Evaluation of the proyect of english language teaching elementary school in the public institutions

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FACULTAD DE EDUCACIÓN ESCUELA DE CIENCIAS HTIMANAS Y SOCIALES

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,,EVALUATION OF TI{E PROIECT OF ENGLISH LANGUAGE TEACHING IN ELEMENTARY SCHOOL IN TI{E PUBLIC INSTITUTIONS OF DISTRICT A6-2A'' ' '.'r:

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PRESENTED BY:

ffigffiLBffiTffi#& LIC, ÉTE'!ViiiA TRÉ.JC DÉ PP'L[iiCIA

SAN SALVADOR, EL SAI-VADOR,

ANA NOI{EMI GONZALEZ ZALDTVAR

San Salvador,

El Salvador, Centro América

C. A.

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR

Diagonal Dr. Arturo Romero y 25a. Avenida Norte.

San Salvado¡, EI Salvado¡, C.A.

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PBX: 22tu061

FAX:

226_4-456

LIBERA

1 0 t 21

Mes:

Acta No.

Año: Dos mil Cinco

Febrero

En la Universidad Pedagógica de El Salvador, a las diecisiete horas y treinia minuios del doce de febrero año dos mil cinco, siencjo éstos el día y la hora señalados para la de la

,'EVALUACIÓI'I OEt- PROYECTO DE ENSEÑANZA DEL IDIOMA INGLES EN EDUCACIÓN BÁSICA EN LAS INST|TUCTONES PUBLICAS DEL DISTRITO 06-21", prese-ntada por la alumna, ANA NOEMI OONZAIfZ ZALDIVAR, para optar al grado de Licenciada en dEfCNSA dC IA tESiS:

Ciencias de la Educación, especialidad ldioma lnglés. El tribunal estando presente los interesados, despuás de haber deliberado sobre la defensa de su tesis, ACUERDA:

l-esis

ApRoBADA$

Presidente

RIVAS

Lic

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'JosE RoQ!ño

2do. Vocal

ANA NOE

PCRT| LLO

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LTNIVERSIDAD PEDAcÓcICA DE EL

SALVADOR FACIJLTA DE EDI]CACTÓN

LIC. LIJIS ALO].{SO APARICIO RECTOR

LIC. CATALII.{A MACHIJCA DE MERNO EAN ii\TG. LiiIS MARIOAPARICIO GUZMÁN

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GE}{ERAL SECRETARY

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DEDICATED TO:

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-mighty Godfor gíving me lde and all people that surroand me.

The AA

. My mother for being sll the time support all the time.

o My father who always udvised me. o

My brother who eneourüged

me to finish my

studies.

. All my friends.

Ana Noemí Gonailez Zaldívar

ACKNOWLEDGEMENT: tlr'irf EtistnAD

prue¡ctcl

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Lli ,El,.L,!.¡ii;A IReiC Dg pAlEt,,jClA s,qLsÁL!4rcn ¡i srLrelCr, c Á

AA the staff of the [Iniversidad Pedagógica de El Salvador for contributing in my studies.

o The advisor Lic. lr{arciso Velósqueu

o To all the schools, teachers and students who were the sample ta develop this research.

Ana Nohemí Gonzólez Zaldívor

NDEX PAGE INTRODUCTION CHAPTER I TI{EORETICAL FRAME WORK RESEARCHING ANALYSIS WHAT IS A}T EDUCATIONAL PROJECT?

ruSTtrICATION QUESIONS ABOUT Tr{E PROJECT LTNLITY OF THE RESEARCH FACTTBILITY THE RESEARCH ORIGINALITY OF TT{E RESEARCH DELIMITATION OF TIIE RESEARCH OBJECTTVES

APPLIED METHODOLOGY TECHMQI'ES USED IN THE RESEARCH

CHAPTER

4 6

t9

2l 22 ¿3

24 25 26 27 28

tr

SCHOOLS THAT WERE VISITED DATA ANALYSN GRAPHICS AND INTERPRETATTON

CHAPTER

1

37 38

Itr

RES{ILTS OF TI{E INFORMATION CONCLUSIONS RECOMMENDATTONS

BIBLIOGRAPI{Y ATTACHMENTS

58 60

6t 63

iilily[fist0Aü p[0Aüe $icÁ 0r

II\TTRODUCTION.

¡t-s¡tv¡tol

ffi$ffifuHffiTffiffiA LiC. L: L¡V. ETñI-V¡NA i Ci-V¡I\A TREJO I ñEJU !J: DE PÁLET{CiA ¡'ALLI{'¿iA SAN SALVADOR, EL SA.LVADCR, C.A.

Nowadays, our society has many expectations. One

of

them,

and

probably the most important is to develop an excellent education in order to

be incorporated in the new technological changes. Such an objective requires a better preparation in professional fields that contribute to improve all performance in the Educational area.

To achieve this goal, El Salvador's Government has decided to

apply

programs oriented to help and impulse the educational system one them is

to be reached through the project denominated: "ENGLISH LANGUAGE TEACHING IN ELEMENTARY SCHOOL TN THE expected

PUBLIC INSTITUTIONS." MINED'S plan invoives different areas and the most benefited

will absolutely

be the public institutions.

Today, English mastery has become a strong need to every professional,

and the best way, according to the Educational Minister, to get a solid iearning of it is to start from the most basic level: Elementary Schools. This represents a new challenge for our society, by this new way, more and better

opportunities are opened and there are more possibilities for us to achieve

our goals. Some of the programs previously mentioned are already ongoing.

They are being developed according to the technology and tools we all should handle.

ffi'#H Now well, Basic Education constitutes thd learning and

at once emphasizes the development of

structures and

intellectual abilities; therefore, it becomes the most meaningful stage of this social process. As educational areas,

we know

our counĂźry needs to be developed in many

for that reason, it's

necessary

to improve all

services

related to it.

Traditionally, when we make reference to Educational reforms or some new progrÂżm implementation

it's the purpose of helping this kind of processes,

but it includes reaching specific objectives. When a new programs is implemented, we have That is what

to observe

this investigation

its' procedures and analyze it's results.

pretends.

During these last years, the MINED has made many changes in different teaching processes, new methodologies have been implemented, but they have been carried out without much success, though education always needs to overcome every difficult, through the time and the process of the reform.

CHAPTERI

The language is the means of people's communication. When we express ourselves, we also use the expressions and the mimic which are auxiliaries

the

language. Language is a social

developed

- historical phenomenon

by the society as a normal process.

language when he interacts

with

of

that has been

A child assimilates

the

the ones who surround him; this way he

learns how to use language.

The language distinguished three very important facets: Phonetics, Lexicon and Grammar. "The Phonetics is assimilated during two first years of life."

(r) the interaction a boy has with adults heips to develop his mother When a new language pronunciation is acquired,

tongue.

it is clearly influenced

by

the Mother's. that's'why, according to researchers like Artiomov,(2) it's necessary to ieave out Mother tongue's influence;

aware comparison

it is necessary to make

an

of the articulation of the verbal sounds of a both

languages.

Lexicon

its

based on the significance of the words

, that are iinked with the concepts expressed in them. Even though the words for their sounds are similar, they have different meaning.t¡l

(l)

N. I Zhinkin, Psicologo Universidad de Moscr¡. Psicologia General.

(2) Artimiov, , Psicólogo Universidad de Moscu. Psicología (3) AN. Leontiev, Psicologia General @ry.29G91)

-1-

General(pag.289-91)

Grammar is based on the composition of the roots of a

word, and a system

of terminations. People can assimilate the system of a language without realizng

They even can speak

a

language

with accuracy without knowing

the

grammff and the history of the language. This is reflected because when one speaks ttre attention is concentrated in the meaning of what is

said.

If

before

speaking, think about grammatical rules, surely could not finish a sentence,

however, they should keep in mind the mles of the language to be able to speak sÂżrme

A

with accuracy. Since the English words are not always written in the way as they pronounced.

language has an exfraordinary stabilit],. since its changes are slight from

generation to generation. As

we

alreadl' know, there are three types of

trl that we daily use audito4'. visual and oral. , we can not pronounce a word if we have not listened to it previously, and this makes us languages

visualize what that word refers to. (For that reÂż$on teaching a foreign language an early age, should be leaded through transparences or drawings to make the boy reacf and relate the words with the figures. Pavlov)

rzt.

Visual language allows enlarging concepls. e fansmitted by written means. since

it is fundamental for the expression" written

language to developed an

oral base, so that the words that you hear md see to develop.

Oral language does not appear nor develop by

itselt it is necessary to form it

by that adults influence on children. Children 4 coordinate

- 5 years old cannot

a relation of drawings (3). If the teacher repeats some short

sentences and students are guided

by drawings, they can repeat those

sgntences, but the teacher cannot add anything.

a

When children enter school, they can already build some

sentences, and

topics they know very well; however, it is difficult to understand those of their school. to develop oral language, the teacher should ask questions with

describing objects known by

the

students. This helps them

to build their

own sentences.

