With the strategy for the improvement of language improvement, workers in the tourism sector can learn the communicative functions of the job, where the teacher acts as a facilitator using the learn by doing method in the job, in a rigorous and enjoyable way. because it allows the interaction of workers with customers. The strategy was applied in 29 hotel facilities of the Gran Caribe and Cubanacan chain. The results show that more than 80% of the workers in the experimental groups approved. Its application is recommended. The experience was developed by the language teachers of the School of Hospitality and Tourism at the Varadero Tourism Center.
The development of tourism in Cuba demands a continuous, dynamic and efficient preparation of its human resources, for which it is required to pay special attention to the training and improvement of its cadres and workers, so that they are carriers of a high quality, professionalism in their performance, ability to adapt to changes in activity, creativity to find solutions and a sense of belonging to the Sector and to the Homeland. (Res. 60/2006).
The nation aspires to the constant improvement of the human resources of the Tourism Sector, in the sense that they raise their cultural level and their professional technical training, thereby contributing to their entities being able to achieve greater efficiency and better performance. which constitutes an indication for the Ministry of Tourism System. (Res. 60/2006).
The ease with which the tourism worker communicates in other languages will contribute decisively to the satisfaction of foreign clients, since their expectations will be met and met more efficiently. Therefore, achieving optimal language preparation in foreign languages is essential to achieve such professionalism. Achieving a happy and pleasant feeling in the client at the end of their stay and their desire to return will be the success of our mission.
For this we must achieve:
Issue.
The language knowledge requirements expressed in the qualifiers of positions issued in Resolution 112 of 2005 of the Minister of Labor and Social Security of the Republic of Cuba are not compatible with the language descriptors mentioned by Pérez (1990), since they do not specify the language scope from each of them. The improvement of FORMATUR plans and programs requires a specific language for each job that does not agree either with the descriptors mentioned by Pérez (1990). Likewise, the scope (linguistic diversity) of foreign languages is not specified in the job qualifiers for each job in the aforementioned resolution, nor how it complements their job skills.The number of teachers that the School of Hospitality and Tourism has at the Varadero Tourism Pole is not enough to cover the demand for language courses, the disappearance of the School for Tourist Loss, where courses for workers were held and the Lack of an adequate methodology to achieve the learning of workers in the workplace constitutes the problem: "How do they achieve language improvement in a short time for the workplace so that the worker is competent in it?"where the courses for workers were given and the lack of an adequate methodology to achieve the learning of workers in the workplace constitutes the problem: “How do they achieve language improvement in a short time for the job so that the worker is competent in it ?.where the courses for workers were given and the lack of an adequate methodology to achieve the learning of workers in the workplace constitutes the problem: “How do they achieve language improvement in a short time for the job so that the worker be competent in it ?.
PURPOSE
- Optimally prepare staff working in this tourism sector in foreign languages to complement their job skills in the job they perform. Contribute to the satisfaction of foreign customers, with adequate communication, as their expectations will be met and met. more efficiently Achieving a happy and pleasant feeling in the client at the end of their stay and their desire to return will be the success of our mission.
OVERALL OBJECTIVE
Contribute to the increase in efficiency, quality, dynamism and competitiveness of the tourism sector, through the continuous and systematic improvement of its human resources so that they constantly increase the level of technical-professional performance, ideological political training, comprehensive general culture, values ethics and language proficiency, conducting education and training in the style of the nation's social programs, promoting the conception of the company as a protagonist and main stage in the development of its human capital in close interrelation with schools and other institutions of training and considering training and education as an investment and not as an expense. (Res. 60/2009)
SPECIFIC OBJECTIVES
- Implement the massive learning of foreign languages that enables each cadre and worker to master the language level that their performance requires. (Res. 60/2006) Advance towards the knowledge of other languages (Res. 60/2006) Design and implement a strategy that allows the improvement of continuous short and long-term improvement of workers in the sector
VARIANT METHODOLOGY FOR LEARNING (LEGAL FRAMEWORK):
To achieve the objective that tourism cadres and workers master several languages, the business system and other units will work on a flexible model that is widely implemented in all facilities and can be assimilated by the dedication and study of the workers. (Res. 60/2006)
For this purpose they can use any variant of those existing in the country for learning foreign languages, in this case they will use:
- IdoMás Program in extension throughout the Organization, whose conception allows the facilities to organize the language training of their workers in the way that is most practical with the methodological orientation of FORMATUR . The programs prepared, presented in the FORUM on Science and Technology, approved by the Scientific Council and in the Methodological Commission of the Varadero School of Hospitality and Tourism. Complementary materials for the teaching of foreign languages for specific purposes, presented in the FORUM on Science and Technology, approved by the Scientific Council and the Methodological Commissionof the Varadero Hotel and Tourism School. Strategic design for the improvement of the teaching of foreign languages in the specific conditions of the Varadero Tourism Pole, prepared by the EHTV teachers ' group, (approved by the Scientific Council and the Methodological Commission of the School of Hospitality and Tourism of Varadero.) Study guides play a fundamental role (since it is a blended learning method), the student's compliance with it is ultimately what determines the acquisition of the skill to be treated and should always beFocused on learning by doing, donate the communication functions and the other skills must appear properly structured in the exercises of this, which they must exercise with the clients during the service as many times as possible (automation of the process), with which they will achieve a better phonetic correction and reaffirm what has been learned in the guide or in the task indicated for independent work, this is the second know how, in this way the worker will be stimulated through authentic practice (the secret of acquiring skills).
