Students take an academic tour to the Miraflores Locks Center to conclude their English IV course.

As part of the academic closing of the English IV course, students from the Bachelor's Degree in English and the Bachelor's Degree in Early Childhood Education at UMECIT University participated in an enriching academic tour to the Miraflores Locks Center of the Panama Canal.

The main objective of this activity was to provide future teachers with the opportunity to apply, in a real-life setting, the content developed during the course, such as vocabulary and structures related to travel, nutrition, routines, and concepts of past and future time, using teaching strategies specific to preschool education.

During the day, participants carried out various activities aimed at strengthening their pedagogical profile:

Contextualized application of content: Students observed and interpreted their surroundings to create playful and meaningful ways to teach vocabulary about travel, routines, and nutrition to preschoolers.

Viewing the documentary Panama Canal: A Land Divided – A World United: This screening served as a basis for identifying and extracting key vocabulary that can be adapted into stories, songs, and educational games about transportation and geography in English.

Pedagogical exploration of the environment: Based on their observations of the Canal's operation, students proposed activities such as role-playing, symbolic games, and guided drawings to facilitate understanding of these concepts in the early childhood classroom.

Interaction in English: Simple interviews were conducted in English, with the intention of reflecting on how these structures can be incorporated into role-playing games and other dynamics specific to the preschool level.

Collection of educational resources: During the tour, visual evidence (photographs and videos) was captured that can be transformed into teaching materials for use in the classroom.

Pedagogical synthesis: Finally, the students drafted concrete proposals for transferring the lessons learned from the experience to real-life educational contexts, thus strengthening the connection between theory and practice.

This academic experience reaffirms the Faculty of Humanities' commitment to training professionals capable of integrating the English language into innovative and contextualized pedagogical processes.