The English Teaching Project in elementary schools aims these children to

assimilate the new language

at

an early age through words that could be

familiar to them. When children start pre-school, their dynamic is perceptibly

in the direction of the language, and they are to assimilate a new vocabulary and other particularities.

ln this stage, children pay attention toward language

sounds, and correct

pronunciation, that's why psychologists affi¡m that at this point they are able

to learn the grammatical sffucture of a language. The Minister Education (IvflVED) pretends to help students

to

and facilitate the learning process.

l- Ushinski. Psicologia General, El Lenguaje, pag.292 2- Pavlov, Psicología Infantil 3- A. N. Leonüev, Psicologia General,

295

-3-

familiarize with a foreign language

ANALISYS OF THT' TMORIC BACKGROTTND, TI{AT STIPPORT OUR RESEARCII. The Ministry of Education in the Curricular Foundations of Basic Educatiorยก

search

that

emphasis

in

students adopts

a communicative

approach and make an

developing understanding and production

That Basic education is a leaming foundation and

of oral expression.

it is for

implementation of a foreign language teaching in this level,

that

the

will make

a

change in the cognitive development students,

Elementary School helps the student to establish a relationship between the language and the culture,

it is that English Language

teaching approaches

knowledge of the language like culture characteristic.

The MINED's objectives pretend the students to be better expression, and when they get to

in

oral

middle school then they could read,

understand and speak English easily.

Elementary School intends

to

values and capacity to help

contribute

to the

achievement

of

abilities,

to others students. Also it will help to

the

development of the capacity of constructing their own knowledge, through a

new language. The MINED wants, with the implementation of this project to strength the possibility to communicate through another language.

The first years in elementary school, (according to the curricular foundations

of

basic Education), assists

to the students in their cognitive

development psychometrics, their creativity and

project is to help way using

a

the

stages,

abilities,

boys and identity the

of learning how to oriented that way an oral

new vocabulary that allows them their lexicon.

-4-

The second years at Elementary school guides the student to focus himself

in a social character, that by interaction new ideas and experiences

are

fansmitted to him; experiences he can use as a tool to better and increase the

new language vocabuiary. Besides that,

it

becomes

a habit to

work

cooperatively in order to achieve a better tearning. This new alternative will

allow teaching, in the

first and second level of education, to benefit the

whole s-vstem. This level ileas: listening, speaking reading, and writing.

Starting from this bases helps the students to familiarize with a new language

and to develop it by means

of

conrmon topics like the family, the school,

the community and atl those elements around them . Their learning is going

to be easier according to reality. For this reason, the Principal of Education

Mr.

Quintanilla (1) says that the boys are involved in different activities specifically where one can use the language, rn daily activities such as,

going to the supermarket , afbus station.

This new project it is expected the students will achieve the objectives that the MINED has outlined.

To learn a new language in a natural form.

To development oral communication.

To develop the main skills of a language listening, speaking,

Writing and reading

t- Directorof Projects MINED

.

-5-

WHAT IS AN EDUCATIO¡{AL PROJECT?

We

will talk about an Educational Project, to have

an idea about what

it is.

How to evaluate an Educational Project? This is the objective of

the

research.

The formulation of Projects has been an important activity during the last

yeffs and its effectiveness has been validated inside the educational field.

We know, which is the importance

of

the evaluating a project for the people

who are part of this kind of situation; we will also see the types of evaluations

of the different Projects, according to their characteristics

and

aspects they stand out.

is about

This research

"Evüh¿otion

of the Proi

Laneuage Teachine in Elementarv School in the Public Institutions of the

Distrito a6-20."

To develop this process we

regarded different aspects

like:

academic,

adminisfrative, community education, and others. This helped trying to solve probiems and to innovate and promote actions oriented to benefit the whole educational community And we reached to the conclusion that.

changing some aspects

in the c¡-¡:ricúu development, it's possible to

improve the educational services.

at

a local level are guided to satisS demands and necessities

of

the members of a community and also to support ttre specific requirements

of

The projects

a

school program.

An Educational project should have the following characteristics:

- INTEGRAL: It should

agree

with factors that influence education and its

projection to the community.

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-PERMANENT AND CONSTANT ACTIONT

It

should improve the

educational development.

The community also demands, an active participation rn behalf of the scholar institution members to have space and opportunities to express their opinions and'support the projects that benefit their children.

- FLE)ilBLE ACTION: There must be an exchange of ideas, opinions and experiences befween

the coordinators and executor of the project.

All these characteristics

are always expected to respond to the reality that all

of them want to satisff.

The project

will contribute to let us reach objectives like:

* To enrich the crยกrriculum

and

to adjust it to the real necessities of

educational community.

* To improve the acting of the educators ones involved in the project. * To develop origlnal pedagogic experiences. * To make effective the qualrty of the Educational System. * To promote the pmticipation of the educational community. * To impel the areas to cooperate in benefit of education. * To elevate the efficiency and effectiveness of the processes (organization, administration, resources, etc.)

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the

The projects should respond to politics and objectives iike:

a) To respond to real problems, real necessities in real sifuations.

b) To identiff the benefits that we all want clearly to obtain.

They also should be prepared for demanding not only to foresee in the moment that this research is carried out, but in the teaching of the English language

in the public institutions where 50 schools have been taken into

account as pilot plan, and schools, me

if

the demand continue existing in all Public

they prepared to respond to this demand? The project

should

have the capacity to take advantage and to use the available resources in the

right way. Every day there is a big interest in the formulating projects in different areas such as: social and educational, since this elevates the quallty of life and it improves the processes of effectiveness.

The prdects have been able to be classified according to the objectives of the

following

aspects

: Curricular, Admini 5tative and Social.

-8-

PROJECTS OF CURRICULAR DEVELOPMENT

This has as objectives: a) To develop experiences of curricular innovation. b) To apply new explanations to didactic evaluation. c) To experiment the curricular adaptation.

Analyzing the objectives of this model's project evaluation work of a CURRICULAR PROJECT.

The projects are classified according development like in

to the responsibility of

their

:

RESOURCE OF TFIE PTIBLIC AREAS: Since resources are assigned at central or regional level through the budget to assist the specific objectives

of

the project. The project is evaluated and classified inside the Resource of the

Public Schools.

,,THE PROJECT OF ENGLISH LANGUAGE TEACHING IN ELEMENTARY SCHOOL IN THE PUBLIC INSTITUTIONS OF DISTRITO 06-20'. is a CURRICULAR PROIECT. REVIEW OF TI{E PROJECT: This project began as a pilot plan in 50 public institutions and pretends to benefit the educational community . The teaching

of a new language @nglish), in Elementary school (lst'2n4:ra 4ú'5ú, 6ü;, is an effort of the MINED. By this moment, the project is being implemented in

eighty-four public schools.

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BENEFITED POPULATION

The benefited ones

in different ways

will

be the educational community, this can be classified

.

A : the first phase took part when the MINED selected the 50 public schools to develop the project the, second phase was during the development of project.

B ' In this case, principals the

and parents of the 50 schools took part executing

first pilot phase.

FTIN'DA]!{ENTAL ACTTWTruS ABOUT TIM PROJECT

All the actions will

be completed inside the project.

Here there is a sequence step by step, before, during and after of the project's development. There is a chยกonogrร lm to follow.

Two

QUESTTONS THAT

wE AsK otTRSELvES ARE: WHAT

AR-E

THT PURPOSES OF THIS PROJECT? TO WHOM WILL SERVE THT EVALUATION OF THIS PROJECT ?

This evaluation will be good to give some contributions especially to community evaluation

it

will

is related

with. planning,

achievement and development of the

open to different aspects for example:

-1i-

the

. lt will allow us to knorry il' the outlined ob.jectives have been achieved.

o o

What

r,vas

the result of'the Project?

'l-o Compare the elfects of a program with the goals proposed to the

beginrring.

o

hnprove the new activities in a ftiture project.

'I'he EVALLJA'I'ION is a substantial knowleclge it represents the technical characteristics

of

the educational

lield.

lnsidc the etlucational proiects the

evaluatiolt can be considered as. "'l'he branch of the science that is in charge

ol'the analysis and efl'iciency carried out before, during concluded the

Âżurd

after having

pr crject. "

'['he evaluation of'educational projects can also be coltsidered as: "A process

guided

to

determine systematically

and objectively the

efitctiveness artcl irnpact of all the activities.

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relevancy,

-l'he

evaluation inrplies the fbllowirrg as¡rects:

- Deternrinatiotr of the ob-fectives of the evaluation - Application ol-scientil'ic nrethcld ancl its design.

- Ifelinritation of objectives, goals and activities.

- ldentification oIsources of infbrnration. (ln this research the selection of the information was gotten puhlic school.)

-

Selectiort of- teclruirlues ancl instrunrertts.

(ln our invesLigatiott, we

previously specify the technique to be used as designed questiorrnaires.)

- Use of the results (it is already nrentioned in the utility of tlris research) T'he evalr¡ation

of an educational pro.ject should be a participative process ol'

gathering infbrmation

IMPORTANCE OF THB I'VAI,T1A'I'ION OF AN F]DTICA'T'IONAL PIIOJIiC'I' l'he evaluation is irnportant lbr:

* Responsible ltesearch Departlnellt. 'l'hcy are ¡rrovicled to tlre reliable antl o¡r¡rortutte irtlorrnalion lh¿rt rvill scrve Lo lbrrnulate lhc pro-ject.