The methodology with the highest result will be used, such as:
- How? Learning by doing: using the guides, pictures, listening to the recordings and the clients, asking, repeating, writing, reading aloud, etc., (mainly with the client) Where? In the workplace: Buffet restaurants, bars, rooms, swimming pools, grills, receptions, in the areas of greatest customer contact, etc. With what? With the guides. The quality of the guides play an important role, so their correct elaboration is decisive in this type of teaching. When? The teacher at the beginning will take a moment to explain the contents that they will develop according to the guide. In free time,at the beginning of the service or during it, interacting with the client, attending to their demands, their claims, giving them better attention, etc. Carrying out a meeting with the workers from time to time (monthly, bi-monthly, etc.), to summarize the progress, determine what remains to be achieved and consolidate the communication functions with the theoretical concepts. M easure the result achieved in the stage and plan actions to determine who are ready for the test of sufficiency and who should continue to conclude the course to the end of the year
The experience was developed by the professors of the Language Department of the School of Hospitality and Tourism, at the hotel facilities of the Gran Caribe and Cubanacan chains at the Varadero Tourism Pole, belonging to the Cuban Ministry of Tourism.
RESULTS
- The commitment of the Director of the Installation and the active participation of the workers of the same and, ultimately, in the performance of the coaches and teachers, were achieved through an agreement with the School. of language improvement for the next course (the improvement plan developed, establishing the order of priority of the first and second foreign language). Each group carried out a program of diagnostic testsfor the facilities that it serves so that I can develop the appropriate strategy to achieve the correct learning of the language in question that corresponds to each worker The teachers together with the trainers of each installation formed a plan where the name of each worker and the level that They must have according to their job, as well as the schedules of the diagnostic tests by related groups. The development plans of each group were made taking as an example the following project based on the introductory course with the language program. (according to draft Resolution)
In the example there is only one aspect, the greeting and the presentation, which corresponds to this course and a week is proposed to achieve the skill primarily, since we know that it was reaffirming as the course progressed since the same It is for daily use with colleagues and clients.
As the activities were developed, the student acquired the skills corresponding to the objectives of the course (which were stated in the program, in the protocol of the subject and in the lesson plans).
- The five-year plan was prepared based on it, during which time the Worker will achieve full training in his first foreign language.
The strategic plan for workers is completed following the outline of the courses for the five-year period:
| 2011/2012 | 2010/2014 | 2012/2015 | 2013/2015 |
| Tier I | Tier II | Tier III | Tier IV |
| Initiation Course | Basic Course I
Course Esp. I |
Basic Course I
Basic Course II Course of Esp. II |
Basic Course I
Basic Course II Course of Esp. III |
The year 2010 marked the beginning of the strategic plan and served as the basis for the development of the five-year plan with the standardization or normalization of language teaching in the FORMATUR system.
