technology and all
the installations that it offers us, it also has many
disadvantages that affect us, the society and the
environment. One of the problems occurs when
students have the opportunity to study and have
many technological tools that can help them in their
learning process, but they do not use them to learn
but to waste their time in social networks or online
games. The homework of those students is usually
something that they have copied and pasted from
the Internet. What is more, some people, especially
teenagers cannot spend an hour without a cell

phone, a laptop or the control of their Play Station;
they have an addiction or a dependency to the
internet and those devices.
Furthermore, addiction and dependency are
causing adverse health problems; one example is
obesity. Today children since their very early years
are suffering from this illness and this is due to the
fact that most of them spend the whole day playing
videogames or watching television. Children need
to go out and play with other children, do any
physical activity, run, swim, jump and avoid a
sedentary lifestyle.
Technology is embedded in our society and despite
having many pros in communication, education
and satisfaction of many of our needs; it also has
drawbacks that have changed our lifestyles. We
must be aware and give appropriate use to all the
tools offered by technology.
References
Baldwin, Cradock and Joy. (1823). Merriam-Webster Dictionary. London.
?
?
Kritsonis, William. (2006). The Advantages and Disadvantages of Computer Technology in Second Language
Acquisition. Texas.
15
Spending Time
on Technological Gadgets
By: Cristian Llanos Pascuas
Time moves forward at an accelerated rate and with
it the scientific and technological production. We
are surrounded by technology. All technological
devices around us have years of study, research,
transformation, and were designed with a specific
purpose: to improve peoples standard of living and
in one way or another to make it less complicated,
more harmonious. The problem is that we overuse
these technological stuff and do not value the time
we spend being connected to the virtual world
offered by the gadgets. Technology can be good or
bad depending on how it is used and how long we
are in contact with it.
Technology has changed the lives of human beings
completely, making us more dependent on it. It
seems like if we are already addicted to it and that is
why everything we need could be found in itself.
The advantages of using technology correctly are
well-known: It entertains us, it saves time, keeps us
concentrated on one thing at a time (sometimes
makes us multitasking), allows us to find useful and
scientific information in different languages and,
keeps us in touch with people even when they are
far away through a video-calling or chatting.
However, it also has factors that influence
negatively the way we live. For example, people who
have technological gadgets tend to have sleeping
disorders owing to the fact that they spend too
much time in an electronic device, which affects our
brain and changes our sleeping hours. Therefore it
affects our health.
In children technology has a deeper impact than on
adult people because sometimes they use it
unconsciously and they are more likely to spend
their free time doing things that cannot be
productive in terms of giving them knowledge. It is
well known that technology sometimes serves to
arouse childrens curiosity for learning with songs,
games, virtual activities that allow them to use their
16
knowledge and competences. The problem is that

when children become addicted to electronic staffs
is harder to solve the problem because changing
their minds is extremely difficult due to the
appropriation, satisfaction, and pleasure that they
find in something they like too much, in this case,
computers or social media. This addiction to
gadgets will affect the social and personal skills of
our kids because they will not have a real
communication with someone face-to-face nor will
want to play with their friends but being with these
devices all day long and wherever they go.
In general terms we should learn how to manipulate
technological gadgets so that it can be helpful for
us, necessary for improving peoples quality of life,
and useful for every human being living on Earth.
We must not sacrifice our health for a moment of
happiness, pleasure or knowledge. We should be
aware of our intelligence and our role in this society
as human beings who can decide wisely. I would
say that science and technology devices have
advanced so much that we cannot dominate them
any longer, but they do dominate us and in one way
or another, we are more likely to feel ignorant.
Nowadays human beings live as slaves of their own
bad decisions and not to use the technology for
good purposes is one of them.
Extreme Sports
By: Kateryne Guzmn Polo
It has been brilliant and brutal at the same timeit
has been a privilege, I have had some of the most
intense and memorable months of my life out on
the Pacific (Quinn, 2013). This phrase describes
Sarah Outen's adventure in rows. Extreme sports
include taking risks in order to have a high level of
adrenaline. Through the years, it is totally normal to
find people as Sarah who has dared to practice
extreme sports which give people a strong feeling
of excitement, pleasure or just their personal
fulfillment. These kinds of sports imply not only
risk like some people believe.
The concept of Extreme Sports has different
perspectives. Some sources state that Extreme
sports are certain activities perceived as having a
high level of inherent danger. These activities often
involve speed, height, a high of physical exertion,
and highly specialized gear (Extreme Sports,
2015). These extreme sports are also called action
sports, aggro sports and adventures sports
which point to exhilaration and danger
because they go beyond of practicing a
sport. It seems people seek to push their
minds and bodies to the limit so as to
experiment new feelings. In addition, it is
important to know extreme sports are
performed individually which means a
personal athletic fulfillment.
extreme vehicle sports. These sports require any

type of vehicle to be part of the sport as bike, glider,
parachute, surfboard etc. A vehicle can either be
motorized or non-motorized (Ossie, 2014).
Nowadays, extreme vehicle and extreme nonvehicle sports are becoming popular thanks to its
inventor Ernest Hemingway. The origin of the
divergence of the term extreme sports from
sports may date to the 1950s in the appearance of
a phrase: There are only three sports: bullfighting,
motor racing and mountaineering; all the rest are
merely games. (Extreme Sports, 2015).
Extreme non-vehicle sports is another subdivision
of the extreme sports. It means no vehicle is
required to practice a sport (Extreme Sports,
2015). For instance, when people can explore
hidden gorges, rappel, jump and slide down
waterfalls, and discover the thrill of
canyoning. A practical extreme sport
that does not include vehicles.
In this context, research has

showed diverse types of extreme
sports like ski, parachute,
surfboard, canyoning, parkour,
climbing among others which may
be subdivided into two groups in the
following way. One of them is
17
Extreme Sports
In that sense, people who practice these sports of
taking risks may respond to their motivation to
undertake these practices. The main reason why
people enjoy doing extreme sports is the
satisfaction they gain of challenging themselves
and being victorious in the end. Many people strive
for self-improvement and set certain goals in their
life that help them go farther than anyone else
before. This document presents three reasons why
people practice Extreme Sports.
One of the reasons is that human beings want to
explore a new world, where they can feel at ease
because of doing different things from the others,
so that it gives them some kind of power and selfcontrol over what they are doing. Furthermore,
some people say one person's adventures sport is
another's way to walk in the park. There is no real
definition of what is or is not and adventure sport
simply because we all have a different notion of
what adventure is. This is precisely what is so
wonderful about sports. (Shipside, 2012).
Another aspect that justifies why people practice
extreme sports is due to adrenaline rush and the
respect they earn by achieving such rare feats. The
increase of emotions undergoes intense stress and
the adrenal gland responds by releasing hormones

(adrenaline) that boost blood flow and the heart rate
so that, people undergoes sense of euphoria
generated by intense physical activity.
Thirdly, the accomplishment and respect are a
visible feature that comes with being able to
overcome the hurdles of each event. Athletes set
the bar higher every time, focusing on the goals that
they strive to accomplish. While people are more
than willing to not participate in an extreme sport,
they live off the excitement of watching others
perform thing that they could not possible see
themselves doing. (Manohar, 2012). Those two
characteristics acknowledge the feeling of people
when they do things different from others.
It is well known that extreme sports have existed
since many years ago. People all over the world
have modified their styles of life for many reasons
which probably are related to add adrenaline to
what they do in order to probe new feelings.
Consequently, people should see extreme sports as
a strong advantage to promote overcoming desires
and do distinctive things. As it was stated earlier,
these kind of sports stimulate adrenal gland which
awaken passion for doing unattainable things.
References
?
Extreme sports. (2015, May 11). Retrivied from http://en.wikipedia.org/wiki/Extreme_sport
?
Quinn, R. (2013). Woman makes history: Rows across pacific alone. Newser. Retrieved from
http://www.newser.com/story/174813/adventurer-breaks-record-with-japan-alaska-row.html
?
Extreme sports (blog). Retrieved from http://iextremesports.com/ Shipside, S. (2012).
?
Extreme Sports: Brilliant ideas for taking yourself to the limit. Retrieved from: https://books.google.com.
co/books?id=SJXhTdgJ9k8C&printsec=frontcover&dq=extreme+sports&hl=en&sa=X&ei=KCMLVfOSF4OwsAT
znYDgBA&ved=0CDoQ6AEwBg#v=onepage&q=extreme%20sports&f=false
?
Manohar, Uttara. (2012, December 11) What makes people do extreme sports (Blog). Retrieved from
http://www.buzzle.com/articles/what-makes-people-do-extreme-sports.html
?
Ossie, (2014, August).
18
Videogames Impact on Children

By: Leonardo Mndez
customize the character and the scenario where the
game takes place. In addition, this interactivity, as
Griffiths (2014) says, allows the individuals to
experience curiosity and challenges that stimulates
learning, which is an opportunity for them to
develop transferable skills and practicing
extraordinary activities such as flying planes,
destroying buildings, and even visiting other
planets.
Videogames are a common affair in

children's lives. Some time ago, it
was used for children to play with a
PolyStation. Nowadays, with the
development of new technology for
people's entertainment, most of
them have played with a
PlayStation, an Xbox or have tried
online games even once, as I
mentioned before, looking for fun
and entertainment. This activity
allows them to relax after a hard
school day, or just avoid boredom.
Unfortunately, this hobby has
disadvantages related to the use and
the time spent on it. For this reason,
there must be taken some measures
so as not to deal with this situation.
Sadly, parents do not control the time their kids

play with these devices. Sometimes, a child comes
back from school, turns on his videogame device
and gets stuck immediately on the game. As a
consequence, he forgets to do his duties, which
makes his grades lower at school. Also, he gets
sedentary habits, affecting his health because his
eyes are quite close to the light that comes from the
TV screen. Moreover, his parents would have to
punish him, which is something that he will not like,
just for the simple fact that he is a young boy and
wants to do whatever he wants. The only problem
for him is, that his parents are trying to raise him
well. Then, as he does not tolerate his parents
scolding, it will end in a bigger discussion.
Videogames allow children to amuse themselves by

playing on their own or with a mate, due to the fact
that these systems are designed to be played for
two or more gamers. In fact, online games are
created to link gamers from all over the world,
which promotes cooperating work. These plays
also improve creativity by giving the opportunity to
Evidently, videogames have both a good and bad

impact on children. Consequently, it is necessary
for parents to control the time to do such activity
and to make their children aware of different ways
to avoid boredom, like going out with them, visiting
a friend, or practicing sport. In this way, there will
be a balance between the interaction with the
technological entertainment and the contact with
the real environment where they live in.
References
?
Griffiths, M. (November 11, 2014) Playing videogames is good
for your brain. The Washington Post. Retrieved from
http://www.washingtonpost.com/posteverything/wp/2014/11
/11/playing-video-games-is-good-for-your-brain/
19
The Stigmatization of the

