PROYECTO DE LISA JAMES Y MICHAEL PHELPS: ENSEÑANZA DE INGLES PARA GUIAS LOCALES ESPECIALIZADOS

PROYECTO DE VOLUNTARIOS

PROYECTO DE ENSEÑANZA DE INGLES PARA GUIAS LOCALES ESPECIALIZADOS

PROYECTO MICHEL Y LISA

Elaborado por Michael Phelps y Lisa James conjuntamente con Maximiliano Moreno director de proyectos de Ecotrackeres

Uso del vocabulario común en clases de Ingles para entender la realidad de la selva Amazónica del Ecuador.

Antecedentes:

La fundación Ecotrackers ha estado enseñando inglés con sus voluntarios en todos sus proyectos, pero los resultados no han sido los esperados porque no hay una relación concreta entre los que los estudiantes aprenden y lo que necesitan para explicar lo que un turista tiene que ver en cada lugar.

Michael y Lisa han trabajado en Camboya, Sudáfrica y otros lugares enseñando inglés y ahora tienen un plan para enseñar inglés usando palabras claves que puedan ayudar al mismo tiempo a entender que es lo que pasa en la selva amazónica en relación a la biodiversidad y a la diversidad cultural que allí habitan, frente a los procesos de desarrollo.

OBJETIVO DEL PROYECTO

Iniciar y desarrollar un sistema de enseñar inglés en las comunidades, usando palabras que permitan conocer los que hay y lo que pasas en las comunidades amazónicas.

OBJETIVOS ESPECIFICOS

1.- Usar las clases de in Ingles para formar guías especializados desde niños en la protección de especies o culturas locales.

2.- Usar los reportes de los profesores voluntarios de inglés para explicar a partir de los datos obtenidos de los estudiantes y material fotográfico y fílmico lo que pasa en la amazonía.

3.- Desarrollar materiales pedagógicos para enseñar a los estudiantes

4.- Crear una base de datos sobre lo que pasa en la Amazonía

5.- Crear materiales que puedan servir a los guías protectores de especies y a los turistas para observar especies, culturas y lugares especiales.

CONTRIBUCIONES

Para iniciar el proyecto de Michael y Lisa las contribuciones son los siguientes

Contribución de Michael y Lisa

1.- Michael y Lisa darán clases en San José de Morona o Santiago para entender las posibilidades de los colonos que en la zona no tienen el poder político y apoyar el proyecto de el uso ecológico de cuencas tranfroterizas específicamente de la cuenca del Río Morona y la Reserva del Cutucú.

2.- Darán clases en Santa Inés y Shaimi para apoyar el uso ecológico de la zona de amortiguamiento y el interior del Parque Nacional Sangay por parte de la comunidad indígena Shwar que tiene el poder político en la zona.

3.- Darán clases en Remolino Grande y Tierras orientales para apoyar el trabajo de protección de la cultura Secoya y del Parque Nacional del Cuyabeno que hacen los indígenas que en la zona no tienen el poder político y enfrentan a las petroleras, la invasiones de los colonos y a las plantaciones de palma africana-

En todas las comunidades los indígenas y los colonos son depredadores del bosque amazónico.

4.- Además aportan su experiencia de trabajo voluntario en otros países

5.- Aportan un total de 720 dólares.

6.- Con un reporte de sus actividades

7.- Con un trabajo para encontrar mas voluntarios que continúen este proyecto con Ecotrackers

Contribución de Ecotrackers

1.- Ecotrackes aporta con la ayuda para la elaboración del proyecto

2.- Con la orientación para ejecutar el trabajo

3.- Con la coordinación para que sus directores locales colaboren

4.- Con la publicación de las experiencias y los resultados

5.- Con la búsqueda de nuevos voluntarios para continuar el proyecto

6.- Con la motivación a las comunidades

7.- Con la publicación de los materiales producidos

Contribución de las comunidades

1.- Con la alimentación

2.- Con el alojamiento en una familia

3.- Con personas conocedora que orienten a los profesores en la búsquela de especies y atractivos que puedan servir para hacer turismo inteligente.

