Didactic fundamentals for the english language teaching in junior high school at complejo educativo

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR FACULTAD DE EDUCACIÒN

Didactic Fundamentals for the English Language Teaching in Junior High School at Complejo Educativo Católico” San José”, Quezaltepeque, La Libertad 2010-2011

PRESENTED BY: LOIDA REBECA CASTILLO MENA. NOE ANTONIO AMAYA GARCIA. MANUEL DE JESUS VICHEZ MORALES. MAJOR: GRADUATION WORK TO OBTAIN A DEGREE OF BACHELOR OF ARTS SPECIALIZATION IN ENGLISH.

EL SALVADOR, CENTRAL AMERICA SAN SALVADOR, MAY 2012.

ACKNOWLEDGEMENTS DEVOTED TO: v The almighty God for giving me the knowledge to carry out this research Project. v The most important person in my life, my mother Maria Antonia Morales de Vichez, Jesus Vichez, trusted me and helped me to face up all the difficulties that happened during my career. v To my sisters: Maria Antonia and Blanca Marleni. v To my wife Irene Massana and my mother-in-law Mayra Massana

who supported me economically. v To Grupos de Psicoterapia de la Linea del Dr. Ayala who trusted me to study the career.

v My partners: Rebeca and Noe. v Lic. Estanley Oviedo Bermudez.

v I want to thanks all my colleagues from other careers for being friendly with me. v To the committee in charge of the evaluation of this research.

Manuel de JesĂşs Vichez Morales.

DEVOTED TO: · Almighty God for having given me the gift of life, the opportunity of learning a new language, and having such a great family. · My father, Noé Amaya who always advised and loved me even in his deathbed and supported me at anytime. May he rest in peace.

· My mother Maria Alicia Garcia, who is always with me, fills my life with love and teaches me to pursue my dreams. · My older brother Elmer who supported me during my career with housing, laundry and food.

· My sister Rosalba who was and is always taking care of my personal things. · My younger brother Daniel who helped me economically when he was able to do it. · My friend Jaime Villegas who supported me from the beginning until the end of my final paper. · My partners and friends Rebeca and Manuel who worked shoulder to shoulder with me at anytime of our thesis project.

· All my friends who always encouraged me to pursue my dreams. · My boss Elizabeth Gómez who supported me letting me go to thesis meetings and being with me when my father passed away. · Noé Antonio Amaya García

DEVOTED TO:

Ø Almighty God for being my guide and my light so far and blessing me with a wonderful family. Ø My mother Morena de Castillo, the best gift God gave me, for her advices and for being the largest support of my life. Ø My father Abraham Castillo, who has supported me throughout my career and my life. Ø My younger brother Julio Castillo, who always supported and encouraged me to achieve my dreams and desires. May he rest in peace. Ø My sisters, Raquel, Marta and my brothers David and Tito who in one way or another have supported and helped me to pursue my dreams. Ø My lovely babies Rebequita and Julito who have been my greatest inspiration. Ø My fiancé Orlando Arias for his love, for encouraging and supporting me in all areas that a woman can be supported. Ø My friends and thesis partners Noé and Manuel who worked very hard with me in this project. Ø All my friends who encouraged me to achieve my dreams.

Loida Rebeca Castillo Mena

INDEX Chapter I Conceptual Framework Introduction………………………………………….i Objectives……………………………………………ii Background………………………………………….1-10 Justification………………………………………….11-12 Problem Statement……………………………........13-14 Findings and Limitations……………………….......14-16 Concepts and Categories…………………………..16-18 Chapter II: Theoretical Framework Theoretical methodological base………………….19-31 Empirical Framework.............................................32-74 Theoretical Methodological formulation of the research………………………………………75-76 Development and theoretical definition……….......77-78

Chapter III: Operative framework Description of the subjects of the research………79-80 Procedures for gathering data……………………..80-82 Specification of the technique to the data analysis……………………………………………...82 Chronogram…………………………………………83-85 Description of the resources……………………….86-87 Preliminary index about the final report………..…88-89 Bibliography…………………………………..……..90-91 Annexes………………………………….………….92

INTRODUCTION

The present research contains information gathered with the purpose to show the importance of the use and application of the didactic fundamentals in the English teaching-learning process. This work is based on the documentation and observation in the classroom during the English class performed in junior high school at Complejo Educativo Catolico “San Jose� in Quezaltepeque, La Libertad. From a theoretical point of view, it has been taken into account different author contributions, but from the empirical point of view, it has been observed the English teacher performing and the effectiveness of the method.

Chapter one covers the origins of the didactic fundamentals which are described into the background. It also contains a brief history of teaching, the kind of education that people received in the 17th century, and how the educational system was improved by the ideas and contributions of some promoters. Besides that, in this research some principles are included in which the didactics is based on. These principles guide teachers toward a closer knowledge about the situations and conditions that influence them to get better results in the teaching-learning process.

In addition, in this chapter it is also found: the justification in which is explained the relevance of this research. The problem statement is another component that takes part in this project, on it the problematic situation is enunciated by a question. On the other hand, there are the findings and limitations where the contributions of different authors are summarized. Finally, the main concepts and categories found out in this work are gathered and conceptualized.

i

The second part of this research is divided in four sections. In the Theoretical Framework it can be found the theory related to the didactic fundamentals used in the teaching-learning process. The second one is the Empirical Framework, which describes the activities developed in the research field. This part contains: a monograph, description of the course, class description, technical and methodological forms, that is the kind of instruments used for collecting information in the school and the way they were applied, then the Technique and data analysis that shows the final results of the application of the instruments. At the end there is the Theoretical methodological formulation in which is compared how the theory can be applied to the reality and how it is related with in the classroom, and the Development and theoretical definition that shows those terms, concepts and definitions developed throughout the research.

The third chapter of this research is the operative framework; it contains the description of the subjects of the research that explains about the condition in which the students were at the beginning of the research, and how this research had an influence in the learning process to get meaningful changes at the end of the year. This chapter also contains the procedures for gathering data in this part are explained the instruments that were used for collecting the information and the way they were applied, and the necessary elements for developing this process. In this part is also the specification of the technique to the data analysis in which is explained the kind of technique that was used during the process to data analysis. The chronogram contained in this research presents all those different activities that were developed for the realization of this research. The description of the resources is also part of this chapter, on it are described the resources that took part in the research and the importance of each resource in the developing of the research. Another element that also takes part in this research is the preliminary index about the final report, in this part is roughly presented a summary about the content of each chapter.

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OBJECTIVES

GENERAL OBJECTIVE:

·

To assess the didactic fundamentals used for teaching English in junior high school at Complejo Educativo Catòlico San José, Quezaltepeque, La Libertad 2010-2011.

SPECIFIC OBJECTIVES:

·

To discriminate successful from unsuccessful didactic fundamentals used by the English teacher at Complejo Educativo Catòlico San José, Quezaltepeque, La Libertad 2010-2011.

·

To highlight advantages and disadvantages of the different methodologies in order to apply the most appropriated method for English Language Teaching for similar

condition

schools

to

Complejo

Educativo

Catòlico

San

José,

Quezaltepeque, La Libertad 2010-2011.

iii

BACKGROUND

Language teaching came in to its own as a profession in the twentieth century.

The whole foundation of the contemporary language teaching was developed during the early part of the twentieth century. Fundamentals and procedures were developed for the design of teaching methods and materials. Proposals for the development of linguistics and psychology were drawn to support a succession of thoughts to be more effective. The method concept in teaching, the notion of a systematic set of teaching practices based on a particular theory of language and language learning is a powerful one, and the quest for better methods was a preoccupation of many teachers and applied linguists throughout the twentieth century.

In spite of the language teaching as a profession, which was set in the twentieth century, teachers and people related with it have been looking for the right method since many years, and they have burden their methodology, techniques and procedures on didactics. The word “didactics” derived from the Greek “didaktike” that means, “teaching” is as old as human kind. Didactics is defined as “The art of teaching”.

It is defined and related to its content as a systematic group of principles, rules, resources and specific procedures that every teacher ought to master and know how to apply in order to lead and assure students` learning of the disciplines or majors, having presented their educational objectives. 1

1

www.eubca.edu.uy/diccionario/letra_d.htm 1

Therefore, didactics was and will be the science which rules every single language teaching and learning process. Through the time, didactics has evolved and represented a challenge for teachers´ creativity. This challenge was taken by Rousseau, Swiss philosopher; Kant, Prussian philosopher and thinker; and Pestalozzi, Swiss pedagogue and educational reformer who exemplified Romanticism in his approach.

And especially by Comenius, Czech educator, educational reformer and religious leader, stamped as “The father of modern education.” 2

Comenius was forced to abandon his country because of religious issues and was settled in Leszno, a city of Portland, where he started working as a Latin teacher.

However, shortly after, he was dissatisfied with the inadequate teaching methods and with a good reason: The educational system of the 17th century was not successful.

The school system of this epoch was in a deplorable state. For example, only men were considered worthy of receiving education, but it excluded those who were born in poverty. The classroom instruction was mainly to fill the heads of students with syntax, words, and phrases from Latin. Also, it did not give any attention to setting learning objectives, or the education that students received helped them to move progressively from simple to complicated issues. The discipline was severe, sometimes even cruel, and moral environment degraded.

Comenius, the “father of modern education”, was not the first who advocated the need for an educational reform. In England, Francis Bacon, an English philosopher, statesman, scientist, lawyer, jurist and author, had condemned the emphasis on Latin and had been advised to resume the study of nature.

2

Holding H. D,(1997)fundamentos de didáctica.Morata,Madrid

2

In Germany, Wolfgang Ratke, an educational reformer, and Johann Valentine Andrea, a German theologian, among others, had also tried to make improvements, but none of them gained the favor of the state for their projects. Comenius proposed a program to make an entertaining and not boring education. This was called pampaedia, which means "universal education." Its purpose was to establish a progressive education system that everyone could enjoy. He said that children should be taught gradually and naturally, linking the basic concepts to more complex concepts. 3 According to Cronje, when the Faculty of Education was set up in Europe in 1912, the didactic views held during this time were, among others, inside of Comenius pegagogist contributions like the following points4 ·

Teaching was seen as the accumulation of knowledge without contributing to a child’s education.

·

The idea of material forming was thus very prominent.

·

There was concentration on a horizontal mastery of learning material with a lack of real insight; i.e., there was an absence of a vertical deepening of understanding.

·

Furthermore, the school at that time was characterized by the fact that important principles of teaching had not been arrived yet.

·

In 1912, knowledge was very encyclopedic, and it was mainly based on the British and American literature and had a conspicuously natural science orientation.

·

The didactics did not have an important place inside the classrooms.

·

The absence of any didactic structure was conspicuous.

3

http://www.ctlibrary.com/ch/1987/issue13/1333.html

4

georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz.

3

Kohnstamm was convinced that he could construct a didactic structure from the Gestalt psychology and the Psychology of thinking. In agreement with the Psychology of Thinking, he viewed thinking as a central didactic problem. Ordering reality, solving problems, imprinting facts, and acquiring language are all factors that not only include tasks for thinking, but also a human ability in a learning situation.

This has to be guided in order to achieve its highest level.5

The 1912 views advocated the use of the mother tongue in the early years of schooling instead of Latin. However, education should not be confined to adolescence, but to cover the entire life of the individual. Comenius wrote that the study had to be "completely practical, fully pleasing, so that the school could provide real fun, that is a nice prelude to our lives." Also, it was believed that schools should focus not only on the training of the mind, but of the whole person. The future thinking about education would include moral and spiritual instructions. 6 Comenius, the Czech educator, repeatedly endeavored to establish a fundamental connection between pansophic-theological thinking and his own theoretical and practical pedagogy. Since humans could comprehend the harmony between nature and God only through reason, he argued that the proper use of reason must be taught to men Therefore, a "universal education" or Pampaedia is necessary and will eventually result in a universal reform of human education.7 Education would ensure that people could fulfill their duties on earth, and this must be true for all children since all human beings can be educated and are basically capable of being taught and learnt. The process of teaching should itself be guided by the principle of contemplation.

5

georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz. georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz.

7 http://www.faqs.org/childhood/Ch-Co/Comenius-Johann-Amos-1592-1670.html 6

4

In keeping with the ideas of universal harmony, Comenius believed that all knowledge can be acquired only through the use of sensual perception. He additionally recommended that only those things that should be taught at school may be of use in later life. For Comenius, the father of modern education, all of these considerations meant that new teaching disciplines had to be developed, in which students would be treated and taught individually, according to methods that make studying less burdensome and more pleasant. Unfortunately, his ideas on education were not generally accepted by society, and his suggestions on school systems have not yet been implemented, even in some parts of the world. It can be said that Comenius was considering the didactic fundamentals without calling them like that.

Kohnstamm viewed the forming of thinking as a necessary means for attaining the aim of education. In agreement with Selz, he asserted that pupils can learn to succeed in school. This increase in insight occurs by leaps when a pupil is provided with correct methods of solution. By presenting methods of solution, a child can learn and elevate his achievement scores.

The so-called “new� didactics that arose from these views is described by Cronje, as follows:

1. The school educates an independent, responsible personality. A child is guided to independence in order to make his own accountable choices.

2. The school strives for harmonious development. The didactics not only involves one facet of a child, namely, the learning process and the theories about learning, but also the development of his personality in its totality.

