DESIGN AND IMPLEMENTATION OF A QUALIFIED ENGLISH SYLLABUS FOR TOURISM IN SAN ANDRES ISLAND - COLOMBIA. Developed at Conversational English System for All - CESFA with the guidance of Santo Tomas University. May 2015.

1. DESIGN AND IMPLEMENTATION OF A QUALIFIED ENGLISH
SYLLABUS FOR TOURISM IN SAN ANDRES ISLAND
THESIS
AUTHOR:
ENDER ALBERTO AGUIRRE PULGARÍN
ADVISOR:
PROF. MAURICIO BUITRAGO AVILES
UNIVERSIDAD SANTO TOMAS
VICERRECTORIA DE UNIVERSIDAD ABIERTA Y A DISTANCIA
FACULTY OF EDUCATION
DISTANCE LEARNING BED IN EFL TEACHING

2. DESIGN AND IMPLEMENTATION OF A QUALIFIED ENGLISH
SYLLABUS FOR TOURISM IN SAN ANDRES ISLAND

3. ENGLISH FOR SPECIFIC
PURPOSES ENGLISH FOR TOURISM
DIFFERENCES
BETWEEN ESPAND EFL
ENGLISH FOR SPECIFIC
PURPOSES AND
SYLLABUS DESIGN
ESP SYLLABUS DESIGN
• specific needs of the
learner”. “ESP should be
offered at an intermediate
or advanced level
(Dudley-Evans A. &.,
1998).
• “Learners' reasons for
learning in making
decisions related to
content and method”.
(Hutchison, 1987).
• (a) authentic materials, (b)
purpose-related
orientation, and (c) self-
direction. (Hutchison,
1987).
• Unrealistic expectations
(Purcell, 1996).
• Students are
“overqualified but under
experienced” (Raybould,
2005).
• A study of tourism and
hospitality education:
programs and future
trends. (Formica, 1996)
• Determine clear objectives
for the curriculum that
takes care of the
constantly changing needs
of the industry (Dopson,
2004).
• The learners and their
purposes for learning
English.
• “An ESP program is
therefore built on an
assessment of purposes
and needs plus the
functions for which
English is required”.
(Hutchison, 1987)
• ESP concentrates more on
language in context than
on teaching grammar and
language structures.
(Mackay, 1978)
• EFL and ESP diverge not
only in the nature of the
learner, but also in the aim
of instruction. (Douglas,
2000)
• Vital parts of ESP
syllabus: future needs,
real world and
development of learner
ability together with the
usage of acquired skills in
real life communication.
(Dickinson, 1991).
• Target needs are
understood as what the
learner needs to do in the
target situation; whereas
learning needs are what
the learner needs to do in
order to learn. (Hutchison,
1987).
Syllabus: the meeting point
of a perspective upon
language itself, upon using
language, and upon teaching
and learning which is a
contemporary and commonly
accepted interpretation of the
harmonious links between
theory, research, and
classroom practice. (Breen,
1984)
Requirements:
1) focus upon
2) Select
3) Subdivide
4) sequence the appropriate
outcome of language
learning
THEORETICAL FRAMEWORK

4. RESEARCH QUESTION AND OBJECTIVES
Rationale
Taking into account that San Andres Island bases its economy on the tourism
industry, there is a need of offering the students and professionals, specialized
English courses, particularly in the field of tourism in order to increase the
quality customer service and productivity, invert the low number of
professionals specializing in technical English, and avoid the loss of
employment opportunities abroad.
Problem statement
The problems students face in the context of San Andres for using effectively the English
language, especially in the field of tourism, led me to develop a research project carried out
at CESFA and taking into account important people representing the productive sector.
Research question
¿How to design and implement a qualified English syllabus for tourism in San
Andres Island in an EFL group of learners at CESFA?
Research
Objectives
General Objective: Design and implement a qualified English syllabus for
tourism in San Andres Island in an EFL group of learners at CESFA.
Specific Objectives:
-To identify the needs of the productive sector relating to English and the
development of communicative skills at CESFA.
-To design a tourism oriented syllabus to offer the productive sector in San
Andres Island

5. Action Research Cycle•Type of study: Action Research (is deliberate, solution-
oriented investigation that is group or personally owned and
conducted. It concerns actors – those people carrying out their
professional actions from day to day - and its purpose is to
understand and to improve those actions). (Kemmis, 1988)
•Data Collection Instruments: Interviews, participant
observation, needs analysis from the context, focus group and
personal reflection.
•Type of data: Qualitative and quantitative methodologies.
•Setting: Conversational English System For All (C.E.S.F.A).
•Participants: A 12-student group starting level B1. Ages
between 18-23. 7 women, 5 men.
RESEARCH DESIGN