- In the first place was the course for overcoming pictures so that at the end of 2010 more than 80% of them communicate in English. The professor reported monthly to the director of the facility and to the Department of Languages and the latter to the director of EHTVof the number of cadres enrolled in the facility, of attendance and academic achievement. This report will be sent monthly to FORMATUR with a copy to the Minister. Coaches were appointed by language in each facility, depending on the presence of one or another type of tourist, namely: in the English language and in each of the remaining languages, namely: French, German, Italian and Russian. In such a way that the full range of possible languages that are present in the Polo facilities can be covered. 3 groups of teachers were appointed to attend the coaches of the facilities. The teachers will make use of their main language as well as their second language, being as follows: Collective 1 serving the Hotels of the Gran Chain See Annex 3 Collective 2 serving the Hotels of the Cuban Chain.See Annex 4 Collective3 that attended Basic Training and EHTV training. This group, as the training decreased, assumed the Isla Azul Chain (second semester of 2010). See Annex 5 The teachers designed the most suitable methodological teaching strategy for theLanguage teaching in the workplace, using the accumulated experience for this and they developed Methodological Meetings, Instructional Classes and Demonstration Classes, afterwards controls were carried out on each teacher in the facilities to verify compliance with the Strategy. The teachers issued the criteria for the monthly performance evaluation of the workers enrolled in the course, taking into account academic attendance and achievement. The writing of the necessary documents for the preparation of the subject and its Possible digital set-up for remote study.The subjects included in this strategy are the following:
- English Language Socialization Course Basic English Language Course I Basic English Language Course II English Specialization Course
- WaitressesReceptionFood ServicesCookingAnimation
Post Graduate Courses:
- Course of ExecutivesCourse of CommercialsCourse of Public RelationsCourse of PortugueseDiscussed in the methodological groups the documents of the preparation of the subject for the courses that begin. Namely:
- Syllabus of the subject. Protocol of the subject. Dosage of the subject. Preparation of methodological guides for content orientation for students. (The communicative functions of the F09 programs will be taken into account and, failing that, those that appear in the "Draft Resolution" for its preparation) Teaching aids to be used in teaching. Literature to be used by students. Assessment system (It will comply with the resolution on the Evaluation System).
- A group leader was appointed to coordinate activities with the teachers and coaches at the chain's facilities, as well as liaising with its officials so that a harmonious operation is achieved between all parties. A detailed action plan will be drawn up to demonstrate the strength of the work being done.
- The courses were matched with the language levels established for tourism workers, taking into account the level of contact that the staff has with clients in each job.
The demands and relations with the clientele determined the levels that each job must have, as seen in the following table. The established levels correlate with those of the Common European Framework of Reference for Languages
| COURSES | LEVELS | JOB POSITIONS | |
| Initiation Course | I | A1 | They have an elementary level of demands and contact with customers |
| Basic Course I
Specialization Course I. |
II | A2 | They have a basic level of demands and contacts with customers |
| Basic Course II
Specialization Course II. |
III | B1 | They have a basic level of demands and contacts with customers |
| Basic Course I
Basic Course II Specialization Course III |
IV | B2 | They have a high level of demands and contacts with customers |
Correspondence of courses with the programs for each level.
| COURSES | LEVELS | PROGRAMS | |
| Initiation Course | I | A1 | The language initiation programs will be used |
| Basic Course I
Specialization Course I. |
II | A2 | Socialization I will be used
Specialization I program will be used |
| Basic Course II
Specialization Course II. |
III | B1 | Socialization II will be used
Specialization II program will be used |
| Basic Course I
Basic Course II Specialization Course III |
IV | B2 | Socialization I will be used
Socialization II will be used Specialization III program will be used |
The language initiation course is designed for those who begin the study of a language for the first time, such as workers who, due to their low relationship with customers, require basic knowledge and for those who, although they master a language, want or are required to start the study of another language as indicated by FORMATUR. The basic courses provide the knowledge preceding the specialization. These proposed courses will only be implemented for those workers who in the diagnostic test do not reach the basic knowledge levels. Workers who reach the corresponding basic level in the diagnostic test will go directly to the specialization course. The programs of these courses are approved by FORMATUR.
Study Plan by levels (classroom hours 40%)
| Levels | courses | Total hours | Weeks | Freq / week |
| I | Language Initiation Course | 70 | 12-14 | 6 |
| II | Basic Course I (Socialization I)
Specialization Course I |
72
70 |
10-12
10-12 |
6
6 |
| III | Basic Course II (Socialization I)
Specialization Course II |
72
70 |
10-12
10-12 |
6
6 |
| IV | Basic Course I (Socialization I)
Basic Course II (Socialization II) Specialized Course III |
72
60 120 |
10-12
10-12 14-16 |
6
6 6 |
The duration of the courses depends on various requirements, such as the needs of the different jobs, the number of students per group, the demand from employers, the training periods determined by FORMATUR, etc. In the case of the experience developed in the courses , more than 60% of the time was used to develop the activities with the learning by doing method.
CONCLUSIONS:
- With the application of the language learning strategy, the worker will conclude the training of a foreign language with the language level required by his job, strengthening the job skills inherent in his performance.
