CULTURAL EXCHANGE TO ENGLISH SPOKEN COUNTRIES THROUGH ITS STRENGHTS IN UNDERDEVELOPED COUNTRIES

CULTURAL EXCHANGE TO ENGLISH SPOKEN COUNTRIES THROUGH ITS STRENGHTS IN UNDERDEVELOPED COUNTRIES

ANA MARIA PEÑARANDA MORA

BRAYAN CAMILO NIÑO ROJAS

JOSE| MARTINEZ RUIZ SCHOOL

ENGLISH FOR EXCHANGE

CULTURAL EXCHANGE

BOGOTA

2013

CULTURAL EXCHANGE TO ENGLISH SPOKEN COUNTRIES THROUGH ITS STRENGHTS IN UNDERDEVELOPED COUNTRIES

ANA MARIA PEÑARANDA MORA

BRAYAN CAMILO NIÑO ROJAS

DRAFT GRADE

Director and advisor:

EDUARDO BECERRA

JOSE MARTINEZ RUIZ INSTITUTE

ENGLISH FOR EXCHANGE

CULTURAL EXCHANGE

BOGOTA

2013

Grade

Director and advisor

Juror

Juror

Bogotá D.C –Nov. 2013

DEDICATORY

We dedicate this work to school José Martínez Ruiz for allowing us to know the institution and through experience different spaces and teachings, our line manager Eduardo Becerra and our course director Nancy Carrillo for all the time and patience this year for the development of this paper also dedicate this project to all school teachers José Martínez Ruiz for contributing so much knowledge and for being instrumental in our development.

ACKNOWLEDGEMENTS

We thank our parents have given us all the tools needed throughout the years, Nancy Carrillo as our course director gave us the guidelines for the preparation of the work, Eduardo Becerra for being our manager and project lines give us the necessary prior knowledge and to conduct research.

CONTENT

1. THEME__________________________________________________________ 7

2. PROBLEM QUESTION____________________________________________7

3. APROACH TO THE PROBLEM_____________________________________7

4. JUSTIFICATION__________________________________________________8

5. OBJECTIVES____________________________________________________11

5.1 General ______________________________________________________11

5.2 Specific_______________________________________________________11

6. BACKGROUND__________________________________________________11

7. THEORETICAL FRAMEWORK___________________________________12

8. METHODOLOGY_________________________________________________17

8.1 Flow chart_____________________________________________________23

9. ANALYSIS AND RESULTS_________________________________________24

10. ANNEXES________________________________________________________25

11. BIBLIOGRAPHY_________________________________________________28

1. THEME: CULTRAL EXCHANGE

2. PROBLEM QUESTION: Why if the cultural exchange is a tool to acquire knowledge and improve international relations, it is no more often used in underdeveloped countries?

3. APROACH TO THE PROBLEM

The exchange is a tool that every day is gaining more strength around the world, this presents three types which are: student, sport and culture, each one of them has completely different characteristics that give a different meaning to each type. Trade carried out in most of them have been successful, with the exception of the cultural that has limited by internal and external factors such as xenophobia, racism and ethnocentrism, not to mention a constant violation of human rights, especially against foreigners coming from third world countries. The governments of other countries have tried to dispel this great problem with attempts almost useless since the campaigns proposals have not been sufficiently thorough to society in general, this includes all social classes.

The problem of differences in ethnicity, race or xenophobia, involuntarily it is cultivated directly or indirectly from the early years of the life of a person, this happens in the 132 countries currently recognized by the Organization of the United Nations, some with more rigor than others, but all with the intention of consolidating a sovereignty and a national pride based on acts that infringe on the aesthetics and morality of a person with a desire to explore other cultures. The intention of the cultural exchange is defined in exchange human capital resources and try to in one way or another inculcating respect for other cultures, the union of the countries divided into first, second, third and fourth world, and finally, to increase the desire for a new and better world where the base of the organization by states is purely economic and not a moral one. Taking as a point of reference that the exchange service offered by the leading companies in the world occurs mainly in adolescents, highlights the fact that in general is the adolescent who is responsible for generating the movement of intentions, that is, as well as the cultural exchange transmits traditions, you can transmit elements of bad character such as phobias, egocentrism and bad habits. As well as the efforts to try to give you a little bit of reverse to this process have been banal, cultural exchange has been obscured because of the little interest by the aspirants to acquire new knowledge based on experience and not in orthodox studies, from here it should be noted that the most affected countries by these social factors are the underdeveloped countries have few economic capabilities and social constraints and the question arises as Why is that if cultural exchange is a tool to acquire knowledge and improve relations international, is not used more often in underdeveloped countries?

4. JUSTIFICATION

“The living culture is one where you interact with others, where people create, mix, and re meaning with those identified”. (ZARAGOZA, F. 1999)

The present project arises primarily with a desire to explore new methods of extracurricular learning, but also in order to appropriate knowledge and then be in the ability to transmit without an academic degree or major curricular previous study but purely experimental and empirical, based on the idea from several perspectives to explain the impact of international social conflicts in the proper development of cultural exchange, this being a very effective tool but little used in the acquisition of new knowledge about other cultures worldwide.

During the development of the 9 learning projects proposed by Jose Martinez Ruiz school called "deeper lines" , specifically in line deepening which this research project arises, a previous study on the subject had macro this elective which consisted of what was to determine the name of the line which was: "English language for the exchange". This process is performed to determine precisely the possibilities, implications , benefits, risks and other in terms of exchange , this process yielded various imperfections we mainly regarding what should be the output of Colombians abroad in search of academic benefits , cultural enrichment or employment opportunities , imperfections showed signs of a more profound impact on the cultural exchange , as a result , demand for cultural exchange to English-speaking countries and in turn developed decreased , this mainly refers to the U.S. , UK and Australia . The filmmakers considered relevant to this project trying to exhibit and lay bare the reason for this imbalance in trade, why the desire to appropriate knowledge and customs of the English speaking countries in the world most developed and finally simulate a global problem social character (racism, ethnocentrism, xenophobia, etc.) as opposed to cultural exchange.

“It is recognized that racism, racial discrimination, xenophobia and related intolerance occur on the grounds of race, color, descent or national or ethnic origin and that victims can suffer multiple or aggravated forms of discrimination on other related grounds, as sex, language, religion, political or other opinion, social origin, property, birth or other status” (Annan K. 2001)

As this exchange, accurate predetermination of a possible cause of the low level of human capital resource to share with other countries took obviously is vital to understand that when there is exchange and a person migrates , there is one that immediately are you immigrating , this also has consequences that indirectly affect the development of the culture of the country of current residence , in this case Colombia , these effects were several members of the deeper line decided to delve into this issue later generate possible solutions although that is a problem is everyone as each day more especially Anglophones and immigrants from developed countries.

One of the main objectives of the deeper line was precisely to disclose this useful tool and of course have clear all the possibilities of success and failure based on the analysis of each English speaking country taking all aspects that define the level of development of a country. Other objectives of this elective was to enable each member of it (including the tutor), seek an opportunity to exchange , for it also took into account

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