3. The school educates to a community in the widest sense.

4. The school gives more freedom with the recognition of authority.

5. The school stimulates a child to self-activity.

5

6. The classical system is severely modified. Traditionally, the teacher talked and children just listened to him.

7. The school and its activities are more linked up with life itself.

8. The learning material is more organically connected and more directed to insights than to prepare knowledge.

9. Intellectual educability is recognized. Intelligence is no longer viewed as the maturation of an inborn ability, but as the gradual construction of a system of specific ways of behaving.

10. The school takes into account the developments in child psychology, pedagogy, didactics and more. 8

The previous ten principles can be taken into account as the first steps into modern didactic fundamentals. Julio Larrea, the Mexican pegagogist and author of the book Didàctica General said: “The only safe way to raise the quality of lessons is going back to the didactic fundamentals.” Such fundamentals are mentioned and explained in his book”Didactica General” where the following fundamentals were taken from.

The first fundamental mentioned by Julio Larrea in his book is: to know oneself and understand how each phase of life and thinking has an influence into teaching; therefore, in the merit and execution of the lesson.

The second fundamental is to understand the child`s growing and development, to see him as a different individual from others.

The third fundamental is to see society as an ongoing element of changing and growing.

The fourth fundamental is to use the own knowledge, the student`s and society`s knowledge, to take an awake of autonomy and individuality to the inner of the boy or girl.

The fifth and last fundamental is methodology. It was said by Comenius when he stated “Actually the didactic principles are didactic principles, methodological rules and 8

georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz

6

practical recommendations to address the learning, education and development process for the students' personality”.

Since the word principle, of the Latin Principium, means foundation, beginning, and point of item, governing idea or fundamental rule. In literature, this term is used very often as a set of rules that guides the conduct and foundation of a system. 9 Holding, H.D.educator and pegagogist, also contributed with five principles in his book Fundamentos de Didàctica to help teachers to make teaching easier and funnier, there are: Ø The principle of intuition, objectivities and visualization. This principle is mainly based on the apprehension of the external and internal reality.

Ø The second principle is the principle of activity of teaching. This principle is considered as one of the most important of modern didactics. It is about the autonomy, an activity of the student to make it an essential didactic structuration.

Ø The third principle is the principle of realism in teaching. It is considered an important commandment, and it is for many teachers the noblest precept of modern didactics. Its logo is, “We do not learn for school but for life”.

Ø Consolidation is the fourth principle, and it is based on deep comprehension of the didactic material and a great effort to apply all the knowledge acquired.

9

Julio Larrea (1999) Didáctica General. (1ª ed.)México, México.

7

Ø The fifth and the last principle is the child’s acceptance. This principle is based on the consideration of the psycho-spiritual disposition of the student’s growing, his psychism (mind) and the typical and individual characteristic of his age. 10 In the past few years, many changes have been witnessed in teaching English on the globe. The whole field of language teaching has been influenced by the advancement of the modern technology and the linguistic and cultural diversities of both students and teacher populations. The changing needs of our language learners have prompted the changes in concepts in developing a new framework in which the communicative competence is not only an objective goal for our students, but also a subjective investment by both and teachers. Over the entire century of language teaching, it has experienced a variety of language teaching methods and approaches ranging from the Audio-Lingual Method to Communicative Language Teaching and the Natural Approach. While some have achieved wide recognition and acceptance at different historical times, others faded away soon after they came into existence.

In language teaching, it is very important to make decisions about methods all the time. These decisions must answer the following question: What should be the goal of language instruction? Which language teaching method will be the most effective in reaching it? There is no single correct answer to questions like these. Each English teacher has to answer them by himself. All teachers need to be informed about what teaching is all about. Therefore, it is necessary that teachers and teachers’ trainees know about some methods used to teach English such as: The Grammar Translation Method. At one time it was called The Classical Method. It was first used in the teaching of the classical languages Latin and Greek.

Earlier in this century, this method was used for the purpose of helping students read and appreciate foreign language literature.

The Grammar Translation Method is the oldest method of teaching in India. A number of methods and techniques have evolved for the teaching of English and also for other 10

Holding H. D,(1997)fundamentos de didáctica.Morata,Madrid

8

foreign languages in the recent past, yet this method is still in use in many part of India.

It maintains the mother tongue of the learner as the reference particularly in the process of learning the second or foreign language.

The Audio-Lingual Method, Army Method, or New Key, it is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans could be trained through a system of reinforcement—correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.

In audio-lingual’s, there is no explicit grammar instruction—everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output. The teacher is expecting a particular response, and not providing that, will result in a student receiving negative feedback. This type of activity, for the foundation of language learning, is in direct opposition with communicative language teaching.

The Direct Method developed towards the end of the 19th century. The general goal of the Direct Method is to provide learners with a practically useful knowledge of language. They should learn to speak and understand the target language in everyday situations.

The Community Language Learning. The premise of this method is that learners in a classroom were regarded not as a “class” but as a “group”- a group in need of certain therapy in counseling. The social dynamic of such a group was of primary importance. In order for any learning to take place, group members first needed to interact in an interpersonal relationship in which students and teachers joined together to facilitate learning in a context of valuing each individual in the group.

Total Physical Response according to Asher, TPR is based on the premise that the human brain has a biological program for acquiring any natural language on earth - including the sign language of the deaf. The process is visible when it is observe 9

how infants internalize their first language. The method It looks forward to the way that children learn their native language. Communication between parents and their children combine both verbal and physical aspects. The child responds physically to the speech of their parent.

The responses of the child are in turn positively reinforced by the speech of the parent. For many months the child absorbs the language without being able to speak. It is during this period that the internalization and code breaking occurs. After this stage the child is able to reproduce the language spontaneously. With TPR the language teacher tries to mimic this process in class. The method also promises double efficiency in terms of rate of learning.

Silent Way The objective of The Silent Way Method of language teaching is for students to work as independent language learners. The teacher speaks very little when using this method. The role of the teacher is to draw the learners' attention to the way that they are going about the act of learning. The teacher facilitates the students' discoveries and helps the students to gain insight into the functioning of the language.

Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how we learn most effectively. It was developed by the Bulgarian doctor and psychotherapist Georgi Lozanov. The term 'Suggestopedia', derived from suggestion and pedagogy, is often used loosely to refer to similar accelerated learning approaches.

The Natural Approach: Made for comprehension based approach such as TPR. Through this method, learners would benefit from delaying production until speech “emerges.” Learners should be as relaxed as possible in the classroom, and that a great deal of communication and “acquisition” should take place, as opposed to analysis.11

11

H. Douglas Brown (2001) Teaching by Principles (2a e.d.) Longman Inc.N.Y

10

11

JUSTIFICATION

This research is necessary to be done because it is well known that junior high school Salvadorean students do not speak English with the expected fluency as a result of some factors related to the English teaching methodology applied, students` interests, motivation, and other didactic fundamentals.

Besides, they are not that

proficient in the other skills. That is why it is very important to pay attention to the methodological process of how teachers of English are teaching this language, and if they are aware of all the didactic fundamentals that must be applied in the educational process.

The research will be focused especially in the goal of studying the didactic fundamentals used for teaching English in junior high school at Complejo Educativo Catòlico

San JosĂŠ

in

Quezaltepeque, departamento de

La

Libertad. Since

methodologies are part of didactic fundamentals, there will be an analysis on the way they are applied in a public school.

The study on the didactic fundamentals of English language teaching has become a very important topic to work on, because of the current situation that some teachers in private and public schools in our country are facing since learning a foreign language consists on different steps that should be followed. For this reason, this research is justifiable because it intends to show if the didactics fundamentals are being applied in the development of the teaching learning process of a foreign language or not, and if they are being effective. Besides that, this research wants to highlight the most effective didactic fundamentals for this twenty first century by discriminating between the good and bad ones based on class observation and interviews.

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Also, it wants to emphasize which consequences are found when teachers do not use the didactic fundamentals. Nowadays, the English language has become a very essential issue for modern students who want to play an important role in the society.

Another purpose is to help teaching the language by showing the appropriate use of didactic fundamentals following the didactic principles. Besides, it is a desirable outcome from this research that teachers can teach English better putting in practice the appropriate didactic fundamentals, and according to a new generation of changing students for this so communicated twenty-first century.

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PROBLEM STATEMENT

Do teachers have enough knowledge in the application of the necessary didactic fundamental inside English classes?

One of the most serious situations in the Salvadorean Educational system is the lack of use of the didactic fundamentals in the classroom, since teachers are not trained enough to teach the English language correctly. They only transfer their knowledge but do not know how to make students` learning meaningful. In addition, teachers do not engage the students` previous knowledge with the new information they need to master. It seems that teachers know about didactic fundamentals but do not apply them, at least, as they should do it. The effectiveness of the teaching-learning process is being affected by the way how they are being applied. Since didactics means “the art of teaching�, these fundamentals are an essential part of it. They will provide the teacher a better tool to do their job and the students would learn easily.

The didactic fundamentals are going to provide the guidelines to acquire a better teaching system in an orderly, meaningful, and understandable manner; in order to make learning an easy and motivating activity. The field of the didactic fundamentals comprises the social, emotional, affective and methodological areas which are necessary for the growing, supporting, and succeeding of the students’ development.

Such fundamentals must be taken into account when methods, techniques, procedures and principles are applied in the design of lesson planning. It is important to take into consideration all fundamental inside the classroom. For example Motivation, as a part of didactic fundamentals, plays an important role to make the teaching-learning process funnier, easier and more successful. This is going to be gotten only if these fundamentals are applied in the correct way attending to the characteristics and students` needs.

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This document is based on the importance of the application of the didactic fundamentals in planning and executing a class as an essential part in the teachinglearning process. The way in which they are presented can help to find out the correct methodology to teach and learn the language. They can also help to achieve the goals and objectives set up by the teacher. This doesn`t mean that all didactic fundamentals are going to work with everyone. Teachers must identify the group or mixture of fundamentals that help them better.

FINDINGS AND LIMITATIONS This research is based in a great deal on Julio Larrea`s book titled “Didàctica General”. Larrea was the director for the international education magazine “Nueva Era”.

He was also teacher of general didactics in the University of Chile and a speaker in this subject and other pedagogies in prestigious universities of America and a general consultant of the Pedagogic Seminar of England.

In his book, he mentioned that the new teacher`s attitude, whole attitude, has to establish every day the relationship between the theory and the practice, thought and action, between principles and techniques.12 In the same way, Pestalozzi, “the father of intuition”, said “one of the oldest and most popular demands in terms of confirmation of didactics is the visualization of teaching; all learning is based on the fundamental of intuition. 13Both authors agreed that the reality and the concept have to be joined in the teaching process. Any of them works by itself neither the reality without the concept nor the concept without the reality. Also, Kant, the Prussian philosopher and thinker, shared this thought and said “the concepts without intuitions are empty; the intuitions with no concept are blind”.14

12

Julio Larrea (1999) Didáctica General.(1ª ed.)México, México.

Holding H. D,(1997)fundamentos de didáctica.Morata,Madrid.p.40 14 Holding H.D, (1997)fundamentos de didáctica,Morata,Madrid.p.41 13

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On the other hand, there were some others like Francis Bacon the English philosopher, statesman, scientist, lawyer, jurist and author; Wolfgang Ratke, a German educational reformer; and Johann Valentine Andrea, a German theologian, among others who had defended the need of making an educational reform because the conditions of the school in those times were really bad.

However, Comenius, the Czech educator and educational reformer was the only one who proposed and developed such reform with his “pampaedia” which means “universal education”. 15The Comenius didactics was based on to seek and to find a method of instruction, by which teachers may teach less, but learners may learn more; by which schools may be the scene of less noise, aversion, and useless labor, but of more leisure, enjoyment, and solid progress; and through which the Christian community may have less darkness, perplexity, and dissention, but on the other hand more light, orderliness, peace, and rest. 16 He also stated that the term didactic fundamentals, didactic principles, methodological rules and fundamental rules are referred to be the same.

However, Kohnstamm’s didactics was based on the idea that a child’s level of achievement does not have a fixed or static structure--when the correct methods of solution are provided, the level of achievement increases. He advocated a thorough furnishing of the concrete visual level of thinking. In this way the possibility is created for a child to schematize which, in its turn, leads to clearer abstraction and a greater mobility in dealing with concepts. 17 Another psychopedagogist who contributed to the hard work of didactics was Cronje whose didactic views were characterized by the fact that important principles of teaching had not been arrived yet. Here, one especially thinks of matters such as nearness to life (relevance) of the teaching and the principles of activity and individualization were really important to contribute to a child’s education.

The idea of material forming was thus very prominent.

15 16

17

georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz. georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz.

Pedagogiekjoernaal (1980), Vol. 1, No. 2, 86-100.

16

There was concentration on a horizontal mastery of learning material with a lack of real insight; i.e., there was an absence of a vertical deepening of understanding.18

CONCEPTS AND CATEGORIES

The research that will be studied comprises the following concepts and categories: Didactic Fundamentals is the category in which this research is mainly based on, it is defined as a whole systematic group of principles, methods, resources and specific procedures that every teacher must know and needs to apply for orienting students in the learning process of subjects in syllabuses by having good Educational Objectives.19 For a better understanding of this category, teachers should master some concepts that are immersed in it. To start can be mentioned that according to the Oxford Advanced Learner’s Dictionary methodology means: A set of methods and principles used to perform a particular activity. 20 On the other hand, El Dicciorario de la Ciencias de la Educacion explains that methodology “Is the theory of the method that studies the reason that let us understand a method”.21 In methodology is that element which links theory and practice, the one that comprises many steps such us: methods, strategies, techniques, activities, dynamics, resources that the teacher has to apply with the students in the classroom.

