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COFFEE OF

know the history of our ancestors, their lives, is an activity needed to assess what we have and rediscover values \u200b\u200bthat many times, we have not exercised enough by the prosperity of the times in which we live. The world tour, says the famous Italian song, but people who have preceded us have left us a priceless legacy, an example of bravery, courage, sacrifice, austerity, hardship, work, constancy, humility ... Words, unfortunately, are not fashionable and that many of us, especially younger ones, we should reflect on them.

Alcublas In and in many towns of Los Serranos, there is evidence of hard lives, hard times ... Play these STORIES is like watching "master classes" of LIFE, in which eyes full of memories take us back to another time, another time ... So different now! but our, necessarily ours ... Our history .

In fifties, was a town Alcublas depressed, poor and "forgotten" The Highlands. The effects of the civil war worsened, more if possible, their precarious situation. With a subsistence economy based mainly on agriculture and livestock and a notable "isolation" caused by its geographical location, life in Alcublas seemed to have stopped. Keep in mind that our town was the last of the whole province of Valencia have power, in an efficient and well regulated. And the system of sewerage and drinking water was undertaken until the early 70's.

The images that we present are one of the bars in those years was in town, the coffee Batoya. It was in what is now the bar Layer. At the coffee, all I had coffee (as we have) and you can see to the left of the first image, the customers were not very lavish (sent circumstances) and the drinks were scarce and rationed. In the morning, opened at six, before the start of The Chelvana (6h 30 '), and served the copic before going to the mountain to tone the body: cazalla, brandy, cognac ... Afternoon card games and drinks shared by four, some coffee, an occasional drink, occasional vermouth ... little money in their pockets. In winter, light a wood stove and around it for warmth agglutinated parishioners and conversation. Which was a bit late, went cold. When the light was, commonplace, candles were lit for men to continue with the games ... In the bar a jug for the day when the budget ran out. coffee cost a dime and malt, two real .


The photos speak for themselves ... the times certainly were different.
not had much ... practically nothing. But every afternoon, to finish the job, gathered around a wood stove tired men, who were playing brisca or spoke of the crops ... to share life and time. A time lag slow, rhythmic pace of nature, in which there was no stress, no hurry ...
My grandmother, when the time came for dinner, I ordered the coffee Batoya to call Grandpa and entering , saw it with his cigarette dangling from his lips and a "triumph" in hand to win the last point of "oomph" in the afternoon ... near the stove.
Fortunately, in those years, there were no phones.

* This article is a tribute to Aunt Dolores (the Batoya).

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BATOYA MEMORY WALK ... ALCUBLANOS

IMAGES OF MY CHILDHOOD One of the things I liked when he came Alcublas small, was to accompany my mother, my grandmother or a neighbor to the store. The closest to my house was that of the "Aunt Margaret." Crossing the door I suddenly had a place 'magic', full of interesting things that awakened my senses . Near the threshold, the sardines were boot, arranged at the circular bowl, plump, neat, bright, attractive. I still remember his smell, the sea and salt, but especially endearing people and lunch with my grandfather. In the same brown paper in which were wrapped, the mashed to the door, the de-scaling and crumbling with great patience. Then added a field tomato to small pieces and threw a good splash of oil in the village. With freshly baked bread, turned into a delicacy that I still remember.

Those were different times, in which there were so many things, in which children were not asked why you want to snack or do you put the sandwich. Time passed slowly and enjoy those sardines became a full party.

My grandfather and I both liked sardines when we went to the mountain, we wore in the snack bag ... and accompanied them with grapes. Ah! and drinking water aljipe ...

Try this lunch ... Then tell me.

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THE WORLD. Alcublas

For all that you could not see on TV ... or to see it again:



We are living in the Republic of China, the capital of Shanghai. Raphael was offered a job and although we were good here, we found an opportunity to escape and that children know nothing else. We thought we tried, we're a year and if all goes well continue. We have been 5 years. When they offered me (says Rafael) was something that tickled me, a new site, create a new thing. It took one week decide. The biggest concern was for the children if they would accept ... but were integrated from day one well in school. integration was initially a bit slow because when we arrived there were only 82 registered in the English Consulate. A year ago we were already 1,200. Today is another thing on the weekends we go out with other couples in English, with their children. A party Saturday night and on Sundays to eat all the family ... Today we are very good.

But integration with people was very difficult (says Aurora). The language issue was insurmountable. At work you can get along but then do not go talking, do not give rise to come and tell you places I know ... I always have to look for English, because the Chinese are very secretive. Which are so reserved (Rafa continues now) does not have much to do with them outside of work and it is a shame because the best way to learn Chinese. I speak Chinese now "type Indian" (laughs): a conversation it seems almost impossible. Even in the office tell us our children to learn Chinese but we are not going to learn. The best language is Salva takes , because he caught too small, in preschool. The greater power than their English has to study. I see my little boy to speak Chinese and makes me a favor!

You know what struck me when arriving Alcublas to China? (Aurora asks.) was lack of education or manners sometimes showing . You're in a queue and if you're not savvy strain. Driving, traffic lights do not respect them all. Think are very established standards and not. And then something else, spit, sounds "suspicious" when you walk down the street ... This is what strikes you most. Even when boarding an elevator with classmates and tell you hello or goodbye. We're so healthy! me and always had someone to throw me give you two kisses, and were thus a little strange ...
With the theme of the Olympics and what we're talking about - namely spitting - they have done commercials and TV programs awareness. Even posters on the streets and subways. I really scared! It took more than three months to get used to these noises.

Let
food China.
In Shanghai there are 22 Carrefour , so that the Gourmet issue understand that we have solved. There are also other supermarkets called Metro.
The food here is very different from what we see in Chinese restaurants in Spain . Coming to Spain westernize their food with flavors that we are more pleasing to us, and there is not the same (Rafa tells us). happens to me a week stand and eat ... but I hate and go to Metro and Carrefour to buy Western food import , which is much more expensive. The same product here in Spain has tripled the price. The Wine is a luxury, but it must be a bonus. If we get used to Chinese food, with four pesetas would eat.

Y Aurora says
The first time I walked into Carrefour me aghast. Sell \u200b\u200bduck tongues, chicken feet vacuum packed ... What about the fish? You got it in tanks. For them the dead fish is not eating, they have to kill them. No section of turtles, frogs ... However, vegetables and fruit bought at the neighborhood market, good and inexpensive.
food in restaurants is usually good, very different. The only thing that coincide with those of Spain is in rolls Spring (tiny) and sour pork, but do not think that is the most asked, that's something else. They like to order many dishes and small amounts: around six dishes for two people. always serve rice at the end, use it as we do with bread.

In Shanghai we have come all the kitchens in the world, there are restaurants of all countries. We must recognize that China does not seem as Shanghai is the most western of the country. There are, Mcdonald to Thai, Vietnamese, Greek, Brazilian, English, French, Pizza ... eat in one of the latter costs about 30 € for person, that there is very expensive. In a Chinese eat for about 7 €, but if you ask for and eat leaves you in the street for 40 cents.