4.- Con la naturaleza de su área de influencia

5.- Con su cultura

6.- Con la participación de personas en los cursos de inglés

7.- Con la participación de personas de la comunidad en una organización local

RESULTADOS ESPERADOS

Resultados esperados por Michael y Lisa

1.- Aprender como y desarrollar un mecanismo de proteger la amazonía usando sus conocimientos de ingles y su cámara de fotos

2.- Usar exitosamente su experiencia en otros países para crear un proyecto participativo de protección ambiental y cultural.

3.- Crear una información lo bastante buena para inspirar a otras personas para continuar su iniciativa.

4.- Usar de la mejor manera las posibilidades creadas por Ecotrackers y las comunidades con las que trabaja y ayudar a las comunidades y a Ecotrackers para continuar con este plan.

5.- Tener un buen grupo inicial de niños y adultos guías locales de turistas inteligentes que puedan usar algunas palabras y expresiones en ingles.

6.- Obtener en la comunidad valiosa información que permita proteger la amazonía mediante la solidaridad internacional y la lucha contra la corrupción y el mal manejo de ambiente así como para hacer bueno materiales pedagógicos, publicitarios y de información.

7.- Encontrar mas personas que continúen su primer esfuerzo

Resultados esperados por Ecotrackers

1.- Fortalecer su trabajo y contar con más recursos materiales y voluntarios o estudiantes.

2.- Disponer de un buen reporte que ayude en su trabajo de proteger la biodiversidad y la diversidad cultural de la Amazonía

3.- Fortalecer a las organizaciones y actores locales para que puedan hacer mejor el trabajo de protección de la biodiversidad y la diversidad cultural y usen ecológicamente los recursos para generar mejores condiciones sociales.

4.- Contar con buenos materiales pedagógicos, informativos y publicitarios para apoyar el trabajo de los guías locales y organizaciones en el desarrollo de actividades productivas con propiedad intelectual e identidad única además, ecológicas y con respeto a las culturas locales, que sean imposibles de ser robadas de las comunidades.

5.- Contar con información para ayudar a la comunidad para hacer proyectos que puedan negociar.

6.- Que los voluntarios se sientan satisfechos de su experiencia con nosotros

7.- Que los voluntarios continúen el trabajo de proteger la biodiversidad y la diversidad cultural y practicando el turismo inteligente.

Resultados esperados por las comunidades

1.- Desarrollar una actividad económica rentable, ecológica y de beneficio colectivo

2.- Prepara a sus niños, jóvenes y adultos como guías

3.- No destruir la naturaleza ni su cultura para poder contar con recursos económicos

4.- Usar la protección de la naturaleza para crear profesionales dentro de la comunidad

5.- Fortalecer las organizaciones locales de guías, mujeres, salud, educación, etc.

6.- Desarrollar proyectos

7.- Recibir turistas, voluntarios y estudiantes del Ecuador y del mundo y ayudarles a entender a la selva y las culturas amazónicas.

FECHA DE INICIO DEL PROYECTO: sábado 17 de febrero del 2007

COMUNIDADES PARTICIPANTES y directores locales responsables y fechas de participación:

1.- San José de Morona, director Orlando Montúfar. Fecha de participación del 18 al 27 de Febrero 2007

2.- Santa Inés, director Rafael Chacal: Fecha de participación del 28 de febrero al 8 de marzo 2007

3.- Remolino Grande, dierector Gustavo Piaguaje fecha de participación del 10 al 19 de marzo 2007-02-12

PUBLICACION DE LOS PRIMEROS RESULTADOS

23 de Marzo de 2007

INICIO DE LA CAMPAÑA DE PUBLICIDAD DEL PROYECTO Y BUSQUEDA DE COLABORADORES

13 de febrero 2007

Teaching English to Protect the Amazon Jungle

Introduction

Our background (Michael and Lisa)

We arrived in Quito in February 2007 to spend the final two months of our gap year travel. We intended to spend one of these months volunteering, and had not pre-arranged any volunteer work until we arrived. There are numerous volunteer options in Ecuador, and after two days of making enquiries to various volunteer organisations, we chose to arrange our placement with Ecotrackers.

Having taught English to children in South Africa and Cambodia during our gap year we expressed our preference to teach English at schools in a rural location in the Amazon Basin.