LGBT Community in Colombia
By: Mara Alejandra Quintero
Intolerance against LGBT people is evident in plenty
of situations in Colombia; nevertheless, it does not
receive enough attention by the authorities or the
national press that are constantly trying to make
this whole problem look smaller. There are various
examples of facts that show violence and rejection
against people who are different:
1. In 2010, in Barranquilla, Colombia, there was a
time in which a pamphlet was circulating, and it
threatened lesbian women, demanding them to
leave the city, or they would be killed.
2. Then in 2011, a lesbian peddler had a hard
argument with another peddler, the last one,
was demanding the other to stop working in the
area, because a lesbian like her, was a danger
for that place.
3. During the period 2006-2007, the NGO
Colombia Diversa, informed that there were at
least 99 homicides against LGBT people, 37 of
them where considered prejudiced.
4. Plus there were 67 reported cases of police
brutality against this community, with physical
and verbal abuse.
As we can see, in Colombia, homosexuality is
considered a sin or is not well seen by lots of
people. There is more than one way of
discrimination against them: Jokes, insults,
intimidation, vandalism, rejection, discrimination in
their job and sexual harassment. I strongly disagree
with this way of thinking; these homophobic
behaviors are destructive, not just for the LGBT
community, but also for the whole Colombian
society. For me, everybody has the right to love
whomever they want; the preferences should not be
judged just because they are not what we call
normal. Because normal is a subjective
concept. For a man, to like another man, is not a sin
for me, and it does not go against God's will or
against our nature, in my opinion, a family does not
necessarily have to be established by a man and a
woman. It is time for the country to be open-minded
20
and understand that we are not meant to stay in the

past, and that there should not be more
discrimination for those who try to live their
relationships as everybody else does.
Alvarez-Gayou (2000) defines homosexuality as the
preference a person has to relate with someone
from its same sex, thus, stating that a preference
is a natural inclination, and comes unwillingly,
without deciding it. In our country, homosexuality
turns these people into a magnet that attracts
discrimination, rejection, scorn, violence and
repulsion; something that harms the person
mentally and physically. Some of them are beaten,
become victims of sexual abuse or are even
murdered. Discrimination is an unfair and unequal
behavior against a certain group of individuals, in
this case, the LGBT community, that are being
deprived of their right to express freely.
We do not have an obligation to behave the
same way others do, we are free to be different
and to have our own preferences. The Colombian
Constitution states: Each person has the right to
develop their personalities freely, so supposedly,
there should be an equal treatment and acceptance
for all the Colombian community, no matter their
likings. In this sense, why should homosexual
couples be judged and criticized? If they are people
like us, with a desire to love and to be loved. One
reason for this attitude could be the fact that the
society has not been educated to understand that
homosexuality is not an illness, something that can
be treated or cured, even less a contagious evil, or
something inherited; and that you cannot condemn
someone for having a loving bond with a person
from the same sex.
As a matter of fact, Colombia is a country where the
concept of couple, marriage and family is attached
to the traditions, beliefs, religion and it does not
match with the current situation. For instance, let us
talk about family: Colombian Constitution Article 42
The Stigmatization of the LGBT Community in Colombia

states that: The family is the fundamental center of
our society. It is constituted by natural or juridical
links and with the decision of a man and a woman,
to get married and with their responsible will to
conform it. Why should be stated that from a
juridical point of view, a family has to be a man and
a woman? I differ from this statement, due to the
fact that for me, the so mentioned family is a
flexible concept, family may be a man and a man;
a woman and a woman; a woman and her son
or daughter; a man and his son or daughter; the
grandparents and their grandsons or granddaughters, etc.
Adoption for homosexual couples is not permitted,
nonetheless it should be, and our country should
approve adoption for couples from the same sex.
All children in Colombia have the right to have a
family; be it by two parents of the same sex, or by
parents from different sex, a decent life, a home to
go back to. No matter what our ideology is,
approving the adoption, would take us a step closer
to an equal society for all of us.
However, the Constitutional Court keeps on
rejecting the idea of making the adoption for
homosexual couples something legal. Investigations have been made, in four important Colombian
universities, in their School of Psychology, (Los
Andes, Javeriana, Valle and Nacional) and the
results show that there is not any kind of negative
psychological effect in the kids raised up by
homosexual couples that makes them different
from those raised by heterosexual couples.
?
Pontificia Universidad Javeriana: There is no
difference between the children that are brought

up by same-sex parents, which demonstrates
that there is not a scientific prove that homosexual parents would be a bad influence for a
kid
?
Universidad Nacional: Lesbian mothers, and
gay fathers are in the same condition as
heterosexual parents, they are able to give
support and a healthy environment for their
children
?
Universidad de los Andes: Empirical investigation, shows that the kids from homosexual
parents, do not present a growth deficit and that
they are majorly heterosexual
Having different preferences for our relationships,
does not make us abnormal, homosexuality should
be seen as another way of love, and not as
something weird and sacrilegious. The sexual
orientation is not associated with the kindness a
person can have, or his/her intelligence, or the
ability to have or give love. In my opinion, a person
who loves someone from the same sex is as worthy
as a person who is heterosexual, and deserves
respect and that their rights are recognized. That
should also give us the opportunity to live in a more
equal society. There is no need to have prejudices,
and to make life difficult for our brothers and
sisters. LGBT community should not fight alone for
their rights, they should be supported by the whole
community, if we work together, things would be
easier and they would feel accepted and loved the
way they are.
References
?
Agencia EFE, (2011, March 30). Comunidad LGTB alerta sobre el aumento de homicidios y abuso policial. Diario el
Mundo. Retrieved from: http://www.elmundo.com/portal/pagina.general.impresion.php?idx=175046
?
Colombia, (1991). Constitucin Poltica. Retrieved from:
http://www.alcaldiabogota.gov.co/sisjur/normas/Norma1. jsp?i=4125
?
Colombia Diversa (2012, May 2) Javeriana, Andes y Nacional le dan el S a la Adopcin de Parejas del
Mismo Sexo. Matrimonio Igualitario. Retrieved from: http://www.matrimonioigualitario.org/2012/05/pontificiauniversidad-javeriana.html
?
Crece Homicidios Contra Homosexuales en Colombia. (2008, August 24). Diario el Pas. Retrieved from:
http://historico.elpais.com.co/paisonline/notas/Agosto242008/homocifra.html
?
Un Debate de Alto Calibre sobre la Adopcin Homosexual (2010, August 28). Diario el Espectador. Retrieved
from: http://www.elespectador.com/impreso/judicial/articuloimpreso-221498-un-debate-de-alto-calibre-sobreel-matrimonio-homosexual
21
The Role of Music

in English Learning
By: Miguel Angel Rodrguez
The use of different strategies and

tools in teaching is a pedagogical
issue and English is not the
exception. So, using music to teach
English, according to the affective
filter in second language
acquisition hypothesis, is good
because of the barrier of
preferences that music breaks. It is
known that everybody likes
listening to music because of the
feelings that music generates in
people and its flexibility in terms of
genres variety. Intercultural
knowledge is also important when
learning a language, so a way to
enrich it, is through music by
learning slangs and other ways of
seeing life. Another reason why
music is important when learning
English is the interaction with
phonetics, of course by listening
and singing you improve your
skills. Then we can assume that
using music to develop students'
motivation, linguistic skills, and
give them a tolerant worldwide
view, so they can improve their
English acquisition.
22
The first thing that has to be done to use music

when teaching English is to know how to choose
the right song according to the topic to be taught
and the preferences the students have. Thus, the
song should be in the same level of language
complexity the learner is and should be from the
genre of music the learner likes. For instance, if the
learner likes pop music, then it would be better to
find an easy pop song to motivate the student and
keep his/her attention on the song. Consequently,
the student will indirectly acquire the topic the
teacher wants him/her to learn. In the affective filter
hypothesis, Stephen Krashen (1982), states the
student has a barrel which does not allow all the
information to be learned, then by using an excuse
to give the student that information, the barrel will
fall down and let the topics be acquired by him/her.
Of course this is important because while using
songs, different aspects of the target language can
be taught.
Thus, when using songs to teach English,
motivation is not the only important aspect, but
also the evident issues which can be taught, are the
new vocabulary and its phonetics. Songs are full of
new words that the student can learn and singing is
the best way to learn them. The student can sing the
song many times until he already knows all those
new words, then he can find out the meaning of the
words by understanding them in the song context
or by searching them in a dictionary. The student
will also notice the pronunciation by hearing the
song and the advantage of this is that the person
who is pronouncing that word will be a native
English speaker, because as we know, even though
we had an excellent pronunciation it will never be as
accurate as the native speaker's. Consequently,
songs come with a kind of vocabulary called slang,
which are colloquial words used by native speakers
and which help learners to speak in a more accurate
The Role of Music in English Learning

way so they can be well understood.
These new words and slangs show the way a
community sees life, because songs are an
important aspect in culture and by interacting with
those new cultures the learner will acquire not only
the language but a more open-minded way of
seeing things around him/her. Tolerance is
fundamental when knowing a new culture and that
is why teachers not only have to teach topics, but
also educate good people able to build a better
society. By observing new cultures, the student will
eventually understand why it is important to learn
English and then he will be able to directly interact
with other people on line or in real context. This
interaction allows the student to reach a level of
keenness which will make him/her feel the
excitement of learning English, so it is noticeable
how motivation is related to cultural interaction,
because if the learner feels that any English native
speaker can understand what he/she means then,

he/she will feel more comfortable and confident
while talking or writing.
In conclusion, the use of music when teaching
English is very important since it motivates
students, improves linguistic skills, and enhances
tolerance by cultural interaction when acquiring
and learning a language; however it is not the only
tool teachers can use in order to teach English.
Furthermore by using songs, there is a complete
group of abilities students can improve to one day
use them in a real context without having such big
cultural shocks. The language is a complex
structure, full of rules, uses, meanings, etc. So it is
impossible to learn it perfectly, even when being a
native speaker. Nevertheless, by using some tools
like music to learn the language, we are going to
improve our language skills and become better
English speakers.
23
Global Warming: An Almost

Unstoppable Consequence?
By: Nefy Goyeneche
During the last years, people around the world
probably have felt that the weather is hotter. This is
not surprising taking into account the scientific
environmental studies, statistics announcements
and findings published about global warming. The
whole world is growing hotter and nothing seems
to stop this phenomenon.
global warming will be critical for us. All of the

recent research studies have clarified that our
situation is really discouraging, the following
studies keep on piling up and reminding us nothing
but the fact that our lives will change dramatically.
There will not be any solution to this problem if the
atmosphere's contamination goes on like this.
Although many organizations of varied specializations have tried to come up with countermeasures
and inspiring announcements about new methods
to obtain energy have been shown, global warming
is becoming more serious and the findings are not
pleasant at all. For instance, they talk about an
increase of the sea level from 2 to 7 meters in the
next years. This will be disastrous for vulnerable
places such as island communities and people
living near the coast. In my opinion, there is no way
the Earth can sustain people's actual lifestyle and
endure the heavy pollution effects of it. There is little
to be done if all of the powerful nations are not able
to change their industrial processes for less
polluting methodologies. The future will be really
dark and dreadful for the next generations if
revolutionary proposals are not discovered on time
or the industrial system is not changed so that it
keeps on providing people with benefits without
affecting the environment.
What are the factors that prevent global warming

from stopping? Unfortunately, this is related to the
human being's social structure and mindset. The
reasons escalate from aspects as vain as giving
more relevance to live ostentatiously over the
world's environmental state to think about the
situation like other communities' difficulty. There
are plenty of key variables involved in this
phenomenon to take into account. However, some
of the main ones are the following:
Furthermore, several studies on global warming

have confirmed that the process has been
accelerating greatly in comparison to the past years
due to the glaciers' meltdown and high carbon
dioxide concentrations in the atmosphere. This
exponential increase has been caused due to the
massive grow of industries and over-production of
polluting objects like cars, motorbikes, painting
sprays and so forth. Time is running out and there is
too much pressure on everyone to come up with a
real solution to the dilemma. It is hard to say when
24
Firstly, we must consider the issue of money. Our

world's economic system has evolved to one that
gives great importance to own objects. The vast
majority of the world's society directs its efforts in
procuring monetary benefits because these
guarantee their welfare to some extent. This type of
economic structure called capitalism is really harsh
on people who do not participate in the economic
struggle. Nobody wants to live poorly and to be left
behind. In addition, most people think global
warming is a secondary matter because they only
think about their socio-economic status and they
believe this phenomenon will not affect them at
present.
Secondly, there is the issue of modern lifestyle.
Economic world changes originated by the
Industrial Revolution and capitalism brought plenty
of new commodities and systems to live more
easily, for example: cars, computers, electronic
devices, the Internet, etc. Modern people are way
Global Warming: An Almost Unstoppable Consequence?

too used to employing these tools and it would be
impossible to ask them to stop making use of them.
Technological devices are already part of people's
daily life. Although most of the global community
might know about the technological progress
downsides and their negative effects on the
atmosphere, they cannot go back to a medieval-like
lifestyle again. People's socio-economic structure
is progressively corrupting the planet's balance and
this is becoming more noticeable as we see the
weather and glaciers' sudden changes.
Finally, let us consider the people's negligent
mindset. One of the viruses that capitalism has
slowly introduced in several societies is selfcentered focus. Some people tend to only think
about their own welfare, there is no sense of
cooperation or solidarity. There is even a phrase
going around in the communities that postulates
the following: only the strongest one prevails.
Some people do whatever is necessary in order to
maintain their status and commodities. It is easy to
see these people contaminating public places or
ignoring environmental measures just because it
will not be them the affected ones but the future
generations. These are the kinds of negligent
thoughts that keep on destroying our planet's
functioning.
Summing up, global warming is a really serious

problem; it is a massive disaster in development
that will not stop unless really drastic measures are
implemented. The whole world population needs to
be ready to sacrifice something in order to have a
less chaotic environmental life. Recycling is not
enough, neither stopping the waste of water nor
using less our vehicles or motorbikes. Revolutionary changes are necessary but this is an uncertain
matter for the time being. Most of the powerful and
influent companies and capitalist organizations
pretend to listen to suggestions, but this is just a
nice gesture used to hide the true facts. They are
not going to quit making money simply because
their so comfortable life would be in danger.
Economics is more relevant for them than thinking
about the rest of the world population. There is little
to expect concerning our planet's future if our
societies brush this matter off and continue
contaminating the ozone layer. In my humble
opinion, we are seriously doomed to face an almost
apocalyptic destiny in the next 50 to 60 years
thanks to unfortunate visions that conceive material
benefits are better than environmental balance.
Therefore, if the course of this materialistic/
capitalist paradigm is not changed soon, I fear that
all of the ominous predictions we have heard about
are going to become a reality. It will be our children
the innocent ones who will suffer the fatal
consequences.
25
The Experiencia of My Life

