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Today in Colombia the process of multiculturalism is being reflected with the situation that exist in the neighboring country that is accepting and including different types of children that enrich the classroom with their diverse knowledge and experience that expand the wisdom and teaching of the students and the educational environment in general.

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Planning in the Colombian context must be very assertive, where students feel comfortable in class, and want to learn, participate in the methodology that the teachers presents. The motivation and confidence that the teacher provides in the classroom will make students feel safe a confident when it comes to responding to the different concerns that arise during the course of the class.

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It all depends of the methodology that the teacher uses, the confidence with which the the teachers does the classand the appropriate explanation that he gives.
The explanation must be concrete, the teacher must know what he is teaching, he must show confidence in the subject at hand. It will be noted if the professor studied  the subject or not, or the methodology he used is adequate.
Based on the reading the evidence will be reflected in the disposition that the student have in relation to the class; the understanding of the topic to be explained and the different dynamics that the teacher offers to their students to solidify and learn the topic to be explained in different away.

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No, because the Colombian educational curriculum is generalized, it is not designed for specific populations or their inclusion, integration, and/or acceptance, and if that is how it is seen in Colombia Aprende - Colombia Bilingue, it will not apply in classrooms.

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If it could be effective, in Colombia they are evaluated under standardized criteria designed for general and not specifically Colombian communities, therefore, thinking directly about the Colombian educational community is essential to understand what the real needs are and how they can contribute to them.

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I can say that only some of the teachers follow part of the Milner model since few teachers can do a reconstruction of the curriculum based on the results of the class. Also, many of the teachers forget to provide feedback, consider the important aspects to evaluate before and after the lesson, sometimes it is due to the number of students per class.

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From professional experience I say that there is no multiculturalism because in many of the schools a general mesh is created without taking into account the diversity that can be presented, it is always applied in general and on many occasions it is worked for years without being dusted, it is important to consider the different factors for the teaching and learning process.

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It is important in our profession to take this model into account, identifying the needs of each one in order to create an appropriate material and obtain a positive result, being inclusive and taking education to another level.

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I consider that only a small percentage of teachers carry out the structure proposed by milner, changing and transforming their classes for optimal development and involving variety according to the context, however, in most teachers there is evidence of continuous teaching without leaving the comfort zone, and without fully involving the needs of the students, and their learning process.

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No we are not culturally diverse or multicultural, because we are teaching the same for all kinds of students, for example, the curriculum is the same for a school in the city as in the field, so those places have different kinds of necessities.

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Absolutely, because if we apply this kind of curriculum we will be able to teach according to the students' necessities more than just general concepts.

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No, i don't identify the teachers following a structure in specific, it is not developed by my teachers because they do not change the way how they teach, I think this kind of curriculum needs more active activities, where the questions and curiosity should be important, in this instance they just give us readings and they talk about that in the session and that is, nothing happens more than that, they do not propose to develop the concepts got into the text.

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1. Do you as a student manage to identify if the teachers follow a structure as proposed by Milner, H.R., and Blake, F. (2010) in a language class?

-How do you identify it?
-How do you know if it is happening or not?
-What evidence is observe?

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Do you consider that this type of planning is an effective with a Colombian classroom?

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Do you consider that our classrooms in Colombia are culturally diverse and multicultural?