The project

We were assigned a specific project titled ‘Teaching English to Protect the Amazon Jungle’. The main objective being to teach children, specific vocabulary relating to the Amazon Jungle e.g names of plant, animal and insect species that live in the Amazon Basin. By doing so, the children would benefit in the future if they were to become bilingual tourist guides in the area.

In addition to teaching English, weekends, would be spent on the Ecuador and Peru border, where there are plans to build a new Volunteer lodge with facilities, and a shop. This area will be used to accommodate future volunteers.

Also, there would be opportunities for us to be involved in the re-forestation of the sand banks on the Morona River, caused by subscidence due to logging in the area.

Location and getting there

The location options were discussed, and it was decided that we go to San Jose, a small town near the Peruvian border.

Our journey involved taking the 18.30 hrs bus from Quito’s main bus terminal to Macas. This journey can take between 9 and 11 hours. We chose to spend one night in Macas before continuing to San Jose. Macas is a small town with shops and restaurants, and accommodation options. The next morning we left Macas at 6.45 hrs, and travelled by bus to San Jose. This journey can take from 8 to 12 hours, on a very slow and bumpy road. It is recommended that you buy snacks and water in Macas, as there are no eating options on the way.

San Jose

The town of San Jose is a small community of a few hundred people. It consists of mainly colonials, and some indigenous Indians. The people are friendly and made us feel very welcome. The main employment activity is agricultural i.e cattle farming, however it is hoped that this will change to fish farming, as to prevent further deforestation caused by land clearing for cattle farming.

At San Jose, nobody speaks English, so a good understanding of Spanish is recommended.

Accommodation and facilities

There are a few shops in the town which sell soft drinks, beer, and basic provisions, although choice is minimal. Accommodation is either in the family home of Dona Luber, who prepares all meals, or in the building situated next door (depending on the number of volunteers). There is an outside cold water shower and toilet, which is shared with the family, but lacks privacy. However, there is another toilet and shower at a neighbour’s house which may be used, and is more private. There is no laundrette, so clothes must be washed by hand. Bedrooms are basic, but adequate. Three meals are served each day, usually consisting of rice, meat, fish or egg, and a vegetable.

There is no electricity between the hours of 1pm and 5pm and 10pm and 5am. There is no television or mobile phone signal. There is one telephone in the town, but it is unreliable and expensive. If you like comforts and luxuries, this is not a suitable project location.

Schools

There are three schools in the area. One is located in La Union, which is a 1 hour walk, and the other two, are in close proximity to the accommodation.

Evaluation of the status of english teaching

in the area of Morona

The work we started was teaching basic English to children in San Jose and La Union. We feel that it is really important that future volunteers continue the work, so this document contains information for future volunteers and should be updated every time somebody leaves.

La Union

Situation: The children know very little english. They have never had an english teacher and they don´t have course books. They seem to have some vocabulary in their notebooks, because the director of the school has been teaching them some words, though he does not speak english. They are familiar with a few greetings and so on, but have no understanding of grammar. Depending on the day there are approximately 40 pupils from 9-12 years old. It is hard to maintain consistency as some pupils do not attend every day.

What we have done: We have been teaching them (a revision of these should be sufficient):

Hello

What is your name

My name is

How are you

I am fine

Where are you from

I am from

Also we have been teaching the ”head and shoulders, knees and toes” song, and body parts. They may remember some of it. Some have done colours.

Recommendations:

–Asking them to repeat loudly, e.g new vocabulary and greetings. This is an effective way to help them remember, and practice pronounciation.

–Playing games and singing songs are effective ways of getting all to participate, as some are very shy.

–There is a notebook for the school, that will be handed with comments from earlier volunteers. Write what you do. If we have to continue without books this is very important.

The voluntary afternoon kids from the San José primary school

Situation: They come voluntarily and are quite enthusiastic. They have notebooks with some words from the school, but they are basically starting from scratch. Being out of the school environment (we have been doing the classes on Doña Nube´s terrace) makes the teaching environment more relaxed and informal, but there are no facilities (e. g. blackboard), and naturally there are many kids that don´t attend.