*

["'or Supervisors artd coorclinators tu su¡rport l.he pro.iccts.

-

t3-

'fhis is very inrportant

because the prolrlelns aud especial

situations

are

given to know and also shared rvith the responsitrle persorrs. Also it ltelps to

enrich the sciences of education, contributirtg to knowleclge, ntetltods alld techniques. 'fhis contribution to develops a viable plannirrg to:

- Make decisions adapted in the nrotnent of-formulating a pro.iect - Analyze partial results.

-

ldentily problents or situations, tlrat intelf-ere in the develoยกrlueltt of tlre

pro.f ect.

- Prclpose suggestions

to overcome olrstacles and to achieve all the g<lals.

I;or the educational cornrrrunity the EVALUA'l'lON is also

irtrportatlt

llecause:

o lt allows rnaintaining the comnrunity infbrmed atrout l"he advauces and

r

results of the project.

It stinlulates to the corlrrnunity to continue participatirtg tasl<s

in diverse

of'lhe proicct.

o To strengthen leaming's ways and nrechanisnrs of delnocratic conviction.

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TYPES OI7 ET/ALUATIOIV

W[qt

lrcgiltrring rvith this evaluation ol- thc l'}ro.iect of'the ltnglish Lattgtragc

'l-eaching

in public schools, we expected that this hind ol'evaluatiolt

rvere

used as an answer to the fbllowing aspects:

a) l,ixternal

b) Internal c) Mixed d) l']articiยกrative

'l'he evaluation is coltsidered as a disciplille rvhiclt can he applied in rnany \,vays according

to the obiective, the kind of'the project, the way horv it

acceptecl out and tlte tnealts

is

it is executed by.

'l'he external refbrs to the f-act of- being carried out with eflbctiverless fioln, other nteans that are llot involvecl ilr llte exectltitllt alttl atlnrinistratioll tll'the pro-iect,

in this

case the Coordinators

of the Directiorl of- Illucational

Devclopnteltt ol' the Ml Ntit).

lll the irrternally,

tl-ris evaluatiorr is

in charge of the persortltel responsible lor

the proiect: lor ilrstance the Depar-trtrent of- C'oordiltatitln attcl lltvestigation ol' the MINEI).

-

t5-

'l'he nrixed, is the factor that is designed and

is

applicable to those who

belong to the internal antl external pzu'ticipants.

'l'he participative this evaluation is the integration bcl.rveeu the advisor attcl thc bcnclitctl population. lt allows firrcling collcctivc allswcl's altd hclps to elevate the level ol- social consciousness and tlte populatiotr's ctltlltttittees rvith its theirs educational necessities. 'l'his research carries ont a I'}AR]'lClll'}A'l'tVlr tTVALLIA'l'lON, sitrce we

tal<e

illto account the dif ferent im1;ressiorrs of the educational aspects artd stuclents involved in the project. It pernrits to benef

its

the conrnrunity. 'l'he pro.iects

are carried out according to their rnagnitude at National, Itegiotral, [,ocal alld

lnstitutiorral level.

LOCAL PROJIIC'|': When the project is evaluated by sectors

respottsible

for the project. In this case, they include directors, supervisors,

studetlts,

parents and C.D.E.

NA'I'IONAL t'llOJEC't': All the local

pro.jects are evaluated to consolidal"e

the national policies.

RIiGIONAL PIIO.IEC'f: 'l'he patrons are tltose tltat takc care of cvaltlitting tfte Project ill alr area or certain regiort where the proiect has lreell l-regurl.

-

t6-

'fhis research rvill evaluate a LOCAL PRO.IEC'I- fbr it is carried out in a specific place (district 06

'l'he evaluatioll

- 20 Soyapango).

will be an aid lbr the ยกlro-ject participants :

stuclenl.s,

principal, and the whole educational cotnrnunity in general.

TO WFIOM WILL BE SENT ]"I_{E RESULTS OF l'HtS EVALUATION?

o

'['o the Superior authorities: ]'he Ilducational Development ofllce of-

the r

MINED.

'l'o the Department ol Coordirration and lnvestigation of the MINED who will

revise

and analyze the inf'orrnation about the pro.iect artd tlte

irnpact ill the cducatioltal cottrmultity.

.

'l-o Lhe responsible of- Lhe projcct, rvho rvill del.ails antl rnake the adjustrnents

to infbrnr

irt ordcr to

about thc

tnoclerttize

all

the

irnportant aspects ittsitle the project.

.

'fo the technical personnel rvho are to support all the aspects that stop or accelerate the process they utalyze r,vill also tlte resulting data of the infurnlatiott.

o 'fo the E,clucatiorral comrnunity (organizations, principals of' the Educational Centers) . 'l'hey require a clear ancl obiective inlorrnation

in relation to the conceptiolt altd setting the process of'the pro.iect.

-17-

PTIASES

T'his

OF -ttIB I'RO.IECT'

work was carried out during

the phase of execution of the project, to

give cottsisteltt altd reliable infbrnration of- the success of Lfiat this project has the indispensable coherence

it. lt is expectetl

to assure the established

otrjectives.

l'he evaluatiort is always helplul to know the reality about the irnportance and success of the project. Also, it is important to take into accounL who carries

it out in order to make it valid and, in lhe ntean, tirlre, to know

its

efficiency in the comnrunity

'l'his can be helpful to improve the resources that are taking into account

not orlly the humans ones but between lesson

also the materials ones. The relationship

plans, aud prograrns with the project; it rvill

allow

authorities, principals, teachers, students, and the whole colnmunity to get all Llte processed and atralyzed

inlonnation according to their part"icipation the

project.

'Ihe information that will be given to the appraisers rvill help to integrate

a

global and coherent vision with the respective approval or disapproval of'any suggestions in taking the decisions.

-

t8-

JUS'I'IFICA'I'ION English language has been taught grades, but

OII'I'fIE RI'SEAITCII

in public lnstitutions since 7t" , B"' ancl 9'l'

since 2002 it lras been inrplententcd irr elcrncntary scltool. 'l'hc

Inain purpose is to achieve a urajor reach in rnakirtg stt¡dents itcc¡uire

l.lte

basic knowleclge of it.

Nowadays

we know

it is important to learn a ltew lattguage, to be

competitive to the society's dernanding

a

clenrattds, day

by clay, this now cltattgc is

better preparation. MINED, has impulse cotumunicatiott

abilities in a second languages it is intended to lbment colnt-uunication and

so

rvhen these students

the midclle school, they

will read, cotrrprehettcl,

and

speak English easily.

'l-he Ministry

by the Curricular Fouttdations of Basic Education, wants to implenrent a cotnmunicative focus basecl on an integration

of

Education,

of innovative a methodological cotnurunicative focus pretends

to

carry out different ways to integrate education in a loreign language learning

the resnlts ol this evaluation will help schools to itnprove

their

methodological process of teaching.

'l'his will be a positive reinforcement in the areas of leanling in elementary schools. l'herelbre, MINED has inrplemettted this project lo benefit studelrts f'rom first to sixth level.

I'hére are two main aspects to be considered: first, it is a pilot ¡rro.ject, and second the teachers who are developing this project are not well prepared. lt

llealls they are not specialists and consequeutly, it is necessary to evaluate the pr<rject in order to kttow how usef ul it is going to bc.

-

t9-

Up to llow, this project had not been evaluated because it was itrrpleurerrted one year ago.

EVALUA'|ION

as process is seen as an interestiltg ntatter lry

teachers, students, and sclciety.

It

errcourages teachers to do a diagnose to

motivate, and guitle students to irnprove tlte teaching

- learning process.

ln a dyrarnic society , like ours evaluation will establish a pernlanetrt and '['his participative dialogue in which all those people involved will take ÂĄlarl. tlernands teachers to be updated nrainly Ă?br those who are preparirrg ltlture teachers.

l'herefbre, we do not know lrow this project is working, aucl there ltasn'f

been any search about it therefbre, the researcher can uot make any judgment yet. we have asked some cluestions that will be uselul in this evaluation.

'l'his project will be the aim ol' our evaluation. We rvill observe its advartages antl disadvantages and the benefits rnethodologies

*Clhapter

Ill,

Reconlellclations

-20-

that will help to develop

tterv

0UESTIOÂĄĂş,S ABOUT THE PROJECT-

l-here are soure inportant aspects that ought to be coltsidered lbr the tlnglislt Lauguage'l-eaching Project evaluatioll these are:

lJow is the English

language-teaching project

held

ilt

the

Lllenrentary

School?

llow

are the sLudetrts resportding to this process?

tJow is the project being developed in the classroom'/ I

low will the students

llow

,

react wlten they get to tlte Middle School'/

are the teachers being prepared to do this job'/

'l'his questions will help to analyze the MIN[.rD's otr-icctivcs and al. llte sallte tilne it will be useful to know the students' progress as well as perlormatrce. least 84 teachers are involved in this prqiect; sott'lc of- Lltenr are not specialized in the English area and also some of them don'[ even speak it

At

.