By: Felipe Bravo Quintero
Today, I don't know how to thank my family for
giving me this opportunity to study at ILEUSCO.
This formidable institute which gave me thousands
of experiences, meeting interesting people and so
many lessons of friendship, life and obviously about
English.
I would like to say a couple of things about me. My
name is Felipe Bravo, I'm a twenty-year-old boy,
from Garzon located in the south of HUILA. I grew in
a big family (mother, father, two sisters and one
brother) studied my primary and secondary school
there. On June 2012, I felt bored about doing
nothing at home, then I decided to look for a good
English institute while I tried to enter the university.
Advised by an English teacher and personal friend, I
went to ILEUSCO and took a placement test. By the
beginning of July I started the third level of English,
this one with a tough but wise teacher (Professor
Maria Fernanda Jaime) who is my University
English Professor today. I am studying the second
semester of the English teaching program, and also
finishing my last course of English at ILEUSCO. I'm
near to conclude a big step in my life.
Now I'm concluding this final level (eleven) with a
wonderful woman as a teacher (Professor Osiris
Hernandez) gifted with much knowledge for her
students, good methodologies and a nice sense of
humor. She closes every class with a big smile.
I cannot leave the Institute before thanking the
headmaster (Professor Edgar Alirio Insuasty), who
helped me in some opportunities. Also the
administrative staff ( Mercedes, Diana and Rocio)
became friends of mine , with their professionalism
and warm voice helped me and everybody ,every
registration and for anything they could; those
lovely girls become angels of a lonely and shy
person like me in the institute.
26
I know I have some flaws and other virtues; one of

those virtues is remembering the good actions of
the people. Not everything in the institute was a
heaven. For some reason I failed my tenth level, but
I never gave up and I continued working hard,
thanks to my family and the friends I got. Today I'm
finishing this important step for my academic life.
This experience changed my life and I'm really
grateful to life for having given me this opportunity.
Apart from knowledge, Ileusco gave me the
opportunity to meet wonderful and interesting
people, personalities and tempers. I cannot forget
the day the first teacher assistant (Dawn Farrell)
came to the classroom, everybody was surprised
about her fast pronunciation, the days passed and
we could understand what she was saying. Then an
angel From London arrived (Grace Gaywood) with
her Polite manners and fast but sweet British
accent. Finally, I got the chance to meet this unique
personality (Jacob Lee Ober), an enthusiastic and
hardworking man, who made some people feel
scared about his fast and entrenched British
English. Sometimes we chat on the hall of the
institute. Listening to him makes me feel proud
because I can get almost all what he said,
sometimes it is tough but I feel happy about this
man who Loves what he does and who loves this
city and can deal with the weather.
Ileusco gave me many tools for my degree as
student. Today in my second semester at the
English teaching program, I have some advantages
but I am always learning something new or
something I have forgotten. I totally recommend
every person or friend to study at ileusco. Because
the institute helped me, it could help others. With a
look of satisfaction today I left ileusco to keep
studying to becoming a successful and proud
English teacher
The Implications of Being

Bilingual in Colombia
By: Daniel Felipe Gutirrez lvarez
Abstract
This essay intends to describe common hindrances
when trying to define the concept of bilingualism. In
order to narrow down this wide topic, it has been
placed in Colombia's context. Thus, it is easier to
elucidate how the notion of bilingualism is affected
by some elements that pertain namely to Colombia.
Hereby, an entity like Colombia Bilinge will be
mentioned as one of the main agents of the
misconception of bilingualism in our country.
Keywords: bilingualism, English, Colombia
Bilinge, languages.
Is English the only language that leads Colombian

to be bilinguals? In Colombia, there is a necessity to
clarify the definition of bilingualism and there is also
an impelling need to figure out what the ground is,
in which this notion has been founded. Therefore, it
is necessary to analyze the entities and frameworks
that regulate and define bilingualism, namely, here
in Colombia. Besides, it is a must to compare our
definition of bilingualism with the one of some
proficient authors in this field. Finally, it will be
determined which languages a person needs to
speak in order to be considered bilingual.
From where did Colombia get the established
definition of bilingualism? This definition is
something that has been spread by MEN and
Colombia Bilinge through the influence of the CEF
(Common European Framework) set by the British
Council. However, what is the definition mentioned
above about? According to De Meja (2006),
Colombia Bilinge reduces bilingualism to the
learning of English by Spanish speakers and this is
what actually affects or reduces the wide concept of
bilingualism to one universal language.

Something that is even more disturbing, is the fact
mentioned by Gonzlez (2007), in which it depicts
how the imposed leading role of the British Council
or any other foreign one defining bilingualism,
holds back the development of a local construction
of a language policy.
Thus, according to Colombia Bilinge, bilingualism
is equal to English spoken as a foreign language.
However, if someone regards the way some expert
authors in this field conceive bilingualism; would
our definition be widely accepted and accurate?
Barletta (2007) expresses that English is portrayed
as the universal language, thus, this is not
something only related to our Colombian context.
Nonetheless, the former author regards this
conception of bilingualism equal to English as a
nave construction that ignores the fact that in
certain parts of the world English is not the first
choice as a second or foreign language. Then, the
only logical reason for having this conception of
bilingualism here in Colombia is through the
association of English language with globalization,
modern world, technology, and the like (Guerrero,
2008). In this way, this bilingualism responds only
to scientific and technological progress (Guerrero).
In this sense, Colombia's Pluriculturality and the
rest of the foreign languages are disregarded and
obviated by Colombia Bilinge. According to
Fundacin Herrera (2005), Colombia has
approximately 64 indigenous languages that can be
considered as a wide variety of second languages.
However, when regarding for instance, indigenous
people that have learned Spanish as a second
language, one can say that, according to Colombia
Bilinge's conceptions they may not be considered
bilinguals. Another example could be, if a native
speaker of Spanish here in Colombia learns to
27
The Implications of Being Bilingual in Colombia

speak proficiently another language such as,
German, Chinese, and Japanese (or any other
foreign language) and if she/he does not speak
English, they do not fit in this conception of
bilingualism according to Colombia Bilinge.
Hence, up to this point one can say that the
definition of bilingualism in Colombia is too poor
since it contemplates English as the foreign
language by default due its popularity. (VelezRendn, 2003).
Then, what implications are necessary to take into
account when trying to define bilingualism? As
stated by Guerrero, to determine who and who is
not bilingual is not an easy job. There are many
implications that need to be considered before
making risky assumptions. Hence, bilingualism
needs to be analyzed from different fields like
linguistics, second language acquisition,
sociolinguistics, education, and psycholinguistics
and something that is important to highlight the
way bilingualism is conceived (Baker, 2001; Baker

& Jones, 1998). The latter is the one that has been
deeply discussed hitherto. The foregoing
implications stress even more the fact that
Colombia Bilinge's definition of bilingualism has
been founded in an uneven and narrow ground.
Finally, It can be stated that there is no just one
inimitable definition for bilingualism able to cover
utterly the implications of being bilingual. However,
this is not an excuse for conceiving bilingualism as
just English as a foreign language. This is what
Colombia Bilinge has implicitly established by
accepting the CEF instead of considering local
standards in order to seek a more flexible and
inclusive definition of bilingualism. It is necessary
to stop associating speakers of English as a foreign
language as the only ones who can be called
bilinguals, inasmuch as this has been conceived
based on a misunderstanding of the concept of
bilingualism.
References
?
Baker, C. (2001). Foundations of bilingual education and bilingualism. Buffalo, NY:Multilingual Matters.
?
Baker, C. & Jones, S. (1998). Encyclopedia of bilingualism and bilingual education. Bangor, GB: Multilingual
Matters.
?
De Meja A.M. (2006).Bilingual education in Colombia: Towards a recognition of languages, cultures and
identities. Colombian Applied Linguistic Journal,8, (pp. 152-168).
?
Fundacin Herrera. (2005). Etnias de Colombia. Retrieved January 9, 2005 from:
http://www.etniasdecolombia.org/grupos_pueblos.asp
?
Gonzlez, A. (2007). Professional Development of EFL Teachers in Colombia: Between Colonial and Local
Practices. kala, revista de lenguaje y cultura, vol. 12, num. 18, pp 309-332.
?
Guerrero, C. (2008).Bilingual Colombia: What does It Mean to Be Bilingual within the Framework of the National
Plan of Bilingualism? PROFILE 10, 2008. ISSN 1657-0790, pp 27-45.
?
Velez-Rendn (2003). English in Colombia: a sociolinguistic profile. World Englishes,vol 22, Issue 2, pp 83-214.
28
Does the use of a Virtual

Learning Environment produce
Benefits when it comes to Second
Language Acquisition?
By: Mara Goretti Daz
Abstract
This paper describes the changes in the education system owing to a revolution movement initiated by the
inevitable necessity to respond to the global demands as well as explore the benefits of virtual education in
second language acquisition. We are living in the digital age in which the model of education has to
respond to the requirements of the new generation. The integration of ICT in the curricula is empowering
learners to be more critical, autonomous and active. A virtual learning environment is a flexible and didactic
tool which promotes collaborative and interactive learning. Nowadays teachers are more aware of the
benefits that the Internet has. There is an amount of useful applications that are easy to use and effective for
educational purposes. Education is aiming at the stage when technology becomes invisible and efficiently
incorporated in language teaching and learning processes as Bax (2003) once stated.
Keywords: education system, virtual learning environment, digital age, information and communications
technology (ICT), second language acquisition (SLA).
Over the last five years, education has faced a

revolution. There is a demanding necessity to
make big changes in the Colombian education
system. Instead of lagging behind, the educational
community should transform the teaching methods
into a customized model and push learning beyond
the school's walls. The challenge of the new age is
empowering the digital generation. This generation
is dominating the world. According to Topscott
(2009), learners who have grown up digital want to
have control over what they learn, when they learn
it, where and how. They are permanently asking for
innovations in their education. Currently, the model
of education that still prevails in most of the
institutions is out of the digital age. It focuses on the
teacher as the center of the classroom. Different
issues have raised a concern of one-size-fits all
forms of education. Students are just part of a
system which does not fit each learner's way of
learning. A wide percentage of public institutions in