Rafa starts to tell us things about his work; is dedicated to the textile.
work are 8 hours a day, and Spain. The company pays them breakfast, lunch and dinner, plus a place to stay apart, as are most migrant workers from inland China. All this is by law. Companies are asked to make two extra hours a day and more excited as they accept want to win as much money as best for their parents, women ... can return to live with his people in good conditions. also work on Saturdays as overtime. Remains party on Saturday afternoon and Sunday. salaries are about € 120-150 per month net, because I have food and accommodation paid.
plan leisure In there you can find everything. You see things here do not exist. While parties like here, drink the same brands ... which the party wants it and finds her.

Aurora says that what has been missed to get to China has been a family . And those friends arrive faults Cave comes Santa ... and your there and think they will all Those days together ... not recover and sadden you. They think that children are losing it. They do not celebrate Christmas and celebrate what we do in our own way.

Rafa is encouraged, said that the world is a small, very small . Were at a party hosted by the English and met new people there. Is just a guy married to a Chinese Masamagrell. His wife was teaching English in Valencia Albuixech two brothers ... and it turns out they were the sons of my boss! I have met people from Segovia, El Toro, Benicalap who knew a lot of alcublanos. There

not we retire. The return have not yet clear, because this project is our medium term. Although I if I stay is with family! I have only been 15 days and looked like a fool ... unable to speak with my wife, without my children ...
We are well, live well, fortunately we do not lack anything in-material ... we need our people, our environment. If not for the Internet!
Alcublas greatly missed ...

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INFLUENCE OF SOCIAL CONTEXT IN CHILD OF 5 YEARS IN THE LEARNING AND CONSOLIDATION OF THE REASONS

How does the social context in children 5 years of learning and reinforcement of reading?

Influence How does the social context in Children 5 years in learning and reinforcement of reading? Present

by: Xiomara Ginneth Bustos
2004138010

to Present: David James Viveros Interdisciplinary Research Farm
ll

RESEARCH LINE
Pedagogy

SUMMARY

Concern about the influence of social environment on learning and reinforcing the B graders College trasicion Dawn of lights, comes to realize how little support they have children at this institution by their parents in this process. Initially the proposal to raise teachers and administrators on campus are generated a bit of doubt due to the short time that we had, but yet the school director, Mr. Luis Fernando Sanchez Zorro gave the nod to my proposal and the transition B grade teacher Leidy Johanna Escobar kindly offered to let me have some time during their classes so they can develop this work, in addition to all available parents to whom I am very grateful for their help and cooperation, without which they would not have been possible.

This paper seeks to highlight the importance of the social environment of children of 5 years in learning and reinforcement of reading, to encourage reading learning processes in children's transition course school B Dawn Of Enlightenment.

Then find a theoretical framework that reference the importance of the social environment of children to their full development, and shows the importance of literature in the world of children and their impact on the small school development, legal framework that will respect the rules governing the education of our country and finally a series of chapters which make clarifications about the work and explains the data collection process to reach conclusions. Besides this presents a possible strategy to solve the problem that initiated the present study and a series of suggestions to be taken into account the literary process will be better for these children. ABSTRACT

Concern about the Influence of social environment on learning and Reinforcing the children's grade B of the College Transitions Dawn Light, eat to realize the Little Children Have Accompanying this institution by Their Parents in this process. INITIALLY the proposal to raise the teachers and principals of the squad was generated some doubt because of the short time that we had, but yet the school director, Mr. Luis Fernando Zorro Sanchez gave the nod to my proposal and the transition B grade teacher Leidy Johanna Escobar very kindly offered to let me have some time during their classes so we can develop this work, besides having all this available to parents to whom I am very grateful for their help and collaboration, Without them it would not have been possible. In the present paper seeks to highlight the importance of the social environment of children of 5 years in learning and reinforcement of reading, to encourage reader learning processes in children's school Amanecer de Luces course transition B. Then find a theoretical framework which reference the importance of the social environment of children in their overall development, in addition to showing the importance of literature in the world of children and their great influence on the small school development, a framework who is legally regards the rules governing the education of our country and finally a series of chapters in which shed some light on the work and explains the data collection process to reach conclusions. Besides this presents a possible strategy for solving the problem that initiated the present study and a series of suggestions to be taken into account the literary process will be better for these children.

PALABRAS CLAVE

Lectura, acompañamiento, juego literary, social environment, parents, teachers, stories, histories, creativity, holistic development, play. KEYWORDS




Reading, coaching, playing literary, social environment, Parents, teachers, stories, histories, creativity, development, playing.

PRESENTATION OF RESEARCH

This work was initiated in August from academic interdisciplinary research area 2, the proposal was born to see my son, Julian David Veloza Bustos who has a taste for reading and who told me that in his school almost did not read, hence the concern is generated in the environment that surrounds children this institution and the influence this has on learning and reinforcement of reading.

data collection as such began in October, to be precise on the second day of the month with an interview with the parents, then the activities were developed as follows: First record of

observation and discussion with children about their tastes and leisure activities. Monday October 12, 2009. time: 45 minutes
Survey children about their literary preferences and their social environment. Wednesday 14 October. Time: 20 minutes
Second observation log and first writing workshop stories about television characters, dragon ball, naruto, ben 10. Friday October 16, 2009. Time: 1 hour
creative writing workshop based on the imagination and graphed. Wednesday October 21, 2009. time: 45 minutes
literary workshop, reading classic tales. Friday October 23, 2009. time: 45 minutes
Socialization of stories read, teas and literary workshop group with stories about Halloween, children dressed up and improvise attend the representation of a story chosen by children. Friday 30 October. Time: 3 hours


To end the activity conducted workshops in company the teacher to know the results and sustainability of the strategic approach to improve the reading process of these children, workshops were conducted on sabados14 and 21 of this month for this activity have 4 hours in which we develop different recreational activities related to reading and motivation in relation to reading.

Within the framework of the work found a wide variety of authors that include reading and social environment of children as extremely important factors in the social and intellectual development of the child. In addition to this are some excerpts about the children's favorite reading, the importance of reading in their lives and influence of this in their development.

really is a very interesting, is very nice to work with children and realize that as a teacher can positively influence people in their training as well, of course that the school is merely a supplement because the foundations of education Contrary to what everyone thinks is in the house, the family and the example that the company will provide the child as future citizen.

OBJECTIVES.