In addition, Jean Piaget mentioned the concept of “methodology that is a way to achieve meaningful learning in which students modify their knowledge” 22

18

georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz.

19

http://www.educa.aragob.es/aplicadi/didac/dida27.htm

20

Oxford University Press (2005). Oxford advanced learners dictionary of current English. (7a. ed.). New York, Estados unidos de Norteamérica: Oxford University Press. p. 926 21 22

Editorial Santillana S.A., (1983). Diccionario de las Ciencias de la Educación. Madrid, España.

Editorial Santillana (1990). Didáctica de la segunda lengua estrategia y recursos básicos.

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Apart from, the concept of methodology, another important concept to define is method that according to the Macmillan Dictionary means: A way of doing something, especially a planned or established way.23 A different definition for method is given by the Webster Dictionary; it is defined as: A way of doing something orderly. 24 It can be said that method must be developed by using techniques, procedures and activities. Therefore, the word technique is defined as, a method of doing something using a especial skill that you have developed.25 This is according to the MacMillan dictionary. However, according to the Oxford Dictionary it means: A particular way of doing something, especially one in which you have to learn special skills.

In addition, related with the main category is principle whose definition is: A basic belief, theory, or rule that has a major influence on the way in which something is done.26 There are some other words that are often used in the matter of education, such teaching that is the job of a teacher; the ideas or principles of a religious, political or moral system of a particular person or group.27 All the previous words have been very important for didacticism through history and at the end but not less important we have learning which is the process of gaining knowledge and experience by reading and studying.28Pampaedia was the name that Comenius gave to the reform to improve the educational system of his time. In this reform he developed what he called “pansophictheological thinking� that is to know everything about the relationship that every human being should have with God. Related to the ideas of universal harmony, Comenius believed that all knowledge can be acquired only through the use of sensual perception; it is stated in the principle of contemplation.

23

MacMillan Dictionary (2002).Macmillan Advanced Learners Dictionary. P.882 Webster`s Dictionary (1994) Webster`s New Dictionary. Promotional Sales Books. United States of America.p.243.

25 Richards, Jack C; Rogers Theodore S. (2001).Approaches and methods in the language teaching. (2a ed). United States of America.

26 MacMillan Dictionary (2002).Macmillan Advanced Learners Dictionary. P1100 24

27

MacMillan Dictionary (2002).Macmillan Advanced Learners Dictionary. P.1447 Oxford University Press (2005). Oxford advanced learners dictionary of current English. (7a. ed.). New York

28

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According Cronje a child must create his or her own opportunities, their own decisions guided by their independence to what he named accountable choices. He also mentioned the harmonious development that is the development of the whole personality through didactics. Self –activity was another component from Cronje`s theory, that lays on students decisions to create their own strategies to learn. All these contributions improved the classical system which stated that the teacher talks and students just listen.

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CHAPTER II 2.THEORETICAL FRAMEWORK 2.1 THEORETICAL METHODOLOGICAL BASE

As one of the fundamental parts of the research some cons and pros have been found from different pegagogist points of view such as, Julio Larrea, H. D Holding, and some others. It is pretty interesting to see how they perceive in different ways the didactic fundamentals that are the tools to improve lesson plans. Even when they name them differently, at the end, they refer to the same term which is the didactic fundamentals. 2930

The new teacher´s attitude, a whole attitude, has to be established every day taking into account the relationship between theory and practice. The new teacher must think about action, principles, and techniques to obtain the expected results. These results are going to be successful only if the didactic fundamentals are included and applied more meaningfully. To say that the didactic fundamentals are included and applied, the relationship between theory and practice, thinking and action must be planned carefully and must be focused on the students´ needs.

A school year could come one after another, and they would not produce anything.

Classes can happen automatically, but they do not bring any meaningful outcome and a year would lose its sense, because some of these fundamentals are needed and others are misunderstood. But, the needed ones must be planned previously and intelligently. It is the teacher´s duty to replace those harmful situations by some other successful ones.

On the other hand, the teacher is obligated to unveil the origin of infinity of failures on the daily working day without the right theory related to the didactic fundamentals.

29

Larrea (1999) Didáctica General.(1ª ed.)México, México.

30

Holding H. D,(1997)fundamentos de didáctica.Morata,Madrid.

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The own pedagogic conscience, leads the teacher to realize about the personal and professional weaknesses, the lack of better comprehension of theory, sincerity, and the worth of cleverness. There must be a return to the basis, to the didactic fundamentals for a good instruction.

The only safe way to improve the lesson´s plans is going back to the didactic fundamentals. Such fundamentals are very essential for the development and application of a well structured lesson plan. As a result, these will bring a successful learning process. In the past, there were some pedagogues who wrote about some fundamentals that they considered necessary to be applied to improve the educational system at that time. Nowadays, they still represent a guide for teachers. Such guide is based on the following didactic fundamentals: the first fundamental is addressed to the teacher, and the importance to know himself and see how his own life and thinking influence the teaching process. The second fundamental is about the growth and development of the students. The third fundamental is referred to society as a constant element of change. The fourth fundamental consists in using the teachers, students and society knowledge to awake the autonomy and individuality of the student’s motivation. At last but no less important, the fifth fundamental is methodology whose importance lays on the right application and use of methods, approaches, procedures, and techniques.31

2.1.1 The first fundamental: It is to know oneself and understand how each phase of life and thinking has an influence into teaching. To know oneself lets the teacher separate from subjectivity, and this will help him to see others, in this case, the students with their weaknesses and strengths, and understand that his students do not think as he does. This will also help him to plan his classes better. If a teacher learns to know himself, he will make of the classroom a comfortable place for students. He will also learn that as he feels, thinks, laughs and cries, his students do it as well.

31

Larrea (1999) Didáctica General. (1ª ed.)México.

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A teacher needs to know himself not only to guide students, but also to teach them how to manage emotional life, how to get rid of any kind of problems that students, might face. Moreover, a teacher does not have to plan his classes based neither on his weaknesses nor on the students´, because if classes are planned ignoring the teachers weaknesses, students could find a way to make him fail during his performance, and he would lose the control of the class.

At the same time if the teacher plans his classes not taking into account students weaknesses or strengths, classes might make no sense because they are not being planned based on the two characters in the classroom, students and teacher. Then, to know oneself has to lead the teacher to examine his own behavior and observe other´s as well. To develop a deep and true knowledge of oneself is necessary to contrast the own external behavior with the internal reactions, this has to be linked with the advice of those who know and love us.

Once one has understood oneself, now, it is possible to understand others, and lead them correctly. It is so important for a teacher to know himself and without this; he would not be able to lead a learner to autonomy. Lead a learner to autonomy means that it is necessary for a student to learn how to manage every aspect of his life, and especially his learning. The teacher is obligated to examine his feelings, thoughts, and behavior; so that, he can plan his classes better. That´s why the active school movement demands a teacher who knows himself and is able to use the knowledge of himself and every experience through his life as a guide for a better teaching process.

2.1.2 The second fundamental: For today´s educators, it is crucial to have a deep understanding of the child´s development. Schools today play an important role in the socialization of children, and therefore, it is critical that teachers know how to socialize with students. An understanding of basic human developmental stages can be used to lead the teacher´s lesson plans in order to maximize the success of students in both the academic and the social fields of their lives. This understanding can also be used to minimize problems in the classroom.

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Human development is one of the biggest contributing factors to human behavior. As children go through their different stages of life, they get close to learning in different ways. When an educator has a deep understanding of human development, he or she can use that understanding to make assessments about the behaviors of students in the classroom. This can be used to prevent problems in the classroom that often result from normal developmental acting out behavior. Such problems may also occur as a result of having a small number of children within the larger classroom, who are at a different developmental stage of their lives from the stage of the other students.

On the other hand, educators who do not understand the role of development in the behavior of the classroom often find that they are frustrated in their working lives. This is because they simply cannot relate to why their approach to teaching the children is not working. Educators who fail to lead their lessons and teaching approach to the correct developmental stage will find that they are not reaching the children in their classrooms.

This can upset the power balance between student and teacher, undermining the teacher´s authority and creating a chaotic classroom environment.

Additionally, teachers who fail to understand the developmental stages of their students frequently have problems with one or two students. These are generally the students who are developing at a slower (or occasionally faster) pace than the larger group, and so they stand out to the teacher. Without an understanding of why that particular student´s behavior may differ from the behavior of the other students. This also leads to a chaotic classroom environment, which is problematic not only for the teacher but also for the individuals’ students who may fail to accomplish appropriate development as a result.

Physical and psychological stages also play an important role in education. These different stages can work either positively or negatively, this means that a teacher has to identify both of them to do the best with the positive students and try to stop the negative ones. Identifying these two aspects will help the teacher to understand the child´s growth and development, and in this way plan the lessons not leaving out the students´ interests.

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On the other hand, physical changes also play a role in education, since children turn to teenagers and start worrying more about their physical appearance than about their studies. This affects them because they are focused on to be “in”, and this demands from them lots of time; time that they might use in their studies, to review lessons, do homework, research and other aspects that are really meaningful in education. Once they reach the teenage age, it seems teenagers have a competence in looking and being at the top of trends. At this age imitation becomes the first aim of student´s atmosphere, any kind of trend they see in their favorite singers or actors, seems to be absorbed. Students become imitators because the environment gives them the tools to do it. Media gets them into every single new thing; especially TV that broadcasts the newest programs. They want to spend too much time in front of the TV, watching their favorite comedies or TV shows. This demands the teacher to be up to date with the new trends on TV, internet or even video games.

Most of the time, talking the same language with students helps the teacher to improve the relationship teacher-student or vice versa. Having a good teacher-student relationship lets the teacher know the students better, and because of this exploit their abilities to make of the class and classroom a more comfortable place to be. When students see that they are understood by the teacher, they start having more confidence in the teacher, so this can take some advantages, because teachers know students´ interests.

Once the teacher has known students´ interests, his lesson plans will be more interesting because those interests will be included and students will find classes very attractive by the fact that they can give their own opinions and at the same time they will feel valued. If students are valued, they will become more confident and comfortable in the classroom. Feeling valued leads students to cease shame, and ceasing shame will help exploiting their skills, and little by little improve their learning. It is necessary to understand the child´s growth and development; and see him as a different individual from others.

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Every single child has his own mood, attitudes, thoughts, etc, that is why he must be treated as an individual and different being from his classmates. These characteristics that make him different from others must be taken into account by the teacher when he is going to teach or when performing some learning activities. The teacher might be aware about the kind of needs students have and the level of willingness they have for sharing attitudes, feelings and purposes, since these three are abandoned when students have difficulties to express.

According H. D. Holding all learning process is based on the principle of visualization or perception; therefore, it is necessary that children perceive, touch, see, and smell things they care about. The information also has to be delivered according to their ages and likes in order to have a better engagement of previous knowledge with the new information they are acquiring. The application of this principle will make the learning process more meaningful. 32 This second fundamental is based on the child´s growing and development; however, the principle of realism on education in the didactic area is not focused on it, but the main objects are the interests of school, leaving out the relationship with life, and the child's relationship to recognize experiences and research about it. Besides, school is by its very nature a permanent threat of absolute exposure to lose their character and forget their role to serve, because of the different interests that arise. A good education not only concerns on a deep understanding of materials, but also a serious effort to consolidate the knowledge learned through repetition and application.

Good outcomes of learning depend on the updating. This means: teachers should be in constant trainings to do their best with students. These trainings will demonstrate teachers how to develop the teaching process in a better way, and at the same time, to create a better a more likeable learning environment for students.

32

Holding H. D, (1997) fundamentos de didĂĄctica.Morata, Madrid.

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This environment does not depend only on the teacher´s side but also on the student´s willingness to learn as well as the stimulation and motivation they could have during the learning process.

In addition to these aspects, successful learning also considers another important issue; this is a good study technique. Unfortunately it is not enough cultivated at schools.

2.1.3 The third fundamental: Is to see society as a permanent element of change and growth. The teacher´s duty is to be aware of the changes happened in society and to know how they influence in education. It is the teachers` responsibility to prepare students in order to face such changes and especially to become social active beings able to perform successfully in society.

Over the years society has changed and continues changing. These facts

have

obligated schools to search for more updated educational systems. Every day is necessary to increase the level and quality of students´ learning to satisfy the society´s demands. Students must be educated according to society requirements rather than working against them. It has been seen the necessity of more flexibility in the educational systems, but has not reached a model closer to reality. This necessity of flexibility rises due to the political and social events that affect the good and improve the need to evolve the educational systems. Such educational systems must attend the society changes, update the information, and improve the teaching techniques for a successful learning process.

One of the greatest mistakes of the past was that they did not have any flexibility, and this did not let students succeed as they wanted. But, school at that time wanted to achieve the transmission of knowledge through the ethical and aesthetic development of experience that generates mutual agreements for the better performance of itself and the religious instruction should rely in the grounds of concepts based on the reality of the environment.

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The model of this educational approach is the concept of “educational instruction” whose author, Herbart, is based on the idea of education without instruction does not work, and he does not know any statement that does not educate.33 All damages and negative situations in education have to do with war and post-war within and outside the organization of schools, and besides that, this generates the lack of classrooms and teachers. There is a very important issue to take into account; this is the role of school in today´s society. Since society suffers evolutionary changes, the same necessity has school to evolve, and make changes according to the ones happened in society. Schools´ environment and goals must answer to students´ needs as well as what the society is demanding.