Colombia do not get the funding to promote the
integration of Information and Communications
Technology (ICT). The path of change has to start
training teachers to use technology in English
Language Teaching (ELT) to bring classrooms into
the digital age.
More often than not, people use synchronous
and asynchronous technologies which have
transformed the way they communicate and
connect with people as well as what they learn,
consume and produce. The ability to search on the
web and use technology has drawn learners to
develop skills to respond to the reality. Virtual
education is an option available when it comes to
the involvement of ICT in the curriculum. Fullan
(1997, p. 5), (as cited in Liliana Cuesta, 2013)
stated that the application of a curriculum which
29
Does the use of a Virtual Learning Environment produce Benefits

when it comes to Second Language Acquisition?
has been adapted to use online environments can
transform the way education is delivered to comfort
a qualified and accessible system. This means
creating an alternative in response to the
unstoppable technological impact.
The community in general is experiencing a new
teaching and learning method. Not only is a blended
system but it is also an interactive one. There is a
bunch of possibilities to reinvent the old conception
of lecturing and encourage learners to discover and
innovate. Teachers can adopt a constructivism
perspective of learning in which learners construct
new ideas by making use of their own knowledge
and experiences (Beatty, 2010, p. 99). Knowledge
can be socially co-constructed and learning can
occur at any time and at any place.
A virtual learning environment (VLE) is a flexible,
appealing and easy-to-use tool for learners. This
tool promotes group work which fosters
communication and collaborative learning. It
provides different options to add pictures, colors
and gadgets among other elements and it has a
linear sequence that makes the layout more
interesting and understandable. It promotes
autonomous learning and it opens the boundaries
to have unlimited access to information and
resources. They can enroll learners to make use of
30
these online resources attempting to ensure them

aspects like safety and privacy. For instance this
kind of platform offers teachers a range of
opportunities to deliver content. Teachers can
upload or embed materials, images, videos, or even
links to access to any other applications or
resources. They can assign quizzes with automatic
assessment and feedback. They can communicate
and give guidance to learners through email and
instant messages. Learners can submit files or
archives as well as share them with their partners.
Teachers can take advantage of the Internet to
support the teaching and learning processes. There
is a range of different applications that teachers can
use to innovate with meaningful and interesting
materials. Applications like Hot Potatoes or Edilim
enable teachers to edit and create interactive
exercises that they can upload easily to a VLE. Jing,
Voki and Powtoon are free applications that let
learners be part of an amazing world of animation
with dynamic characters, images and texts.
Blogger, Vocaroo, Wikis, iTunes, among other
applications that enrich the learning experience and
create opportunities in which learning may take
place in other settings.
Does the use of a virtual learning environment
produce benefits when it comes to second
language acquisition? Unlike the traditional
teaching methods, a VLE produces many benefits
concerning the process of learning a second
language. Among the advantages it has, teachers
can immerse their students in an engaging and
fascinating learning experience out of the
classroom. The motivation is a key factor
which moves learners to study
intensively. They can also guide and
assess learners by submitting online
materials and giving feedback. Besides,
a VLE is a good tool for learners to
communicate, interact and cooperate
with their teachers and with their partners.
It is always available for learners no matter
Does the use of a Virtual Learning Environment produce Benefits

when it comes to Second Language Acquisition?
where they are or what time they decide to log in.
Moreover in terms of privacy and safety this
platform gives learners a password protecting their
information. With a VLE, teachers probably avoid
spending time in situations in the classroom like
delivering materials, checking assignments,
quizzes or projects. The information can be
presented through different resources like blogs,
videos, speaking avatars, tracks, among others
options. In spite of the many advantages a VLE has,
there are some disadvantages that somehow
obstruct learners' progress. Sometimes learners
and teachers do not possess the technical skills
required to make use of it. Besides, the materials
could be hard to understand and the presence of the
teacher becomes essential because studying on a
VLE does not have the same impact as face-to-face
education. Lack of learners' motivation is an

obstacle to immerse them in a virtual setting;
likewise the lack of study habits is a problem when
the use of a VLE is not part of everyday life.
Currently, the education system is little by little
integrating technology in the classroom. Most
teachers should bear in mind that even though is
not mandatory; their classes should incorporate
technological tools. As a teacher, I think that the
main purpose for the majority of us is to reach that
point of completely immersion of ICTs in language
teaching and language learning to help learners in
the assimilation of the changes provoked mainly by
the digital age. As Bax (2003) stated technology
has to be invisible, hardly even recognized as a
technology, taken for granted in everyday life
which means to reach the stage of normalisation.
References
?
Bax, S. (2003). CALLpast, present and future. System, 31, 1328.
?
Beatty, K. (2010). Teaching and Research Computer- Assisted Language Learning. England, UK: Pearson
Education Limited.
?
Cuesta, L. (2009). The Design and Development of Online Course Materials: Some Features and
Recommendations. PROFILE, 12, 181-201.
?
Salinas, Y. (2014). Collaborative Project Work Development in a Virtual Environment with Low-Intermediate
Undergraduate Colombian Students. PROFILE Issues in Teachers' Professional Development, 16(1), 29-48.
?
Topscott, D. (2009). Grow up digital how the net generation is changing your world. New York, NY: McGrawHill.
?
Unesco (2000). Information and Communication Technologies in Teacher Education. Paris, France: Division of
Higher Education.
31
Non-targeted, comprehensible
Input and Foreign
Language Adquisition
By: Erika Jullieth Quiroga
Stephen Krashen is a linguistic and educational
researcher in the area of Foreign Language
Teaching and he currently works at university
of Southern California. In 2013 Krashen published
an article called the case for non-targeted,
comprehensible input in the Journal of Bilingual
Education Research & Instruction. In this article
the author shows some disadvantages of
grammatically-based syllabus and the possible
solutions to these problems. He refers to the Net
hypothesis as a potential way of facing the problem
of lack of interest and comprehension in the input
provided in class. Taking this into account, it is
possible to say that the Net hypothesis is a good
strategy for English language teachers, since it
tackles the problems that grammatically-based
syllabus entails.
Different research studies have been conducted in
the area of foreign language teaching regarding
the type of syllabus to be implemented in the
classroom. One of the most controversial syllabi
has been the grammatically-based syllabus. This
one is mainly focused on the basic grammatical
aspects of the language and the input provided is
selected and graded according to grammatical
notions of simplicity and complexity (Nunan,
1988, p, 28). It means that it is more concerned on
grammar than communication, which can lead to a
loss of interest in students, since the language is
not comprehensible or meaningful for them. That is
why some authors such as Krashen (2013) state
that advanced performers of the language cannot
be produced by using this type of syllabus as the
communicative aspect is not being taken into
account. One of the methods that have tried to
reduce these problems is the TPRS, which is
defined by Alley and Overfield (2008) as a popular
32
method for teaching world languages that largely

abandons textbooks and grammatical exercises
in favor of short, humorous stories paired with
physical movements (p, 23). This approach tries
to show that language teaching does not have to be
based on the grammatical aspect of the language
but on the interest of students. When the TPRS
teacher chooses interesting and compelling stories
for the class, he/she is not only catching the
attention of students but also is providing a great
deal of comprehensible input and even he/she is
working on the grammatical side of the language in
an intrinsic way (Krashen, 2013).
On the other hand, when it comes to the individual
variation in the rate of acquisition of the language,
Krashen (2013) states that TPRS contributes to
the solution to this problem by making sure input
is comprehensible to all students, and by using
more than just the target structures and vocabulary
with each discussion or story (p, 104). Due to
de fact that TPRS offers a wider and real context
for learning, the language becomes more
comprehensible and meaningful for students. So,
although students do not know all the structures
and vocabulary of the story it is easier for them to
acquire the language.
Krashen (2013) proposes another method that
tries to overcome the difficulties presented in
the grammatical syllabus: the Net hypothesis. In
this one, he suggests that given enough
comprehensible input, i+1, all the vocabulary and
structures the student is ready for, is automatically
provided (Krashen, 2013, p, 104). What he is
trying to show is the fact that students are able to
understand a language although they have not
completely acquired it because they have the ability
Non-targeted, comprehensible Input and Foreign Language Adquisition

to connect the information in their brains and the
new one. Because of that, aspects like the
grammatical competence can emerge through the
continuous use of the language and exposure to
input that contains maximum richness but remains
comprehensible (Krashen, 2013). As it is well
known, students learn in a better way when they are
interested in the topics and the language is
comprehensible for them.
All in all, it is possible to say that grammaticallybased syllabus can produce different difficulties in
the teaching process since it mainly affects the
interest of students for the language. That is the

reason why methods such as TPRS and the Net
hypothesis have been implemented in foreign
language classrooms so as to avoid those
difficulties that grammatical syllabi entail. It is well
known that in foreign or second language learning
and teaching process, there are different aspects
that play important roles in the good development
of the communicative competence. Because of that,
teachers have to take into account the type of
syllabus they are going to develop in their classes.
They have to bear in mind that the most important
in the teaching and learning process is to make it
easy, comprehensible and meaningful for students.
References
?
Alley, D., & Overfield, D. (2008). An Analysis of the Teaching Proficiency through Reading and Story Telling
(TPRS) Method. In dimension: Selected Proceeding of the Joint Conference of the Southern Conference on
Languages and the South Carolina Foreign Language Teachers Association (p. 13). Southern Conference on
Language Teaching.
?
Krashen, S. (2013). The case for Non-targeted Comprehensible Input. Journal of Bilingual Education Research &
Instruction, 15(1), 102-110.
?
Nunan, D. (1988). Syllabus design. Oxford University Press.
33
Professional Development
By: Oswaldo Miguel Perdomo Vargas
Abstract
Learning a new language can be very difficult, timeconsuming and a frustrating process at times. As
teachers we have the challenge to teach what we are
supposed to teach in the best possible way for
students to grasp concepts better and faster. Edge
and Garton (2009) suggest that the only way we can
achieve learning is by being resourceful and
becoming involved in small-scale developmental
work. We all would like to imagine that students
love to be at school and love to learn, but often, that
is not the case. As teachers, we generally have to
compete with day dreams, cell phones, iPods, and
Facebook. So our challenge is to devise new
strategies for students to learn in a better way. Also,
the reflection of what we do, how we do it and why
we do it has a lot of bearing on how successful our
students can be. Likewise, professional
development is a key determinant of how we as
teachers can improve the way we teach.
Keywords: Reflection, professional development.
What makes a good teacher? Is it what he/she
knows? Or is it the way it teaches what he/she
knows? To be a good teacher requires the
understanding of how to get your point across to
each student in the best possible way for them,
since each student learns and excels in different
ways. But there is another potential aspect in which
we can change the way we teach. Professional
development
If teachers become involved in the process of
continuing personal and professional development,
they can teach in better ways and from different
angles what they are supposed to teach in the
classroom. Consequently, if English
34
teachers take into consideration how to improve

their teaching, they will have to reflect on the way
they teach. In order to acquire more knowledge in
our field we as future teachers should read ELT
magazines or journals, web sites that offer creative
ways of teaching. Also, we should seek the
cooperation from colleagues and observe their
classes and learn from them. On that account,
Professional development is crucial when teaching,
due to the fact that teachers can reflect on new
ways of teaching. Always improving and aiming at
innovative ideas. (Edge J. Garton S. 2009).
Being a good teacher goes beyond of what we
think. Being a teacher is not just the things that you
say and do in front of your students. But also the
person you are. I often remind myself that none of
us have any idea of what a student is living at that
time, or what guides their decisions or choices.
Also we as teacher have no idea of what students
are enduring, experiencing or how they are
being raised. That is why we need to be
creative and use ludic and playful
strategies to spark the interest in
our students.
As we know, didactic approaches
are very important when teaching
English because it is one thing
for a teacher to speak and
understand a language and
yet another matter to
explain the system of
that language.
That is why we
need to
enhan
Professional Development
ce our training by reading and searching up-to-date
strategies to teach English. If teachers reflect on
their self-development they can empower students
to learn easier and faster.
create new opportunities of learning by finding

solutions around motivation, in order to offer
students new scenarios where they can actually
participate and learn in the classroom.
According to Luis Pumares Puertas (2010) What

the teacher has planned for their class might make
the difference in the classroom To be a good
teacher demands responsibility. We would be doing
a good job if we identified our student's needs and
help them to develop their own potential. In my
opinion, the important ingredients for learning
success in school includes among other aspects,
the ability to engage and sustain attention and
maintain high levels of motivation, and the way to
get that is by trying out new strategies in the
classroom.
Professional development for teachers means that

no matter how long you have been a teacher, you
know that you are always learning something new.
It would be good for us as teachers to give students
the chance to help us learn. Let us not lose sight of
the fact that teaching is a back and forth process
which both students and teachers learn one
another.
Furthermore, a great ally would be conducting

research. Research gives you the opportunity for a
real contribution to knowledge. If we allow
ourselves to do research in our field of study not
only we will be fostering the ability to solve any
problem we face, but also we will be challenging
ourselves and see how far we can go. In this way,
we as teachers will be better equipped to face
problems in the future.
Nowadays, we as teachers have many enemies. We
have to compete with day dreams, cell phones,
iPods, and Facebook. That is why teachers have
reflected on their teaching practice, they should
In conclusion, We as teachers need to focus on our

student`s own passions as a bridge to their learning
and motivation and becoming involved in the
process of continuing personal and professional
development. Remember that our words, actions,
activities and our didactics methods can have an
immediate effect on students. And with the help of
research we can increase our knowledge on how
we can improve the way we teach. It is imperative
that we devise ludic and playful strategies to engage
our students' attention and to relate everything they
do in school to their reality outside the classroom.
A good teacher is the one who waits patiently a
dynamic evolution from their students and the
one who awakes those hidden potentials students
have and the only way we can do that is by
getting involved in the process of professional
development and research.
References
?
Edge Julian, Garton Sue. (2009) From experience to knowledge in ELT Oxford University press.
?
Luis Pumares Puertas (2010) El oficio del maestro (licenciado en pedagoga y doctor en educacin, profesor en
el departamento de didctica y organizacin escolar.)
35
Technology use for Language