What we have done: We have been teaching them (a revision of these should be sufficient):

Hello

What is your name

My name is

How are you

I am fine

Where are you from

I am from

Also we have been teaching the ”head and shoulders, knees and toes” song, and a few other body parts.

26/2 We taught them various kinds of animals, and asked them to draw them, which they enjoyed very much. We tried the ”Old McDonell had a farm”-song, but it was a bit difficult for them.

Project Wouter Kakebeeke: Mirada a journal of languages, culture y environmental topics

Evaluation Project Wouter Kakebeeke
Dutch student of International Business

Wouter Kakebeeke

Voluntario Holandés que desarrolla del periódico pedagógico Mirada.
This project was made between Woulte and Maximiliano Moreno Projects Director of Ecotrackers.

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1.1 Ecotrackers

Ecotrackers is a non profit organization that works directly with students and volunteers from all over the world, to develop intelligent tourism to preserve the biodiversity and cultural diversity of Ecuador, working to improve the adverse conditions that afflict many communities throughout the country. Intelligent tourism is defined by the foundation as “Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”

Ecotrackers works primarily with Indigenous, Mestizo and African-Latino communities situated close to national parks and other publicly protected areas since August 2000. We work alongside other organizations, both governmental and non-governmental, with similar goals to assist people of any gender or age who face the destruction of nature, the extinction of cultures and the many other problems that confront many Ecuadorian communities.

1.2 Mission of the foundation

In order to achieve our objectives and philosophy, Ecotrackers sends volunteers to communities situated in places where the most important work exists, as well as where both the safety and usefulness of the students or volunteers can be ensured.

They believe that one of the best methods to achieve our goals is the promotion of community-based ecotourism or intelligent tourism. This goes beyond simply bringing tourists to a community. It includes economic and socio-cultural development work, meaning promoting sustainable use of resources, the development of sustainable agriculture systems, and providing needed infrastructure, not only for tourism but to improve the local quality of life as well.

These activities must be done with respect for the existing culture of the communities. They believe people have a basic right to choose how they wish to live, meaning that any projects they are involved in must have the support of the community and should be instigated by the community. The function of Ecotrackers is to help provide human resources to the communities, and to work with them in setting their own long term goals and devising a plan to achieve them.

1.3 Vision of the foundation

Globalization and the materialism that often comes with it are affecting small, remote communities all over the world, drawing indigenous communities into an economic system for which they are frequently ill-prepared. Globalization introduces a new set of values; urban-based and western, most often leading indigenous peoples to devalue their own culture and encouraging a view of the environment as a resource to be exploited. Indigenous communities are under intense pressure from petroleum and mining companies, speculators, illegal loggers, colonists, an alien education system, and other outsiders with a very different values system. Frequently, these outside interests destroy the natural environment in which these communities live, or the communities themselves begin to exploit their environment in order to earn cash to be part of the new economy.

Yet alternatives exist, and it is Ecotrackers’ mission to promote different options to ensure a secure long-term future for our communities. Their experience, along with a growing body of literature, has indicated that for any community development program to be successful, it must be undertaken with community support and in a sustainable manner. Sustainability further requires attention to not only environmental protection, but social and cultural impacts and economic needs as well.

2.1 The website Ecotrackers.net

With this webpage we want to publish the latest news about the nature and environment of Ecuador. The actions of the government, companies and individuals are posted here to show the world a process that shows progress, nevertheless we still haven’t achieved all our goals. Furthermore, we publish news about international environmental actions, part of interesting books and much more.

2.2 Main vision of the website
The most important is creating a public conscience about the big problems in the world. In the future, the problems won’t be: Which country’s economy is growing the fastest? Who has the highest percentage? No, the problems will be: How are we going to solve the problems about our environment? How can we guarantee fresh drinking water for our children? These are the fundamental questions, and normally in a democracy, a government acts the way their people wants them to act. So, if the people want to make change about our environment, a government will have his duties to perform.