The main goal of this study was to identify how social context influences the child in learning and reinforcement of reading in children of the College of The Golden Dawn grade transition aged between 5 and 6 years of age. Besides this also raised a number of specific objectives in order to produce results more specific about the subject, the specific objectives are:
Recognize that's what children read now and what they would like to read.
· Promote an adequate classroom environment where children will participate and give meaning to their reading.
• Identify what aspects of social context and how these influence the formation of the child reader.
• To promote reading by creating graphs of children in order to know which are the graphic images Children most commonly expressed.
consultation Recognize the importance of the game theoretical literature on the development of the child.

goals set earlier this let me know in depth the problems of early childhood which is not given adequate training, knowing beforehand that this is the life stage in which the child acquires the basis their training and if they work with children this age will be appropriately excellent results in the future.

In my opinion this is an excellent topic for further and hope to resume it another time with more time and resources in search of better educational benefits early childhood children.




METHODOLOGY The methodology was used to achieve the qualitative research was raised which enabled me to address a subject of study in individual and therefore subjective because the objectives proposed in this paper warrant direct contact with study population, where it became a process of continuous observation, analysis of actions, to evaluate and verify the problem exposed in order to create a series of alternatives that enrich learning.

research techniques used were based on surveys, interviews, discussions, field and direct observations, using these techniques are various data collected by which we arrive at final conclusions. DIFFICULTIES



The main difficulty in this case was the time that was not kind to us as the final stage of the school is a little criticism for the amount of activities to be performed by children, another important factor was putting According to all the daddies of children to attend workshops and to agree to these is quite chaotic, but thank God we did and we could go ahead with the project, when I say we I mean the teacher who my companion was unconditionally in this process.
RESULTS

the end of the project I can say with great satisfaction that the results were achieved as originally proposed, we can support the social context influences quite significantly in the training of children, and when it comes to reading this context is even more evident because if a child grows into contact with books and literature reading process does have a much more successful those children who do not, as far as we know the complementary goals literary taste and preferences of children, it was shown that if the learning environment is suitable teaching-learning process is much more cash, we can identify positive and negative factors influencing the learning process and reinforcement of reading and no doubt that games and daily activities generate a significant valuation of its processes and its contents (of children). CONCLUSIONS




By working with school children Dawn of Lights, to make observations and make the relevant field work, and after making the analysis of collected data I can conclude with some opinions that this research has shed .
• The literature is a fundamental part in the development of children.
• The reading is also a motivation so that the child has a better development for learning and strengthening it. Literary
• The game proves to be a pleasant and acceptable strategy for children and adults.
• Through the experience of this project see the need to expand the number of literary workshops in this way to obtain greater success and satisfaction in teaching and reading apprehension.
• The love of reading encouraged by the game delivers better results than simple net reading the story or the stories.
· The stories are the literary genre of choice for children at the time of entering the reading process, large illustrations colorful encourage the creativity of children, as from images are able to construct their own stories.
• The social context in which children can develop positively or negatively influence the development of the child, since children of this age (5 and 6) tend to mimic the behavior of their elders.
• If the child's parents are readers, and accompanying parents in this process the infant, this child has a significant advantage in understanding and analyzing the text on those children who have no contact with literature.
• The behavior of children who have daily approaches to the books is much better than the children who do not have this contact.
• The reading is a process that must begin at home and reinforced at school, not forgetting to always have the willingness and support of parents and family who accompany him daily in their environment.
• If parents accompany their children in the reading process, learning and better understanding by almost 100%, and that confidence in yourself, your self-concept and self-esteem rising dramatically, generating better grades, improved processes better school and thus children, with appropriate behavior and social adjustment easy, both with peers and with their teachers.

After concluding the issue and clearly observed factors that influence the learning process and reinforcement of reading in children of grade school transition B Dawn Light, I need to make some recommendations that could improve that process.

is necessary to implement as a method of learning the literary game, since this is the basis of curiosity and motivation of the child and that this knowledge becomes easily and does it with pleasure and satisfaction.

Create pleasant spaces for learning and a literary game is a major factor in the learning process - learning as it creates a positive school climate and facilitates the exchange de conocimiento y la interacción de los niños con sus pares.
Permitir que el niño exprese su espontaneidad mediante el juego literario y que con ello adquiera confianza en el aprendizaje y afianzamiento de la lectura.

Crear mediante el juego el gusto por la lectura.

El adulto y el entorno del menor debe integrarse en el juego literario y en la literatura del niño del mismo para lograr en el una estimulación y autoconfianza en el proceso de aprendizaje.
Se debe también tener en cuenta que los talleres son de suma importancia ya que el niño desarrolla su aprendizaje mediante la literatura y si esta se ve involucrada en sus juegos se realizara in a much more natural and spontaneous.

would be a good choice also led workshops designed exclusively to parents who are instructed in the importance of children's literature and its importance in the development process of their children and that besides this be trained in the accompaniment of extracurricular activities and events can be demonstrated with the importance of these issues in personal and social life of the child.

Reference sources for the reader:

http://www.sappiens.com/castellano/articulos.nsf/Educadores/ Cómo_influye_el_contexto_social_del_niño_en_el_aprendizaje_y_afianzamiento_de_la_lectura/014C2251C83FA7CA41256AA70044C548 "! Opendocument

www.alcaldiabogota.gov.co/sisjur/normas/Norma1.jsp? = 292

www.sapiens.com/castellano/artículos.nf/educadores/

CARREÑO González Salvador. Interview with the stars popular Japanese television series like pokemon and dragon ball, in: Panorama University, No. 50, April 2000, Mexico City (12-13), p.28

LERNER, Delia. Reading and writing in school: the real, the possible and necessary. Mexico: Fondo de Cultura Economica, 2001. CORNER

BONILLA, Gloria et al. Between Texts. Understanding written texts in primary education. Santiago de Cali. Faculty of Humanities. Universidad del Valle, 2003.

SANDOVAL, Constance. The children's story: a whole language experience. In: Electronic Journal of Educational Research Network [online]. Vol.1, No.2 (January-June 2005).

ZHUKOVSKAIA, RI The play and educational importance. Cuba, 1982, Ed Village and education.

p, 23

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READING PROBLEM IN ACADEMIC PERFORMANCE IN ENGLISH AREA, GRADE STUDENTS VI CATHOLIC HIGH SCHOOL AND COLLEGE PICNIC MAXIMINO POITIERS

REASONS FOR POOR PERFORMANCE OF ACADEMIC PROBLEMS IN THE AREA OF ENGLISH IN SIXTH GRADE STUDENTS INSTITUTION OF THE CATHOLIC HIGH SCHOOL AND COLLEGE PICNIC IN BOGOTA
MAXIMINO POITIERS
REASONS FOR THE PROBLEMS OF LOW ACADEMIC ACHIEVEMENT IN THE AREA OF SIXTH GRADE STUDENTS IN ESPAÑOL OF THE CATHOLIC HIGH SCHOOL AND INSTITUTION MAXIMINO POITIERS SCHOOL IN BOGOTA
CAMPESTRAL For
: Christi Lady
Penagos Johanna Beltran Paez Eliana Castellanos José David Sierra Barrera


Research line:

social and academic factors that influence education.