(t)

l. El Diario

de

tloy, l0-06-03

-21-

TTIE UTILIT'Y OF I'HIS RESIIARCII {e-fhis study can serve as reference material in the library of'the LJniversidacl I)eclagรณgica de El Salvador, as lvell as in

the schools where tlte research

Was held.

{6lt can be good for the Ministry of Education to reorietrt its study progralns in the language teaching at'eas

.

{elt will help to increase the bibliography regarding to Englislt teaching

.

'I'his evaluatiou rvill be a tool to those that are involvcd ilt the project, its 'I'he cvaluation ยกrlanning, perlorrnance ancl developntent.

lvill be lbcused

to

different aspects such:

ยก r o

'l'o allor,v us to know if the outlined obiectives have lreelt achieved.

What the result ol'the Project.

1'o compare the eflects of a program with the goals proposed at the beginning.

o

'fo irnprove the activities in a f-r"ยกture project.

'['he research is important because it helps to discover and sltare knowledge acquired through experiences gathered during tlte investigation, which is all irnportant aid fior readers. I'his

will

also

helยกl to l-uture getteratiotrs accordiltg

to the new global technologies of education, It

will allorv lraving alt approach

and a contact with the educational system sometimes ignored and this will enbourage people about their reality, so that it

.,.,

rvill

be understood by them.

FACTII}ILITY

I'his study contains the uecessary bibliograpltical resources that will serve as a support in this research.

lnstitutional resources: the researcher's participatiort, principals, teaclters, stutlents, advisor, arrd juries . all the ones who urade possible to carry out the evaluation.

The collaboration given by thern was the lnost inrportartt to develop this research in a besl way.

'l'he hurnan resources and the researcher are indispensable as well as the

dillerent bibliographical rnaterials as: Curricular foundatiotts of lllelnetttary School

fioยกl

Minister llducation its supported the research helping us

carried it conectly.

'fhe research advance will be conducted by lneans of all these resources

-23-

ttr

ORIGINAI,ITY OIi TTIE RI'SEARC[I 'l'he research is based on gathering data directly fronr the students in their educat ional env ironment.

hl the thesauri ol'the Universidad Pedagรณgica there is not arty topic sirtrilar

to this work.

Whelt this lrew project was inrยกrlernertted

it

was a rtovclty bccausc rve

were adding sonre benefits to the national education.

Until this moment, there isn't any idea or infbn-nation about an evaluatiou to the project.

We will also see the advantages this new project presented to us ancl the form in which was carried out.

It

break traditional outliltes.

Nowadays two curricula have been created accordirrg to the necessities of the system.. 'fhe Principal

of Developrnent of'Education firancisco Quintanilla

(*), he says that there are two progralns fion-r the MINED called . "Etrglislt Program for the First and Second Cycle o1'Basic llducatiolt" '['ltese two will serve to formation

of

children frorn I't to 3'd and the other ones frotn 4'l'to

6th.

'flris proiect origirrality helpcd us to itttprovc tltc ttew lltcl"hotlologies tltat arc being implemented in the English language teaching process in all tlrese levels, like the curricular proposal. locused olt tlte lrclectic Approaclt (l'his

method refers to collection of the best techniques of the dil'ferent nlethocls and their applicatioll in the classroom like listening, speaking, reading artd

writing.) * Coordinator ol Departrlrent Developlttent , MINED

-24-

DELIMITA'I'ION OF'TH E RI'SARCI

I

'I"his researclt was carried out in the second senrester ol- the year

2003 year

with the students fiom 6 Public Schools of the district 06-20 of Soyapango.

The District 06-20 has been selected, for the accessibility the researcher has

to establish conrrnunication with it will allow the research to ltrake a better analysis

o[ the illlorrnation. J'he District, belongs to the Institul,ions of' tlre

municiยกrality of Soyapango and its surounding areas.

It ltas been planned to visit the diffbrent Public Sclrools Soyapango get a lot

of

informatiott for this research. 'l'here were taken

lbur or six studellts

according instructious lroln one responsible teacher of' every grade 1l'r to 3'd and 4tl'to 6rl'.) gathering a total 60 students; and 6 leachers .

This project will serve in the future. When its observations be irnplernented, the purpose to make it better

will help public schools.

-25-

OBJI'C'I'IVES

GBNBRAT, OBJBC'I'IVBS

rF

'fo find out how tlte pro.iect is being developed since it began.

{e To analyze its

el

ctiveltess or deficiency.

{r

I'o lnake sollte suggestions in order to improve its irnplelnentation

{T

T'o cooperate r,vith this research to luture sirnilar prqects.

SPBC

I

FIC OBJ EC'I'I

V

t'S

ile 'Io observe horv teachers and students are getting involved in the project development.

{e To get the liest possible infonnation (studerrts and teachers) atrout its eflbctiveness.

{e I'o suggest specifically which skills need to be intproved e.g. speakitrg, listening, reading, etc.

{e To provide specific infurnratiott oll how to educational proiect.

-26-

evaluate alty kincl of'

VTET'HODOLOGY AND I'ROCEDT]RES OF'I

T'he research was carried

out qualitatively. l'he

III

INVES'I'IGATION

results r,vill be described and

analyzed by conrparing them with the positions ol'MINET), expressed on its

dillerent bibliographies like the Curricular l;oundations ol'l]asic Eclucation.

l-he rnethodology

will allow us fo r,vork with diflerent teachers who

participated in the project and students who were involved in it.

As we previously mentiouecl the researcher visited public schools tltat have been takerl

illto accountto develop the project. We will analyze sonte of'the

texLs used in several classes. We also itrtervier.v some oI students involved in the project closely about the di[flculties and advantages gained until uorv"

We will observe the curricular proposals that the MINEI) has elaborated, since tltese ltave beeu thoughL about the rnethodology to develop

in the

teaching of the English and the irnplementation of-tlris new project.

J'hese proposals have been developed and received participated, many times in this project.

-27-

by the

Leachers that

'IBCHNlQtrES AND INSTRtiMENTS t]SED.

Administrated interview with the responsible teachers who were developing

of this project, as well as diflerettt interviews to children that were

it.

The diffbrent instruments to use were

Questionnaires

to teachers with

sLudying

.

cÂĄuestions abouL: methodologies, use

resources. into class (annex I )

Questionnaires to students wĂ­tlt questions about: learning, motivation inside

Classroorn, use it resources in the classroom. (annex 2)

Besides the direct presence,

were being developed.

it was observed lhe monrent in rvhich the facts

We

listened the opportr-rrrity

to

analyze with

accuracy the students behavior.

We were able to have contact with teachers and students insicle and outside

the classroom we listened to their opinions with respect to interviews designed

by the researchers. '['hese interviews were applied with

objective of knowing the reality in which

the

the project was developed. In this

stage we could discovered the restrictions, the advantages, and disadvantages

that this project had; and the different opinions of those lhat were involved in

diiferent institutions, besides to kllow their expectations.

-28-

This allowed us an approach with the rvhole eclucational conrnrunity

ancl

helped us gathering enough information.

As it is kltown, dif'ferent Public Schools were visitecl it

r,vas ยกlossible to

observe teachers and students interacting in the classroorn. 'l'hese visits pentritted

[o recognize the fieldwork and helped to clevelop lhe

research..

-l-he meetings were according to the difftrent

schedules

that the school

to

carried out the

authorities cottsidered ltrore convenient; they allowed research

in the best possible way, and it didn't interfbre to the teachers'

work.

A chronogram was made liorn the beginning to the end, in orcler to organize the visits to tlte different public schools as well as the rneetings with Leachers and students.

All

above mentioued

facilitated an inl"eractive commulrication

teachers and students as human resources.

-29-

r,vith the

CHAPTER

II

SCIIOOLS VIST'I'EI)

The first institution We visited was Cenlro

Escolar Reparto Guadalupe del

Distrito 06-20 Soyaparrgo San Salvador. Its population is about 800 stuclents and its divided in two shifts morning and evening.

In this institution we observecl the students of Elemerrtary Sclurol I't to 6tl' in

order to verify

the

English teaching learning process. They were given

questionnaire (annexes

2) to explore their acquaintance level; in the

way there was given a questionnaire to the teachers (annexes

l)

a

sanle

{o knor,v

their own suggestions related to the strengthens and weaknesses about the project.

Also, in this visit it was observed the rnethodology that the teachers uses

irr

different classrooms. (Communicative Ap¡lroach) method

The secontl insLil.utiort we visitetl was Cletttro Iiscolar 1948 de Soyapango, San Salvador. J-here

we

l4 tle diciernbre de

observed how this project was

developed. Accordirrg to the [)rincipal, tltis is l"hc firsL ycar tltat thcy're implementing the teaching of English l-anguage

'l'he resporrsible teacher the

l'r

ir-r

lllen'rentary School.

gracle expressed that

hc uscs cliflbrellt

rrrel.hodologies to teach the contents; as well as his experieltces

Ile

enrphasizes that this project

in the

will have great atlva¡tces, if'they

¿lrea

can get the

right resources as text books and students' books. In the satne way, mqntioned that the Ministry

o[

.

he

Education did not provide the clidactic

resources to develop their work..