6. INSTRUCTIONAL DESIGN

7. DATAANALYSIS
Specific objectives Main category Emerging categories from needs analysis
 To identify the needs of
the productive sector
relating to English and
the development of
communicative skills at
CESFA.
 To design a tourism
oriented syllabus to
offer the productive
sector in San Andres
Island.
Students from San Andres Island
requiring a qualified English
program for tourism purposes.
Sub-categories:
 Students’ needs regarding the
context of San Andres and its
socioeconomic
characteristics.
 Students’ needs for learning
English with specific
purposes.
 Students gaining confidence
and communication skills for
specific purposes.
-Qualified English programs in San Andres require a tourism oriented
syllabus since the island people are lacking such linguistic skills that
allow them to communicate rather well with international visitors.
-The integration of English and tourism purposes implies
communicative and linguistic competence developments.
Emerging categories from the instructional design:
-The design and implementation of a contextualized syllabus for
specific purposes involves research, analysis, study, dedication,
determination and good resources; not only economic, but also human
resources to ensure the quality of the product offered.
-The implementation of English for specific purposes increases learner’s
autonomy while at the same time provides various types of support to
meet the learner’s specific, identified needs and objectives; therefore,
increase the quality customer service and productivity, invert the low
number of professionals specializing in technical English, and avoid the
loss of employment opportunities abroad.
Research question
How to design and implement a qualified English syllabus for tourism in San Andres Island in an EFL group of learners at CESFA?

8. DATA SAMPLES
STRENGTHS
WEAKNESSES
Student's information
Name
Last name
Age
Nationality
City
Gender
e-mail
Occupation
Level of schooling
Level of English
A1 B2
A2 C1
B1 Other
Choose your strenght(s)
Listening Writing
Reading Speaking
Choose your weakness(es)
Listening Writing
Reading Speaking
Purpose of learning English
To Work in tourism To pass an international exam

9. LEARNERS’ PURPOSES
Characteristics of the classroom and Students
Range of Age 18 to 23
Women 7
Men 5
General level of English Intermediate
Students per class 12
Span of the level 5 months
Level to be taught B2
Hours per week 5
Hours per class 1
Days of class Monday to Friday
Hour 7:00 pm to 8:00 pm
Classroom 2
Methods / Approaches Audio lingual
Interactive learning
Task based learning
Size of the classroom 6x4 m
Resources TV
CD Player
DVD Player
Book level 4
Handouts and flashcards
whiteboard and markers
interactive room
Strenghts of the group Reading/ Speaking
Weaknesses of the
group Listening/ Writing
Learners's purposes
To Work in tourism 7 To pass an international exam 2
For fun 1 To Prepare for the university 2