Summary:

currently underachievement se ha transformado en un problema frecuente en las instituciones educativas en Bogotá y con esto, son demasiados los factores escolares y familiares que provocan un cambio drástico en el aprendizaje de esta segunda lengua –el inglés-.

En este sentido, se ejecutaron distintos experimentos con el fin de conocer cuáles son las causas que influyen de manera determinante en el bajo rendimiento académico en estos estudiantes del grado sexto del colegio Liceo Católico y del colegio campestre Maximino Poitiers. A partir de estos análisis, se logró observar qué factores son los más incidentes en el bajo rendimiento académico y simultáneamente, se propusieron distintas estrategias para solucionarlo.

Palabras claves: estrategia, aprendizaje, interés, motivación, relación, causa, contexto, enseñanza, apoyo, rendimiento.


Abstract:

Currently, low academic achievement has become a common problem in educational institutions in Bogotá and with this; these are too many school and family factors that cause a drastic change in learning the second language-English. In this regard, various experiments were carried out to ascertain the causes that have a factor in low academic achievement in these sixth graders Liceo Católico and Maximino Poitiers school campestral. From this analysis, we were able to see what factors are the most incidents in low academic performance and Simultaneously, we Proposed Several Strategies to solve it.

Key words: strategy, learning, Interest, motivation, relation, cause, context, teaching, support, performance.


Presentation of research:

In our need to know how children learn a second language, in our case English, to recognize those factors that have a determining influence on the low academic achievement in the process student learning sixth grade school and Maximino Poitiers Catholic High School, through our research we would like to mention the agents most important and relevant to our research project, which we started from February this year and ended after ten months later in its development work included investigative techniques such as observation and application of surveys to be later reviewed and analyzed. In the present investigation, we will study the reasons why students in sixth grade of secondary school and Maximino Poitiers Catholic High School, present apathy towards learning a second language-English. To do this, we focus on the theories of Jean Piaget and knowledge about language acquisition of Noam Chomsky, mainly through text presented by the linguists: Manuel Carreiras in Discovering and language processing, Claudia Gonzalez Origin of language and origin of speech and Kenneth Goodman on comprehensive language.


Objectives:

Find the main reasons for underachievement in the area of \u200b\u200bEnglish among students in private educational institutions.

1) Know where they were developed classes.
2) analyze the methodology of teaching teachers.
3) Study the student-teacher, student-family, student-peers.
4) Evaluate teaching methods educational institutions observed.
5) Observe the teaching materials used in class.
6) Interpret student attitudes regarding the matter.
7) List the characteristics of the population to be analyzed.
8) Evaluate the use of foreign language in the classroom.


Sample and population:

This investigation was worked with sixth grade students of the Liceo Catholic institution and the school setting Maximino Poitiers. The Catholic High School course consisted of 42 students: 22 boys and 20 girls belonging to a middle class. The age range was approximately 12 to 15. The course consisted of Poitiers Maximino 35 students: 19 girls and 16 boys belonging to an upper-middle class. The age range was about 12 to 14 years. These courses are conducted several surveys in order to perform analysis and to identify common causes that influence underachievement. During this process, the students surveyed were randomly selected and activity is conducted under the supervision of the teacher in charge also took into account the daily courses developed during the activity period of this investigation.


Methodology:

Research plant develops from ordinary observation method, since the study was conducted to two sixth-grade student populations, ranging in age from 12 to 14 years. Given that this type of approach may distort information and the classroom environment to some degree, try to be as noticeable to avoid a change of behavior in the teacher and students. From the above named, had the advantage of prior knowledge and familiarity with the exercise of observation of academic spaces in the area of \u200b\u200blanguages. For this reason, we use as a tool of first hand, the field day to analyze and compare the work to be performed in classes at both schools. Other mechanisms were working after the survey and the interview that complemented our study in order to reach a successful conclusion. Proposed to use correlational research to determine the relevant factors in the difficulty of learning in the area of \u200b\u200bEnglish through the statistical analysis; making interrelating the variables from the surveys and interviews of ordinary observation. Starting by defining the problem, continuing with the literature review, identifying variables, the selection of subjects, determination of the instruments used, the selection of statistical techniques the correlation of data and finally the interpretation of data using correlation techniques.


Challenges:

The investigation had two obstacles that interrupted our prospects dramatically. Unfortunately the first was due to the school setting Maximino Poitiers, the school refused to watch (after you have entered and observe some classes) to cooperate with our investigation because according to the institution required a more extensive and specific protocol for accepting this proposal. The second had to do with observation spaces defined by the institution Liceo Católico, since most times they were interrupted by the presence of a group of students who carried out an active work with students. Thus, our observation work was suspended several times

Results:

Among the main reasons for low academic performance (there are many more) in the area of \u200b\u200bEnglish among students in the private educational institutions are:

1) Shortcomings in the methodology of teaching second language
In most private institutions carried out a model pedagogy based on teaching only grammar composition, foreign language learning because students only the grammar and some vocabulary but do not learn to speak a foreign language. Furthermore, most teachers focus on teaching through guide books to be worked upon are not very useful for ease of student learning.

2) Lack of interaction in the classroom

This is one factor that is closely related to the previously mentioned flaw, from our work we can say that children are actively involved in learning the language Foreign provided the methodology of the teacher and class spaces are appropriate and conducive to an environment of interaction. In this way students are integrated into an active process of learning a second language, as children are given to human action, ie the interaction and whether this occurs with the use of language asegunda longer in practice its evolution and development of second language acquisition.

3) Lack of adequate support system for second language acquisition

In most private schools in our country we find that the education system is customized, but for the case of the school observed classes do not take this kind of personalized approach. After watching the English classes of this school that we could give how much is really necessary for the teacher to stay tuned and keep follow-up work with their students strong and permanent, the teacher should provide students with the tools and support necessary to they do not feel inhibited when expressing or assistance with some of the difficulties that arise when express oral or written statements.

4) Lack of consistency in the education program
As we argued above is of great importance that there be continuous monitoring in the classroom, which is intense and personalized but realistically we find that the observed institution is not possible to carry out that purpose because the time allocated to the area of \u200b\u200bEnglish consists of just three hours a week, under these conditions is very difficult for teachers to carry out active work and continuous learning in their students.


Conclusions:

With this research we discovered what some of the reasons or causes for which is presented underachievement in educational institutions in Bogota, in relation to learning English. It was possible to meet fully the vast majority of our goals, even when presented several difficulties during the process. Also devised strategies to control this problem so prevalent today in our society. Finally, it is essential to emphasize that not only are these factors are mentioned in this paragraph, on the contrary, there are many more and we need to find to guess an early and safe.