Today schools are facing many complex issues and parents are frustrated. While it may be easy to blame the school district's policies, parents should be asked the question of what they should expect children to get from their education. Not only that, they should also examine who should be teaching some of life's lessons to children.

Do people really expect that school teaches children everything? Today´s educational system carries the effort of the job for producing a well formed child. When they fail, society and parents and even the children blame the schools. Is this really an effective way to look at what is at the heart of the matter: what part does the role of society, parents, and child play in a child´s education? As population increases, the expectations for school also increase. As culture changes, society expects schools to teach students more than the bases of reading and writing, etc. Society wants a well formed student who can contribute to daily life and the productive world. As a result, curriculum includes so many wide topics that teachers have little time to do the best with them. Teaching methods perhaps have not kept the rhythm in this technical society which is much accelerated. The role of school can greatly increase a student´s point of view of life; however, without participation from parents and society, the child is not going to have the ability to be truly well formed.

33

Holding H. D,(1997)fundamentos de didáctica.Morata,Madrid.

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Education is the best investment for people because well educated people have more opportunities to get a job which gives them satisfaction. Today's ever growing numbers of people mostly are not satisfied with their basic education and try to get good education in order to meet the demands of contemporary society have increased.

Education is an important aspect of the work of society, and it will raise the countryside issues and promote knowledge and understanding of rural communities. One of the education essential tasks is to enable people to understand themselves. Students must be equipped with knowledge and skills which are needed to participate effectively as member of society and contribute towards the development of shared values and common identity.

Investment in human capital, lifelong learning and quality education help in the development of society. Teachers are the most important factors for an innovative society because teachers' knowledge and skills not only enhance the quality and efficiency of education, but also improve the prerequisites of research and innovation.

Many members of the society are not provided with a safe and secure environment in which children can develop. Child abuse, violence against women, and interpersonal violence cause a cancer in the society. Society plays a key role in the realization of lifelong learning. The improvement of social education facilities such as libraries and the learning opportunities are implemented by the local governments. Students today are exposed to loads of technology and information is everywhere.

2.1.4 The fourth fundamental: is to use the own knowledge, the student´s and society´s knowledge to take an awake of autonomy and individuality to the inner of the boy or girl. Nothing could be more wrong than the assertion that our current school is an active school. Only optimists can reach such a trial. It is true that in Salvadoran classrooms can be seen many fruitful ideas emerging from the beginnings of the active school movement, pedagogically fertile before and after the First World War. In the educational awareness of students, there are many elements included in the active school movement, but apart from them there are also unfortunately many misrepresentations and misunderstandings.

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Teaching and education from a point of view is not a coincidence that this very brief summary of the modes of school education from the standpoint of realism has led us, in more than one place, beyond the field of education itself that, to the fundamental laws of training and education. The customs that now live and exercise in good school or elementary schools, external and internal orders, the organizations own events and parties, the artistic, aesthetic form, etc.

2.1.5 -The fifth fundamental is methodology.

It was said by Comenius when he stated “Actually the didactic principles are: methodological rules and practical recommendations to address the learning, education and development process for the students' personality”. Since the word principle, of the Latin Principium, means foundation, beginning, and point of item, governing idea or fundamental rule. In literature, this term is used very often as a set of rules that guides the conduct and foundation of a system. 34

2.1.5.1-What Is Methodology?

The word methodology is defined as a system which comprises the principles, practices and procedures which are applied to a specific branch of knowledge. Methodology refers to the way in which information is found or the way something is done.

Methodology includes the methods, techniques and procedures which are used to collect and analyze information. The word methodology refers to a documented approach which is used to perform activities in a manner which is coherent, consistent, accountable and repeatable. Methodology is a process that mainly consists of intellectual activities. Usually only the end goal of the methodological process is manifested as the product or result of the physical work.

34

Julio Larrea (1999) Didáctica General. (1ª ed.)México, México.

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2.1.5.2 Methodology, method and theory Generally speaking, methodology, unlike method (which systematically details a given procedure or process), does not describe specific methods despite the attention given to the nature and kinds of processes to be followed in a given procedure or in attaining an objective. When proper to a study of methodology, such processes constitute a constructive generic framework; thus they may be broken down in sub-processes, combined, or their sequence changed.

As such, methodology may include a description of generic process or metaphorically, may be extended to explications of philosophically coherent concepts or theories as they relate to a particular discipline or field of search. By similar reasoning, methodology refers to the rationale and/or the philosophical assumptions that underline a particular study or a particular methodology.

Comenius, the father of modern education, stated: “Actually the didactic fundamentals are: principles, methodological rules and practical recommendations to address, learning, education, and the development process for the students' personality”. Since the word principle, of the Latin Principium, means foundation, beginning, and, governing idea or fundamental rule. In literature, this term is very often used as a set of rules that guides the conduct and foundation of a system.

Comenius, in Bohemia (a book written for him), wanted all boys and girls to learn. In his “The World in Pictures”, he gave the first vivid, illustrated textbook which contained much that children would be familiar with in everyday life, and he used it to teach the academic subjects they needed to know. He also wrote “The Great didactic”(another book) in which mentioned and described how didactics should be applied in the classroom.35

35

http://www.faqs.org/childhood/Ch-Co/Comenius-Johann-Amos-1592-1670.html

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Much later, Jean-Jacques Rousseau in his Emile, presented methodology to teach children the elements of science and much more. In it, he declared that one is a book and that the world is a book itself. There was also Johann Heinrich Pestalozzi of Switzerland whose methodology during Napoleonic warfare enabled refuge children, of a class believed to be unteachable, to learn - and love to learn. He describes this in his account of the educational experiment at Stanz city. He felt the key to have children learn is for them to be loved, but his method, though transmitted later in the school for educators he founded, has been thought "too unclear to be taught today". One result was when he would ask, “Children, do you want to learn more or go to sleep?” they would reply, “learn more.” Methodology is defined as something that represents a package comprising practical ideas and proven practices for a given area of activity.

Methodology includes the planning, the development of the design and the management of the systems which is based on students ‘needs.36 2.1.5.3 What is a Lesson Plan?

A daily lesson plan is developed by the teacher to guide the instruction. Planning the instruction is much more difficult than delivering the instruction. Planning is when you look at the curriculum standards and develop lesson content, that match those standards. Luckily, textbooks that are adopted for your subject areas are typically are written with this in mind. All details should be written down to assist the smooth delivery of the content. The extent of the detail will vary depending on the number of years of experience that the teacher has, and the number of times he/she has taught the lesson.

Obviously a teacher with several or many years of experience may have plans that are much less detailed than beginner teachers.

There will be requirements mandated by the school system that employs you related to your responsibilities. One of the primary roles that you will perform as a teacher is that of designer and implementer of instruction. Teachers at every level prepare plans that aid in the organization and delivery of their daily lessons.

36

http://www.lucidcafe.com/library/96jun/rousseau.html

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These plans vary widely in the style and degree of specificity. Some instructors prefer to construct elaborate detailed and impeccably typed outlines; others rely on the briefest of notes handwritten on scratch pads or on the backs of discarded envelopes. Regardless of the format, all teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals.

Teachers need more than a vague, or even a precise, notion of educational goals and objectives to be able to sequence these objectives or to be proficient in the skills and knowledge of a particular discipline. The effective teacher also needs to develop a plan to provide direction toward the attainment of the selected objectives. The more organized a teacher is, the more effective the teaching, and thus the learning is going to be. Summarizing, it might be said that the fundamentals previously described have an important impact in the success of a class. When planning all the characteristics of each fundamental should be taken into account. As long as theoretically and practically these fundamentals are the basis for the successful English language teaching.

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3. - EMPIRICAL FRAMEWORK 3.1- MONOGRAPH I-Geographic Facts A) Department of La Libertad B) Municipality of Quezaltepeque c) Ruling Party: FMLN D) Number of cities in Quezaltepeque E) Population of Quezaltepeque II-Historical Data 37 La Libertad is a department of El Salvador. Its capital is Santa Tecla formerly called Nueva San Salvador. Part of the central departments of the republic, bordered on the north by the department of Chalatenango, the east by the departments of San Salvador and La Paz, on the south by the Pacific Ocean to the west with the departments of Santa Ana and Sonsonate.

La Libertad is divided into three districts: Santa Tecla, San Juan Opico and Quezaltepeque. The municipalities that comprise La Libertad are: Antiguo Cuscatlan, Chiltiupán, ciudad Arce, Colon, Comasagua, Huizucar, Jayaque Jicalapa, La Libertad, Santa Tecla, Nuevo Cuscatlan, San Juan Opico, Quezaltepeque, Sacacoyo, San José Villanueva San Matías , San Pablo Tacachico, Talnique, Tamanique, Teotepeque, Tepecoyo, Zaragoza. Directions: Immediately west of San Salvador on the Panamerican Highway CA-1With regard to the topography and economy of La Libertad, the department includes the Lempa river (19.5 km) and sucio river (32.5 km) Chanmico lagoon with an area of 0.78 km2 and the San Salvador or Quezaltepeque volcano with an elevation of 1.959 meters.

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Alcaldia Municipal de Quezaltepeque

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The Department of La Libertad is a producer of basic grains, sugar cane, snuff, coffee, cotton, palm trees and balsam; it also has metal smelters and manufacturers of furniture fabrics, candles, soap, rubber, leather and matches. In addition to the exploitation of the fishing and tourism industry.

La Libertad is one of the departments with closer ties with the capital with two of its cities: Santa Tecla and Antiguo Cuscatlan, since they are part of the Metropolitan Area of San Salvador. This department is probably the most closely linked to the capital is due to territorial, economic and social activities. The climate of La Libertad is varied, ranging from the tropical heat of the coast to warmer weather in parts of the central, northern and geographical elevations, which are not very high, except for the west skirt in the San Salvador volcano.

La Libertad is a department of great economic activity, especially in cities that are close to San Salvador. In Antiguo Cuscatlan, for example, the Santa Elena area is experiencing an increasing development, with large, exclusive shopping centers, embassies, and major media sites and other multinational corporations. In tourism, the department of La Libertad is generally recognized for its beautiful beaches on the Pacific coast. Surfers and backpackers from all over the world come to enjoy great waves and a big variety of seafood offered for sale on the beach restaurants. The sale of seafood is common in the streets and beaches. There are vendors everywhere. The locals tend to leave town for seafood in this area of the country, especially around La Libertad port, where there is also an important market for fresh seafood. On the coast, there are also houses, private recreation centers, water parks, hostels, and hotels with public access.

The department also has the Walter Thilo Deininger Park, a large forest preserve with hundreds of acres of tropical flora. Despite its proximity to the coast, it is a dense, cool forest that is ideal for walking, camping, picnics and long walks by their shaded paths.

The forest also hosts a large number of species of fauna, much of it endangered.

Away from the coast, la Libertad also offers two extremely important archaeological sites in the country: Joya de Ceren and San Andres, both part of the Archaeological 34

route which continues to Santa Ana. The department of La Libertad is divided into three districts: Nueva San Salvador, San Juan Opico and Quezaltepeque. Each with their respective municipalities. Quezaltepeque district is located in the northeastern region of La Libertad, which includes the municipalities of San Pablo Tacachico and Quezaltepeque. Quezaltepeque is located 26 kilometers from San Salvador and the limits of the municipality are: Quezaltepeque borders to the north with San MatĂ­as, to the east with Nejapa, and Aguilares, to the south with San Salvador volcano and the city of Santa Tecla and to the western with San Juan Opico. Quezaltepeque name comes from Nahuatl and means "mountain of quetzales, originates from the voices" Quezali ", named after a beautiful bird with iridescent green and bright plumage" TEPI "meaning hill, mountain, and village.

III- HISTORICAL BACKGROUND In Quezaltepeque existed native settlements long before the Spanish arrived. In colonial times, in 1550, there were about a thousand inhabitants. According to the mayor of San Salvador, Manuel Galvez Corral, this population remained as in 1770 Quezaltepeque belonged to the parish of San Salvador and had only a thousand inhabitants, distributed in 156 families, as reported by Bishop Pedro Cortez.

In late 1822, Quezaltepeque was occupied by Brigadier Manuel Aarhus, who commanded an imperial column, whose aim was to dominate the resistance of the authorities of San Salvador, for the illegal annexation of Central America to the Mexican Empire. On July 12, 1824; Quezaltepeque became a municipality in the department of San Salvador. The annexation was legalized by Executive Order of October 4, 1833, and it was ratified by Legislative Decree of April 22, 1834. Quezaltepeque Township joined the new administrative division was subsequently added to San Salvador and San Juan Opico.

For his great process in agriculture and commerce and its growing population, during the administration of Field Marshal Don Santiago Gonzalez and by decree of the legislatures of 10 March, 1874; the town was awarded the title of Quezaltepeque Villa.

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In 1904 Don LĂĄzaro Lopez mayor asked the city council for the title of Quezaltepeque and addressing this request, by legislative decree of April 6, 1905. The title Village rose to the rank of Quezaltepeque Town, during the administration of Don Carlos Melendez.

The National Assembly issued a legislative decree on May 5, 1915.By this decree it was established a third administrative district in the Department of La Libertad, Quezaltepeque district letterhead in the town of that name and with the people of Tacachico as an Annex.38

IV-DIMENSION -Total area of 125.68 Km2, 124.56 Kms2 rural and urban Kms2 1.12.