2.3 Journal “Mirada”

Our stories and experiences are posted on this webpage or on our webblogs. May be the most interesting on this webpage is our journal “Mirada”. The journal is written in Spanish and English, with topics about experiences of prior volunteers and environmental issues. The journal can be used for improving one’s Spanish or English while getting to know more about specialized environmental topics. This way the webpage Ecotrackers.net serves as a specialized portal within the extension of the vision of Ecotrackers Foundation. On this webpage and with our journal we want to promote the use of different languages by using non-professional journalist – our volunteers.

This way we can use our vast information present at the foundation, and besides that generate some financial resource by selling copies of the journal and perhaps income from the webpage itself in the future.

3.1 My personal contribution

My study and personal interest involve international business, and everything related. The main goals of my study is to understand and to be able to perform business related actions abroad. Nowadays, every big enterprise has a certain level of interaction with foreign markets. My interest in particular lies within finding new business or market segment in the future. The phenomenon called globalization in general causes changes in the way of doing business now and in the future. My main job is to understand and adjust myself in new markets and cultures different then my own.

3.2 My contribution to Ecotrackers Foundation

My contribution to the foundation in general implies my knowledge that I obtained from my studies and prior traveling experiences. I use my knowledge in trying to find ways of getting financial income for the foundation. We are trying to sell the journal ´Mirada´. The income is low, but in the future we’ll try to reach all the students close to the Ecotrackers office (around 100.000 students). I also developed the website Ecotrackers.net to give the foundation a larger base and publication area on the internet. My knowledge about website was not so substantial but I learned in small parts to control Mambo, the main program in controlling both the websites, Ecotrackers.net and Ecotrackers.com.
Furthermore, I translated their web page Ecotrackers.com into Spanish, and fixed the other languages on this webpage to work again. I also translated some of their documents in English, like the main questionnaire they hand out to volunteers to found out their preferences.

3.3 The contribution of Ecotrackers Foundation to me

Ecotrackers provided me with a computer and other physical assets. Furthermore I learned a lot from their prior experience and their vision of the new businesses in the 21st century. Finally, I had full access to their database with information and photos from the volunteers that have been working with Ecotrackers in order to create Ecotrackers.net and the journal “Mirada”.

4.1 The future prospect

Our first step towards the future will be developing more editions of the journal “Mirada”. The second step is the expansion of Ecotrackers.net, in order to obtain more interesting content and thus more visitors. Thirdly, we have to improve the position of both the website and the journal in the market, which contains reaching more students to read our journal. The fourth step is to arrange a way of financing the printing costs for the journal. This might be possible from resources directly from the webpage, or selling advertisement space in the journal itself. The fifth step is to stabilize the market positions and great a small but stable growth. Finally, we have to evaluate the whole project and provide useful feedback to improve any of these prior steps if necessary.

4.2 Future volunteers

4.2.1 Community projects

Future volunteers can help my project by going to communities and come back with stories and myths about that community. We can publish these stories on Ecotrackers.net and in the journal “Mirada”. This way we keep the legends of the communities alive as well as their language.

4.2.2 Projects of Ecotrackers

We can publish stories about progression within the training centres of Ecotrackers in the Pacific coast, the islands of Galapagos, the mountains of the Andes and the Amazon rainforest.

4.2.3 Projects from volunteers

Since Mirada is a journal of languages, culture y environmental topics, future volunteers and students, particularly journalism students, can write and publish related articles. If interested, they can try to learn a native language and publish their articles in that languages as well as English and Spanish.

Project PROYECTO de Wouter Kakebeeke: peródico pedagogico Mirada

Este proyecto es un proyecto conjunto ente Ecotrackers yWoulter Kakebeeke, un voluntario holandés, que permanece con nosotros desde hace 3 meses, para desarrollar el primer periódico pedagógico de lenguas. Este periódico tiene la intensión de educar a los lectores en el uso del inglés, el español para los extranjeros y de lenguas nativas como el quichua, shwar, secoya, etc.
Con esta finalidad recoge las experiencias mas interesantes de los voluntarios que ha pasado por ecotrackers y publica extactos y fotos de sus informes, ademas recupera leyendas e historias de las comunidades con las que trabajamos y comentarios editoriales de lo que está pasando en el país de manera trascendente.
Otra de las finalidades del períodico es hacer publicidad de lo que ofrece Ecotrackers a los voluntarios y estudiantes,