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COGNITIVE INDIVIDUAL DIFFERENCES AND METHODS OF FOREIGN LANGUAGE TEACHING

diferencias The individual cognitive and the Foreign Language Teaching Methodology

Didier Quiroga Tovar

SUMMARY

In this research, the problem of individual cognitive differences, specifically those of: EC (cognitive style) in dimension of dependence and independence Field and MI (multiple intelligences), and its impact on the development and creation of academic activities scheduled by the teacher as well as the awareness that this has on those characteristics. Which takes into account variables such as stage of development of students and the level of foreign language competence attained by them.

PALABRAS CLAVE

Cognición, estilo, dependencia/independencia de campo, inteligencia, metodología de enseñanza.

ABSTRACT

For this research, the problem of the individual cognitive differences is established specifically those referring to: CS (Cognitive Style), on the dimension of field dependence or independence and MI (Multiple intelligences), and the way they have an effect on the development and creation of the teacher’s scheduled academic activities, as well as the degree of consciousness she has about them. This is done by taking into account variables such as the development stage the students are Facing and the Competence in Foreign Language by Attain Them During The research.

For this investigative process took into account the contributions of cognitive science in the field of intelligence and individual preferences in information processing. Therefore, the theory of multiple intelligences of Howard Gardner (1983), which conceives the human quality as a multifaceted process with the ability and expertise that he divides the "intelligence" in this sense, this entity is not considered as linear, but as a combination of specialty in the various tasks facing the individual as well as education and heritage genetics.
Similarly, in the context of cognition, there is talk of Cognitive Style (Allport, 1930), relating to how information is processed by individuals, the type that privilege in this process by using resources offered by the senses in the perception of reality. In this way, there have been various EC, among which the most widely studied is the field dependence and independence, which refers to the incidence of visual field in various aspects of people's lives, not only in orientation, but in others as learning (Witkin and Asch, 1940)
In this research, it emphasizes the role of education in training and stimulating the minds of students by the teacher through the application of methodological and teaching strategies to suit individual cognitive differences of students, specifically in the foreign language classroom. OBJECTIVES



In this research, the main purpose was to determine the cognitive styles and multiple intelligences of students visited the school to obtain their cognitive profile. Similarly, we observed the development of classes in order to identify the methodology used by the teacher, which made it possible to identify levels achievement made by students and analyze the way they responded in the passing of the class.

SAMPLE AND POPULATION

For this research took into account the population of the Royal College of Bogota, located in the Acapulco area 71Bis Street, No. 71-76. The sample chosen was the group of students who are enrolled in tenth grade. This course consists of 20 students, of whom 10 are boys and 10 girls. Aged between 14 and 17. The average age would be 15.5 years. METHODOLOGY



The investigation was made in two stages, which included a diagnosis, which sought to determine the characteristics of the sample, as the cognitive profile and levels of achievement in the academic foreign language, which was made possible by observations and implementation of two tests, one multiple intelligences, and a masked figures to determine the Cognitive Style. Also, interviews were conducted with the teacher to determine their perception of the group, as well as the factors that influenced the elections and teaching methodologies for the development of their classes.
In the second, with the profile of students and the teacher, it was proposed to enhance the academic process through the information in the initial stage.

RESULTS

In the first half, got a lot of information on students, on the intelligence test, average scores were found on the linguistic intelligence, which means that there would be no great difficulty acquiring a second language. In this same test was found the tendency of most students at the intrapersonal aspect, which emerged as the highest intelligence among them, while the lowest was the logical-mathematical. For testing of cognitive styles, most of the students obtained low scores, so the group in general is "more dependent on the field." Finally, the methodology used by the teacher engages several trends, including the traditional and constructivist teaching style, and acknowledges the need to provide examples and activities closely connected with reality to facilitate understanding of the theoretical, or grammatical case.

CONCLUSIONS

In research on this topic it was found that a methodology and a cognitive style does not guarantee success or failure in the learning of individuals, however, was also found, The "field independent", they adapt more easily to the various proposals of the teachers in the implementation of a class. However, it also mentions that dependent individuals prefer some stability in this sense, especially if it is a methodology that includes activities such as discussions, storytelling, group work, etc..
In the sample, we found that the preference for this type of teaching was great, because not only the dominant cognitive style, but the stage of development where they are, which is often put into debate the beliefs and systems of values \u200b\u200blearned in childhood. In general, needed to work together to exploit the potential of students, specifically in areas such as math, science and language itself, because they are perceived by students like very "demanding" and that contain a high level of abstraction in their formulations, reason, for cognitive style, are difficult to understand. However, the latter is not decisive, since one of the characteristics of the EC, is that they remain intact throughout life, so it is possible to orient the perception to perform any task of daily life.

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AN APPROACH TO CHANGING TRENDS STUDENT TEACHING IN EPE AREA FOR ENGLISH

AN APPROACH TO CHANGE OF EDUCATIONAL TRENDS IN STUDENTS OF EPE AREA IN ESPAÑOL

Carolina Sarmiento Vega

ONLINE RESEARCH: Pedagogy , psychology.

SUMMARY: This report presents the results acquired over a year and a half made to give evidence of the processes and attitudes that shows a student who enters the Experimental Teacher Training College and is from any school that manages the traditionalist trend. Basically studied the transformation in the area of \u200b\u200bEnglish, but in general are taken into account all aspects that surround them. Experimentation change from traditional to new school realizes personality clashes, attitude, development of cognitive tasks and their behavior.

KEYWORDS: Traditionalism, New School, cycles, adaptation processes, acquisition of English, interdisciplinary.

ABSTRACT: This report presents the Acquired results over a year and a half made for the purpose of Giving Evidence of the Process and Attitudes That show a student Entering the Experimental Teacher Training College Who eat from some kind of school That manager the traditionalist trend. Basically, I Studied the transformation in the area of \u200b\u200bInglés But Generally I take Into account all Aspects That Surround Them. The testing of change from traditional to new clashes School conducts personality, attitude, Development of cognitive tasks and Their Behavior.

KEY WORDS: Traditional trend, New School, cycles, adaptation Processes and Acquisition of Inglés, interdisciplinarity.

PRESENTATION OF RESEARCH: In Colombia, the school is recognized as a "traditionalist" point of view which has generated more change in teaching and not on learning. Thus the Experimental Teacher Training College opened a new horizon in the sense of thinking another way to school. This proposal was created in 1987 thanks to the interest of innovation of teachers and parents, whose main desire was and is to transform and build a new school through classroom research. Since then, the SLR has focused most of his research and innovations in learning, because this institution part of constructivism, it is no longer an emphasis on teaching but on learning. All of these approaches to knowledge of children and youth through collective processes were based on science projects and art, but with little interest in the Anglophone-speaking academic space. This does not mean it has totally neglected a research project in the area of \u200b\u200bEnglish, on the contrary, EPE strives to give all an interdisciplinary classes. In these circumstances, this research intends to perform a new view of learning English at this school.
Thus, the entry of a new student to the educational process in an English class that starts from three years old, is a challenge not only for himself but for his fellow student, his teacher and for the institution. EPE is clear that new students receive each year and not just start at the first level, so both strategies designed to adapt to this new family member requires that a decision not only by the administration and teachers but also students who are affected in their educational process by another student with different learning strategies as memorization unconscious and socialization, discussion and conclusion of a theme for aprehenderlo.Por Therefore, learning a new language requires a strong interdisciplinary approach, because in the process of memorizing vocabulary and grammar are not enough to consider what has been learned language. This requires going beyond the contextualization of issues, places and expressions are especially important to feel secure about what you want to present in their thinking through communication. In addition, interact with real everyday issues, not superficial as short and simple conversations that are stored, is the key to be considered a speaker of another language.
This idea emerged around September 2008 claiming to know the process of adjustment of students new to the SLR, its influence on former students, the teachers in the academic quality and institution, the beneficiaries, those affected and management given by the institution and teachers to look at this class of students. Its completion is given for the month of November this year.

