English oral proficiency and inclusion process during an inmersion trip

Abstract

Inside a social context overall, each individual needs roads generated by the language, where there is the opportunity to share in relation to other members of society: wants, needs, joys, sorrows, doubts, and of course knowledge. Even the individual to learn something for his or her own benefit should also take into account the basic communication process. As a result, this article provides emphasis on oral proficiency in English as Second Language. In this case, it is taken as a reference to Latin American students who are outside of their cultural and social context through immersion trips to an English speaking country. Government and educational entities must implement a curriculum necessary to develop oral skills in a second language, in this case the English language. In order to create a suitable environment for the student and actually generate an inclusive education, pointing to the active participation in the academic group serves as a basis for the development of the individual and the development of society.