-30-

F{e suggested that this

kind pro.ject should be inrplernented in all public

institutions because the students were respondĂ­ng positively.

It was observed that the students in the lower grades are mole spontaneous during the class's activities such as sitrging, reading, and so on. ( Natural

[,earning Mefhod) The students of 4'l' grade have some dif'ficult in pronounce. Irr resporrse to this situation, the teacher takes as strategy the repetition drill during thĂŠ class period.

The teacher of this school suggests

that

there should be a special classroom,

a laboratory to do their practices.

"I

considered that

it is very inrportant to take into account this kind of

recommendafion in order to irnprove the learning process of the Bnglish

Lnnguage" he said.

After this talk with the teacher, he and the students were given questionnaire (annex

l) with

questions related to the research.

hr addition, the students were given a questionnaire (annex 2) the one had questions related with the sarne research.

-3

l-

-l'he

l"hird scltool visited

was

C-entro Escolar "Leonardo Azc(uraga".

[n

District 06-20, Soyapango. 'l'his institution is lor girls ancl they

the

were

illterviewed about this prtrject. Liker,vise, a l"eacher said l"hat the first grade students are nlore

skilllul for learning and nrenrorizing while they

solne words altd inrmetliately assinrilate the r,vortl rneanirrg.

Approach) Method 'l'his school is holding diflferent kind ol'activities.'l-he

with

(

repeat

Iiclcctic

st.uclents are involved

a real envirorunenf so that they acquire vocabulary in a direct way.

In this year, MINED has not provided any prograrn for cleveloping English classes. In that scltool, the diflferent Lopics developecl are easily ultclerstood by studenLs.

One typical exalnple is "The colnmunity" where stuclents fumiliarize with words they frequently use

, for instauce: banks, schools, parks, lrospitals,

etc.

'fhen, the teacher, elaborates sentences by using

are encouraged

to learn those sentences.

Lhose words, ancl students

T'his methodology

is

vely

important, the students add to their learning process, worcls daily use.

Consequently, they are rnotivated for acquiring the nerv language knorvledge.

Motivation is possible through dyranrics and other activities.

The experiences lived in schools have been collected since they are of'vital importance to develop the English Teaching Project in public schools.

-32-

'Ihe English leanling is easier iu elementary schools because childreu

are

curious and enl"ltusiastic due to their age, and show more interest for the language acquisition. '['he use of colorlul drawings attracts the children attention, so motivation is higher and

it

allows an easy learning. Because

first grade studeuts can't read teaclters use drawings in order to illustrate words. Students repeat rvords and at once they observe drawings.

After that a questionnaires (annex I ) was admirrisLrated to the teacher, the sal'ne procedure was applied even

with

diflerent quesl"ionnaires to

the

students (annex 2).

l'he lourth visit took place in Certlro llscolar Los Santos N"2 de Soyapango.

In

where we could observe the teacher and studenLs are particiยกration.

In l" to 3'.d grade classrooms to know how the students and teachers were doing their jobs.

The institution had space to hold about six hundred students. The building is

srnall. The teacher in charge experiences, about

of the English

area talked to us about his

this project and explained that he likes to work in

Elementary Schools, even the students do not have the same ability to leanr.

F{e enjoys the great experience a

o[ teaching English at this level because it

is

wlay to learn.

l'he students were experimenting a trew rvorld in the learning process and the teacher helps

them to

strategies. One

of

better acquire the krrowledge using di{I-erent

them was the use of drawings Lo represent some habits

such as health, cleaning and vocabulary. Method

Approach)

-33-

( 'l'he comrnunicative

Relating to the sanle persottal objects such as denLal brush, towels, shower soap,

,

etc. the students calt draw this objects in order to precise the teaching-

leanting process. Besides tltat, he expressed his satislaction lbr sharing the knowledge he has

in Iinglish with the students

Afler, a questiounaire

(annex

l)

ancl future generations.

was completed try the teacher in order to

find out what were his strengthens and weaknesses. 1he same procedure was applied to the students (annex 2)

.

'l'he fifth School visited was Centro Escolar "lteino cle Dinamarca" en -fhe Soyapango. principal stated that this project rvill support the comtnunity (fathers, teachers arrd students) and adcled that is importaÂĄt tg keep it and to hold it in other schools.

T'he English teacher stated her opinions and how's the project held

in

her

school.

She applied lnethodologies according with the stuclents' level because of their rnotivations and acquisitions.

When the teacher into

the

('t'otal Physical

classroom, she greeted

traditional song and students responded

Lo

Response)

the

students by singing a

stilnulus.

FIer methodologies are based on rvords repetition ancl games

( l"

2''d 3'd )

she applies altol"her metltodology with l"he other levels because her students have different learning process. Some the techniques are. cross word, puzzles

useĂ?bl to each uew vocabulary on.1 4tl' 5'l' 6tl' )

-34-

Students practiced short dialogues

and get material to draw according to the

content developed, for instance, to the topic "The city", sfudents draw their city, and then, they wnte the places in Engiish (market, park, bank etc.)

Method (The Communicative Approach)

According with the teacher

,

the students are interested in learmne the

language.

The teacher suggests that the best way to work with the students is that the,v have their own didactical resource, a workbook for example. On the other

hand. MiNED should edit a book according to students level. and also teachers

a

book. This will help to improve the teaching process.

Finaliy. the teacher was asked to answer a questionnaire (annex 1) to know her expenences about teachrng.

The students also answered a questionnaire (annex 2 ) to gather information about their learning process.

The sixth school visited was Centro Escolar Agustin Linares de Soyapango,

this Center is small.

It

has capacity about six hundred students. The teacher

who gave us the information mentioned is being developed and the way it.

The teacher involved students to practical situations deveioped a series of topics though he didn't have a program or a didactic guide to hoid class in eiementa4, school.

-35-

The teacher is very kind to students even though this is her first experience

u,ith

elementary sfudents. She identified the obstacles students had during

the learning process.

The teacher worked focusrne the daily activities to obtain and effective participation so, children had a good relation with the environment.

Students were 7 and

8 year old ( 1" 7nd 3rd grades). They deveioped their

skills for reading and writing. use interactive class with the teacher. which helped them another language.

(The Audio-Lingual Method)

The methodologl' consisted some

short

sentences

in English and the

students caught the marn idea.

After shared some impressions with the teacher, a questionnaire (annex 1) was given to him.

ln addition, the students were given

a questionnaire

-36-

(annex2)

.

DATA ANALYSrc

The next part

the data that \4/ere anaiyzed as a result of the

presenm

questionnaires completed b1,the students and teachers at the schools.

students and teachers questionnaires based

of

on

different educational rnstitutions completed the the project. These results gave us essential

information in our work of evaluation to knou, the different aspects of the teachrng learning process.

some teachers agreed with the rmplementation of this project, others suggest that more resources should be provided to achieve the objectives.

The students were satisfied with their educational process and their cognitive development. It could be observed the environment in which the students receive their English classes. To support most of the sfudents, information. they expressed that this was the first experience to take Engiish classes; this is an innovative educationar project in this aĂ?ea.

It was an enriching experience to know teachers' point of view.

Th.y were shown satisfactorily.

They showed good receiptiness to the imptementation of this project in all publics schools, and their expectation to the MÂĄNED are to continue implementing projects to benefit the educationar communif, in order to make job a better and get a better education.

-37-

CHART NO 1 CEI\TRO ESCOLAR REPARTO ..GTJADALUPE"

QUESTIONS

1

i¡,te

gusta

Ia materia

i

PERCENTAGE (%)

IO STUDE¡{TS

Affirmative Negative lAffirmative Negative Answer Answer Answer lAnswer

00

de ingles?

Con que frequencia recibes clases de linsles?

1¿

c Que has aprendido en la clase de

¿Habias recibido clases de ingles en tu

escuela antes? ¡óUsas material de apovo en tu clase de

i

iineles? i Lióro de texto. diccionano u otro. laHabla ingles el maestro durante la t

1

I

i

l0

ojrca%

10

0

100%

0.0

5

5

5AV',o

50o/o

5

5

sa%

5Ao/o

l0

0

100%

0.0

82"/.

18"/o

I

0.0

clase?

7 ¿Te gusta como desarrolla la clase de ingles tu maestra?

8

, Te deia tareas

de ineles tu maestro?

9 |

¿Recibes ayuda para hacer tus tareas de

lingles?

10 ¿Te sientes motivado durante la clase de

insles?

PORCENTAJE

-38-

I

¡

i

i

Percentage

rNt¡rFgrcD{o(ga oocreooooooo

SSSSSS>eSSS;e

@ O-Ooo u 5lo\o(D

-l 3'

ú O\

d^.0c -E

€x4 H' E ;ñ e ; uH¿l.)

5.X É.)á ií .'r

O' ¡' !l

dr-*.