The most important reliefs are the San Salvador volcano or Quezaltepeque is a large forest reserve built by natural forests and coffee plantations enjoys a cool climate, and it is now crossed by a panoramic road which links San Salvador with the New Quezaltepeque. The hill of Playon located north of San Salvador volcano, at its base only separated by a small plain where the road and the railway pass. El Cerrito is a landform located 2 miles south east of the city, which is extracted ballasts used to cover roads and as raw material in industry for building blocks. Las Lomas Del Espino 5 kilometers northwest of the city, serves as the boundary between Quezaltepeque and the municipality of Nejapa and Trinity Hill north of Canton Las Mercedes. Crossing the town the following paved roads: one from the municipal to Nejapa, Apopa and San Salvador, another to the south and west that connects with the Pan American Highway (CA1) and the new road connecting with Santa Tecla Quezaltepeque across the volcano, there were dirt roads to San MatĂ­as and San Juan Opico, all these lead the city from east to west joining Quezaltepeque to San Salvador, Santa Ana and Sonsonate.

VI- RELIGION The municipality of Quezaltepeque community has been characterized by their beliefs and religious fervor. The vast majority of the population gathers in the various temples 38

http://www.fisdl.gob.sv/servicios/en-linea/ciudadano/conoce-tu-municipio/la-libertad/738.html

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and prayer houses scattered throughout the city, neighborhoods, counties, and villages of this country. In Quezaltepeque, Christianity is professed, and the population congregates in religious groups, aimed at all citizens to accept Christ as their personal Savior, know the Bible and lead an orderly life.

Some of these churches develop community programs, such as:

The Catholic Church. In addition to this, apostolic work in the temple is conducting its Christian multiplying of the Word of God in 18 sectors of the municipality. These sectors are attended each for 2 or 3 coordinators, who study the word in order to obtain a Christian formation, share, and multiply knowledge, with all the family groups that make up each of the sectors. It should be noted that each group meets an average of 17 people. The Catholic Church serves a group of people who want training in some occupations such as computer work, tailor, dressmaker, music and many more. They Lay the Ministry of the Gospel of Jesus Christ.

The Church works in the rehabilitation of drug addicts, alcoholics and gangsters. The Ministry has a rehabilitation center in the city of Nueva San Salvador (45 minutes from Quezaltepeque) and it has three people working in Quezaltepeque to recruit young people who wish to recover. The Church of God in El Salvador (through the Organization for the Development of the Church of God in El Salvador, OPRODE) develops housing programs, Cross Medical Dental service, general medicine, and emergency programs in case of disaster. It is noteworthy that this church has these programs in other departments and the municipality of Quezaltepeque has not benefited so far with these programs. The pastor of the Church, who is new to the city, states that in the future he hopes to work in the city taking advantage of the resources available to his Church.

The 7th day Adventist Church, in addition to their spiritual work in the temple, develops events with different issues of importance to the population. Also, it runs an educational center that receives 191 students ranging from nursery education through the eighth 37

grade of elementary school. The Church Source of Light and Life Mission Central is working to better integrate family through the development of Marriage and Pastoral Counseling. It has a short term project work with schools in the development of sex education. Most residents of the municipality of Quezaltepeque are part of the Catholic Church, but there is a significant 2.538 rate of adult populations attending other Churches in the urban sector.

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QUEZALTEPEQUE LA LIBERTAD

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VII- ECONOMIC AND SOCIAL HIERARCHY, CONSIDERING AND ACCESSING THESE SERVICES: 1- BASIC SERVICES A) Electricity B) Water C) Internet D) Internal Paving E) Garbages Collectors F) Telephone 2- LOCAL RESOURCES A) Market B) Selectos Market C) Parks and Squares D) Post Offices E) Public and Private Sport Fields F) Banks G) Political Groups

3-INDICATORS OF EDUCATIONAL SERVICES: 1-Public Schools: A) Centro Escolar “José Dolores Larreynaga “.

B) Centro Escolar “Juan Ramón Jiménez”.

C) Centro Escolar “María julia de Alvarado”.

D) Centro Escolar “República de Nicaragua”.

E) Centro Escolar “Santa Cristina”.

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F) Centro Escolar “Cantón Santa Rosa”.

G) Centro Escolar “La Loma del Espino”.

H) Centro Parroquial “San José”.

I) Complejo Educativo Católico “San José”.

J) Centro Escolar “Emilia Merche”.

K) Centro Escolar “Miguel Ángel Garcia”.

L) Escuela de Educación Parvularia de Quezaltepeque 2- Prívate Schools: A) Colegio Adventista B) Colegio Pablito Peña C) Colegio superior D) Colegio Bautista 4- Health Services Indicators A) Privates and National

1-Instituto Salvadoreño del Seguro Social 2-Unidad de Salud (FOSALUD)

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3.2- SCHOOL DESCRIPTION The institution began in 1949 with Kindergarten and First grades, but in 1950, Walter Deininger donated the land for the construction to serve as a school, which had the name San Jose Dominican Institute. Nowadays, it is called Complejo Educativo Catòlico "San José”. In its beginnings, the service provided was aimed girls and young women in the form of internship in which only girls attended, performing its job well for many years.

In 1964, because of the lack of economic resources, families sent their daughters to boarding school for which they paid a monthly fee. This situation obligated them not to continue enrolling their daughters in the Institute. The congregation Hermanas Dominicas de la Anunciata in charge of the school decided to become in a semi-public institution and started working with the Ministry of Education to state the needs of the moment. That is, the precarious economic situation of families in the municipality, and on the other hand, the desire and enthusiasm to continue the educational work with the children of these low-income families. So that this Ministry through an agreement signed with the institution assigned new official positions to teachers, making it a center which could enter all the girls who wanted to study at no cost, changing its name to “Escuela Urbana Católica San José”.

In 1972, Junior High school was founded which replaced the registration of girls for the race office. In addition, was allowed to enter girls and also boys, changing its name to “Escuela Urbana Mixta Unificada Católica San José. In 1974, was established the ninth grade, completing Junior High school, so that the school was renamed "Escuela Unificada San José”. During the period from 1983 to 1990, both

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education and infrastructure improvements were made. In 1986 the high school program was founded.39 In the years 1991 and 1997 an increase to quality education was given, it was established the Computer Center and a Typing room, improvements were made to the chemistry lab and a terrace was built on the multipurpose room. In the year 1995, the School was selected as being a "Model School". By the MINED to continue with this great effort, the School Parents developed a comprehensive care family apostolate to it. From 1998, up to the date, serves as its Principal Hermana Maria Victoria Villarreal Castro, who along with the education community continues to maintain the quality of education as a priority, not relegating the maintenance of other areas. They have innovated according to technological demands and needs of the student population. In regards to this, it is worth mentioning:

The acquisition of computer equipment equivalent to 29 computers, the Laboratory of Chemistry and the Library of the School. Bearing in mind, the recreation of children, a court was built with arcade games according to their ages. In response to the growth of students’ population, it has also been expanded the educational services, creating the Pre-school and General high school.

The school is located on Avenida Independencia thirty-four, Barrio Nuevo, municipality of the Department of La Libertad Republic of El Salvador. The inhabitants of the community, Quezaltepeque, have the basic services of electricity, water, sewer, telephone, ground transportation, among others. They also have a central market and shops in the city center that facilitates the acquisition of commodities. Among the economically active population, a small percentage is devoted to trade in small (sales market), and most migrate to nearby major cities (San Salvador) to work in the zones and factories. Another number of people are engaged to domestic chores, and generally make there is a small percentage in administrative positions. Within the family, most homes are broken up, made up of mother and children, who have no good economy base. 78% of the 39

Proyecto educativo institucional 2003-2005.Complejo Educativo Católico”San José”.

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families that make the community receive only minimum wage income, another 22% have income below the minimum wage, some even $ 1.00 per day, and the remaining percentage has income greater than the minimum wage.40

A very vulnerable situation is being lived, since many young people are organized in gangs, who in their modus operandi often result to violence by attacking the inhabitants of the town, creating chaos ruled by the theft , assault and rape, injury and death, creating fear and uncertainty within the population. Added to the above, it is detailed some timely and necessary demonstrations presented by residents of the community, its consequences and work to be performed by the institution to counter its effects within families and the community in Quezaltepeque.

This school has a mixed infrastructure, a building of two floors and a lounge on the third floor and consists of 34 classrooms and 11 rooms more that are used as the principal office, CRA room, secretary room, teachers lounge, pastoral room, reading room, typing room, computer room, science laboratory, the book store, the kitchen. The school also has two basketball courts, one in the infrastructure of the complex and another in the annex. The computer room has 30 computers, 4 printers, The typing room has 50 type machines, 50 tables, 50 chairs, 1 desk, 1 white board, the laboratory room has with 7 tv, 2 overhead projectors , 5 VHS, 12 cannon projectors, 12 laptops,1slide projector and 60 chairs.

The student population being served varies by 40% between the ages of 5 to 10 years, another 33% is in the range of 11 to 15 years and another 27% of 16 years and older, 2% of the population total student are repeaters, 7% belong to extraage, the students population consists of a total of 1505 students: 865 women and 640 men, 252 who are in preschool, 284 in the first cycle, 280 in second cycle , 274 in junior high school , 415 high school. There is a Central Student Government elected by student votes and the elected president is the representative of students in the CECE. In each section, there are organized committees of principles and 40

Proyecto educativo institucional 2003-2005.Complejo Educativo Católico “San José”.

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students, each chairperson and vice-president of the section, automatically a part of the Committee of Presidents and Vice Presidents who work closely with the Students Government.

They also observed different support groups in the institution: dance group, students band, pastoral, mentors, mediators, etc. with this range of emotional attitudes, it is seen in the students the desire to learn, to excel.

This is demonstrated with their skills in music (marching band, choral group) dance, crafts, sports, educational games, entertainment, among others, these aspects contribute greatly to the students to acquire new attitudes, both towards his person, his home and why not say in society itself.

The organization among teachers has been conducted in the following way: four teams have been formed (team leader, teaching staff, management team and evaluation team). The teachers in the leader team are represented by the levels of education (kindergarten, first cycle, second cycle, third cycle and high school).

Besides each of the leaders’ team that every level has, all the team leaders are organized in only one leaders team to have a better organization.

There is also an organization Committees: sports, arts, emergency committee, coordinating committee for parents, coordinating committee for students, hygiene committee. To meet the educational work optimally, our school has an updated methodology, by constantly updating educational and administrative evaluations, leading to the integral formation of students. On the other hand, there is an additional service that consists in teaching subjects that are not regulated in the academic curriculum of MINED, but nevertheless, these are indispensable for learners encounter in the implementation of profession it easier to insert into the productive life of the country.

Among the additional subjects taught there are more subjects included: typing, computing, philosophy, writing, spelling, faith education, dance and English in the nursery and primary levels.

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Moreover, it is appropriate to the institution within their projects to strengthen academic quality, to teach both, typing and computer to the nursery level, for which are already becoming the first efforts for its mandate, as well as promoting projects: promoting reading habits and analytical criticism, promote values in all levels of education, acquisition of equipment and laboratory instruments and equipment for recreation areas.

The community of parents who are the educational community lives almost entirely in Quezaltepeque, although many families are broken, as previously mentioned.

They must attend the calls from regular and special meetings, in the schools for parents who are held monthly. Fathers and mothers have been forming committees organized as follows: Central Executive of parents, support groups, sections, emergency teams, parents and guardians for Parent coordinators. It should be mentioned that approximately 60% of parents have not attained basic education studies, 25% have reached secondary school studies and 15% have achieved higher education. Interest is shown by parents so their children overcome their studies. Some even call weekly reports of progress in the learning process of their children.

3.3- DESCRIPTION OF THE COURSE In order to develop the research “Didactic Fundamentals for the English Language Teaching in Junior High School at Complejo Educativo CatĂłlico San JosĂŠ, Quezaltepeque, La Libertad 2010-2011 was necessary to follow a process to obtain the real information about it. On the other hand, there are different elements that are shown to understand the importance of Didactic Fundamentals.

It is important to mention that every single point is a complement of all, as a Learning process that is determined by the necessities and good application of

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points. Each element in the process has given the research a big support to identify the main actors:

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The Teachers

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The students

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The program

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Didactic resources.

THE TEACHER: it is known that the teacher is the responsible for a good atmosphere where the students have the chances to develop their potential for intellectual, emotional, physical, spiritual and psychological growth. This person is responsible for organizing many different activities that will have good approaches that will result in students achieving academic success. In this moment the teacher in charge is Emy Escobar de Monge a bachelor graduated of the Language School in the career of Bachelor of Arts in English at Universidad Francisco Gavidia (UFG).She works hard in classes to develop the strategies and methodologies based on the program, and she also works hard to design an appropriate environment to develop students’ skills.41 One important thing is that the teacher showed security in front of the classes, the correspondent respect to each other, and she created different environment. The only part that students gave her was that they could not express in English appropriate language, because level was not based on their capacities. However she considers following her rules according to the Educational system that implemented with English teacher in school.

THE STUDENTS: There were two hundred seventy four students. They were between the ages of 12-14 years old and all of them course junior high school 41

Description of the course during the class process 2010-2011.

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during 2010-2011.There were some students, that said concerning to this new subject implementation in junior high that they did not have a good English base.

During the school year other situation was the students did not bring their book and notebook materials with them.

THE PROGRAM: the program designed for junior high school is divided in ten months that contain the following parts: Generalities: date, discipline name, objective per class, topic and development of the class including their activities inside and extra activities.

General objective: is oriented to obtain the high level in the English necessities like oral and written forms using terminology according to the major.

Specific objective: they mention the importance to apply and short conversations and different situations, because the functional language and understand English in their personal life.