Teaching in Neiva, Huila, Colombia
By: Sergio Chvarro
Throughout this essay a reflection about the use of
technology for language teaching in Neiva, Huila,
Colombia will be presented. A short survey was
created using surveymokeys.com. This was
administered on-line to ten English teachers from
public and private schools in the city. They were
asked to provide certain information, such as; the
years of experience in the field of education they
had, the level of expertise in terms of technology
use, and the current software and hardware they
implemented in their English lessons.
33% of the teachers involved in the survey had 1 to
5 years of experience in language teaching. In
addition, 33% has worked as English teachers
during 5 to 10 years. A 16% of the teachers have
been educating for 10 to 20 years and finally, the
other 16% of the population has being in the field
of language teaching for more than 20 years.
Regarding teachers' overall skills in using
technology 50% of the population rated their skills
as basic. Consequently, the population left rated
their overall skills as proficient. They neither
assumed to have a below-basic knowledge of
technology, nor did they claim to be experts in
using technology in the classroom. Bearing in mind
Otto's & Pusack's (2009) ideas, advances in Webbased resources, including fine-tuned control over
streaming media and of Web 2.0 services and
applications, have added new dimensions to the
ways authoring tools can support acquisition
of all the skills, both receptive and productive.
Consequently, it can be claimed that the
implementation of internet based resource to teach
English seems to provide teachers with additional
an innovative tools to enhance students' English
learning. Owing to the fact that internet is part of
teenagers' daily life, these strategies are likely to be
internalized and accepted by students.
A 20% of the educators interviewed claimed they
currently use blogs in their lessons. Regarding use
36
of blogs for educational purposes, Duffy & Bruns

(2006) point out that the growing popularity of
blogs suggests the possibility that some of the
work that students need to do in order to read well,
respond critically and write vigorously might be
accomplished under circumstances dramatically
different from those currently utilized in higher
education. Following the authors' thoughts, blogs
might be incorporated into the classroom as a
strategy to support traditional language teaching
strategies, such as dictating, write in notebooks
and fill in a worksheet overloaded with varied
grammar exercises. Besides, the use of blogs
appears to be a great tool to maintain students
motivated and focused on the flow of the lessons
carried out.
A 40% of the population expressed they currently
use e-mail as an educational tool to teach English.
Hassett, Spuches, & Webster (1995) point out that
Using e-mail is the first step in using the Internet,
the international research and education network
that our students can navigate by using network
searching tools. Thus, from a personal point of
view, the most common use of email in the
classroom aims at sharing information such as
documents, images, videos and feedback from
teachers to students, or from students to teachers.
80% of the teachers claimed they currently take into
account educational websites to teach English.
Also, 60% accepted that nowadays they use online
libraries. Pasupathi (2013, pp. 125-138) conducted
an investigation in which she used educational
websites to improve listening skill in engineering
students. Students felt technology-based learning
was less time consuming. Teachers are able to
establish a virtual manner of communication with
their students. If students are well guided and
motivated, they can carry out English language
practices from their homes. The learning process
becomes more effective.
Technology use for Language Teaching in Neiva, Huila, Colombia

20% of the population answered they are using
chat. 20% said they use social networking such as,
Facebook, Twitter or Instagram. And 20% remarked
they use Skype. Blattner & Fior (2009, pp. 17-25)
give emphasis to the Group application available on
Facebook and highlight the benefits of authentic
language interaction and the development of sociopragmatic awareness as an aspect of language
acquisition that is often omitted in textbooks. In
contrast, in some schools teachers and students
are not able to share social networking. It is said
that it is mandatory that teacher avoid accepting
students' requests in Facebook. In this case, the
advantages of social networking are not taken into
account by the school directors. Unfortunately, they
limit the use of Facebook for educational purposes.
They do not understand that social networking has
become a powerful tool of communication among
people around the world.
On the other hand, the following part of the survey
aimed at identifying the kind of hardware teachers
currently used. Teachers report they have used a
teacher-run computer workstation, student-run
computer workstation, a projector, and an
Interactive whiteboard to support their English
classes. Accordingly, Kukulska-Hulme (2009)
overviews that mobile technology takes learning
out of the classroom, often beyond the reach of
References
the teacher. However, in most schools, teachers'

and students' cellphones are forbidden in the
classroom. They are thought to be a distractor for
students' learning. Undoubtedly, there exist a lack
of information regarding characteristics of social
networking and the form this can be oriented
and controlled by teachers in the classroom.
Bearing this in mind, Warschauer (2007) states
that curricular and pedagogical approaches to
educational technology exist that can foster
improved digital learning for all.
Finally, the results of the survey show that despite
age and experience, teachers in Neiva are aware
of the necessity to use technological tools in
their classrooms. Most of them use hardware, CD
players, projectors, even cellphones or iPads.
Regarding software, the most rated resources used
by language instructors are educational websites,
online libraries, on-line dictionaries and audio/
video podcasting. Despite the limitations many
schools have in terms of infrastructure, lack of
trained teachers and poor resources; teachers are
well oriented towards the goal of having technology
incorporated in each language lesson. Let us be
positive on the fact that in a near future technology
will be totally immersed in daily life activities. CALL
is expected to finally becomes invisible, serving
the needs of learners and integrated into every
teachers' everyday practice. (Bax, 2002)
?
Bax, S. (2002). CALLpast, present and future. System 31, 13-28.
?
Blattner, G., & Fior, M. (2009). Facebook in the Language Classroom: Promises and Possibilities . International Journal
of Instructional Technology and Distance Learning, 17-28.
?
Bugos, J. A., Nelson, J., & Dixon, M. B. (2009). Podcasting: A Method of Enhancing Course Perceptions and
Performance in Music Appreciation . International Journal of Instructional Technology and Distance Learning , 37-46.
?
Duffy, P., & Bruns, A. (2006). The Use of Blogs, Wikis and RSS in Education: A Conversation of Possibilities. In
Proceedings Online Learning and Teaching Conference, 31-38. Retrieved from http://eprints.qut.edu.au/5398/
?
Hassett, J. M., Spuches, C. M., & Webster, S. P. (1995). Using Electronic Mail for Teaching and Learning . To Improve
the Academy, 221-237.
?
Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 157-165.
?
Lizarazo, O. (2012). Using a Blog to Guide Beginner Students to Use Adjectives Appropriately When Writing
Descriptions in English. PROFILE Issues in Teachers' Professional Development, 187-209.
?
Otto, S. E., & Pusack, J. P. (2009). Computer-Assisted Language Learning Authoring Issues. The Modern Language
Journal, 784-801.
?
Pasupathi, M. (2013). Analyzing the Effect of Technology-Based Intervention in Language Laboratory to Improve
Listening Skills of First Year Engineering Students. PROFILE Issues in Teachers' Professional Development, 125-138.
?
Rtiva, M., Pedreros, A. L., & Nez, M. (2012). Using Web-Based Activities to Promote Reading: An Exploratory Study
with Teenagers. PROFILE Issues in Teachers' Professional Development, 11-27.
?
Salinas, Y. (2014). Collaborative Project Work Development in a Virtual Environment with Low-Intermediate
Undergraduate Colombian Students . PROFILE Issues in Teachers' Pro- fessional Development, 29-48.
?
Warschauer, M. (2007). The paradoxical future of digital learning. Springer Science+Business Media, 41-49.
37
Top 5 Things I Miss About

my time in Neiva
By: Kristy Ramkisson
After my stint as an English Language Teaching Assistant at USCO for the academic year 2010-2011, not a
day goes by when I don't dream of returning to my dear Colombia. The experience of immersing myself in a
new culture which was so similar to yet different from my own definitely left an impression on me, so here
are some of the things that I miss the most.
5. The Food!
One of the most obvious things that I miss every day is Colombia's delicious food. Everything is so fresh
and so tasty and I liked the fact that most of the food I bought was grown locally. Thanks to the enormous
biodiversity that Colombia possesses, I was able to go on a culinary adventure and savour specialties like
tamal, envuelto, chicha, bandeja paisa and of course my favourite..AJIACO! (Which I have successfully
prepared both in Trinidad and in London, with guascas and papa criolla and everything!) Besides, nothing
beats Doa M's strawberry juice with milk or a hot arepa with cheese right off the grill outside USCO's
gates right after work.
4. There's music in everything

One of the best things about living in Neiva and about Colombia in general is that there is music at the heart
of Colombian life; you just have to listen close enough! I absolutely loved to wake up in the morning and
hear the different songs of the street vendors because each one was unique. The music on the radio used to
fill me with happiness and there was a rhythm in the lives of the people in the city. Plus at night in the
various bars and clubs I visited across the country, regardless of if the dj played salsa, bachata, vallenato,
reggaeton or merengue you just had to get up and move.
3. Moto taxi!
Ok, this point may come as a strange one for you readers, but humour the foreigner here. Beholding the
glory of the moto taxi service for the first time was a culture shock for me as motorcycles are mostly
considered luxury items in Trinidad and Tobago as opposed to the common form of rapid transportation
that they are in Neivaand not to mention dangerous! So needless to say, when I got onto the back of a
motorbike for the first time in my life in Neiva I was quite anxious. I soon became addicted to the speedy
commute to work, the fresh air in my face riding down the hill from Los Guaduales and the sheer
convenience. Plus, I think I got pretty good at negotiating the fare and dazzling the drivers with my smile.
Caballero, me lleva a la U por mil?
38
Top 5 Things I Miss About my time in Neiva
2. Long weekends
Much of my free time was consumed with planning my next Colombian adventure. With undiscovered
towns, cities and new adventures just a bus ride away (on our beloved Coomotor, su mejor compaa)
the possibilities were endless. Some of my favourite trips included the tour of incredible Santa Marta,
Cartagena and La Guajira with some Trini (short for Trinidadian) friends working in Bogot. It took us
26 hours to travel from Bogot to the coast due to inclement weather and I swore I never wanted to see
another bus in my life but the white sands of Playa Blanca and dancing with the Wayuu people made it all
worth it. I was also able to visit stunning San Agustn with the same group of friends and tour the
countryside on horseback which left us all sore but happy. (You see in Trinidad we don't travel much by
horseback either.) Additionally, I spent an unforgettable weekend in Pitalito with a dear friend and her
gracious family, visited Medelln for one of the music festivals and also visited lively Cali, just to name a few
places.
1. The wonderful people I've met

From staff to students, it was thoroughly a pleasure to work alongside and with everyone I met. From the
perpetually pleasant staff at ILEUSCO, to USCO's hardworking English department, to no nonsense
Mireyita, to the stern but wise teacher, Mr. Giovanni Mosquera, to the bubbly students who greeted me
each morning and prevented me from going home each evening with Kriiiisss, I neeeed you! I was happy
to share time and experiences with everyone on not only a linguistic but also a personal level. Everyone had
a story to tell (or an essay they wanted me to help them with that could not wait another second) and I loved
how we got the chance to share so much with each other. The hours spent in Agoras, or working (and
recochando) in the library with students and my 'cousin' Mr. Giovanni Durn were without a doubt the
moments I will never forget, apart from lying to the students for half the year and making them believe I
couldn't speak Spanish (Sorry guys!). Opitas have a charm that I have not encountered anywhere else in
the world during my travels and I'm glad that many of the relationships I formed in Neiva four years ago
turned into lasting friendships.
Sending you guys much love from London,
Kristy
39
On Returning Home
By: Garvin Tafari Parsons
Hey, there!
My name is Garvin and I'm from