41

A

v)

O

F¡

iJ.

6 { HJ t'iJ F? É ?rrü ¿c)¿ ñ $¿a )

Fi.

A)

r+.

-.F'qa goaá

=trr(D ó'..D6 sfnoé3

a Et g

3l' i'5(D

iJ

s-

lso

bp(D XeH ;v\d

dH

uO

3 *d8 a

t-r,

-.NO 5h ^otD ()H

J.

i# fñé.D

o

s6 L.

.)

ñi V,5 -a dF (D a) F¡ é

U) rD

¿ a

9¿

.p/

Fo.

€ F

0q(D:: óoa

.:; ',: rY

O-¡ o cg,

T'

ól1.,É +Ob)

¡i-

-Tl d= Tto Pz *o

F

ño-O É

Fo a)

Eil

g

6Ed

F# (DH.rD +H

o rn a o

CL

PH'd (rx y9,3 i-:'g

d f--

¿ a

q,. c)

iádq3

t

o

o a

CIIART CIIN'I'RO IISCOLAR 14 Dti DICIIIMBRII DB 1948

NO

IO S'TIIDEN'I'S

la materia

PIIRCEN'I'AGlt ('2")

Negative Affirnrative Negative Answer Answer Answer

QUES'rrONS ¿,Te gusta

2

de ingles?

0

100%

00

t00%

il)

¿,Con que lrecuencia recibes clases de

ilelm?

Que has aprendido en la clase de insles?

¿

¿,1latrías

recibido clases de irrgles err tr-r

escuela antes? ¿,Usas nraterial de apoyo en tu clase de

ingles?

Libro de texto, diccionario u otro.

0

6 ¿f

labla ingles el rnaestro durante la

clase?

l0

7

ó'-

¿Te gusta como desarrolla la clase de

insles tu nraestra?

s Tq {qB _tq_ees 49,¡ngleq_1u,]nq9{I_g

?

9 ¿Recibes ayuda para hacer tus tareas de ineles?

t0 ¿'l-e sientes rnotivado durante la clase de

ingles?

PORCENI'AJE

80o/"

-40-

Percentage

JN(.r¡(,tct{6(oo

J

ooo(fooooooo sssssssssss

u

"C, Oo

s 8F l'Dt

Fl J

6

Hag

=,cnÉ €Há (Da!(DL o-áo

H

P

rn

fJa€ (DEits.

o o

oax'5 9qr¡d ¿niT (D6rla 9H¡D'

J.

tr¡

F.l,á )0a?

*'e.8 5HE' é@

8pF

53

*ñ'

(]4 (D

é5f-t (Do;-.

J J

x

cr

dH.

dPE Orri3 oc'' rf96

6

.¡

(0

|J"do-

ts.

Bts\o a(D{\

"5oo éd

.2d AFD -.. dg

\¡/

So 'o¡ ñ'N

+d-o6drD

o H9

H

U

(DhH NP(N

c,E.o

5 o

r..1.

(D

A

o

o

(D

É a¿.

fDé o, =. ts.

5

é f (D (D D)

t

¿

5'

(I()

s

@

CIIAR'T NN 3

CENTRO ESCOI,AR LIIONARDO AZCT]NAGA

N

o

QU ESTTONS

l0 s't'trDttNl's

Affirnlative Negative Answer

I

t

PR,RCIBN'I'AGE ('X')

ir" grft" l; *át..i".It*gi"rt

l0

Answer

-ó

- 0---

100%

Con que l'recuencia recibes clases de inr¿les?

00

Que has aprendido en la clase de insles?

¿

0.0

t00%

¿tlabias recitrido clases de ingles en tu escuela antes?

200/,,

¿Usas material de apoyo en tu clase de

ingles?

Libro de- texto"-,::::-diccionario u otro. ¿,llabla ingles el maestro durante la clase?

7 ¿,'l'c gusta corno

dcsarrolla ln clnsc dc

qglg¡lggaeslrgl 8

s0%

¿'Ie deja tareas de ingles tu lnaestro?

500,/o

9 ¿Recibes ayuda para hacer tus tareas de

t0 ¿"fe sientes rnotivado durante la clase cle

ingles?

PORCI'N'TAD

12"4,

-42-

Percentage

.aN(,rr(,lo\¡@@3 ooooooooooo

sssssssssss

x\j ^3 # oo'> 3 a *-OOFI o\

OLJ F'rn ahg

e.d dñ u^!

oo

d OrD

A @

J]

o

c) rn

f.+

U-

ñ. i &H il0q * ;ts d E; F F É l'¡ g ñ É

in

F+ f á

a ?á

5'[ B p i-j. úA.ú év!

s

().)

lh

s1 -iJ trÉ

¿9

E' ?D

11

s

oalDQ

F o-

Éí-il oP A)S.Fo l¡,óFt

rrJ

a o

gtr ai

rDO. É,o u

o

rn

v,

o

OA rir t¡,

!¡ -r -t qt Ftt ¿D5

oñ'

3¿ -lo tt"l o

Fo

tsl

c J

!t

GI

qK

9)

B3 v)5 D)

=-* 6F)

J

N

a t

OO CF tsr

o

SL

0q

¿ (D H (!

CT{ART \'" 4

CE¡üTRO ESCOLAR LOS SANTOS N" 2

QtiESTTONS

PERCENTAGE (%)

IO STT}DEI{TS

Affirmative Negative Affirmative iNegative Answer

Answer

Answer

609

i4 i

o

?

6A%

recib^ido crases ingl en iu clases oe de lngles ¿rtaDras reclDloo i¿fiuUras escuela antes?

0

0.0

10

¿Usas material de apovo en tu clase de ingies?

Libro de texto. diccionario u otro.

l6 I

t' I

4A%

1

5 i

40.0,6

m

¿Con que frecuencia recibes clases de

ineles

i

Answer

1

1000Á

)

I

:i

10

0

100%

0.0

10

0

l\}a/o I

0.0

6

+

60%

6

4

6Aot'a '

¿Habla ingles el maestro durante la clase? ¿Te gusta como desarrolla ia ciase de insies tu maestra?

8 i

; Te deia tareas

i

A

4Aon

de ineles tu maestro??

9

4A9'o

i

¿Recibes ayuda para hacer tus tareas de insies?

I

I

8

10

80%

?

¿Te sientes motivado durante la clase de

insles?

I

-44-

2A%

Percentage

rN(.,F('tO)\¡O(od 9eQooooooo('

¡eS;e;eS¡eSSSS¡e

o\

uJ

3B o\ o\

'-l H

fd

T F,E €H 5'

qh' (D5

E

o- ii

o€

qQrD

"B

ñe

B.a ¿c)v) rñ(D ;?.

(Di' PH.¿

5 E' ¡g ':

<oc

E

E':a

ru

dB Elcn

3 !r (D

o- rrl

g,H r

s

Lrr¿O=-

6!r

;{- ts.

I

sr

É.

o9.

ia.D

HH p!

ñ.H dr <É' o-O ooF) ú J

.H

-d dO

t?D'¿

AbJ o ¿

l, ¿

o { o P.l

I

o g X

F ó

s b a

a ¿

U)

o

o J

F+

a

o rn

8c) gil

!tE a E

¿

bo az

s-: J

a.+

o a

zo N

C]IIAR'I' N'5

CENTRO BSCOLAR RETNO DE DINAMARCA

ñ[- I

¿T'e gusta

2

¿

eursrroNs la

IO S-I-TJDBNTS

Affi rnrative | Ñegative Alrsrvel' I Ansrn".

materia de ingles?

Con que frecuencia recibes clases de ingles ?

3 ¿

Que

1

PERCBNTAGB

('Zo)

ffirnrative | Ñegative A¡lswer lAnsrver A

7

-1

70%

30%

l0

0

l00o/o

0.0

7

3

70%

30%

0

l0

0.0

7

t

70%

30%

l0

0

100%

0.0

t0

0

100%

0.0

6

4

6l)tlt

40ot1,

6

4

60%

40%

7

J

70o/o

3096

70'%,

3A'%,

has aprendido en la clase de

ineles?

4

I

00%

¿l{abías recibido clases de ingles en tu escuela antes?

5 ¿Usas material de apoyo en tu clase de

ingles?

Libro de texto. diccionario u otro.

6 ¿ ¿Habla ingles el maestro durante la

clase??

7

I

¿'fe gusta como desarrolla la clase de ingles tu maestra? 'l'e deia tareas de insles tu maestro?

9 ¿,Recibes ayuda para hacer tus tareas de ingles?

l0 ¿Te sientes rnotivado durante la clase de ingles?

POITCtrNTAJE

-46-

Percentage

ooo-¡

sss UJ

--¡

ss,ó OO+

¡\)

t¿¡sors){6(oÉ oc)crooooo

ssssssss

F-]

Pu)A 5ñu) itÉÉ, ;ñ-É ¿L

xes

Xr/)o ==l

á'É ,E g.+H ¿(eH' ru lll ñ5

e'q1

ñ

J

r-1.

^5-(D Oó).