Competences: the competence is focused on the communication in oral and written form in English with different environment that they can enroll.

Methodology: there aren`t any explanations about a specific method, but some important details like learning grammar rules and make workbook activities easily.

Methods, techniques, procedures, strategies, etc are mixed and applied attending the diversity and the individual differences into the classroom.

Table of contents: the table of contents shows the different unit to study and obviously the contents. It is also divided because everything is based mainly in the book and workbook.

References: the references are oriented to students learn how to use student books, workbooks, cd rooms and websites. But there are many different publishing houses like: Santillana, Mac millan, Mac Grahill, logman and some others.

Web-sites: there are several sites which are included in the book that can help to the students to reinforce their knowledge.

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THE DIDACTICS RESOURCES: during the development of the class, the teacher used different didactics resources in order to create a better environment and to teach in a better form. The Students participate with different techniques previously prepared, like: The books: are used in different levels by the students with some characteristics in order to increase the vocabulary this book was hey there in junior high school.

The student audio cd: contains some conversations, reading, and some other complementary activities.

Teachers guide: overall and page by page teaching suggestions including instructional scripts, answers keys, transcript the audio program, and expansions activities, as well as placement test.42

3.3-CLASS DESCRIPTION The class description is based on the junior high for Complejo Educativo Catòlico San JosÊ de Quezaltepeque; la libertad 2010-2011. The teacher in charge is Mrs. Emy de Monge. The class description was in seventh which are an instrument applied from the year in the learning process to the end of the year. The teacher always used a big amount of activities to motivate the students since the class began.

3.4 TECHNICAL AND METHODOLOGICAL FORMS. In this research it has been followed a process, which has led the development of the investigation. This process has been used necessary in order to accomplish the goals of the research. There were some elements that were used in the development of this process. These were: the observation into the classroom, interview to the teacher and the interview to the students.

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Longman Academy for junior high school

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These instruments were very useful as a part of the research in the theoreticalpractical area, to know more about the application of the didactic fundamentals in the classroom. A very essential part in this research was the instrument number one; classroom observation. The observation was done during many different workdays, in different classrooms, with different groups of students of 7º, 8º, and 9º grades. The three of us were present in the classroom observation.

The purpose of the class observation was to visualize the performance of the English class in order to see the main components of the class developed by the teacher, and determine if didactic fundamentals are applied in the lessons planning as well as in the performing of the class. Besides, to see the teacher´s methodology, activity development, and the students motivation.

The class observation embraces not only the teacher´s action but also the students reaction. Another essential part of this research was the teacher´s interview. Such instrument was made with the purpose of collecting ideas, point of view and information related to the knowledge that the teacher has about the didactic fundamentals. In this instrument is also asked to the teacher if she applies these fundamentals when she plans the lessons. The other instrument used in this research was the student’s interview. This instrument was made in order to collect some opinions, point of view and some information from the students. This instrument was applied to a group of 30 students, taken 5 students per section.

3.5 Technique and data analysis.

After obtaining the results of surveys, the teacher´s interview, and class observation a deep analysis was needed. The analysis will be presented in bar diagrams. One of the instruments that were very decisive in this research was the teacher´s interview. This interview was made with the mere intention of knowing the teacher´s opinion about student´s learning style, and see, too, if the teacher knew her students´ skills and weaknesses.

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v One important instrument that has been taken into account is “The interview to the teacher�. This was made with the objective to know the teacher`s opinion about students knowledge. The questions that are included in this instrument are the following:

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SCHOOL EDUCATION TEACHER`S INTERVIEW TEACHER`S NAME: Emy Escobar de Monge DATE: AUGUST 29TH 2011.

DIRECTIONS: Response the following questions as honest as possible.

The first fundamental is to know himself and understand how each stage of his thinking and his life has an influence on their teaching and, therefore, merit and execution of the lesson.

1) What do you know about the didactic fundamentals?

EXPLANATION: This question was asked to know if the teacher knew about didactic fundamentals.

2) What do you consider is the importance to know your weaknesses and strengths?

EXPLANATION: the aim of this question was of the teacher described the importance of knowing herself as a teacher.

The second fundamental is to understand the growth and development of children, to recognize him as an individual different from the others; attitudes, feelings and intentions tend to be abandoned because they find it difficult to be shared.

3) How do you think your weaknesses and strengths have influenced in your teaching style?

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EXPLANATION: this question was asked to know how the teacher`s style has been influenced by her abilities and weaknesses.

4) How do you attend diversity in the classroom?

EXPLANATION: The aim of this question was to know the kind of activities the teacher developed to cope with the different characteristics of students in the classroom.

The third fundamental is the understanding of society as a constant element of change and growth.

5) What is a good way to help students with their growth and development when teaching?

EXPLANATION: The intention of this question was to find out if the teacher had identified the students´ interests and abilities to help them to exploit to the top.

6) In which way do you consider your teaching will be useful for students to face today´s society demands?

EXPLANATION: The purpose of this question was to know if the teacher was being updated to teach things that are, nowadays, updated and interesting for teenagers.

The fourth fundamental is to use the teacher's knowledge, the student´s and society´s, to bring the boys into an awakening of their autonomy and individuality.

7) How do you think the students will be in the future in our society with the English tools that school has given them up to now?

EXPLANATION:: The purpose of this question was for the teacher to analyze if the school has prepared the students to face the changes of society.

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8) How do you consider the student’s knowledge, society and teachers had been helping to the student autonomy?

EXPLANATION: The aim of this question was for the teacher to explain how they exploit the resources they have at school to make the best with the students´ knowledge to awake autonomy.

The fifth fundamental is methodology. It was said by Comenius when he stated “Actually the didactic principles, methodological rules and practical recommendations to address the learning, education and development process for the students' personality”.

9) Which elements do you take into account to choose the methodology in the teaching process?

EXPLANATION: This question was asked to know if the teacher took into account students´ abilities and interests when planning classes.

10) What kind of techniques and methodologies do you apply in the teaching process?

EXPLANATION: The purpose of this question was to know if the teacher was applying an approach that helped the students to exploit their abilities.

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SCHOOL EDUCATION TEACHER`S INTERVIEW

DIRECTIONS: Response the following questions as honest as possible.

1) What do you know about the didactic fundamentals? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2) What do you consider is the importance to know your weaknesses and strengths? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3) How do you think your weaknesses and strengths have influenced in your teaching style? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 4) How do you attend diversity in the classroom? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

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5) What is a good way to help students with their growth and development when teaching? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

6) In which way do you consider your teaching will be useful for students to face today´s society demands? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 7) How do you think the student`s will be in the future in our society with the English tools that school has given them up to now? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 8) How do you consider the student’s knowledge, society and teachers had been helping to the student autonomy? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 9) Which elements do you taking account to choose the methodology in the teaching process? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 10) What kind of techniques and methodologies do you apply in the teaching process? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

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3.5.1-ANALYSIS OF THE TEACHER`S INTERVIEW

According to the teacher´s interview it can be seen that the teacher was very honest because she said, she did not remember about the didactic fundamentals and beside that, she felt confused with the topic because of the changes happened in the curriculum she did not know exactly what the topic was about. The teacher mentioned that is very important to know her weaknesses because if they are known it is necessary to develop those abilities in order to improve them. But not only the weaknesses but also the strengths, it is necessary to know them because they can be used when needed and sharing the experiences.

The teacher said that to know her weaknesses and strengths had had a big and important influence in her teaching, since if she did not have a good knowledge of it, she could not choose a good strategy, method, technique, etc so the students probably would not have a good learning, so in conclusion it was needed to know herself to be a better teacher.

According to the teacher, attending diversity is a very difficult thing to do, so she suggested, in fact is the solution that the most of teachers give to this issue, to perform the best method, technique, etc for the most of the students. After trying many strategies in the teaching process, she chose the one that was better for most of them. In her opinion a good way to help the students with their growth and development through the teaching is by developing practical classes, to let them to talk, to practice; even when they have mistakes and also performing interesting topics for them in the classes.

The teacher explained that if the students know the language very well at the end of the year, it would be a very important tool because the opportunities for bilingual people are more, in their lives, jobs, etc. They have more advantages when applying for a job. For her this is the way in which her teaching will be useful to students to face the today´s society demands.

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The teacher thinks that with the tools that the school is providing to students, in the future they will be able to play a good role in the society; since they will be able to communicate in English, they will have a good fluency and will be confident to talk the language. She also considers that if students are prepared they will feel comfortable and confident with themselves in that way they will be workers and more prepared people.

The teacher also mentioned that to choose the methodology for her teaching there are some elements to take into account, these are: the age of the students, abilities and also the resources that the school can provide her to improve the teaching process. For the teacher the Constructivist method has been the most functional; that is why she tried the students to practice the language everyday, investigation and compositions are also another strategies that the teacher has implemented as part of her methodology in her teaching process. She also developed the abilities through the English language.

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SCHOOL EDUCATION STUDENTS´QUESTIONNAIRE

DATE: _______________

STUDENT`S NAME: ______________________________________________ DIRECTIONS: Read the following questions carefully and give answers to them.

The first fundamental is to know you and understand how each stage of his thinking and his life has an influence on their teaching and, therefore, merit and execution of the lesson.

1) Why do you consider is important for the teacher to know her strengths and weaknesses.

EXPLANATION: This question was made with the intention of gathering information from the students to know if they have identified the teacher´s strengths and weaknesses.

2) What attitudes from the teacher let you notice that she knows herself?

EXPLANATION: This question was led with the objective of getting straight from the students what attitudes the teacher shows them to say she knows herself.

The second fundamental is to understand the growth and development of children, to recognize you as an individual different from the other attitudes, feelings and intentions tend to be abandoned because they find it difficult to be shared.

3) What kind of activities do you consider the teacher should develop for your age and interests?

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EXPLANATION: the aim of this question was to know if the teacher was developing activities according to the student’s age.

4) How do you think your teacher helps you to face the changes you are experiencing in your life?

EXPLANATION: the reason of this question was to know if the students were being motivated by the teachers’ activities.

The third fundamental is the understanding of society as a constant element of change and growth.

5) What kind of things you should be taught to overcome the constant changes of society?

EXPLANATION: this question was made with the aim of obtaining some information about the topics students are working.

6) What tools do you consider the school is giving you to face the changes in society?

EXPLANATION: the objective of this question was to know the instruments that the school is facilitating to students to be updated.

The fourth fundamental is to use one's knowledge, the student and society, to bring the boy into an awakening of their autonomy and individuality.

7) How do you think your teacher uses her knowledge and demands yours to awake your autonomy?

EXPLANATION: this question was made to know if the activities made by the teacher let the students exploit their activities.

8) How do you think society might be involved with your learning?

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EXPLANATION: this question was asked with the objective of obtaining information from the students about the role of society in their learning process.

The fifth fundamental is methodology. It was said by Comenius when he stated “Actually the didactic principles are didactic principles, methodological rules and practical recommendations to address the learning, education and development process for the students' personality�.

9) What do you think is the best way in which you learn things more easily?

EXPLANATION: the objective of this question was to identify with the students answers the methodology used by the teacher.

10) What kind of activities developed by the teacher help you to work individually and at the same time to be a team player?

EXPLANATION: this question had the aim of analyzing the activities and techniques used by the teacher to promote individual and teamwork among the students.

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SCHOOL EDUCATION STUDENT´S INTERVIEW

STUDENTS´QUESTIONNAIRE

DATE: _________________

STUDENT`S NAME: _________________________________________________ DIRECTIONS: Read the following questions carefully and give answers to them.

1) Why do you consider is it important for the teacher to know her strengths and weaknesses? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2) What attitudes from the teacher let you notice that she knows herself? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3) What kind of activities do you consider the teacher should develop for your age and interests? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 4) How do you think your teacher helps you to face the changes you are experiencing in your life? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

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5) What kind of things you should be taught to overcome the constant changes of society? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 6) What tools do you consider the school is giving you to face the changes in society? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

7) How do you think your teacher uses her knowledge and demands yours to awake your autonomy? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

8) How do you think society might be involved with your learning? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 9) What do you think is the best way in which you learn things more easily? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 10) What kind of activities developed by the teacher help you to work individually and at the same time to be a team player? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

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ANALYSIS OF THE STUDENTS` QUESTIONNAIRE According to the students and related with the first fundamental which consists in the importance of the teacher to know herself, weaknesses and strengths. The students agreed that this fundamental is very important because their learning is going to depend on the teacher´s knowledge of herself, and if she knows herself very well this is going to be a good influence in her teaching style, in the same way the development of the subject is going to be better if the teacher takes into account her strengths. Besides that, if she does not know herself her teaching is not going to be successful, especially when helping the students in their doubts or difficulties. This is going to be helpful also because she is going to recognize the students´ weaknesses and strengths which will be good because she will be able to help them when necessary.

The students said that the teacher knows herself very well, it can be seen though her attitudes such as: she is very creative and they really like the way she teaches, also the way she develops and explains the topics, the strategies she uses when teaching and also the management of the language. Students felt very comfortable until saying “she performs a perfect class.” Most of them agreed that she was always sure about the topic, every time some student had a question, she answered very well and with a very positive attitude.

The second fundamental is referred to students attending to their needs and interests. According the students, all the activities that the teacher developed were according their ages and interests, since she was very creative, dynamic. Only few students were not in agreement, since they said that they wanted more dynamics, English songs and some of them mentioned that they needed more listening and pronunciation activities, but all of them agreed that all the activities were according their ages. Most of the students agreed that the teacher was very patient, and it was very helpful because they felt glad with this attitude and motivated to be better in the subject in order to be successful at the end of the year and then when they have a good English level to get a good job.

