Premio Nacional de Deportes 2008 - Universidad del Valle México

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Campus Saltillo • Gerardo R. Cadena Arizpe Licenciatura en Relaciones Internacionales • 7°semestre Intercambio académico Universidade Anhembi Morumbi • Sao Paulo, Brasil “Mi experiencia de intercambio en Brasil ha sido hasta ahora increíble, es una oportunidad muy buena la de poder realizar un semestre en el extranjero, ya que aparte de conocer otro país, aprendes a convivir con otra gente, cultura, idioma, diferentes costumbres y siempre con nuevas experiencias. En este viaje he tenido la oportunidad de que me contrataran para desarrollar mis prácticas profesionales en una empresa de comercio exterior de origen europeo instalada en Bra- sil, esto es una experiencia que sin duda me servirá para mi desempeño profesional en un futuro, aplicando claro, mis conocimientos en los idiomas inglés, francés, italiano, portugués y español. Los invito a que se animen a vivir esta aventura en cualquier país de la Red Laureate International Universities, ya que les garantizo que lo que van a aprender les va a servir para toda la vida”. Estudiantes Brasileños en la UVM San Rafael Universidade Anhembi Morumbi, Sao Paulo, Brasil Stephanie Araujo Estudiante de Ciencias de la Comunicación “La UVM me agrada, ya que lo que he descubierto es que tiene buenos profesores, el ambiente me gusta mucho y el Campus San Rafael es muy bonito. Los mexicanos son muy amigables y la ciudad es increíble, la encuentro parecida a Sao Paulo”. Fernanda María Secco Estudiante de Ciencias de la Comunicación “En el año que estaré en el Distrito Federal aprovecharé al máximo la UVM, adelantar materias y también otros cursos, me gusta mucho el cine. Quiero conocer muy bien este país, ya que es muy rica su cultura. Las personas son lo más precioso de México”. Primer estudiante del sistema cuatrimestral de la UVM Zapopan en buscar una Doble Titulación en la Universidad Europea de Madrid. “Este intercambio es una gran oportunidad que me ha brindado la UVM y que no pienso desaprovechar. Me hubiese gustado que más de mis compañeros me acompañaran y no se perdieran de esta magnífi ca experiencia”. Se integró a trabajar a una cadena hotelera árabe. Mariana viajó en agosto de 2007 a Suiza en donde adquirió grandes conocimientos, los cuales le ayudaron a obtener un certifi cado en Hotelería, poco después se integró a trabajar en una cadena hotelera árabe en Dubai, llamada Al Bustan Ropana, en donde logró ser Suplente de Gerencia, uno de sus mejores logros. Aseveró: “me siento orgullosa no sólo por haber conseguido el empleo, sino también porque hay pocos mexicanos en Dubai. Sin duda alguna la UVM fue parte importante para haber logrado uno de mis mayores éxitos”. Ahora se encuentra en México, pero una vez terminada su carrera piensa regresar a Dubai, ya que gracias a su gran desempeño le ofrecieron trabajo, motivo por el cual quiere tener más experiencia para así llegar a ser gerente de alguna prestigiosa cadena hotelera. Guillermo Chaim Serrano Licenciatura en Negocios Internacionales Campus Toluca Mariana González Mejía Noveno Semestre de la Licenciatura Internacional en Administración de Empresas Turísticas • Glion En su estancia en Dubai, Mariana visitó el único hotel del mundo catalogado como 7 estrellas: Burj Al Arab, ubicado en Madinat Juneira, Emiratos Árabes.