Trinidad and Tobago. I worked as an
English Language Teaching Assistant
at La Universidad Surcolombiana
from August 2012 to May 2013.
The 11-months I lived in Neiva were magical. Every
day, there was a new adventure; from hearing and
speaking Spanish on a daily basis to learning how to
travel around the city by bus to finding a barber. I
made some amazing friends who invited me to
asados, ciclopaseos, movie nights, and night-time
visits to the desert. I saw the baile del sanjuanero
performed live. I feasted on tamales, ajiaco, bandeja
paisa, and achiras.
In many ways, I had adapted to a new environment,
culture, language and people. I created a life for
myself and was the better for it.
With the phrase, "all good things must come to an
end" in mind, I returned home in June 2013, a few
days before the San Pedro Festival began. (Yes, I'm
crazy!) The first few weeks were delightful. Friends
and family? Check! My mother's home-cooked
food? Check! My bed and favourite pillow? Check! I
had stories to tell and souvenirs and a lot to catch
up on. I was home!
Over time, the novelty of returning home wore off as
I started missing my life back in Colombia. I no
longer lived alone, but with five other persons. I was
unemployed and living off my savings. Cabs in
Neiva were much more reliable than the public
transportation here. My friends had moved on and
had lives of their own that did not include me. I even
missed cholupa juice and Redd's.
40
I had not considered that the Garvin who went off to

Neiva in August would not be the same Garvin that
returned to Trinidad and Tobago. I had pressed
pause on my life here and began a new one in Neiva.
Pressing play again was not going to be easy. I was
experiencing reverse culture shock.
I felt like I had nothing to do. No adventure, no new
store to discover in the Centro, no city to visit and
explore, nothing. I spent a lot of time on Facebook,
looking at photos, liking status updates from my
friends. I tried throwing myself back into my
studies, but came to realise that a Masters' degree
in Global Studies was not what I wanted.
I needed to re-discover the joy of being in Trinidad
and Tobago again. So, I joined the Rotaract club in
my community. The group comprised of young
persons who engaged in community service
projects, professional development, international
understanding and fellowship. I started exploring
my island- waterfalls, nature trails, beaches, ziplining etc. I decided to pursue my dream of
becoming a writer and applied for the Masters'
programme in Creative Writing-Fiction.
It's May 2015, two years since I stopped working at
USCO, and I can write that I'm content with my life.
I'm still a member of Rotaract. I now work at my
University as a Research Assistant. I've just
completed the first year of my Masters and I've
participated in two Literary Festivals in the last two
weeks. My family is healthy. I have friends. I might
also be in love.
Re-adapting to my home didn't happen with the
flick of a wrist. But, I think that I'm better now
compared to two years ago. So, that's good! If ever
you find yourself facing reverse culture shock,
allow yourself to experience it. Trust me, it'll be
over before you know it.
On Returning Home
By: Jeeva Bostic
I was back in Neiva for one week and

by the following weekend I had made
up in my mind that my friend and I
needed to go on a trip! So we set off
to Armenia, Quindio and it was
beautiful! I had an amazing time! I
marvel at the way that I've grown to
be able to decide that I am going to
travel for seven hours on a bus to see
another city! Who would have thought
that this prissy island girl would be
able to even fathom traveling for so
long on a bus and more importantly in
Colombia, which is considered by
many, as a very dangerous country!
There are so many things that I have somehow

staggered up the courage to actually do here in
Colombia, some significant and others insignificant. I'm back in Neiva for the second half of my
contractual agreement with La USCO, as an
assistant English teacher, after spending approximately one month back home for the Christmas
break. I thought I would have experienced quite a
range of emotions on my way back here, but I
didn't. I felt quite sad at the airport saying goodbye
to my mother and my best friend. However, apart
from that, I think I felt okay with the idea of
returning. This was quite the contrary to my first
journey here, which was filled with anxiety and
apprehension, not knowing what I was getting
myself into or knowing what my experience would
be like. I realized that I was content to come back
here and to be away from my home, my family and
friends for another six months.
This would have been my second trip to see a bit

more of the country, while I was residing in
Colombia. I'll be honest and say I still absolutely
hate sitting on a bus for anything more than an
hour, but I do quite enjoy the scenery on our way to
our new destination and for each and every trip I
snap away on my iphone until we arrive! The
mountains here Oh my, I've fallen completely in
love with them! In fact, the nature here in general!
The waterfalls! The bamboo trees! Colombia is
indisputably one of the most beautiful countries!!
This is why I love it! I have grown so much fonder
of this country from my travels around it.
41
On Returning Home
On my way back to Barbados last year for the
Christmas break, I spent a day in Bogot with a
Barbadian girl, who is here for the second year in a
row before catching my flight to Miami. I
thoroughly enjoyed my time in the big city! I loved
the cold! I loved the fact that there was a charming
little restaurant or caf on every corner! I would not
have been able to get enough of the shopping in
Bogot! The clothing stores are amazing and the
variety is endless! We did manage to do a bit of
sightseeing on that day. We went to montaa de
montserrate and wow! The view! You can see the
entire city from there! So gorgeous!
On the flip side, I still felt the need to be very
cautious in Bogot because of the well-known
dangers and high crime rates. Nonetheless, I have
much less fear for any part of this country than I did
before arriving here. This is not because I've
become comfortable and nave. I just trust in fate a
bit more and decided to live and get out there and
see and do and touch and have and enjoy! I have
recognized that bad things happen everywhere, on
every continent, every country, every city. You
cannot escape it. If something bad happens to me, it
happens, but it will happen while I am travelling,
while I am exploring, while I am living my life as I
see fit!!
42
If you accept a challenge such as this one, to

pick up your entire life, leave everyone you know
and love to become a teacher (or any other
job/profession) in a foreign country, that may not
have the best reputation, fear will eat you alive if you
do not learn to conquer it. Courage, you need a little
to accept the challenge to move to that destination,
you need quite a bit more to survive for the duration
of your contract and loads more on top of that to
actually enjoy the experience to the fullest!
I believe I was courageous prior to my arrival to
Colombia. However, I did not realize how much
more courage I could have! How much I can
conquer when I truly act courageously and leave
fear behind. Slowly, very slowly it happens, but you
feel it when it does, because it changes you and
suddenly you realize that fear is not controlling you
and making the decisions for you you now make
the decisions. Just you and your courage.
Courage: The quality of mind or spirit that enables a
person to face difficulty, danger or pain without
fear.
May we all become even more courageous!
The Promotion of Intercultural

Competence in EFL Classes
A sample activity
By: M.A. Lisseth Rojas Barreto

Nowadays government policies are demanding that
the Universities have some clear guidelines,
regarding Internationalization, teachers' and
students' mobility and the promotion of the
intercultural competence in the academic
community, to be ready to face the globalization
challenges. But what is the intercultural
competence (IC)? And how can it be promoted?.
For Alonso and Fernandez (2013), it is the ability to
interact in an appropriate and flexible way with
actions and expectations of people from different
cultures, in other words, the person should be
prepared to cope with situations of intercultural
communication, maintaining their own culture
while valuing the others'. It is also defined as the
ability to interact effectively and appropriately in
intercultural situations, based on specific attitudes,
intercultural knowledge, skills and reflection.
Deardorff(2006 P 13).
In order to promote it, teachers should take into

account that IC resorts more to the development of
some attitudes and abilities rather than the mere
knowledge of the language and its culture,
therefore it is not only the transmission of culture
but encouraging reflection, critical thinking,
tolerance and respect for their own as well as the
foreign culture. The development of IC is a process
that includes the students' experiences and
competences from their own cultural background
and is a process that allows them to reflect on their
own cultural assumptions as an integral part of the
further development of their skills and knowledge
about the world (Sercu et al., 2005)in Ramos
(2013, p209). The teacher should be a guide, tutor,
researcher and observer who shows the culture by
means of activities and situations of everyday life,
so that the students resolve by exploring,
simulating and stating hypotheses in such a way
that leads to the identification of conceptions of
students' own culture and the studied one.
Now, I will present an example of the American
culture and a way to be studied, related and
compared with their own culture. This material was
taken and adapted from a talk given at a TEFL
seminar in San Diego California by Professor J.
McHugh.
43
The Promotion of Intercultural Competence in EFL Classes
GIVING & RECEIVING COMPLIMENTSA classic feature of American culture.

PART 1: PARTNER DISSCUSSION
Discuss the following questions about complimenting with your partner:
1. How often do you hear people complimenting each other in your country?
2. What do people say and how do they respond to compliments in your country?
3. Do you give and or receive compliments? How do you feel about it?
4. In general, what do people compliment others on the most?
5. Who is more likely to exchange compliments: men, women or children?
PART 2: READING
In U.S. culture, complimenting is an advanced sociolinguistic skill, as well as an important social strategy.
It functions as an opener for a conversation and allows social interaction to follow. Neglecting to give
compliments may cause embarrassment and even offense. The speech act of complimenting has rather
simple linguistic structures, but is not always easy to do.
Although giving/receiving compliments is part of Americans' everyday life, it's much easier to give than
receive. When they receive compliments, they do one of three things:
1. Accept
The best compliment skill to have is the ability to accept a sincere compliment with ease. A best
simple thank you is the best response.
2. Reject
Many people (and cultures) reject a compliment by saying oh, no, no and shying away from the
compliment
3. Deflect
A common thing people do upon receiving a compliment is to deflect it by either changing the subject,
returning the compliment, diminishing the compliment as if they are not worthy of it or questioning
the compliment (do you really think so?)
So, it is recommendable to learn to accept compliments by simply saying thank you, thank you very/so
much, thanks, I'm glad you noticed, thank you for noticing or similar.
PART 3: THE GRAMMAR OF COMPLIMENTS
Let's review the grammatical structure of forming compliments. Here are four basic compliment formulas
that are used most often:
1.
Noun Phrase + is/look + (really/so) + Adjective
?
Your blouse is really beautiful
?
Your hair looks great!
2.
I+ (really) + like/love + noun phrase

?
I love your new apartment!
44
The Promotion of Intercultural Competence in EFL Classes

3.
Pronoun + is + (really) + adjectives+ noun phrase
4.
I've been noticing that/I've noticed that + independent clause (present or perfect tense)
?
That's a really nice rug
?
I've noticed that your English is getting better. Your speaking has really improved
STATE THE REASON

Americans want to sound sincere when giving compliments, so it is a good idea to follow the compliment
with a reason or a question regarding the compliment. E.g.
?
I love that dress. It's flattering on you
?
That jacket is so cute. Where did you get it?
5.
PRACTICE
There are various ways of practicing making compliments such as role plays, simulations, group practice
etc. In this case, the teacher gives students a compliment strip. Then they stand up, walk around and use
their strip to compliment their classmates. They are asked to practice using each of the grammatical
structures, stating the reason for the compliment or asking a question following the compliment. They
should make sure they close the conversation by saying you're welcome in response to the recipients
thank you.
Examples:
Sara, I love the way you cut your hair. It's so stylish
Janeth I love your new haircut. Where did you get it cut?
6.
REFLECTION
Finally, there is a group discussion where students analyze the foreign culture trait and relate and compare
it with their own culture. This reflection could be done by means of provocative questions, a round table, a
debate, a group presentation a poster session and the like, the key thing here is that Teacher should always
promote an attitude of openness and respect towards the new culture, being aware of the differences, and
how they are not better or worse but just different.
BIBLIOGRAPHY
?
Alonso, I, Fernndez, M (2013). "Ensear la competencia intercultural". In Y. Ruiz de Zarobe and M. L. Ruiz de
Zarobe (eds.), Ensear Hoy una Lengua Extranjera. London: Portal Education. Pp 182-220
?
Aneas M (2005), Competencia Intercultural, concepto, efectos, implicaciones en el ejercicio de la ciudadana.
Revista Iberoamericana de Educacin. Recuperado de http://www.rieoei.org/deloslectores/920Aneas.PDF
?
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching. A
practical introduction for teachers. Strasbourg, FR: Council of Europe.2005. Revista Iberoamericana de
Educacin
?
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a studentoutcome of
internationalization. Journal of Studies in International Education 241-266
?
Ramos, B (2013). Hacia el desarrollo de habilidades de competencia intercultural: una experiencia pedaggica
con futuros profesores. HOW, A Colombian Journal for Teachers of English, 206-225.
45
Synopsis of the ILEUSCO Test
By: M.A. Leonardo Herrera Mosquera
Educational Testing Service- was working as a

guest professor for the masters program held at
USCO in agreement with Universidad de Caldas,
our academic program decided to hire him to
design an English test that could be used to
measure the level of language proficiency of our
students. Dr. Lpez then produced four versions of
a test, which were used for almost three years
under the coordination of Professor Gilma Ziga.
It was not until mid-2013 that the need to create
new versions was evident. By July of that year, I
was assigned the task of forming a group of
teachers with the purpose of analyzing general
aspects of the test (the format, the scores students
were obtaining in comparison with their English
class grades, the feedback given by students
regarding the test, and so forth) and producing new
versions of the test. It took the hard work and
meaningful cooperation of five professors from the
program for five months to produce the Ileusco
Test (henceforth IT) we have today. However, every
time a new version of the test is created more
people are added to the team, especially native
speakers from different countries such as England,
The United States, Jamaica, Barbados, and Trinidad
and Tobago. These native speakers (NS) have been
in charge of recording the listening tasks for the test
as well as piloting the test. For the latter task, native
speakers have played a significant role in giving
feedback regarding accurate L2 use.
For about 17 years (from 1993 to 2010) students