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The third fundamental is: to see society as an ongoing element of change.

According the students the school is not giving them the necessary tools to face the changes in society, they agreed that the teacher is only giving them the basic things, few students do not feel glad with the teacher, since they do not understand anything when they hear someone speaking the language. So in conclusion students do not feel so glad with the level of English they have. They mentioned that the most important things that they must be taught were: pronunciation, basic questions, conversations, more written and oral interactions and to now how to hold a conversation.

The forth fundamental consists in: To use the student, teacher, and society´s knowledge to awake the child´s autonomy. Related with this fundamental, students said that the teacher motivated them to learn the language and developed many strategies in order to awake the students´ interest for the subject and especially for they to learn by themselves to learn their own knowledge. All the students are in agreement that nowadays many things are in English and that is good because that is helpful for them to practice the language and to awake their curiosity and interest about the subject, since English every day is taking one more important role in the today´s society.

The fifth fundamental is based on the methodology. About this, the students said that they really like the way of teaching that the teacher had, since she was very creative, funny, and dynamic. They mentioned that the teacher taught very good, because the activities motivated them to participate and to feel comfortable at the same time they were learning, but it was very necessary to practice the language by themselves in academies or particular teachers. The techniques used by the teacher that students liked the most were: songs, lyrics, conversations about interesting topics, oral activities and all those activities that interacted with the classmates. They said that the oral expositions were very helpful even though difficult but they liked.

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GLOBAL RESULTS OF THE STUDENTS QUESTIONNAIRE. 1) Why do you consider is important for the teacher to know her strengths and weaknesses?

Very important Important Not important

45% 40% 15%

2) What attitudes from the teacher let you notice that she knows herself?

Creative and funny Dynamic Patient

40% 40% 20%

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3) What kind of activities do you consider the teacher should develop for your age and interests?

Group dynamics Role play Dramas Do not know

35% 25% 25% 15%

4) How do you think your teacher helps you to face the changes you are experiencing in your life?

Being patient Teaching important things Giving well advises for our lives

75% 20% 5%

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5) What kind of things you should be taught to overcome the constant changes of society?

Important topics related with daily life More conversation and writing in English Basic English and good pronunciation Do not know

35% 25% 35% 5%

6) What tools do you consider the school is giving you to face the changes in society?

The basic tools Moral and spiritual values None

70% 20% 10%

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7) How do you think your teacher uses her knowledge and demands yours to awake your autonomy?

Helping us to be confidents Explaining many times Different activities

15% 35% 50%

8) How do you think society might be involved with your learning?

Social webs are very important and helpful To be updated

50% 50%

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9) What do you think is the best way in which you learn things more easily?

Practicing Through funny activities Paying attention in class

55% 30% 15%

10) What kind of activities developed by the teacher help you to work individually and at the same time to be a team player?

Expositions and songs Conversations and dialogues Cooking recipes Dramatization Games Translation activities

30% 20% 10% 10% 10% 10%

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CLASSROOM OBSERVATION CHECK- LIST.

CATEGORY

RESPONSABILITIES §

ALWAYS

SELDOM

NEVER

The information given was well understood by the students`.

§

She knew very well the topic she was developing.

§

She encouraged the students to participate in the

CONTENT

class. §

She gave feedback on the points where the students might get confused.

§

She answered most of the questions asked by students.

§

She maintained eye-contact with the students when they were talking.

§ DEVELOPMENT

Her voice could be heard easily by the students at the back.

§

She motivated the students by playing some jokes with them.

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§

Her body language helped her to make understand better herself.

§ The students could predict what they would study by the introduction alone. § The activities she developed were organized both, in groups and individually. § She made most of the students give a few words

ORGANIZATION

about what they had done. § The activities were well organized. § She followed her lesson plan. §

She showed very creative and colorful posters.

§

She used some flashcards to improve students` vocabulary.

§ RESOURCES

She used a CD player to improve students` listening skill.

§

She used the board to write some words that students did not understand.

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ANALYSIS OF THE CLASSROOM OBSERVATION CHECK- LIST.

It could be observed during the class that the teacher used different learning activities to motivate the student´s learning. She created individual and group activities as well. Students seemed to be comfortable with the kind of activities developed by the teacher. This was because could be seen that the teacher has a good communication with the students, even the shiest students were seen participating. Both, individual and group activities, form part of the didactic fundamentals because they help students to awake autonomy and besides that, let the teacher exploits individual and group abilities. It was very funny to see how the teacher motivated the students to participate for instance; she told one of the shiest students that if he read a couple of lines she would help him with a girl he was in love. She helped students with pronunciation when needed. When performing conversations the teacher never interrupted the students when they mispronounced words or phrases. This helped the students feel they were doing a good job. At the end of every activity, she always asked the students if they had questions. When a student asked her a question she answered the question very politely so students had enough confidence to ask anything.

GENERAL ANALYSIS By the end of the research, an analysis was needed. The researchers had to analyze each of the didactic fundamentals, basing on the advantages and disadvantages that these represent in the classroom different from other methodologies. Besides that, it was necessary to discriminate the successful and unsuccessful didactic fundamentals used by the teacher at the school where the research took place.

One of the advantages that the use of the didactic fundamentals have in the classroom is that the teacher might know better the students. Through this, is also possible for a teacher to find out some strengths and weaknesses from the 74

teacher's side. Including the didactic fundamentals help the teacher to better the teacher-student relationship and gain confidence between them. Getting close with the students, let the teacher know what the students like doing and what they usually do in their free time.

Once the teacher know a little more of the students, is the time for him to exploit their abilities. In this case is necessary to include students' interests in the lesson plan. When the students notice that the teacher is including their interests in the class, they might give better results, because they feel valued.

Another advantage that the didactic fundamentals have is that by using the students’ skills, the teacher and students learn to see society in a different way.

They stop seeing society as something that has only negative things for them, but also as a world of opportunities for both to grow up. They start seeing society as a world where they might have the chance to show the people what they are capable of.

These advantages could not be seen in the traditional methodology. The traditional methodology did include neither the teacher nor students' interests in the syllabus.

In the traditional methodology, the teacher was in charge of transmitting information and students had to absorb it. In the new methodology, teacher and students have been included.

Another disadvantage that the traditional methodology had was that the teacher did not take into account the students’ needs. They did not know much about students except that they were attending school. In this methodology students were not able to analyze the environment; the philosophy at that time was, teachers know, students do not.

Advantages and disadvantages also help to determine successful and unsuccessful methodologies. It might be said that during the research the didactic fundamentals were also classified like that. The most successful fundamentals were: the second, the third, and the fifth one. The second because is addressed to the growth and development of the child. In this fundamental was seen that the 75

teacher, started seeing the students differently. She started including different activities that involved students' interests. she stopped teaching her classes in a dull way, and made them funny. at this stage, she too, included activities that involved students of different ages and skills. the third fundamental was another that was successful because discussing about society, students could have a little of practice speaking English. it was absolutely determinative the fact that, by talking about recent issues students were motivated to speak out. it was proved by this that seeing society as a constant element of change is a good way to make students develop a little of confidence when speaking. finally, the last fundamental which is related to methodology was successful too. in this fundamental was observed that the teacher changed her traditional way of teaching. she started taking interesting topics for discussion to the class even when she knew her students did not talk English that much.

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4. THEORETICAL METHODOLOGICAL FORMULATION OF THE RESEARCH.

It is a fact that every one of the five didactic fundamentals mentioned here are the most essential part to take into account in order to improve the learning process.

Those fundamentals embrace specifically the role that teachers, students and society must play in the teaching-learning process. Teacher is going to be in charge to include such fundamentals when planning the lessons and specifically when executing them in the classroom. This theory is based on the most important and necessary elements to be used for teaching the English language. There are many elements that are very important when lessons are being planned, but the group of the most important items has been pointed by Julio Larrea, H. D. Holding, Cronje, Comenius, etc. Whose theories are based in the five didactic fundamentals or in some moment they are related with the topic.

According the first fundamental, teachers should know themselves specially their weaknesses and strengths but it can be seen that this fundamental is not always applied by the teachers. In this case for example it was observed that the teacher does not know her weaknesses, since she made many mistakes in pronunciation and grammar aspects and she did not correct them. Comenius said that that all knowledge can be acquired only through the use of sensual perception.

That is why this is not a good situation for students, since they are learning from her; she is guiding their learning process so she must make sure about the right pronunciation, grammar, etc before performing a class, for students not learns wrongly.

In the same way it is established in the second fundamental that teachers have to know the students since they are different. This fundamental was very well applied by the teacher into the lesson plan and the classroom as well.

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Such fundamental is supported by H. D. Holding whose theory is based in five principles closely related with the didactic fundamentals. Holding also expressed the importance of the children individuality and that everyone must be treated and taught according their age, needs, and other characteristics. She called it the principle of child´s acceptance.

In the third fundamental the society must be seen as an element of constant change and is a challenge for teachers to prepare students to face all these changes successfully. In the same direction Comenius created a reform with the purpose of improving the quality of education for the students to be able to be inserted in the society at that time. Holding had almost the same way of thinking as Comenius and Larrea; she stated that the realism in teaching was extremely necessary because by this way education would be a tool that allows students to be updated and ready for playing a better role in society.

In the fourth fundamental is mentioned that the students, teachers and the society´s knowledge has to be used to awake the autonomy and individuality of the students. However, Cronje was not in agreement with this statement because he said that “the school” educates an independent, responsible personality. A child is guided to independence in order to make his own accountable choices. According Cronje the institution in charge of the formation of students is only the school.

The fifth fundamental involves the methodology that the teachers use in the teaching process. One of the pioneers in this area was Jean Amos Comenius whose contribution to the educational area has been very useful. Comenius has been called “The father of modern education” since he worked very hard in order to establish a new educational reform that has been an excellent guide to improve the teaching-learning process through time.

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5. DEVELOPMENT AND THEORETICAL DEFINITION

Through the development of the second chapter of the research, “Didactic fundamentals for the English Language Teaching at Complejo Educativo Católico San José” new concepts related to the topic were found. To begin with the concepts, it is found the pedagogic conscience, this is a factor that every single teacher should have or at least, all the teachers that teach by inspiration and not by situation. The pedagogic conscience leads the teacher´s job, to plan lessons to show interest in students, to do the best at performing etc…In other words, it is like an inner voice that claims from the inside of the teacher to do an admirable job.

To do a good job a teacher needs to possess some other characteristics besides showing interest; plan the lessons well and so forth…A teacher needs to be smart and clever as well. In this way, the worth of cleverness also play an important role on the teacher´s job, the worth of cleverness allows the teacher think deeply about this noble profession and help at any time to handle with the difficulties found not only in the classroom, but also with the work environment. Active learning is another factor that is pretty important in the teaching activity.

Active learning is what teachers must be focused on because that is what students love. Active learning means that teachers and students ought to have fun in classrooms and at the same time homework must be something that students should enjoy while doing them to not get bored. To achieve this, teachers must assign homework that let students awake a commitment with their learning.

Learning is a process that needs repetition; this repetition is defined as one of the most important aspects in learning and any other process.

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Repetition is what let students to understand better the material assigned. Through repetition students might apply easier what they have learnt. Application is another aspect that must be taken into account. Application means that students put in practice all the new things they have learnt in their daily life.

Applying in daily life all of the new things, allow students to awake an individual feeling of seeing and understanding life. This feeling is called, intrinsic differentiation and it is what let students to see and understand things from a different point of view. Everyone is different and in education this becomes more common than any other area. Students learn different from others and this might confuse the teacher. A teacher might consider a child an adult just because the fact that a student would give a very mature opinion on a topic. Some of the previous characteristics were found in the traditional pedagogy. The traditional pedagogy was a model in the past to teach, see, understand, and guide students learning. Traditional pedagogy strongly believed that everyone should be treated in the same way. On the other hand, modern pedagogy established that since everyone is different and learn and think differently, everyone ought to be treated, too, differently.

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CHAPTER III 6. OPERATIVE FRAMEWORK 6.1 DESCRIPTION OF THE SUBJECTS OF THE RESEARCH

Julio Larrea, the Mexican pegagogist and author of the book Didàctica General said: “The only safe way to raise the quality of lessons is going back to the didactic fundamentals.” Such fundamentals

are mentioned and explained in his

book”Didactica General”. That is why it is considered that these fundamentals are the subjects of this research in which this investigation is mainly based.

The first fundamental: To know oneself and understand how each phase of life and thinking has an influence into teaching; therefore, in the merit and execution of the lesson. Because of its content, this fundamental is specially addressed to the teachers, since they are the ones who guide and orienting the students learning.

The second fundamental is to understand the child`s growing and development, to see him as a different individual from others. This fundamental is specially focused in children and their individual characteristics that make them to be different from the rest of their classmates.

The third fundamental is to see society as an ongoing element of changing and growing. The teacher´s duty is to be aware of the changes happened on society and to know how they influence in education. It is the teachers` responsibility to prepare students in order to face such changes and specially to become social active beings able to perform successfully in society. Over the years society has changed and continues changing. These facts have obligated schools to search for more updated educational systems. Every day is necessary to increase the level and quality of students´ learning to satisfy the society´s demands.