10. 1. What’s your full name?
2. How old are you?
3. Who do you live with?
4. How many hours a day do you spend watching, reading or listening to:
TV, Radio, Internet Print (magazines/newspapers) ?
5. What do you do for a living?
6. Describe a typical weekend
7. Describe your ideal weekend
8. What are your top trhree pet peeves?
9. Name three people that you really admire. Why do you admire them?
10. What teaching skills do you most admire?
11. In the classroom, what is the most effective way of helping you to
learn?
12. What is the least effective way?
13. Is there anything in the classroom that gets in the way of your learning?
14. Why are you taking this class?
15. What do you hope to learn from it?
16. What are you most looking forward to in this course?
17. What are you particularly concerned about in this course?
18. I learn the most when the teacher . . .
19. I learn the most when I . . .
20. I don’t like it when teachers . . .
21. I don’t like it when I’m asked to …
22. Do you have any special needs or disabilities that you would like me to
know about?
23. What are your educational goals?
24. What college would you like to attend?
25. What are your career goals?
26. Tell about your strengths and weaknesses
27. What do you see yourself doing in the next 5-10 years?
28. How do you plan to get to where you want to be 5-10 years from now?
INTERVIEW MADE TO THE STUDENTS
INTERVIEW TO PEOPLE INVOLVED IN THE
TOURISM INDUSTRY IN SAN ANDRES ISLAND
DATE:__________________NAME__________________________________________
COMPANY/ORGANIZATION:____________________________________________
POSITION:_____________________________________________________________
1. ¿HABLA USTED INGLÉS?
2. ¿MANEJAN SUS EMPLEADOS/COLABORADORES EL IDIOMA
INGLÉS?
3. ¿ES EL MANEJO DEL INGLÉS UN REQUISITO PARA EL INGRESO A
SU EMPRESA?
4. ¿SE TIENE EN CUENTA EL MANEJO DEL INGLÉS PARA EL ASCENSO
DE LOS EMPLEADOS EN SU EMPRESA?
5. ¿CREE USTED QUE EL INGLÉS ES IMPORTANTE PARA UNA MAYOR
SATISFACCIÓN DE SUS CLIENTES?
6. ¿HA HABIDO DIFICULTADES/BARRERAS EN LA COMUNICACIÓN
CON TURISTAS EXTRANJEROS EN SU EMPRESA?
7. ¿CREE USTED QUE DEBERÍA HABER UN PROGRAMA CALIFICADO
DE INGLÉS PARA TURISMO EN LA ISLA, ORIENTADO A PERSONAL
QUE LABORA EN HOTELES, RESTAURANTES, ALMACENES,
AGENCIAS DE VIAJE Y DEMÁS EMPRESAS RELACIONADAS CON LA
INDUSTRIA DEL TURISMO?
8. ¿CONOCE USTED EL INSTITUTO DE INGLÉS CESFA? QUÉ OPINIÓN
TIENE DE CESFA?
9. ¿ESTARÍAN USTED O SU EMPRESA DISPUESTOS A APOYAR A SUS
COLABORADORES PARA QUE INGRESEN A UN PROGRAMA
CALIFICADO DE INGLÉS PARA TURISMO EN CESFA?
¿ESTARÍA USTED INTERESADO EN INGRESAR AL PROGRAMA?

11. Student A:
You want to take your wife/husband on a trip this weekend. First, decide where you
want to go. Then, phone your travel agent to reserve a plane ticket and hotel. Also,
ask for recommendations of things to do there.
Student B:
You are a travel agent. Student A will soon phone you. Try to sell him/her one of the
below travel packages. (He/she will tell you the destination.)
Option 1: round-trip, first class, $950. Hotel: Sunrise Beach, $250/night, *****
Option 2: round-trip, economy class, $510. Hotel: Dorado, $110/night, ***
Student A: You have just arrived at your hotel. Go to reception. Tell them: 1) you have a
reservation, 2) you want breakfast in the morning, and 3) you need to be woken up
at 7am.
Student B: You are a hotel receptionist. Welcome the guest to your hotel. Kindly tell him/her
that there is a problem: you cannot find his/her reservation because of a computer
system problem.
EXAMPLES OF COMMUNICATIVE TASKS DEVELOPED BYTHE STUDENTS
Travel Role-play #1 (note: each student reads only his/her role.)
Travel Role-play #2
Role Play # 3: At the Hotel
The purpose of this lesson is to give students the skills to enter a hotel and book a room.
Front Desk: Welcome to the Sunrise Beach Hotel. How may I help you?
Traveler: I'd like a room please?
Front Desk: Would you like a single or a double?
Traveler: I'd like a double, please?
Front Desk: May I have your name, please?
Traveler: Timothy Findley.
Front Desk: Could you spell that please?
Traveler: F-I-N-D-L-E-Y.
Front Desk: How many are in your party?
Traveler: Just two.
Front Desk: How many nights would you like to stay?
Traveler: Just tonight.
Front Desk: How will you be paying?
Traveler: Is Visa OK?
Front Desk: That'll be fine. Would you like a wake-up call?
Traveler: Yes, I'd like a wake-up call for 6:30. Do you have a pool?
Front desk: Yes, we do. On the 2nd
floor. Here's your key. That room 405 on the fourth
floor.