=.trx rrr Y -(n

b-r-7, q9. d¿ á'

rrl

-_E !H

g-oit ü35' aoo 5

\¡

É* (D d

AP i5 a.i ,DN e

5: oa

o (D

r

(rq A)

0q (D

X' o

t

(D

poa lD

c)

o

\./

D)

¡.

o m a o qt-

go ao¡ ng oJ. 5'o oz o.o o

I

J 0¡

J

q¡

-¡ o q¡

crr

CIIAR'T C]BN'[R0 IiSCOt,AII AG[IS'I'I

NO

N

IO STTIDENT'S

LINATIBS

QUES'r'IONS

Affirmative Answer

¿'l'e gusta

la materia de ingles?

PE,RCII,N'IAGti (%,)

ñ¡e;t¡*

Affirnrative Negative Answer Ansrver Answer IOO'1,-

-

00 00

¿Con que lrecuencia recibes clases de ineles ? ¿Qué has aprendido en la clase de inr¡les?

50o/o

¿Ilabias recibido clases de ingles en tu escuela antes? ¿Usas rnaterial de apoyo en tu clase de

ingles'/

Libro de texto" diccionario u otro.

6 ¿Habla ingles el maestro durante la

clg¡el 7

f-

t

¿Te gusta como desarrolla la clase de ingles tu rnaestra'l ¿

lq!913

tary,?¡_99_ Utg! eq

tqtlqeqqql

¿,ltecibes ayuda para hacer tus tareas de

tnsE!?

r0 ¿'[-e sientes rnotivado durante la clase de

ingles?

PORCENT'AJD

7(t"1,

-48-

Percentage

.¡Ntqrrgtg){crr(o3 ooocro('ooooo

;RS¡e¡eSSS¡eSbe;e i'l \¡

AC^ .9ro o\ o.

p.a

tg

Ír g6' HP

Fl hl

ñ

E

,s

F r*

::5 0g6 BS i'o

ó

i. rtg-

8-

€ E

r¡

r+

Ea,

ñ ?

Oo

6

rn

HP

B.f g!' 'tD

F'o Oro

F'

s

d=l

5 \o

!tÍ od g ' vXa í'\ 5p?

F,f ct J

rn

8o sñ s!t

t-rl

o

a)

(t,

c)

o 5 F} .l o

tÉ.

(D

O-U CbD *.d

-rF

Ez Ao

ss) f 3 a

qt

a o a

*tn

l,t (D+ (D ,_t

(D

¡\nswer of T'eachers

Answer of Teachers

o ot o tr o (, o

o_

'Ihe graphic show us the results go,lr"r",l ,r¡rl,

*o"lr""t ttrr-r-"t.- tt*l* *

83"/n ' l'hey ex¡lected that with new project learning English language in our country develop basic skills lilie: reading, writirrg, listening and s¡reahing. 'I'o irrcrease the cognitive capacity of students.

17 n/" answeretl negative They said: o'!Ve shoultl a ¡lrevious

thistt.

fraining to tlevelo¡l a ¡lroject like

'I'hcy ntentioned that flllNlil) ditlrr't ¡lrtvide thc rlidnclic resourccs (books, text boohs antl others) to tlevelo¡r their worh.

-50-

r\nsrYer of Stude¡lts

School Centres

-Ansrver nil" -

Q, E._$.gp_ar !9_Q g a clq ! y pe_

C.E. 14 de D_icrer¡rbrlql_e l9!:8 C.E. Leonarclo Azcurtaga

s,g"ii

E. Bgpgtlqlq!_S.ltqs l!: ?

Q. E. ¡e!gje_piq4¡¡41 ca

g?ite

ooo./ ()() /O

C.

-7VY: 760r/o

!,-EJeqq!-!¡t-l.l!eryl 't'o1'AL

Ausrver

-ñ¡;?9Yv 1 1()./ lz/o

_

38.4

--

_

?92í 24"r/u

tot;

80"r'"

Answer of Students

o

ct, aú

c 0,

o o

o-

ts fs €? gE* fiH ;I 5g uÉ EH

o

E

oo JO'

ot: <E

u:f o

Questions n Negative

n Afirmative

'I'his gra¡rhic shorv us results gatlrered rvith students lionr sclrools that rvere visited in the research.

80oA"the studellts are nrotivated firr acquiring the new language knowledge. 'fhe studelrts are experirnenting a ¡rew rvorld ill the learrring process.

2096'l'he students dort't like lJnglish sub.iect and they dcxr't -5 t-

like do honlework

QUESTTONARY APPLTBD TO .I'BACIMRS 6 QTJESTIONS

NN

t- FIow long you been teaching

TI'ACIIERS

PERCEN'I'AGB

(,U,)

Affirnrative Negntive Affirnrative Negativ Ansrver _---d--

Ansrver

'-

-0-

Ansrver

t¡to%

Artswer

- - 0¡-

Errglish larrguagc'/

.,

D"-yr" thint-ttrat *fhe P.oF¡t ;i

trit

the teaching the English language

in Elernentary School"

lhat MINED had impelled at the rnonrent in the ¡lublic lnstitutions is good or

6

0

l0u%

bad?

3

What are the perspectives that you have rvhen you are serving the learning and teaching the English language in the Elementary School ( l*t ót" grade)

1000Á

00

100%

00

6

0

Do you think the irnplernentation of the English l.anguage teaching in the Elernentary School should include developnrent of basic skill?

6

0

['low is developing inside their classroorn the project of teaching English language in the eletnentary school. What kind rnethodology

6

0

1009/n

00

00

4

5

ttse?

6

l'low are responding the students to this project good or bad?

6

0

t009i,

7

Have receive sorne training courses to develop this project?

3

3

30%

I

l{ave you been provide with text books or another rnaterial to develop their class of English elenrentary school?

0

6

00

It)096

()

0

00

l00o/n

6

0

0.0

l00o/n

(t'3'h,

33'%,

I l0

Are you satislled with your profession as Enelish teacher ?

Which the following resources MINED should provide to school: books, DVD, T.V. text books, others?

PEI(CEN'TAGB

-52-

10i,"

QUESTIONATRB A ppt,rED'r'O TttACTTDRS

HOW LONG YOU BEEN TEACITING trNGLISH? 1-5 Y[,ARS 5-TO YTJ,ARS

IO- I5 YE,ARS

QtrES't'toN N'

From the six teachers questionetl

I

all of thenl are

QUESTION

English 'l.eacher

N'2

DO YOU TIIINK TIIA'T *'f}IE PROJECT OF''I'III 'DACIIING 'I'IIB IINGLISÍI LANGI'AGE TN ELOMENTARY SCIIOOL'[IIA'I' MINIiD IIAD IMPBI,LBD A'I''I'ITE I\TOMENT IN THE PUBLIC TNS'TITUTIONS IS GOOD OR BAD?

'I'OT'AI, 'I'BACIIORS

BAI)

From the six teachers questionerl

all of them thinh that the Project is goorl

-53-

QTJES'ilON N.3

-'J

WIIA'I'ARE TII EPf, RSpEC'r'rVtrS 1'rrA'r you HAv[ WHEN yori ARri SI,RVING'I'TTE L[ ARN TNG AND T'EACTITNG THE ENGLISTT I,ANGUAGE IN THE ELB NTENTARY SCHo_eI.{lsr 6rrr cRAU[,) ---

G0()r) PERSPECTIVBS

-T- --r--+----r-_r_',/, Nncn'nvr

I I

I

ANSwER

tllt =--l{--r---l *l 0 I

-l-r I

I

I |

'r'ornt-'r'EACuERS

,yo

|

l''ul 6

I

I

Froln the six teachers questioned all of them hnve good perspectivc's nbout this project, 'fltcy expected that with new project the students antl teachers to develop original pedagogic cxperiences. 'fo enrich the curriculum of this pro.iect and to atljust to fhe reยกrl necessities of the educational community.

QUBSI-ION N'4 DO YOU TITINK TIIA'T THI IMPLEMEN'I'ATION OF 'I'I"IE ENGI-ISH LANGUAGE T'EACHING IN'I'IIE ELEMEN'I'ARY SCIIOOL SHOTI I,D INCI,tI DE DEVtrLI,PMINTOF BASIC SKILL ?

'TO'[A[, 1'BACIIIiRS

AFFIRMATIVE ANSWER

From the six teachers questioned all of thern snid that objectives of learning English language in our country is develoยกrnrent basic skills lilie: reading, lvriting, listening and spenhing. 1'o incrense the cognitive capacify of students.

-54-

QUEST"|ON

N'5

HOW IS DEVELOPING INSTDI TIItrIR CLASSROONT'T'Ă?TE PRO.IEC'I'OF TEACHING ENGLISII LANGTIAGE IN "I'TTE EI,EMIiN'TARY SCIIOOI, WTIAT KTND MI,'THODOLOGY USE?

'fO.fA[,'I'EACIIBRS

o/ ,/o 100

0.0

* llronr thc six teachers quesfiorrerl ali ,ri tiren, nnswcre(l Al|Otl'l' t'll0 Methodology used lihe: 'I'he nudio-lingual rnethod, 'I'ofal Physical ResponserThe communicative Approachn Natural Learning Method.