- The implementation of this strategy allowed overcoming the cadres of the tourism sector, with an academic achievement of 89 and 84% in the Gran Caribe and Cubanacan chains, respectively, as shown in Tables 4 and 5. Attendance was guaranteed for the course. It was carried out in the workplace, but it was not so in the control groups that did not finish the course, since they stopped attending the classroom for various reasons. The implementation of this strategy does not allow repetition of the workers in the courses. It allows the continuous improvement of the sector worker in a certain language. No new investment required, the available means and resources are used. All the needs of overcoming the first language are covered and the conditions for learning a second foreign language are created. It allows to standardize the teaching of foreign languages for the training of workers in the sector in the workplace.
RECOMMENDATIONS
- Continue with the application of the strategy to the cadres and reserves in the first instance and then to the rest of the groups in the Gran Caribe and Cubanacan facilities Extend the language improvement strategy to the remains of the Varadero de Varadero Tourist Pole facilities and the rest of the country. Continue to validate the strategy throughout the five-year period.
BIBLIOGRAPHY
- Adamson, Donald. International Hotel English. Communicating with the International Trave ller. Practice Hall International (UK) ltd, Antich De León, Rosa.Brown H, Douglas. Teaching by principles. Interactive approach to languege pedagogy. Practice Hall Regens, 1994Carballo, R. Learning by doing. Teacher's Guide: An Approach to Action-Based Learning Spaces, Workgroup Experience and Practical Applications. Felipe II Higher Studies Center, Aranjuez Campus, Complutense University, Madrid 26-27 / 7 / 2006. ISBN 978-84-96702-04-2, p. 2Corona Dollores. Teaching English in Cuba. MES-CIDA copyright. 1997. Corona Dollores. Teaching English in the Tourism Industry. Proessional Handbook Brizuela Marina EAEHT-FORMATUR CIDA-MES. Copyright 1999. DuFour R., DuFour, Rebeca., Eaker, R., Many, TW(2008) Learning by Doing: A Handbook for Professional Learning Communities at Work ™ García G., E.; Rodrñiguez C., H.: The Teacher and the Teaching Methods. Basic Courses.Hall, Eugene J. The language of tourism in English, English for carreers. Regent Prentice Hall, 1976Keane, Leila. International Restaurant English. Comminicating with the international traveler. Prentice Hall International English Language Teaching, 1990 Methodology for Teaching Foreign Languages. Editorial Pueblo y Educación, 1999 Montes, Margarita (2009) Learning by Doing. E&N Muñoz. Carmen. Learn languages. Paidós, Barcelona, 2002.12. Pombo, J. Luis (2004) Learning by doing, thinking, discovering and reflecting. - http://www.frbb.utn.edu.ar - [email protected], Jack C. Interchange intro, I. English for international communications.Cambrige university pressSydney Gordon. A Functional Teaching English Course for Hotel and Restaurant Employees. (Desk clerks, waiters and barman). Cubanacan, SATevells, Road and Trish Stott. Highly recommended. English for Hotel and Catering Industry. Oxford: Edit 1996Williams Edwin B. The Bantam New Collage. Spanish and English
ANNEX 1 RPFESORES SERVING THE HOTELS OF THE GRAND CARIBBEAN CHAIN
| Not | TEACHER'S NAME | HOTEL |
| one | Adela Corominas Glez. (Larry) | Puntarena |
| two | Beloved Camejo Quintero | Caleta Beach |
| 3 | Beloved Camejo Quintero | Kwama |
| 4 | Adela Corominas Glez. (Beloved) | Barloveto |
| 5 | Ileana Delgado Sotolongo | Tortoise |
| 6 | Ileana Delgado Sotolongo | Sun beach |
| 7 | Cedy Catalá Ayllón | Royal Palm |