from the English Language Teacher Education
Program at Universidad Surcolombiana had to take
the Michigan Test of English Language Proficiency
(MTELP) in the city of Bogot to demonstrate
proficiency in English language and thus meet the
50% grade requirement for both English 4 and 8
courses. Students were required to pay not only the
test fees but also all of the expenses resulting from
the trip, bus fares and meals. Today, this test is
known as the Michigan English Test (MET) and is
administered by Centro Colombo Americano (CCA).
It has a cost of $120,000 plus $17,000 if you want
an extra copy of the results. The CCA also
administers other International English tests
such as the IELTS (cost of $498,000), the TOEIC
(between $170,000 and $220,000), the ECCE
($300,000) and the ECPE ($330,000) (See
references for further details of exams). The TOEFL
Test, on the other hand, can be taken in authorized
ETS centers in different cities in Colombia with a
cost of about 220 US dollars (See references for
further details of this test).
The IT used since then tests students listening and

reading comprehension, writing and speaking
production, grammar competence, and vocabulary
knowledge. The last two items are assessed
concomitantly through word formation and
multiple-choice cloze type exercises.
Since travelling to Bogot resulted not only

expensive for students but also demanding for
chaperone teachers, the ELT Education Program at
USCO decided to create their own English
proficiency test. By 2010, considering that Dr.
Alexis Lpez -expert on English language testing
and member of the staff of the widely-known
It was recently suggested that the test started with

the reading section so that students could have
some exposure to the L2 before listening to it. It
was suggested as a type of mental warm-up which
was kindly accepted and adjusted. The Reading
section contains three passages with five multiplechoice questions each; the passages vary in length
46

(from about 350 to 700 words) and complexity
(from the B1 to C1 level according to the CEF). The
Listening part contains between three and four
tasks, which consist of short dialogs, long
conversations, speakers-and-statements matching,
and academic or scientific lectures. The third
section, use of English, is comprised of two tasks
that assess L2 learners grammar competence and
vocabulary knowledge in context. In the first task,
test-takers must figure out the right form of a key
word; they need to change the class of a word into
another one, e.g., from adjective to noun, noun to
verb, adjective to adverb, etc; in the second task, a
multiple-choice cloze, they just choose one answer

from a group of four options that best fits in the
gaps of a passage. In the writing section, test takers
are to write a 240-word essay in 45 minutes. The
essay must respond to a prompt that inquires about
a current controversial issue either in Colombia or
around the world. For the speaking assessment,
test takers will in pairs perform dialogs and debates
that respond to a prompt provided by two testers,
both professors from the program. The reading,
listening, use of English, and writing sections will
be conducted all together in one take. The speaking
section is conducted at a different time or day.
Following is a summary chart of the main features of the IT:

Section
Number of Tasks
or Sections
Number
of questions
Reading
15
Listening
* 3-4
Use of English 2
Writing
Speaking
Type of questions
Multiple-choice (main idea, inference,

vocabulary, negative questions,
restatement, referent, authors
opinion or purpose, etc.)
* 20-25
Multiple-choice
Matching
20
Word formation
Multiple-choice cloze
1 essay / 240 words
Argumentative Essay
Persuasive Essay
Expository Essay
3 questions
Personal information
Situation
Opinion
Time Limit
45 minutes
20-25 minutes
25 minutes
45 minutes
20minutes
* Taking into consideration students feedback regarding the IT, newer versions have reduced the number of tasks
and questions for the listening section.
The IT perhaps does not match the quality and reliability of the aforementioned International tests, yet it
has shown great consistency between the test scores, the class grade average and the English class
teachers concept. Furthermore, the cost ($55,000 pesos) and the testing place may result much more
convenient not only to USCO students and teachers, but also to students and teachers from the Amazonia
University and other educational institutions from the Southern Colombian region. And as it has already
been implied, we continue to adjust the exam using reasonable feedback we receive from test takers,
English teachers and professionals from other fields.
The expected passing grade on this test for students from the English 4 course is in the 75-104 range (B1
CEF level) and 105-130 range (B2-C1 CEF level) for students from the English 8 course. This expectation
47

goes in accordance with what the Ministry of
National Education demands from graduates of ELT
Education programs (Estndares Bsicos de
Competencias en Lenguas Extranjeras: Ingls,
2006).
However, in the last three takes of the IT (2013B,
2014A, and 2014B) the score averages for our
students are distributed as follows: 3,09% of the
students have obtained a score in the C1 level;
25,10% have obtained a score in the B2 level;
49,82% have obtained a score in the B1 level; and
18,83% have obtained a score in the A2 level. These
numbers tell us that there is still a high percentage
of students who are not meeting the target score
and a very reduced number of students in the ideal
C1 level. The language domain in which students
have performed the best is Speaking and the worst
Use of English.
It is our duty, as the teachers from the program, to

continue implementing strategies that help
students develop their productive and receptive
language skills as well as their grammar
competence and lexical knowledge. It is also our
students responsibility to continue reinforcing
what is learned in class in an independent manner
as well as developing their linguistic abilities
through a more autonomous approach. Those
students who have obtained a high B2 or C1 score
on the IT are most likely students who decided to
walk the extra mile and take more control over their
L2 learning process. As Benson (2006) suggests,
"autonomy in language learning is about people
taking more control over the purposes for which
they learn languages and the ways in which they
learn them".
References
?
Benson, P. (2006). Autonomy in Language Learning. Retrieved from http://citeseerx.ist.psu.edu/viewdoc
/download?doi=10.1.1.473.4757&rep=rep1&type=pdf
?
Exmenes Internacionales. Retrieved from http://www.colombobogota.edu.co/education_usa_examenes
?
Ministerio de Educacin Nacional, Repblica de Colombia (2006). Estndares Bsicos de Competencias en
Lenguas Extranjeras: Ingls. Serie Guas No. 22. Retrieved from http://www.colombiaaprende.edu.co/html
/mediateca/1607/articles-115375_archivo.pdf
?
TOEFL Test. Retrieved from http://www.colomboworld.com/index.php/ingles/examenes-de-ingles/toefl-ibt
48
Using counterarguments as a
way to develop Language
Productive Skills
By: M.A. Wilson Burgos

Some months ago, I was given the opportunity to
teach an English course at Instituto de Lenguas
Extranjeras de la Universidad Surcolombiana,
ILEUSCO. The experience had its ups and downs
but, in general, it was an enriching one. Apart from
the official program that I had to teach, there was a
personal project that I did with my students: I
wanted to know the extent in which productive skills
were developed if I included counterarguments in
the classroom.
Although at the beginning my hope of getting
positive results was low, I felt very surprised when I
discovered how useful counterarguments were.
Therefore, I came up with the conclusion that in my
personal case the use of counterarguments helped
my students to develop their language productive
skills by lowering their affective filter, increasing
classroom participation, stimulating their higher
order thinking skills, and promoting values such as
tolerance and respect toward other's ways of
thinking and systems of beliefs.
It is generally believed that a counterargument is
the opposing thesis of a given argument. Leito
(2000) expresses that counterarguments enable
students to move on from old to new perspectives
on a topic, that is, to broaden and deepen the space

of debate. This is due to the fact that all human
beings have different ways of thinking and
perceiving the world. On their research study,
Mastropieri et al (2014) state that counterargument is an important element of persuasive
writing, emphasized in many texts (e.g., Caine
2008; DiPrince, 2005; Graff & Birkenstein, 2007)
and college materials (Harvey, 1999) on persuasive
writing. Nevertheless, a single argument can have
numerous counterarguments. For example, when
teaching comparatives, the following argument
was given as a writing task and various counterarguments were stated: Women have a better
sense of style than men. Consequently, the use of
counterarguments in the English classroom
promoted diversity of thought.
Moreover, the use of counterarguments lowered
the students' affective filter, thus increasing their
motivation and participation in class. When the
students' system of beliefs was attacked with a
given argument, a tendency to 'defend' it was
observed by creating sets of counterarguments.
Mastropieri et al (2014) express that using
counterargument, the writer must consider a
meaningful argument against the writer's own
position and then refute that argument. In other
words, when an argument was given to the
students and they did not agree with it, they felt the
need to create the counterargument to express their
disagreement. For instance, student participation
was very high and varied when I asked them to
speak about adoption by same-sex couples. On the
contrary, when giving an argument in which most
of the pupils agreed (such as Football is the most
popular sport in Colombia in my superlative
sentences class) participation was lower. There
was a major predisposition to speak or write when
the students' system of beliefs was attacked rather
49
Using counterarguments as a way to develop Language Productive Skills

than simply stimulated.
In addition, it was observed that the use of
counterarguments developed students' higher
order thinking skills (known as HOTS). In this
sense, the written and oral production of
counterarguments implied evaluating something.
In their research study, Mastropieri et al (2014)
found out that four out of nine of their participants
indicated counterarguments did strengthen their
persuasive essays, whereas five students indicated
that the insertion of counterarguments helped
convinced readers to understand their reasoning
better and persuade them to their viewpoint.
Furthermore, their performance implied a
considerable level of analysis. According to Felton
(2004), the quality of argumentative discussion
relies on the mastery of two sets of cognitive skills:
argument construction and discourse strategy. In
this way, the course transcended from the mere
development of lower order thinking skills (LOTS)
to a more elaborated stimuli of argumentation,
evaluation and analysis.
The use of counterarguments promoted values
such as tolerance and respect to others' way of
thinking. Considering the assumption that for a
single argument multiple counterarguments are
possible (not only the opposing one), a safe

classroom environment for students to participate
had to be promoted. Mastropieri et al (2014) state
that by learning the effective use of persuasion,
including understanding of counterargument, may
help develop more socially appropriate means
for achieving a personal goal for students.
Consequently, not only was the teacher's role to
encourage respect to students' counterarguments
but also their inner development of such values. In
this order of ideas, Salminen et al (2012) believe
that counterargumentation connects interpersonal
and intrapersonal processes. Thus, a more
democratic English class based on an ample variety
of respectable opinions in which not everybody had
to agree was created.
To conclude, the use of counterarguments can be
an effective way to promote the development of
English productive skills. In spite of some
obstacles, students' participation was increased,
their HOTS were stimulated, and respect and
tolerance were encouraged when different
counterarguments were given. English teachers
are kindly invited to include the use of
counterarguments on their speaking and writing
tasks. The results may have a different degree of
success but they will be beneficial for the pupils.
References
?
Felton, M. K. (2004). The development of discourse strategies in adolescent argumentation. Cognitive
Development, 19, 35-52.
?
Leito, S. (2000). The potential of argument in knowledge building. Human Development, 43, 332-360.
?
Mastropieri et al. (2014). Fluent persuasive writing with counterarguments for students with emotional
disturbance. The journal of Special Education, 48(1), 17-31.
?
Salminen, T. et all. (2012). Argumentation in secondary school students' structured and unstructured chat
discussions. Journal of Educational Computing Research, 47(2), 175-208.
50
Comprehensible input: its significance

for Second Language Acquisition
By: Luis Alfonso Vanegas Medina

Review of the research
Input comprehension has been a subject of study of
many experts and researchers of second language
acquisition (SLA), especially during the past three
decades. The resulting theories claim that a
learner's exposure to the target language is not a
sufficient condition for second language (L2)
acquisition. Trying to explain this notion, Corder
(1967) introduced the concepts of Input and Intake,
the former defined as any stretch of the target
language available to the learner and the latter refers
to that subset of input that is understood and used
in some way by the learner. In the same way,
Krashen (1985) presented his Input hypothesis
theory where states that language acquisition
occurs when learners receive messages that
they can understand what He denominated
comprehensible input; whereas Long (1996)
argued that one of most effective methods of
learning a new language is through personal and
direct interaction, combining the Input and the
Output hypothesis.
Despite the significant influence that these studies
have had on SLA, there are also other authors who
have a different view of the concept of
Comprehensible Input. According to White (1987),
incomprehensible input is vital during the learning
process, as it provides negative feedback to the
leaner, which She considers necessary to acquire

the L2. For Swain (1985), Krashen's Input
hypothesis is incomplete as it lacks of production;
She thinks that output is vital for L2 acquisition, in
this sense learners will be obliged, and thus, make
their language productions more comprehensible
when needed. Gass (1997) distinguishes between
comprehensible input; in which the speaker
controls the comprehensibility, and comprehended
input which has to do with the extent to which the
learner understands.
Undoubtedly, all these theorists have contributed to
the creation of a generally accepted concept, which
entails not just linguistic input but comprehensible
linguistic input. In this regard, the discussion
goes one step forward towards How can we make
input comprehensible? Long (1982) proposes
four ways to make input more comprehensible:
1. By modifying speech
2. By providing linguistic and extralinguistic
context
3. By orienting the communication to the here and
now
4. By modifying the interactional structure of the
conversation.
He also adds that the process of interaction
and negotiation can help learners understand
incomprehensible input. In a similar way, Pica,
Young and Doughty (1987) attempted to answer
this question by researching in two different
linguistic scenarios, one in which they simplified
the speech (as proposed by Long) and other where
a native speaker (NS) or a more competent speaker
interacts with a non native speaker (NNS), and both
persons modify and restructure the language to
arrive at mutual understanding. These kind of
modifications are called by Snow and Ferguson
(1977) foreigner talk and by Ellis (1985) teacher
talk.
51
Comprehensible input: its significance for Second Language Acquisition