SAMPLE AND POPULATION: Students of all ages, except those belonging to the initial school. It took three students of the second cycle, three of the third cycle and three more for the fourth cycle (nine students in total), in addition to the English teacher and art teacher who were useful when describing the adaptation process individuals or behavior in general. Three parents also participated in the investigation.

METHODOLOGY: basically used the interview as the most effective in achieving the objectives proposed addition was made direct observation in classrooms for English class and art which are linked and in the spaces of the volleyball court, cafeteria and the sandy area.

present difficulties: Actually EPE students and teachers, parents and those in charge of general services were very helpful, but set some guidelines problem at the time to do research because they are a bit apprehensive with the information they have and at first put many obstacles in the development of it. Another difficulty encountered was that some students tried to behave differently than normal, thus altering somewhat the role, because all they wanted was to draw attention to the research front. Moreover, the availability of teachers was very minimal and the interviews were postponed three or four times.

RESULTS: was found that the height of the half, children who come from other schools, and are adapted to the system, however, revealed the case of five college students from traditionalists, who so far no one has entered a class in respect of the school year. Since the SLR is the child who decides whether or not to enter a class or even the same school, they see this as the time of release against the repression that came accustomed to the traditional school and do not fall to take any course, but they play volleyball, go for a walk around the area and expect to be the final hour of the day to take the route and get home and this has been worrying for their parents, but rewarding for teachers and policies, because they believe this is part of the training and decision making in a human. Sometimes the group performance is seized up for a student from the traditionalism because it is not used to define or to find or to learn on their own, but teachers believe that this is part of learning and tolerance that develops in the SLR. Focusing on the case for English, the boys 'new' (who have bases of traditionalism) believe it is easier to learn the language, because there is managed interdisciplinary facilitates mental processes and learning and more productive and enjoyable process.

CONCLUSIONS: Although the process of adaptation, or rather, the clash between traditionalism and the new school is a bit loud and difficult, it is considered not as complicated embrace change, because many of the children come to the habit of obedience and responsibility, although a small percentage feel in the world in his hands and confuse liberty with license.
Interdisciplinarity plays a key role in both facilitating the process of acquisition of concepts and learning, strengthen relationships and keeps the individual assets in the trust to function collectively.

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THE CROSSWORD: POSSIBLE ENHANCER SEVENTH GRADE LANGUAGE SKILLS IN NEW LIFE CHRISTIAN SCHOOL OF SOACHA?

THE CROSSWORD: POSSIBLE ENHANCER OF SEVENTH GRADE LANGUAGE ABILITIES IN NEW LIFE CHRISTIAN SCHOOL OF SOACHA?

THE CROSSWORD: A POSSIBLE ENHANCER OF LANGUAGE SKILLS IN SEVENTH GRADE OF THE NEW LIFE CHRISTIAN SCHOOL OF SOACHA?

LOAN Gissel GARAVITO JULIO CESAR RODRIGUEZ CABALLERO
EMPHASIS
TRUJILLO DIANA PATRICIA RUIZ

Line of research: Linguistics



Summary The aim of this paper is to present the research project "The crossword : possible enhancer seventh grade language skills in a Christian school Soacha new life? "which took place at that school. Given that fifth grade is a key course in the language development of students, and concerned with the proper stimulation of linguistic intelligence in children, this research was proposed to the puzzle as an enhancing activity of the same, allowing them to expand their existing knowledge their own language, by learning new words, their definition and use in a given context.
Keywords: Linguistic intelligence, crossword, didactics, psycholinguistics.
Abstract: The article here to present the research project Entitled "The puzzle: possible enhancer seventh grade language skills in a Christian school vida nueva de Soacha?” carried out at that school. Taking into account that fifth grade is a key course in language development of students, and concerned about the proper stimulation of linguistic intelligence in children, in this research it was proposed the crossword puzzle as an enhacer activity of that kind of intelligence, allowing them to extend existing knowledge of their own language, by learning new words, their definitions and usage in a given context.

Key words: linguistic intelligence, Crossword, didactics, psycholinguistics.

Investigación:

In order to stimulate educational way linguistic intelligence in the fifth grade students, from March 2009 until November of that year, have been implementing a series of puzzles continuously in the experimental group and the same time has been evaluating the apprehension of vocabulary through surveys and other related activities such as reading the words learned, to identify how and to what extent students have allowed us to demonstrate the correctness of our hypothesis.
This research is based on the study fields of psycholinguistics and the teaching mainly. From this, we draw own theoretical assumptions in these areas to guide our investigation to a successful conclusion on the issue of the puzzle as enhancing language skills in seventh grade. In addition, specifically were taken into account the contributions of Magdalena Alfonso (characterization of the games as a tool for language development in children and adolescents), Carlos Lomas (contribution to change in the usual ways of teaching language and literature) and Johan Huizinga ( characterization of the playful fun from a scientific and academic framework and anthropological) about teaching, also the contributions of Howard Gardner (theory and characterization of multiple intelligences) from the psycholinguistic point of view.

Objectives:

GENERAL

determine the effectiveness of the implementation of crosswords in the activities of students in grades seven, in the English area Liceo Cristiano Vida Nueva, for the stimulation of linguistic intelligence. SPECIFIC



analyze whether the puzzle can contribute significantly to students' language development seventh grade, who are between 9 and 10 years of age.

Find the differences and similarities in the knowledge of vocabulary that may exist between the two groups of the same grade, objects of study. Identify

final differences after the application of activity in the experimental group and its subsequent comparison with the control group.

Population:

The population chosen for the experiment was the seventh grade College New Life Christian High School, an institution located in the municipality of Soacha Cundinamarca, where two groups were taken at random at this level (one to serve as experimental group and the other as control group), where the units of analysis or observation (10 children in each group) are chosen at random and thus, the results of the sample are applicable and generalizable to the entire population.

Methodology:

The method conducted in this research analysis, observation and comparison between two samples from two populations (20 children from two courses seventh grade). This is part of an experimental investigation, which seeks to determine with greater reliability possible relationships between cause and effect, ie whether the application of crossword stimulates the development of linguistic intelligence.