| 8 | Lazaro Ortiz Armenteros | Four Palm |
| 9 | María Luz Rodríguez P. (Samuel) | Sun and sea |
| 10 | María Luz Rodríguez P. (Esc. Id) | White Sands |
| eleven | Adina Suarez Ceijas | Golden Sands |
| 12 | Kadel Valdés Espinosa | International |
| 13 | Kadel Valdés Espinosa | Las Morlas Oasis |
| 14 | María Luz Hernández Fdez. | Villa Cuba |
| fifteen | Marisel Herrera Fdez. | Golden Beach |
| 16 | Cedy Catalá Ayllón | Iberostar Tainos |
| 17 | Marisel Herrera Fdez. | Turquoise |
| 18 | Lazaro Ortiz Armenteros | Delegation |
ANNEX 2. RPFESORES THAT SERVE THE HOTELS OF THE CUBANACAN CHAIN
| Not | TEACHER'S NAME | HOTEL |
| one. | Tomás Ramírez | Tropical Club |
| two. | Tomás Ramírez | Caribbean breezes |
| 3. | Samuel Moreno | International Clinic |
| Four. | Samuel Moreno | Tuxpan |
| 5. | Marilyn Gutierrez | Bella Costa |
| 6. | Congratulates Argüelles | Meliá America |
| 7. | Congratulates Argüelles | Meliá Varadero |
| 8. | Magaly Ruiz Valera | Sol Palm Tree |
| 9. | Magaly Ruiz Valera | Breezes Varadero |
| 10. | Genovevo Machado | Meliá Las Antillas |
| eleven. | Genovevo Machado | Blau Varadero |
| 12. | Alexander Lopez | Blue Waters |
| 13. | Julia Finalé | Sandals Royal Icacos |
| 14. | Julia Finalé | Iberostar Varadero |
| fifteen. | Gabriel López Sigler | Delegation |
ANNEX 3 RPFESORES ATTENDING EHTV BASIC TRAINING AND TRAINING
| Not | TEACHER'S NAME | BASIC TRAINING GROUPS |
| one. | Barbara Morgan Abreu | Kitchen |
| two. | José Alfonso Aguilera | Kitchen |
| 3. | Iraldo Diaz | Animation |
| Four. | Angela Jiménez San Román | Gast service. |
| 5. | Magaly Ruíz Valera | Post Degrees |
| 6. | Adina Suarez Ceijas | Animation |
| 7. | Julia Finalé | Gast service. |
| 8. | Ileana Delgado | Kitchen |
Annex 4
PERCENTAGE COMPARISON (Executives English)
GRANCARIBE CHAIN
| Not | GROUP | ME | MF | E. DIAG. | E. FINAL | % |
| one. | White Sands | - | - | - | - | - |
| two. | Golden Sands | 18 | 0 | 18 | 0 | 0 |
| 3. | Barloveto | 13 | 13 | 13 | 12 | 92 |
| Four. | Four Palm | 12 | 12 | 12 | 10 | 83 |
| 5. | Iberostar Tainos | 13 | 13 | 13 | eleven | 85 |
| 6. | International | 13 | 13 | 13 | 10 | 77 |
| 7. | Kwama | eleven | eleven | eleven | eleven | 100 |
| 8. | Las Morlas Oasis | 12 | 12 | 12 | 10 | 83 |
| 9. | Royal Palm | 13 | 13 | 13 | 13 | 100 |
| 10. | Caleta Beach | 14 | 14 | 13 | 12 | 86 |
| eleven. | Golden Beach | 16 | 16 | 16 | 13 | 81 |
| 12. | Puntarena | 12 | 12 | 12 | 10 | 83 |
| 13. | Sun and sea | 13 | 13 | 13 | 12 | 92 |
| 14. | Sun beach | 18 | 18 | 18 | fifteen | 83 |
| fifteen. | Tortoise | 14 | 14 | 14 | 14 | 100 |
| 16. | Turquoise | 12 | 12 | 12 | 12 | 100 |
| 17. | Villa Cuba | 17 | 17 | fifteen | fifteen | 88 |
| TOTAL | 221 | 203 | 218 | 180 | 89 |
Annex 5
PERCENTAGE COMPARISON (Executives English)
CUBANACAN CHAIN
| Not | GROUP | ME | MF | E. DIAG. | E. FINAL | % |
| one. | Blue Waters | 0 | 0 | 0 | 0 | - |
| two. | Bella Costa | 14 | 13 | 14 | 13 | 93 |
| 3. | Blau Varadero | 0 | 0 | 0 | 0 | 0 |
| Four. | Breezes Varadero | 13 | 13 | 13 | 13 | 100 |
| 5. | Caribbean breezes | 14 | 0 | 14 | 0 | 0 |
| 6. | International Clinic | 7 | 7 | 7 | 6 | 86 |
| 7. | Tropical Club | 14 | 14 | 14 | 13 | 93 |
| 8. | Delegation | 8 | 8 | 8 | 8 | 100 |
| 9. | Iberostar Varadero | 14 | 14 | 14 | 13 | 93 |
| 10. | Meliá America | 12 | 12 | 12 | 12 | 100 |
| eleven. | Meliá Las Antillas | 16 | 16 | 16 | fifteen | 94 |
| 12. | Meliá Varadero | 12 | 12 | 12 | 10 | 83 |
| 13. | Sandals Royal Icacos | 13 | 13 | 13 | 12 | 92 |
| 14. | Sol Palm Tree | 12 | 12 | 12 | 10 | 83 |
| fifteen. | Tuxpan | fifteen | fifteen | fifteen | 13 | 93 |
| TOTAL | 164 | 149 | 164 | 138 | 84 |
Control group
Control group
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