To begin with the workshop, I decided to implement the most appropriate instruments to obtain well-structured and reliable results. As soon as I start the workshop, I will apply different strategies established with communicative, cognitive and metacognitive approaches. It will take place in a period of five days. I will evaluate these procedures through worksheets which enclosed Top-Down and Bottom-up strategies, as well as word identification, prediction, pair class conversation, video strategies, class discussion and reading comprehension.

The first instrument that I am going to use is a well-designed lesson plan; that has good strategies to improve the Listening Skills to students at Simon Bolivar Institute as well as short worksheets, powerpoint presentations and videos that I will use during the whole process of teaching listening skills with my multicultural class. For the development of this workshop, I also prepared a pretest and a posttest. The pre- test is the tool I am going to use to measure my students’ knowledge and also to prepare them for the topics I need to cover.  During the application of the test, I have to check what are the students that are not familiar with the process of Listening Skills. Also, the difficulties some of them have because of the differences in accents, culture, customs and the frequency they practice, which it always seems to be occasionally because of lack of resources, the wrong guide of teachers and misunderstanding of the process.

    Practical didactic listening resources will give to my multicultural class of students the ability to engage in an intermediate level of English, criticism and learned inquiry. To apply their learning to new contexts and to communicate effectively depends on their abilities to speak, read and write with fluency and comprehension. Regardless of the country students are or what culture they have people always inspire themselves by music, so that is an excellent resource to engage students in the listening process in learning English. Moreover, technology nowadays makes all these resources more reachable for students to increase their English listening contact in and outside the classroom.

     Foreign language learning mitigates ethnocentrism, racism, and xenophobia (Lasagabaster & Huguet, 2007). Multilingualism offers students larger interaction repertoires with a greater number of people (Biseth, 2009). Multilingual opportunities contribute to important democratic values of equality, tolerance, and mutual respect. Hinton, Miyamoto, and Della-Chiesa (2008) demonstrated by brain-informed research outcomes that policies should support students’ early learning of foreign languages.

    In this workshop, I will present some useful pedagogical strategies and educational resources, so that my class can improve and enjoy listening activities with interesting and updated topics to communicate in a better way in real life situations despite the factor that they are from different places and have differences in their cultures and preferences.

     I am going to focus my teaching in The Communicative Approach that opens up a wider perspective on learning. In fact, it makes us consider language not only regarding its structures (grammar and vocabulary) but also regarding the communicative functions that it performs. In other words, we begin to look not only at language forms but also at what people do with these forms when they want to communicate with each other. (Littlewood, 1981). Communicative Language Teaching (CLT) comes as a product of a dissatisfaction of teachers and linguists, with the grammar translation methods in teaching a foreign language. The aim of this process is to develop procedures to learn the four skills that mean having communication rather than learning the language.This method emphasizes its theory on communication. The ideal goal is to give students the opportunity to cope with real life situations by using different communicative activities inside the classroom, as well as to improve students’ motivation. Due to communicative activities, learners can realize the relationship between their classroom job and the ability to communicate in real life. The Communicative Approach is just an obvious example of the success of the pedagogical and psychological cognitivism and socio-constructivism.

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     The Listening skill has been considered one of the most difficult tasks to be developed by our students inside the classroom due to the lack of pedagogical and didactic resources that most teachers don't use in the listening lessons to improve this perceptive skill. Consequently, students feel frustrated when they need to perform listening activities having; as a result, students with low active participation, rejection to develop listening activities and low grades especially in baccalaureate students.

Diversification of language learning and cultural awareness offer potential economic benefits (Edwards, 2010)



 

 

 

 

 

 

 

 

Bibliografía

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Hobbs, R. D. (2016). THE GLOBALD CHILD: HOW EXPERTS WOULD CHANGE EDUCATION. Saarbrucken, Deutschland: LAB LAMBERT academic publishing.

Ismail, L. B. (April 2016,). The Role of Video Materials in EFL Classrooms . Procedia - Social and Behavioral Sciences.

Krashen, S. (2002). Retrieved from http://lis514assign2-farrellonkrashen.wikispaces.com/

Littlewood, W. (2007). Communicative Language Teaching. En W. Littlewood, Communicative Language Teaching . Cambridge University Press.

Plocková, M. (2010). Experiential Learning in Teaching English . Retrieved from https://is.muni.cz/th/265835/pedf_b/Bachelor_

Talukdar, M. S. (n.d.). Teaching listening as an English Language Skill.