In developing this exercise, the experimental group (7 º A) was subjected to a series of exercises with puzzles for the increase in vocabulary, while the control group (7 ° B) l not you made any kind of activity. After that evaluation activities were implemented (including the crossword puzzle, of course) with the aim of evaluating new learning vocabulary from the strategies employed.

Tools and techniques for gathering information

Apart from the survey we had the possibility of direct observation, easily approaching individuals who were to be interviewed. This latter facilitated the effectiveness of the survey, since we avoid uncertain information, and make sure that most of our questions answered, strategically developed and devoid of ambiguity. We will describe the process classification and coding of the instruments used in this research.

At the time of the surveys, we made a thorough observation of the environment and the context in which students operate. Then, talk with teachers, to have a preview of the topic in class to not deviate when making the questions.

Also, we manage to make a series of activities, how to assess the situation encountered by students regarding their level of linguistic knowledge. At first, was monitored suitable for several classes before applying the test (activity). After applied the polls, some conclusions were drawn, and based on these, activities were developed. Thus, apart from gathering information that gave support to our research activities comprobábamos with the accuracy of historical data.

modes
data retrieval and analysis

Crosswords developed within a group of students (experimental population). Then conducted an evaluation of samples from each group (10 students in each of these) to observe and compare including the results, and immediately conclude whether successful or not the implementation of such activities for the stimulation of intelligence to deal with. At first, there was a crossword puzzle every week for five weeks to see if students acquired the vocabulary and applied it in his compositions, or used in their daily conversations. In a second stage, there were one or two reading activities, and were assessed using the same teaching strategy (crossword) and others such as filling in gaps depending on the context in which they find the word, to know whether there was presented a significant learning of the words worked in class.

Obstacles:

applying the exercises based on crossword puzzles, children had some difficulties in learning a foreign vocabulary, but after continuous exercise and contact with the such activities, it became easier both to understand the workings of this type of fun as the understanding of the meanings of different words used during the investigation. However, our investigation showed no major drawback in the development of it.

Results: Based

in different activities and field day was observed that seven of high school students from New Life College High School presented some difficulty in language-related activities such as acquisition of new vocabulary from crosswords. For the first activities showed their lack of vocabulary and not be able to relate it within the context of the puzzle, because at first introductory activities were the acquisition of a new lexicon (not necessarily crosswords) However, after the following applications, students showed some degree of improvement and have begun to appropriate the concepts. In the experimental group of the 10 students after repeatedly insisting on the use of words such as myth or utopia, an average of sixty percent matched to their meaning when applied to the puzzle (curiously were 6 correct answers in the identification of each of these words ), while the control group averaged only 20% (1 student hit utopia and three myth) met the target, 60%: 6 responded well utopian myth and six in the experimental group, 20%: 1 student hit utopia three myth in the control group. Clearly the control group who did not have experimental reasons, it was more difficult to discern the meaning, since there was no follow-up constant in the experimental group.

Conclusions:

With the implementation of the puzzles the students gained some benefits in the language field, and interdisciplinary staff. Students to integrate different concepts in the classroom allowing them to easily cope in different areas, since some words of crosswords and introductory activities related to other academics. After implementation of the crossword, the experimental group achieved a significant advance in the learning of vocabulary as compared to control, something that was demonstrated in the satisfactory response de los estudiantes a otro tipo de actividades (con otras palabras claro está) en las cuales no se guardaron los conceptos en la memoria a corto plazo, sino que se digirió de manera correcta su contenido.
Por otra parte, consideramos que una actividad como el crucigrama es bastante viable para desarrollar la inteligencia lingüística en los estudiantes y mejorar su manejo del léxico, lo cual les abre las puertas a la comprensión de textos en general. Esta propuesta investigativa da paso para implementar posibles reformas a nivel del currículo en este colegio, pues como sabemos se maneja un modelo tradicional a nivel institucional y podría generar cambios positivos el implementar actividades lúdicas como el crucigrama que incentiven students to play while learning.

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Didactic strategies for teaching a second language students in grades 10 and 11

teaching strategies for teaching a second language students in grades 10 and 11 of the District Institute of Bogota San Pedro Claver, a town of Kennedy.

Teaching Strategies for teaching a second language to students in grades 10 and 11 of the San Pedro Claver Institute of Bogota, town of Kennedy.

Investigator: Juan Pablo Roa Patiño

Line of research: Linguistics, Pedagogy



Summary: First presented a series of images through cards, then asked the students to take those cards and watch for a minute to become familiar with words and images and establish contact with the different elements . Each of these images corresponded to each word in the chosen through a careful process of observation and a survey showing that students had difficulties with English pronunciation.

To emphasize pronunciation and avoiding distractions and noise, with the help of a tape recorder and recorded by a native, I asked the group to hear carefully the equivalent of each English word pronounced correctly, and I indicated while looking at the cards and repeat aloud each word several times in the most approximate to the original. Then I asked them in context (make sentences with each one) and read, this time ignoring the chips used in the beginning.

Keywords: English, second language, forms, pronunciation difficulties, pictures, memory

Abstract: First, I present a series of images-through cards, Then I Asked to Take Those cards to students and Watch Them for a minute in order to get familiar with the words and images and ESTABLISH contact with the different elements. Each one of those images corresponded to each word of the chosen through a carefull process of observation and a survey showing the difficults that students presented with the pronuntiation of english..

To emphasize the pronunciation and avoiding distractions and noise, with the help of a VCR and a cassette recorded by a native, we asked the group to listen carefully to the equivalent of each English word pronounced correctly, and the same time, I indicated them to look at the cards and repeat each word aloud several times in the most approximate way to the original. Then I asked them to put them in context (making sentences with each one) and read them, this time skipping the cards used at the begining.

Key words: Inglés, second language, Specifications, Pronunciation Difficulties, images, memory

Presentation of research: the investigation began in about August 2009, with observations of school and how they are performing English classes in the two degrees, then the application was made during the first week of October, according to the schedule established at the outset. Regarding the theoretical framework that was used as a reference, were taken into account the contributions made by Chomsky, and Vygotsky about the acquisition of language, as well as the theories of learning and development process developed by Piaget.

general objective was to establish what tools or educational mechanisms were applicable in the search for the assimilation and production of the sounds of the English language taking into account the theories presented, highlighting the importance of context so as to relate not only a element but several at once, as you learn the language.

Sample and population: Bogota were selected male and female adolescents between the ages of 14 and 17 years, socioeconomic status 1, 2 and 3 who were in the upper grades of high school in the school district, San Pedro Claver, located in the locality of Kennedy. Each of the courses consisted of 38 students about a tenth and eleven.