Pedagogical Significance
Krashen's Comprehensible Input Hypothesis really
established a starting point that helped the
development of new theories in second language
acquisition, in spite of being controversial, it led
other theorists to compliment his ideas and create
new concepts that we apply in our classrooms
everyday. Nowadays, ESL teachers use with more
frequency different strategies that make input more
comprehensible, such us graphic organizers, visual
clues, ICT resources, realia, etc. In my case for
example, I find really easy to integrate technology in
my classes, I usually make use of videos, games,
songs, power point presentations and other tools
that facilitate and give me the opportunity to find or
adapt the material according to my students level.
Equally important, is the introduction of Long's
interaction hypothesis, which helped theorists to
reflect upon the time that a teacher talks in the
classroom (TTT) compared to the time that
students talk (STT). Learners need to produce
language in real time conversation to give them a
chance to notice their own mistakes and learn from
other students, instead of just listening to the
teacher and repeating chunks of language,
something that is confirmed by Krashen (1987)
who states that Language acquisition does not
require extensive use of conscious grammatical
rules, and does not require tedious drill. He also
says that Acquisition requires meaningful
interaction in the target language - natural
communication - in which speakers are concerned

not with the form of their utterances but with the
messages they are conveying and understanding.
This thought, goes through the same path as
modern tendencies, which suggest that classes
should be focused on the learner rather than the
teacher.
New approaches like Content Language Integrate
Learning (CLIL) are a good example of how
comprehensible input plays an important role in the
acquisition of new content and at the same time a
new language. I have lived this in my school since
some years ago we started the implementation of
subjects like math and science in using as means
the foreign language; at the beginning, the process
was really difficult as I am not a science teacher but
really fruitful because every single time I planned a
lesson I learned about my students' needs in terms
of language, this really helped me to modulate the
level of language I used in my classes as well as the
type of activities that I planned for each of the
topics.
Although, comprehensible input has received
strong critics from several researchers, it has
helped to develop different theories that we still
read and implement in our days, and given its
importance in language acquisition, current SLA
researchers still try to identify what makes input
comprehensible to the learner, and its role in the
language-learning process.
References
?
Corder, S. P. (1967). The significance of learners' errors. International Review of Applied Linguistics, 5, 161-170.
?
Ellis, R. (1985). Teacher-pupil interaction in second language development, Rowley, MA: Newbury House.
?
Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.
?
Krashen, S. D. (1985). The Input Hypothesis: Issues and implications. London: Longman.
?
Krashen, Stephen D (1987). Principles and Practice in Second Language Acquisition. Prentice-Hall International.
?
Long, M. (1996). The role of the linguistic environment in second language acquisition. New York: Academic Press.
?
Long, M. (1982). Native speaker/non-native speaker conversation in the second language classroom. New York:
Newbury House.
?
Pica, T, Young, R., & Doughty, C. (1986). Making input comprehensible: Do interactional modifications help?
International Review of Applied Linguistics, 72, 1-25.
?
Snow, C., & Ferguson, C. (1977). Talking to children: Language input and acquisition. Cambridge: Cambridge
University Press.
?
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in
its development. Rowley, MA: Newbury House.
?
White, L (1987). Against comprehensible input: The Input Hypothesis and the development of L2 competence.
Applied linguistics, 8, 95-110.
52
FUNNIES
Did you know...?

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
By tradition the abbreviation AD (standing for Anno

Domini) is placed before the year number, e.g. AD 2006,
whereas BC (standing for Before Christ) follows the
year number, e.g. 20 BC.
Admission usually refers to permission to enter a
public place, or the price of a ticket for entry.
Admittance is a more formal word for the act of
entering a private place not usually open to the public.
Do not use ago with since. You should use either
one or the other. Its years since I last went to Greece,
or It was years ago that I last went to Greece.
The word alphabet comes from the first two letters of
the Greek alphabet, alpha and beta.
You are usually angry or annoyed with somebody,
but you are angry or annoyed at or about something.
Australia is the smallest continent and largest island in
the world.
The words blush and flush mean to go red in the
face. People blush because they are embarrassed or
out of shame or guilt. People who flush may be angry or
may have had too much alcohol to drink!
Cyclones are usually called hurricanes in Europe and
America. In the Far East and the Pacific they are usually
called typhoons.
When people start their journey from their original
country, they are called emigrants. At the end of the
journey, when they arrive in their new country, they are
called immigrants.
The most famous collection of fables was supposedly
written by a Greek slave over 2,500 years ago. The
writers name was Aesop.
The word phobia means fear of. There is a state
called phobophobia which means fear of fear.
Until the 17th century giraffes were called
cameleopards because of their camel-like necks and
leopard-like spots.
The word historic means famous or important in
history; historical means having actually happened
in history or concerned with history. Hitler is an
historical person.
Guinea pigs are rodents, not pigs, and they are originally
from Peru, not Guinea.
Both salad and salary come originally from the Latin
word for salt, sal. Salad simply meant salted, since
that way your vegetables tasted better. A Roman
soldiers pay was his salarium, or salt money, which
enabled him to buy salt to improve the flavor of his food.
Jokes
- I kiss my Wife everyday before I leave

J
for Office, what about you?
- Me too, after you leave!!
I think...therefore, I'm.... single!

J
Doctor asks: How's your headache?
J
Patient: She is fine!
Husband in a book store" Do you have a

J
book called, Husband the master of the
house?
Sales girl: Sir, Comics are on the first
floor.
- Tell us the name of the woman who

J
100% knows where her husband is?
.....thinking...
- A widow
All men are brave,

J
Horrors movies don't scare them...
But.....
10 missed calls from wife-----surely
does!
It is better to be late than to arrive ugly!
J
'Are you athletic?' Yes, I surf the Web.
J
Why is it so hot in a stadium after a
J
football game?
Because all the fans have left.
What did the fish say when he swam

J
into a wall?
Dam!
Taken from: Grisewood, J., Morris, N., & Morris, T. (1999). Childrens Illustrated Dictionary.
J
53
WORD GAMES
Crossword
1
2
3
5
4
6
10
11
ACROSS
1. Jane and Tim ________ been seeing each other for long when they decided to get married. (5)
2. Brian ________ be able to come to the cinema tonight because he has a cold. (4)
5. Do you know where Sue and Bob ________ gone? (4) They went shopping, I think.
6. You look tired! I am. I've ________ working hard all day. (4)
8. After the party ________ everybody went home. (8)
10. Do you know what time the meeting is ________ to start? (5)
11. What will you be ________ at this time tomorrow? Sitting on the sofa watching TV, I expect. (5)
DOWN
1. When the police arrived it was too late. The criminal ________ already run away. (3)
3. While Jane was ________ television, I did the washing-up. (8)
4. I'm ________ my friend at the airport later tonight. (7)
7. How long have you been ________? Five years. I bought this car as soon as I passed my test. (7)
9. It's nearly six o'clock. Oh no! My train ________ in five minutes. I'd better hurry.
54
WORD GAMES
Puzzle
Read the text and try to guess the missing words. Each star represents one letter. Write the
missing word in the correct place on the grid to reveal a hidden vertical word.
1
2
3
4
5
6
7
8
9
10
I arrived at The Grand Hotel around five o'clock and went to the 1
desk to check in. Unfortunately, they didn't have any single rooms left, so I had to have a
2
3
room. I didn't mind, though, because the were all very friendly
4
and helpful. The porter went up with me in the and carried my luggage to my
room. I was pleased with my room because it had a 5with great views of the
city.
I read the information about the hotel and found it had excellent 6facilities
there was a gym, sauna and swimming pool on the top floor. I went for a swim, and when I
7
came back I called to ask for a toothbrush and some shampoo.
8
While I was waiting, I had a drink from the .
Later, after my shower, I went
downstairs to the lobby to meet my friend. We were both hungry and when we read the
9
it looked so good that we decided to have dinner in the hotel. The meal was great,
10
so when the bill came I left a big .
Taken from: From Quizzes, Questionnaires and Puzzles by Miles Craven Cambridge University Press 2005
55
WORD GAMES
Phrases from Miguel de Cervantes

At the same time that Shakespeare was writing his plays in England, Miguel de Cervantes was
producing great Works, such as Don Quixote, in Spain. Many of our sayings come from his
writings, including those listed below. Fill the blanks with words selected from the list at the top,
crossing out the words as you see them. The remaining five words will form another expression
originated by Cervantes. Write it here:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
FAIR
GIVE
YET
WISE
WORD
BOND
LIMIT
DEVIL
EGGS
FORGIVE
THE
BORN
HAVES
HIS
PUDDING
PIE
DUE
KETTLE
THROW
LEAF
The pot calling the _____________ black.

Mum's the _____________.
To turn over a new _____________.
The sky's the _____________.
A finger in every _____________.
You haven't seen anything _____________.
The proof of the _____________ is in the eating.
The _____________ sex. (in reference to women)
_____________ with a silver spoon in his mouth.
Putting all your _____________ in one basket.
Within a stone's _____________. (not far)
The _____________ and the have-nots.
His word is as good as his _____________.
A word to the _____________ is sufficient.
_____________ and forget.
Taken from: The Book of Word Games

1992 by The Center for Applied Research in Education
56

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Table of Contents

The content of the articles

Welcome to the sixth edition of Newsflash! Newsflash

Edgar Alirio Insuasty

ELT Education Program Faculty

Marco Tulio Artunduaga, M.A. in English Didactics

ILEUSCO Language School Faculty and Staff

Maryi Lorena Monje

ILEUSCO Class 2015 PICTURE MOSAIC

ILEUSCO Class 2015 PICTURE MOSAIC

THOUGHTS FROM STUDENTS of ILEUSCO Language School

THOUGHTS FROM STUDENTS of ILEUSCO Language School

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

By: Carlos Hernn Cuesta

took advantage of their vulnerability and naivety.

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

children, they are not enough to stop this serious

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

A Happily Obese Society

By: Cristian Fernando Perdomo

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

A Happily Obese Society

and fast-foods has tripled over the last three

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

A Happily Obese Society

at once. Instead, try to incorporate movement into

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

Why People Like Music

could be instrumental, which means that they don't

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

Technology and Education

life, making things easier, carrying out any task in a

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

Technology and Education

teenagers cannot spend an hour without a cell

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

knowledge and competences. The problem is that

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

extreme vehicle sports. These sports require any

In this context, research has

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

the adrenal gland responds by releasing hormones

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

Videogames Impact on Children

Videogames are a common affair in

Sadly, parents do not control the time their kids

Videogames allow children to amuse themselves by

Evidently, videogames have both a good and bad

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

The Stigmatization of the

and understand that we are not meant to stay in the

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

The Stigmatization of the LGBT Community in Colombia

difference between the children that are brought

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

The Role of Music

The use of different strategies and

The first thing that has to be done to use music

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

The Role of Music in English Learning

speaker can understand what he/she means then,

THOUGHTS FROM STUDENTS OF THE ELT EDUCATION PROGRAM

Global Warming: An Almost

global warming will be critical for us. All of the