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The fourth fundamental is to use the own knowledge, the student`s and society`s knowledge, to take an awake of autonomy and individuality to the inner of the boy or girl. Nothing could be more wrong than the assertion that our current school is an active school. Only optimists can reach such a trial. It is true that in Salvadoran classrooms can be seen many fruitful ideas emerging from the beginnings of the active school movement, pedagogically fertile before and after the First World War. The fifth and last fundamental is methodology. The word methodology is defined as a system which comprises the principles, practices and procedures which are applied to a specific branch of knowledge. Methodology refers to the way in which information is found or the way something is done. Methodology includes the methods, techniques and procedures which are used to collect and analyze information. Since methodology comprises all these terms and procedures it can be said that methodology is one of the fundamentals that cannot be ignored in the teaching learning process.

6.2 PROCEDURES FOR GATHERING DATA. During the research, some instruments were used. These instruments were really essential to develop and gather the information needed. The teacher´s interview was one of the instruments, another was the students´ questionnaire and the observation to the class was the other one. The teacher´s interview was done with the intention of gathering some information from the teacher to see if she was familiarized with the topic in develop.

The interview took around an hour. The teacher tried to understand and analyze each question, she said, she did not want to give response to the questions without thinking. She asked a couple of questions to us in order to clarify any doubt she had when answering the questions. Before giving her the survey, we had talked with her a couple of times already. At the beginning we considered necessary to talk to her because we thought, it was not going to be easy for her to accept to be questioned and observed in her classes.

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We were lucky because she said she liked to be observed when teaching because that helped her to improve her methodology. This made the researchers feel more comfortable and started to ask her some questions. Sometimes, her answers were not totally clear, and then when we asked the same questions but with different words, her answers were more concise. We noticed that she was very eager to know about the topic. Every time we had the chance to talk to her, she was always asking if we had any new idea about the topic that she could use in her class. After many talks were held, it was constructed the instrument that was used to interview her, and thank God She was very opened to the questions and observations.

After having the interview with the teacher, the students were the subject the researchers were interested in. With students was a bit difficult because they did not have any idea about the things that were being asked. It took some time to explain them what was going to be done. They were very curious, when they were told they would be evaluating and their teacher, of course, it was only a joke played on them to gain their trust.

It was necessary to gain some confidence from the students at the beginning because they did not know us. Not having met before became for the research a bit difficult, because it was necessary to identify the students that would be inquired. In this process, the teacher helped us by telling us which students were reliable. Once the students were identified, the questionnaire was given. This took time because we had to explain them what each question was about. It had to be explained to them because there were some questions that had to do with methodology, and this was as if another language was being spoken to them.

Most of them were very responsible with their answers; they did not respond the questions just because they had to do it. They asked for help when did not understand the questions. This helped a lot to obtain better results from the questionnaire.

The other instrument which was used to do the research was the observation of the class. Many classes were observed with the intention of identifying didactic 83

fundamentals. At the same time the teacher`s methodology was being analyzed to identify the successful fundamentals from the unsuccessful ones. To obtain the reliable results, a number of classes were observed. But noticed that having a number of observed classes might not work, it was decided to observe as many classes as possible until what was pursued was obtained. In the first classes was observed, that the teacher was nervous, but when talking to her and explaining her that the intention was not to criticize her, she started to feel more comfortable.

After having observed many classes, the check-list was designed. The teacher asked for our opinion about her classes she said she wanted to improve her teaching style and the best way to do it was by asking what had being observed.

She was very open and this made our job easier. At the end of all the process, thanks were given to the institution for allowing us to do our research there as well as the researcher expressed the teacher their gratitude’s for her help and collaboration.

6.3 SPECIFICATION OF THE TECHNIQUE TO THE DATA ANALYSIS For the realization of this research the implementation of different instruments has been necessary, these instruments were used for gathering the information. All the instruments used to get the results of the students were good enough to achieve the objectives of the research. One of the instruments that helped us the most was the teacher´s interview; through it, was known the teacher´s knowledge about didactic fundamentals and the application of them in her lesson planning and the execution of it. After analyzing the answers of the teacher´s interview, it was concluded that: At the beginning, the teacher did not know much about didactic fundamentals. When she knew about the didactic fundamentals, she said she was applying some of them not knowing they were called like that. Another instrument that was used for the research was the students´ questionnaire. Through this questionnaire the students´ answers were analyzed and led the researchers to have a closer knowledge about the didactic fundamentals application into the classroom.

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No

Actividades : documental/ de campo

Investigación ago-10 Investigación

1

Investigación documental

1.1

Selección de bibliografía a utilizar Lectura y s elección de citas bibliográficas Fichas bibliográficas y de resum en ( fichas elaboradas en SI y actualizadas )

1

1.2 1.3

2

sep-10

3

4

1 2

3

4

oct-10

5

1

2

nov-10

3

4

1

2

dic-10

3

4

1

2

ene-11

3

4

5

1

2

feb-11

3

4

1

2

m ar-11

3

4

1

2

abr-11

3

4

1

2

may-11

3

4

1

2

3

4

Fichas de conceptos/ categorías a utilizar Redacción, sistem atización y discusión de la fundamentación teórica

1.4 1.5

2 MARCO CONCEPTUAL 2.1 - Introducción 2.2

Antecedentes del problem a

2.3 Jutificacion 2.4

Planteam iento del problem a

2.5

Alcances y limitaciones

Recuento de conceptos y categorías a utilizar 2.7 Reunión con el asesor

2.6

2.8 Entrega del primer avance 2.9 3

Defensa del primer avance

MARCO TEORICO

3.1 Fundam entación

teórico metodológica Construcción del marco 3.2 empírico 3.3 Visitas al campo para la recolección de la información necesaria ( periodo de observación ) 3.4 Dis eño de los instrum entos para recolección de datos en el cam po de inves tigación.

3.5 Desarrollo

y

definición

teórica

85

MARCO

jul-11

jun-11

1 2 3

4

1

2

ago-11

3 4 1 2 3

sep-11

4 1 2 3

oct-11

4

1

2 3

nov-11

4

1 2 3

dic-11

4

1

2

3

ene-12

4 1 2 3 4 1

feb-12

2

mar-12

3 4 1 2 3 4

3.6

Validación y aplicación de los instrumentos 3.7 Organización de los datos para construir el marco empírico y marco operativo 3.8 Formulación teórico metodológica de lo investigado.

3.8 Desarrollo y definición teórica 3.9 Entrega del segundo avance 4 Defensa del segundo avance 4.1 Reunión con el asesor para la incorporación de las correcciones al avance 4.2 Reunion con el asesor MARCO OPERATIVO 4.3 Descripción de los sujetos de la investigación para la 4.4 Procedimiento recopilación de datos 4.5 Especificación de la técnica para el análisis de los datos 4.6 Cronograma y recursos 4.7 Análisis y discusión de la información 4.8 Diseño y organización del marco operativo 4.9 Índice preliminar sobre el informe final 5 Reunion con el asesor 5.1 Entrega del tercer avance del Trabajo de 5.2 Defensa Graduacion 5.3 Incorporación de las correcciones y organización final del trabajo de investigación.

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MARCO

m ay-12

a br-12

1 2 3

4

1

2

3

4

3.6

Validación y aplicación de los instrumentos 3.7 Organización de los datos para construir el marco empírico y marco operativo 3.8 Formulación teórico metodológica de lo investigado.

3.8 Desarrollo y definición teórica 3.9 Entrega del segundo avance 4 Defensa del segundo avance 4.1 Reunión con el asesor para la incorporación de las correcciones al avance 4.2 Reunion con el asesor MARCO OPERATIVO 4.3 Descripción de los sujetos de la investigación 4.4 Procedimiento para la recopilación de datos 4.5 Especificación de la técnica para el análisis de los datos 4.6 Cronograma y recursos 4.7 Análisis y discusión de la información 4.8 Diseño y organización del marco operativo 4.9 Índice preliminar sobre el informe final 5 Reunion con el asesor 5.1 Entrega del tercer avance 5.2 Defensa del Trabajo de Graduacion 5.3 Incorporación de las correcciones y organización final del trabajo de investigación.

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6.5 DESCRIPTIONS OF THE RESOURCES LOGISTICS AND HUMAN RESOURCES

For this research it has been necessary some essential elements or resources which have been an active part of this process. Human and logistics resources were participating during the development of this research. First of all, the human resources; this is the most important part of this research because the researchers and the subjects of the research are human beings and the most active part.

The human resources that took part in this work were: The researchers, adviser, students, and teacher. Every one was participating through the research in different moments, and places. The researchers were the responsible ones for developing the whole research; of course they were led by the adviser. The adviser was in charge of guiding the researchers during the development of the research.

The students were the subjects of the research; therefore, they became a very important part in this process at the same time the teacher played a very important role because she was the main subject of the research jointly with the students.

The researchers were in charge of developing the research and carry out all the required procedures to start the process. The adviser explained to the researchers every single step and the way they should be developed. That is to say, the adviser technically and theoretically led the research, and the researchers made the practical part. The teacher and the students were the subjects to which the research was directed.

Among the logistical resources, it can be mentioned the permission of Complejo Educativo CatĂłlico San JosĂŠ for us to be allowed to develop this research with the students in that school. This proceeding was done through a letter issued by

88

Universidad PedagĂłgica de El Salvador, and it was addressed to school to do the research over there.

Once the permission was gotten, the visits to the school increased in order to know the students and the teacher and to get the information and be more involved in conducting the research.

Another logistic resource was the meetings with the adviser, which were very productive, since these meetings allowed us to clear some doubts we had about different items of the research. During these meetings, the adviser explained us the way the research should have been developed, how to develop every single step.

He gave us suggestions about the topic, and also he checked the spelling, grammar, structure, and style in the written work. Once the work was checked by the adviser, it was presented to UNPES AdministraciĂłn AcadĂŠmica.

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6.6 PRELIMINARY INDEX ABOUT THE FINAL REPORT

CHAPTER I CONCEPTUAL FRAMEWORK The research “Didactic Fundamentals for the English Language Teaching, done at the Complejo Educativo Católico San José

was divided in three chapters:

Conceptual, theoretical, and operative framework. In the first chapter, it is introduced the research and are explained some issues such as: what the research is about, objectives, location, and some other details that explain better the main point of this research. In this chapter there are also contained the origins of the didactic fundamentals and their evolution. In the same way, the predecessors of them who saw the need of improving the educational systems at that time and worked to achieve many meaningful changes. In general it can be said that this chapter is the introductory part of the research that later is going to be developed in the school.

CHAPTER II THEORETICAL FRAMEWORK

The second chapter is the Theoretical Framework which contains the theories, and contributions from different authors about the topic. In this part of the research, the amount of information of every part is more than in the first chapter and at the same time it is more specific since every single part of it is explained in detail. In this chapter is also described the Empirical Framework which consists in the description of every one of the main components of the field of the research, such as: the course, the class, the school, etc. Besides that, the instruments that were used to collect the information and the way they were applied is also explained in this chapter.

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It can be said that the second chapter is the body, the main part of this research, since it is more specifically described the most important elements of the research and also the more meaningful moments of it, where the practical and theoretical part are joined in order to get a satisfactory result.

CHAPTER III OPERATIVE FRAMEWORK

The third chapter of this research, it is the operative framework which in general can be said that is the conclusive part. During the development of the research and at the end of it, there were observed some changes in the teacher´s teaching style and of course, in the student´s learning process as well.

All these changes showed in the teacher and students´ behavior are described in some parts of this chapter. Here it can also be found the organization of the activities that were necessary for the developing of the research and also the resources that took part on it. Practically in this chapter, it is explained how every single step of this research was developed and the obtained results through the use of the different instruments for gathering the information.

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BIBLIOGRAPHY

v www.eubca.edu.uy/diccionario/letra_d.htm v Holding H. D, (1997) fundamentos de didáctica.Morata, Madrid v http://www.ctlibrary.com/ch/1987/issue13/1333.html v georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz. v http://www.faqs.org/childhood/Ch-Co/Comenius-Johann-Amos-15921670.html v georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz v Julio Larrea (1999) Didáctica General. (1ª ed.)México, México. v Holding H. D, (1997) fundamentos de didáctica. Morata, Madrid v H. Douglas Brown (2001) Teaching by Principles (2a e.d.) Longman Inc.N.Y v Julio Larrea (1999) Didáctica General.(1ª ed.)México, México. v Holding H. D,(1997)fundamentos de didáctica.Morata,Madrid.p.40 v Holding H.D, (1997) fundamentos de didáctica, Morata, Madrid.p.41 v georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz. v georgeyonge.net/sites/georgeyonge.net/files/DidacticHistory_Mentz. v Pedagogiekjoernaal (1980), Vol. 1, No. 2, 86-100.. v http://www.educa.aragob.es/aplicadi/didac/dida27.htm v Oxford University Press (2005). Oxford advanced learners dictionary of current English. (7a. Ed.). New York, Estados unidos de Norteamérica: Oxford University Press. p. 926 v Editorial Santillana S.A., (1983). Diccionario de las Ciencias de la Educación. Madrid, España. v Editorial Santillana (1990). Didáctica de la segunda lengua estrategia y recursos básicos. v MacMillan Dictionary (2002).Macmillan Advanced Learners Dictionary.

P.882

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v Webster`s Dictionary (1994) Webster`s New Dictionary. Promotional Sales Books. United States of America.p.243. v MacMillan Dictionary (2002).Macmillan Advanced Learners Dictionary.

P1100 v MacMillan Dictionary (2002).Macmillan Advanced Learners Dictionary.

P.1447 v Oxford University Press (2005). Oxford advanced learners dictionary of current English. (7a. Ed.). New York).

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