12. ENGLISH SYLLABUS FOR TOURISM PURPOSES
Course Rationale Course Aims Course Objectives Target Learners Language Functions
Designed for students
who are working or
planning to work in
the tourism and hotel
service industries in
San Andres Island.
Special emphasis is
placed on the relevant
vocabulary, register
and grammatical
structures that are used
in the field of tourism,
including:
-Conversational
fluency in interacting
with customers
-Telephone interaction
and enquiries
Workplace
correspondence
-Dealing with
complaints
-Taking orders and all
related to reception
duties
-Giving directions
either in the hotel or in
the city
-Describing,
comparing and
promoting facilities,
attractions and events.
- To improve
learners’ English so
that they can use
English effectively
and confidently in
their current or future
work
- To provide students
with key vocabulary
in tourism in order to
help students develop
and improve
communicative
skills.
- To develop the
communication skills
needed to answer the
telephone calls either
in a hotel, restaurant
or travel agency,
dealing with guest
inquiries and
complaints.
a. Linguistic
Component
To develop
communicative
skills; internalize and
produce vocabulary,
phrases and; be
fluent in the
customary and
routine expressions
used in service;
comprehend and
respond to the basic
needs of customer or
guest
b. Hospitality and
Tourism Component
-To understand
protocols in
hospitality and
tourism
-To obtain
theoretical
background about
tourism and hotel
service industries.
-To have effective
communication with
the tourists
c. Sociocultural
Component
To be familiar with
San Andres’ social
norms as well as its
traditions and
cultural values
The students are
expected to be Spanish
speakers and native
creole speakers who
have received basic
Standard English
language instruction of
approximately 200
hours and have
knowledge of the
basic grammar of the
English language
either at CESFA or at
any other institution.
Learners who seek to
advance their career
opportunities by
mastering tourism and
hospitality in English;
Therefore, at the end
of the program, they
are expected to have
an upper intermediate
level B2, according to
the CEFR
Students should be able to
respond to inquiries and
requests; recommend products;
make suggestions; request,
acknowledge, inform,
apologize, and confirm;
Besides that, according to
CESFA’S PEI , “at the end of
the B2 level, the student is
expected to reach the following
competences in accordance
with the Common European
Framework of Reference for
Languages CEFR” (Europe,
2001):
• Can understand the main
ideas of complex text on both
concrete and abstract topics,
including technical discussions
in your field of expertise.
• Can interact with a degree of
fluency and spontaneity that
makes regular interaction with
native speakers quite possible
without difficulty to any party.
• Can produce clear ideas,
detailed text on a wide range of
subjects and explain their
viewpoint on a topical issue
giving the advantages and
disadvantages of various
options.
Role of the Teacher Role of the Student Role of the
Instructional
Materials
Length of Instruction Evaluation/Assessment
Procedures
The teacher will be a
facilitator and guide of
the communication
process, participants’
tasks, and texts; he
will also act as a needs
analyst, counselor and
process manager.
According to H.
Douglas Brown, “The
role of the teacher is
that of facilitator and
guide, not an all-
knowing font of
knowledge. He is an
empathetic “coach”
who values the
students’ linguistic
development. Students
Learner as
negotiator,
interactive, giving as
well as taking.
According to H
Douglas Brown,
“Students in CLT
class are active
participants in their
own learning
process. Learner-
centered,
cooperative,
collaborative
learning emphasized,
but not at the
expense of
appropriate teacher-
The materials to be
used during the
special English for
tourism course have
a primary role in
promoting
communicative
language use; they
are task-based and
authentic materials.
One of the
challenges of task-
based learning and
instruction is that
engaging students in
a variety of tasks is
necessary to promote
acquisition.
The complete English
for Tourism Program
consists of 400 hours
in 2 semesters. Class
meets 2 hours every
day, from Monday to
Friday during 40
weeks in the
classroom at CESFA;
besides that, there is
extra work to be
carried out at the work
places and tourist sites
as complementary
team work, and also
some tasks and
evaluations to be
developed at
-Self-evaluation is a strategy
that allows students to evaluate
their own learning process in
order to be aware of their
progress, and to self-regulate
their cognitive and
metacognitive development.
Students are expected to
objectively evaluate their
academic process in a
qualitative and quantitative
manner.
-Peer-evaluation is a
cooperative learning process
among students which helps
them to enrich and to share
their academic and formative
experiences. There is
educational value in the actual

