Lisa James and Michael Pelps from England: Evaluation of the status of english teaching

7

Teaching English to Protect the Amazon Jungle

Introduction

Our background (Michael and Lisa)

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

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

The project

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

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

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

Location and getting there

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

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

San Jose

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

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

Accommodation and facilities

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

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

Schools

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

Camping weekend in the Jungle

As already mentioned, we had the opportunity to spend the weekend in the jungle, where it is hoped that future volunteers will be accommodated. The Director of the project also hopes to build a new village here, with facilities, internet access, and shops.

The area is located along side the Morona River, a few metres away from the Ecuador and Peru border. Access to the area is by canoe, which takes approx. 45 minutes. The project is at a very early stage – and the building work, to date, has not yet started. There is no toilet facilities or accommodation here at present. It is possible that future volunteers will be involved in the building and development of these.

All food and supplies were purchased for the weekend before leaving San Jose. On arrival at the site, we had to build a shelter for camping. The shelter was built from wooden planks, 1 metre off the ground, and surrounding trees were conveniently used to support the plastic canopy placed above the shelter for rain protection.

We brought mosquito nets, which are essential. Long sleeved tops, long trousers and socks are recommended, and the use plenty of insect repellent all helped to keep the mosquitos away to some degree.

Cooking was done on the fire, which we kept alight for the duration of our stay (the smoke from the fire also helps to keep mosquitos away). Washing and bathing were done in the river.

Reforestation of the river bank was also undertaken, by planting young shrubs and trees.

Before we returned to San Jose, we were taken by our project director (Orlando) by canoe across the Peruvian border to Suan Juan Indian village. We had to stop on the way at a Peruvian Military check point to get permission to cross the border. We were met by the Commandant of the military base, who also joined us with his wife, on our visit to San Juan village.

Overall, it was a rough and ready camping experience but was very enjoyable. It was great to sleep in the jungle with only the noise of the insects, birds and animals to listen to.

The weekend had many highlights, one being the crossing of the Peruvian border, (without a passport), and to visit a Peruvian military base. The Commandant and his wife were very welcoming and friendly, and it was a pleasure to meet them. The visit to the village of Suan Juan was also a special experience. It is hoped that future volunteers will be able to teach English at the village school.

Expedition to Peru

During the time of our placement in San Jose, there was an undergoing project, by the same director, which involved an expedition by canoe from Ecuador to Peru.

The main objective of the project was to promote the potential for ecotourism in the area and to promote the freedom for Ecuadorians to travel the Morona river to Peru. In the past this journey had not been possible due to the conflict between the two countries. At the end of the war between Peru and Ecuador in 1999, an agreement was made between the two countries to allow Ecuadorians the freedom to travel to Peru via the Morona river. However, to date, never had such a journey taken place. We were therefore the first ever group of people to do so.

Michael and I were fortunate to be invited to attend this unique experience. The 6 day journey from Puerto Morona (near San Jose) to San Lorenzo (Peru) commenced on the 1^st March 07. Ecotrackers volunteers, together with news paper reporters and journalists were invited on this journey which was the first of its kind in history.

28^th Feb – The final preparation of the canoe was completed, and we then travelled a short distance where we camped for the night. This was at the border, and was the meeting point for the remainder of the guests to join us for the journey.

March 1^st – We were joined by the rest of the party at 6am, and after breakfast we started the journey. The first stop was at a Peruvian Military base, where two Peruvian soldiers joined us for the journey to San Lorenzo.

We travelled each day for about 8 – 10 hours, stopping briefly for a swim, and toilet stops. Food was cooked on the canoe, with supplies brought by everyone, and fresh fish caught in the river by Louis and Michael (piranas and catfish). Drinking water was boiled from the river and also used for cooking. During the travel time, we entertained ourselves with card games, singing Ecuadorian folk songs, and guitar playing.

As volunteers, it was wonderful to share the joy and excitement the Ecuadorian people felt on this historic journey, who were undertaking for the first time the freedom to travel the Morona river and Maranion river to Peru.

Accommodation on the journey to San Lorenzo, was spent at Indian villages, where we were welcomed by the community leaders. Meals were prepared for us using traditional methods, and their schools were opened for us to sleep in. Some evenings were spent by the fire, singing songs, to entertain our Indian hosts.

We arrived in San Lorenzo a day behind schedule, due to difficult navigation in low water. San Lorenzo is a unique city as it has no road access. We all stayed in a hostel for two nights, and ate in the local restaurants. Everywhere we stopped along the way, we were received gladly by the various communities. Their hospitality was excellent, and all seemed encouraged by this trip as it is beneficial for those villages located along the route, as it will create trade and eco tourism which can only help in making the communities prosper. Also, these communities were encouraged by the prospect of having volunteers in the future, to teach English at their schools.

The return journey took three days, and we stayed overnight at the same Indian villages as we did on the way. We arrived back at Puerto Morona, feeling a great sense of achievement. We were very honoured to be part of this unforgettable experience, and hope that other volunteers and tourists take the opportunity to travel to Peru in this unique way.

Conclusion

We have had a varied experience by volunteering with Ecotrackers. Our time spent teaching English in San Jose was very satisfying and enjoyable. We would recommend this project to future volunteers as it will become more interesting as the project develops and gains more momentum.

Evaluation of the status of english teaching

in the area of Morona

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

La Union

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

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

Hello

What is your name

My name is

How are you

I am fine

Where are you from

I am from

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

Recommendations:

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

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

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

The voluntary afternoon kids from the San José primary school

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

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

Hello

What is your name

My name is

How are you

I am fine

Where are you from

I am from

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

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

Recommendations:

–Drawings, songs, and games seems to motivate the children easily.

The secondary school (el colegio) of San José

Situation: They are taught english and have english text books, but they are all below the level of their book. Their theoretic understanding is better than their pronounciation and conversation is very basic. The older pupils are keen to learn and seem to enjoy being taught english by volunteers. They are enthusiastic and the environment is pleasant.

What we have done: We divided into 3 groups. Michael and Lisa spent all their time with 6th grade

(17 years +), doing conversation, greetings and a few other things like the verb ”to be”. They are a pleasure to work with, and have adjectives in their notebooks. Tom and Bjarke did pronounciation with different classes; difficult sounds and tongue twisters(difficult sounds: -me, -ve, -m, -sk, th, t, r). Helen used the children's english text book, and based activities (easier than those of the book) on this: e. g. christmas, spare time activities etc.

Recommendations:

General recommendations

–A good idea would be to watch a lesson with the english teachers to get an idea of the level and the teaching methods.

–Volunteers should always keep a record of what they have taught, so that future volunteers will have a reference.

Monday, March 12, 2007