Meaningful Learning in ESL/EFL According to the British Council, it is estimated that over 1 billion people world-wide are currently speakers of the English language. English is the native language for about 375 million people and is spoken as a second language by another 375 million. Approximately 750 million people speak English as a foreign language and it is the dominant international language used in business, communications, science and diplomacy. Vast change has taken place in learning and teaching English as a Second or Foreign language (ESL/EFL); in consequence, teaching methods, techniques and materials have been adapted to meet the demands of ESL/EFL students. This has stimulated the development of meaningful learning activities for the language classroom. Below you will fi nd a list of strategies for setting up a classroom environment that is challenging, encouraging and promotes meaningful learning: a) Project Presentations Through project presentations, students perform research on realworld problems and present their fi ndings through oral and written presentations to share what they have learned. b) Multidisciplinary Interactions In cooperative efforts, students coordinate and arrange information to identify the varied relationships across disciplines. b) WebQuests WebQuests grant worthy opportunities for students to learn. Networking technologies offer possibilities for students to accomplish Blue’x is the restaurant project operated by 5th semester Glion-UVM Campus Querétaro students. By: Miriam Díaz, Campus Querétaro, Language Center Coordinator tasks and learn through authentic contexts. c) Mind Mapping Mind mapping is a knowledge organization tool that can aid in enhancing students’ development through meaningful learning skills, help students organize their previous knowledge and create a link to new knowledge. d) Games and Role Playing Games and role-playing are creative, resourceful activities which require student involvement and encourage spontaneous use of the language. e) Case Studies When analyzing a case, students examine problems and ideas to acquire experience in reaching conclusions, decision making and problem solving. f) Field Work Practice activities in the fi eld provide students with meaningful authentic experiences which bring them to an understanding of ideas and concepts which can be brought into the language classroom for analysis and debate. As you experiment with different strategies, you will be constantly on the lookout for new ideas. You will be surprised at the number of activities that can be adapted for use and implementation in the language classroom focused on meaningful learning. The only limitation is your imagination. References: http://en.wikipedia.org/wiki/English_language http://www.sciteched.org/curriculum/learning/ Instruction.html Language Department Faculty and Students at By: Miriam Díaz Romero Visiting the Blue´x Restaurant. The importance of motivation in the learning process Motivation is what makes us want to do something. Seeking pleasure and avoiding pain explain many of our actions. But this same principle can also work against us. Studying may be extremely diffi cult, but it can be good for us. As we grow older, we learn to do the things that will pay off in the future. There are two types of motivation: EXTERNAL (EXTRINSIC) “Human beings are universally driven to act, or “behave”, by the anticipation of some sort of reward – tangible or intangible, short term or long term – that will ensure as a result of the behavior.” (Brown 2007) E.g. teacher’s praise, grades, positive feedback, punishments Exposure to a rich but comprehensive input of real spoken and written language in use Conditions for Language Learning The gathering at the Blue’x Restaurant with students and faculty of the Language Department had the purpose of creating a learning opportunity that would enable students to develop communication skills through experiential learning in a semicontrolled atmosphere. The event was a great experience for everyone. Upon arrival we were greeted by Minerva, the group leader, and invited to a food demonstration and a wonderful dining experience. This interaction provided students with a hands-on approach to communicate with one another and with their teachers solely Essential Desirable Use of the language to do things (i.e. exchange meanings) INTERNAL (INTRINSIC) “Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward. (…) Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely feelings of competence and self-determination.” (Brown 2007) According to Jane Willis (A Framework for Task- Based Learning) in order for anyone to learn a language with reasonable effi ciency, three essential conditions must be met. These are basic enough to apply to all learners, regardless of their individual cognitive styles: Exposure, Use and Motivation. There is also one additional condition that is desirable, though not essential: Instruction. Motivation to listen and read the language and to speak and write it (i.e. to process and use the exposure) By: Lic. Alejandra Duarte Rivero Campus Querétaro Instruction Our students practicing with hi-tech. in language (i.e. chances to focus on form) (WILLIS 1998:11) What moves students to learn? There is a huge range of reasons to learn, but teachers should be aware of the importance of motivation and try to expose students to a variety of language they will need to understand and use outside the classroom. Give them opportunities to communicate what they want to say and express what they feel or think. Try to motivate them suffi ciently to seek out opportunities for exposure to and use of the target language outside the classroom. References Brown Douglas (2007), Teaching by Principles: an interactive approach to language learning. 5th Revised edition. Pearson Education Limited. Willis Jane A (1998) Framework for Task-Based Learning. Addison Wesley Longman Limited. in English. Students felt encouraged to experiment with linguistic forms embedded in a rich and meaningful context. The goal to attain relevant and signifi cant communication was fully met. Students were self-motivated and we could perceive a sense of academic accomplishment and of increasing competence in using the second language. Visiting the Blue’x Restaurant and interacting with the students granted a worthy possibility for integrating second language practice and for enabling students to develop strong attributes of confi dence in communicating in English.
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