13. Syllabus Content
Semester I
W
e
e
k
U
n
i
t
Class
Hours
Topics Functions Grammar
Structures
Task/Activities
(Procedure)
1
2
3
4
1 40
- General
communication
within a tourism
context
- People in
Tourism
- Working in
Tourism
-Sociolinguistic
Knowledge for
Hospitality
- Tips to
Advance
Knowledge of
Hospitality
- Exchanging greetings,
introductions,
Goodbyes
- Communicating routine
and predictable tourism
related information.
- Adopting an
appropriate style or tone
for the
particular purpose
- Avoiding ambiguity in
communicating
Information
- Expressing attitude,
opinion and evaluation
using a restricted range
of routine expressions.
- Giving directions
- Suggesting
- Present
Progressive
- There is There
are/Prepositions
of Location
- Singular/Plural
Demonstratives:
This/That/
These/Those
- Adjectives
- Weather
expressions
- Simple Present
- Simple Past
-Future: Be
going to/ Be
about to/ Will
- Modal Verbs:
Can/ Might/May/
Could/Should/
- Introduction of model
conversations.
- Choral repetition.
- Full class practice.
- Pair practices.
- Open-ended exercises.
- Role play.
Interactions.
- Interviews.
- First group activity:
After having divided the
whole class in small
groups, each group creates
an environment as real as
possible referring to their
own company, which is,
they have to design the
company's corporate
image: logo, letterhead,
Semester II
W
e
e
k
U
n
i
t
Class
Hours
Topics Functions Grammar
Structure
Tasks/Activities
(Procedure)
1
2
3
4
1 40
- Tour Operators
- Promoting a
destination
- Upper
Intermediate
English B2
- Learning to handle
words and phrases
needed to:
- Contract a hotel
- Plan a tour program
- Describe a tourist
destination
- Describe itineraries
- Learning to handle
words and phrases used
in advertising and
publicity materials
- Review of
Grammar Tenses
- Two-Word Verbs
and Idioms
- Passive Voice
- Embedded
Questions
- Transition Words
- Singular and
plural/count and
non- count nouns/a
few-a little-
little/one-each-
every/subject-verb
agreement/all
pronouns/forms of
other
-Conversation
Strategies
- Building Skills for
the TOEFL
Travel and tourism-
related tasks
Speaking:
- planning a tour
program
- negotiating an
agreement
- describing itineraries
- making a presentation
Business Writing:
- writing a report
- writing a letter of
confirmation
Sixth group activity:
Each company must
make a mistake either
in their orders, or
invoices or violate any
term of the contract.
The company
concerned in each case

14. CONCLUSIONS
¿ How to design and implement a qualified English syllabus for tourism in San Andres Island in an EFL group of learners at CESFA?
The first step to give was to identify the needs of the productive sector relating to English, for what I carried out several activities
oriented to the current English students at CESFA, place where I work, and people involved in the tourism field, which is the main
industry of San Andres island with the purpose of collecting data and make a needs analysis. Both exercises showed the expected results
that confirmed the necessity of designing and implementing a tourism oriented syllabus to offer the productive sector in San Andres
Island.
Advantages of designing a syllabus for specific purposes in
San Andres Island.
The application of this project will give the students the
necessary tools and skills to satisfy their needs in order to
fulfill their clients (tourists) expectations linguistically
speaking; therefore, increase the visitors’ satisfaction level
and consequently, bring along a larger number of tourists to
the island. Besides, the English students will acquire better
skills and will be more competitive, so they will be able to
apply for better job opportunities in the field of tourism
either in Colombia or overseas.
Limitations regarding students' needs and variations in terms
of language learning perceived during the research process.
The reality of the language situation in San Andres affects language
learning since native islanders grow up speaking creole and
Spanish while residents coming from other cities in Colombia
speak Spanish; this is why when it comes for them to learn
Standard English, there is some kind of language conflict.
It might seem hard to believe that it is easier for resident people
coming from other cities in Colombia to learn Standard English;
therefore, it becomes a big challenge for the teacher when both,
islanders and residents are gathered in the same classroom.

15. PEDAGOGICAL IMPLICATIONS
• A complete syllabus for tourism has been designed, taking into account the needs analysis carried
out with a group of participants studying English at CESFA, using communicative tasks such as
role plays, interviews and simulations, plus materials and texts related to the tourism industry
taking into account the cultural context of the island.
• As the teacher-researcher and the head of CESFA I am committed and determined to offer this
new program to the community of the Island from now on as top priority, given its importance on
favor of San Andres’ economy.
• Given the positive results of this project, the research process has extended the perspective at
CESFA to continue doing pedagogical projects in order to keep improving and offering the
community better services according to the specific needs. I will continue to explore in the field
of language teaching, making good use of what I have learned as a teacher researcher graduated
from the great Saint Thomas University.

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17. THANK YOU VERY MUCH
TO ALLTHE TEACHERS AT SANTO TOMAS
UNIVERSITY WHO HAVE CONTRIBUTED TO
THE DEVELOPMENT OF THIS RESEARCH
PROJECT SOMEHOW AND MY BECOMING
A PROFESSIONAL ENGLISH TEACHER.
GOD BLESS YOU ALL!