Methodology:
The methodology used in the first instance, based on the use of audio deelementos English speakers and then the presentation of cards through which the student is looking for the sound associated with the image. Difficulties presented

: the main difficulties had to do with the difference made between students even of the same course against the pronunciation of English, the second factor was the time against the tools demanded that students devote time to complete the survey before and after tabs this part was the most difficult because of eleven students were finalizing such years, with high academic load and focused on many issues (prom, grade, etc)

Results: found a significant change before and after use of audio elements and tokens, to the point that the final activity was based on the processing of sentences was successful, students also showed positive activity against the activities.

Conclusions: chips represent a successful assistance in learning English, but must be accompanied by audio elements for enhancing the direct learning of the language.
It is essential the role of context in learning English is necessary so that students are as directly related to elements that give them close to learning as is the case of contact with the tongue in the classroom, is that should be in contact with the elements not only linguistic but also social that they not only provide new knowledge about the English language but culture in general.

introducing new work methods students show great interest and a positive response to these exercises as they find they are practical and not only in the class are issued unilaterally by the teacher. But A good diagnosis is required in the group before carrying out this methodology because as I saw these tools could benefit more if the groups were more homogeneous.

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FEATURES OF THE LITERATURE GOTHIC IMMERSED IN THE CURRENT MUSIC SCENE PROPOSING A MODEL OF IDENTITY

IMMERSE CHARACTERISTICS OF GOTHIC LITERATURE IN THE PRESENT MUSICAL SCENE AN \u200b\u200bIDENTITY MODEL Proposing

TATIANA MANCERA

JENNY GALÁN

GOTHIC LITERATURE

In our research, " Traits of Gothic literature involved in the current music scene by proposing a model of identity " analyze how gothic fiction becomes a source of tips for creating beauty through music. They discussed how this genre brings these characteristics to a universal aesthetic creation such as music.

Keywords: gothic literature, gothic music, identity

Abstract : Due to the different shapes and styles that have been immersed in American culture, we ask how and why they have had an impact. And in our case, we focus on the impact of Gothic literature creations as music and how this in turn has been a proposed identity for the youth of our country.

Key words: Gothic literature, gothic music, identity

The work plan was developed in this research through the main shaft, gothic literature, we take two components anchored to our main focus, to clarify our approach. These axes were gothic music and identity.

The first step is developing the first and second week of September and was focused on defining the elements of Gothic in literature and music, an analysis of texts and ancient oral production, as some songs in Latin, and other ways that helped us find the beginning of art, if you can call it that, of these elements. A comparison was made with the written word.

The second development was developed between the third, fourth week of September and first week of October which was conducted and analyzed an interview with the Bogota gang members on the aesthetic value and content, which offered the Gothic elements, and how they approach their music content.

The last path understood the identity theme proposed by the components already mentioned Gothic , offering a broader look, and closer to people are not embedded, and as we take it, hoping to offer a concrete analysis of what was perceived through a series of questions posed to students of colleges and universities in Bogotá.

Objective

As a general objective we set analyze how they manifest the features of the Gothic aesthetic creations such as music, on this basis that we decided to define artistic creation (music or literature) developed the Gothic, to identify the relationship between composer and gothic literature and demonstrate how the literature Gothic seeks to provide an identity other than those offered by consumer society.

Our research aims to contribute to the recognition of Gothic literature as a basis for musical creations, and on the other hand, pay attention to this musical style that offers different content to what the masses wanted to impose a content that shows the world view of some of the young people today, in this way and through the course of Gothic literature we interpret and understand young people.

Sample and population

consider relevant to the development of our research hypotheses and survey interviewing young Bogotá between 15 and 25. Finally we managed to ten interviews students from colleges and universities and twenty surveys college students between the ages mentioned above. In addition, we interviewed a Bogota experimental metal band in which we show features of Gothic literature in both his lyrics and in their identities.

Methodology and research techniques used.

The research is qualitative, capturing the reality of the phenomenon and understand it, to interpret, although the method used for each scenario varied the search worked towards it. For our first hypothesis was a query to the purely theoretical texts and orality and writing, to the music scene was also necessary consultation will be developed on the flanks, and it was achieved an interview, and monitoring internet of others; on the issue of identity we relied on interviews and surveys with some students National Pedagogical University, National University and some local schools Antonio Nariño (20 surveys, 10 interviews) and analysis of texts and theorists such as Martin Barber, Levi-Strauss and others, who clearly handled the issue. All this to openly discuss the phenomenon of literature immersed in music without generalizing the analysis of samples.

difficulties presented during the investigation

One difficulty was the closure of the University, as our study population was there, and amid all the problems was very difficult to agree to take surveys and interviews especially. Another highlight would be relevant is the distrust or lack of time some showed when responding to surveys. Lack of time forced to remove part of the interviews with some teachers of literature, since as mentioned before, due to the closure was impossible to contact them, and return time were lacking. Non-response also almost all the bands that we approach for our interviews.

Results and conclusions

regard to orality and literacy was concluded that certain Gothic elements are involved primarily in the oral tradition from the songs that reveal some cultures, and hese findings have confirmed specifying which accounted for the expressive power and the continuity of ancient erotic poetry, European quasi extension and probably sung oral transmission, which stood at the beginning of society and maintained and developed his original vocal art. And historically it is very unlikely that such experience does not leave track and all the poetry, long after this final and not so much in the way of language, or imaginary grounds but rather on a deep level, on the experiences of a certain correlation between word and voice. As an approximation we can say that much before the advent of Gothic literature, features of which gave name to a new style in literature, several centuries ago in the old continent and more specifically in Germany, there were expressions of music through chants containing features of what is called today as "Gothic."

the gothic features also are witnessing not only in bands called Gothic, but influences the metal, electronic and industrial, from the many styles to clásica.asi music in some no bands are evident by the performers is the trend towards love of literature, history, music, poetry, beauty, ugliness, to the old, to weird, arcane, to the profane, of difference, to the pale, books, vampires, drama, love, pain, life, death, loneliness, sadness , tears, melancholy, among others.

As evidenced literature in Colombia is not recognized by readers as either passive by readers who are immersed in the literary field, we believe this due to the preference for critics and writers for other types of literature, as also the fact that the term Gothic and gender are not clearly studied and Colombians can not be able to distinguish one type of literature to another.

For Bogota bands, it is lacking in its distribution and reception, some members have not have clear concepts such as Gothic, Gothic literature and its origins , gothic music in itself is not clearly defined within the young, as this type of music has been taking quite subdivisions that make it even more difficult to comprehend. Some of what we can be sure is that the Goth culture and its musical side in Colombia exists and defines the identity of many young people in the last two centuries, expressing melancholy and as we show in Lovers Automatic reception by the composer in the literature fantastic.

must say that here in Bogota is not showing grace the slopes of the gothic culture, these People are often too elusive for various reasons, and likewise are very few, greatly reducing its almost to nonexistence. This is because the dynamic urge other more obvious in the field of adolescents, who do not deny, but its existence become less visible.