QI.IES'|'ION N" 6

NOW ARE RBSPONDING TIIB

S UDIN'I'S'I'O'T'IITS

BAI)

PITOJIIC'I'GOOD OR I}AD

?

TOTAT, T'EACIIE,RS

From the six teachers quesfioned all of them ansrvered affinnative tnd expressed: o''l'he students are motivated firr acquiring the new lnnguage hnowledge ". The students are experimenting a new world in the

Iearning process.

-55-

QUIS'ร 'ION

N"

7

ttAVE RECnIVtrJOME TEAINTNG COURStrS TO DtiVtrLOp'r'uts pnoJECT?

AFFIRMA't'ยกvti I ,n I NEGAIIVE ANSwriR

T'O'I'AT,

'[I'ACIIERS

ANSWf,R

From the six tenchers quesfioned all answered negative. T'hey "we should a previous training to develop a project litre this"

QU[sT'tON N'8

IIAVA YOU BEEN PROVTDED WI'I'II TIIX BOOKS OTT ANO'I'IIER II,IA'[I|RIAI, .TO Df,VELOP TTItrtR CLASS OF f,NGLISII IN ELETIIENTARY SCIIOOL? AFFIRMATIVE

NEGAT'tvn

ANSWTiR

00.00

nnswnn

[ "

lt'o'l'.tt, IEACnE,RS

(t

From the six teachers questioned all of them answeretl negative. 'l'hey lnentioned that MINED rlitlnot provide the dirlactic resources (bool<s, text boohs and others) to tlevelop thcir rvork.

-56-

QtIlisI'tON

N' 9

ARtr YOU SATNFMD WI'TH YOUR PROFFESTON AS

AFF|RNfA't'tV[,

I

NEGA'I'IVE, ANSlVIiR

"/,,

t//tt

ANSWER

0

0.0

E N_q_LIS_r

rr'

trA

crr

ER?

TO'I'AL 'I'EACII IiRS

6

lirom thc six teachers questiorrerl all of thenl nnswered allirmalive about your profession as English T'eacher.

They enjoy great experience of teaching llnglish.

QUESTION N' t0

IVHICH TIItr FOLLOWING RESOURCES MINtrD STIOULD PITOVIDI 1'O

"A

'r'0'r'At-'t'tlACIr IRS

INE(;A'I'IVE ANSWER 0

Frorn the six teachers quesfioned all of tltenr gave suggesf ions to MINIit) shoukl provide resources to teachel.s lil<e: Books,'l'.V. D.V.D, and others.

-57-

: CHAPTER

III

RBSLIL'I'S OF INFORI,IA'I'ION

According to lhe results obtaineil liorn the sul'vey adnrillisteretl to all teachers involved itt research the l.eaclters anslvered:

Educational projects slurulcl be f ull with rlrethodological and techrricยกues, in addition to the participation of the whole educatioual cornmunity.

Also, in the adrninistrative area, they suggested that there should be exact infumration ftir each person involve projecls.

in the cleveloprnenf ol' this kincl of

At the sanle tirne, they should have

nature' of'the

a good design to respond to the

project. 1-hey should have trust rvorthy data as consistent as to

nlake decisions in a hrture tirne.

Analyzing the f'ollowit-tg, the teachers expressed

:

-l-hey should have good relationships and organization rvith coortlinator's

sl"afl-

lhe

of thc projcct.

-The curricular area should have a good arrangernent

of the contents,

activities and resources fbr those l"ltat are developing the proiecl".

-'['[re chronograrn of this project should be checked liecluently in their ยกrhases

(belore, cluring alter) and analyze the results of-the

pro.jecl".

-Receive reporL of the variables that aflbct to the project (student desertion, skxv acadelny progress, relaliorrship sc:hool - parenls) - Constant observation about the participation.

- Give a sequence belbre, during, antl after the inrplenrentation of'the project.

-58-

- Responcl to the real necessities of'the School

Cenl.er.

- They should get a previous training, to develop a project like this.

- '['hese proiecLs should be a constant activity to improve tlre ethlcational systetn as well as students and teachers perlonnance the teaching learning pr0cess.

'['his encouraged to coÂĄltiltue working and to bencfit the etlucÂżrLional

community and that the MINED continue doing effbrts to develop this class

ol'projects. It also impulses to overconre

Lhe

del'iciencies presentecl and tg

achieve a better participation. And developrnent of'the educational comrnupity.

1'his helped us to ltave dil'ferent point of view on the success of'the project,

this way we catl evaluate the educational denrancl based on the necessiLies

of the colnlnunity in a qualitative alld quantitative way.

All this gelteral arrallgenlents could help us to reduce the social inequalities inside the education systetn. l-hese aspects facilitate the knowledge of'the

reality

.

'l-he observations are taken in account to enrich olrr relationships in the educational environment.

-59-

CONCLUSIONS

After finishing this research, it obvious that this project was

a rrew impact

in the whole educรกtive cotrtrnunity. The students were satisfied with their educational process and their cognitive development.

In this work, we have concepfual elements that are presented to know methodologicat aspects and techniques that are part of the rnotivation of this

project. This information presents an approach of what should

be an

evaluation cif iur educational project, and it considerate types, characteristics, applications, and approaches to the institutional environment.

We hope this work

will

be useful for all those that we have a comprornise

suppofiing the educational developrnent.

At the end of this work we will have an idea of what is an Educational Project Hoyy {o evaluate a project. And the utility of an evaluation of an Educational Project.

This reseaยกch helps us to use the resources rnuch better in order to get the community to improve in education.

This project has a concrete nature and in short term, we can see the operative plans and the initiatives of the participants.

As we already said , they should respond to problems and necessities of the educational community . They should also present innovations and changes

like in the implementation of new projects.

All this helps us to have new educational

experiences and to satisS the

demands and students'needs. The evaluation of the projects also allows us

to give solutions to outlined problems.

-60-

RECOMMENDATIOI{S

After anal.vzing and evaluating the Project of the of the Engiish Language Teachurg in the Public Institutions suggestions tirat can be of

of

the Distrito

06-2A." We pian some

utiliq, for people that are associated

r.r.'ith the

development of these projects. hke the Department of rnvestigations, Supervisors and Coordinators of the MINED.

*lncrease the reach of the project at national level.

* To develop programs (Curricuium) for Elementa4'School with emphasis in

the English area.

* To get better administrative relation with coordinators of the project.

* To improve the traimng and work of teachers who develop projects.

* To motivate the participation of the Educative communitv in this class of projects.

f To improve

the necessaqยก resources for the development of the project.

-61-

';'

The teachers should receive some training to develop those projects.

* There should be created a special classroom for the Engiish

class.

* Teachers must update rvith the current teaching methodologies. * They should get a previous description about the experiences the,v

are had.

To continue impelling this sort of projects so that benefit to the educational communit-l'. and to make efforts to achieve the best educational quali6,in all the leveis.

-62-

L{TERAR}- REFERENCES

Evaluación de Proyectos Educativos Documento rmpreso por PNIID. Modulo [V, Edición 2000

GutiérrezHuezo, Cerda Elaboración de Proyectos Educativos Impresos Litográficos de C. A. ^ Edición 2000 Jeremy Harmer The Practice of English Language Teaching Logman, Editors, Third Edition 2003 USA. Joma, Susana "Enseñanza del Idioma Ingles llega a los niños de primer grado" El Diario de Ho-v, Martes 10 de junio del 2003

Kniveton Julie Jigsaw, Book Macmillan Publishers, E,dition 2AA2

Ministerio de Educación Fundamentos Curriculares de Educación Básica Edición 2001-2042 Ministerio de Educación Fundamentos Curriculares de Educación Básica Edición 1999-2000 Smirnor', Rubinstein , A. Leontiev, B.M. y Tieplov

PSICOLOGí{ GEI\ERAL Editoriales Grijalbo. España Edición 1999

-63-

ANNEX

QLIE

S

NIO 1

TI O].ü{ARIE S TO THE

ENGLISH TEACHERS

Qrr[.sTroNAR-Y {ANNIX t]

UNIVEITSTDAD PEDAGÓGICA DE T'L SALVAD$R.

N¿Ltu{E:

DEGREE R.ESPONSIBLE: SCHOOL CENTEII:

OBJECTII/E: To collect írtformafíon related to feaclrcrs performance, aqtefience level Of ktrowleclge, technical and pedagogicol aspecf, tuith relafíon at our searclt Nact present sonrc qaestiotts wkíclt wíll be apprecíaterl yoil ttrlswers

f

-

For horv iong lrave you been tcaching English

?

2-What is your o¡rinion atrout thc I'rojcct of tcachirrg thc l)nglish l.a¡gu¿ge irr [',lg¡crrlar-r, School that the MINI:D had irnpelled at the moment in the Publics schools? A) COOti Oii BAD

3. \dhat are the perspectivcs that you lrave lvhen ¡,ou are serving the learning and leaching tlre English language in the Elernentary School ( l" 6tr' grade) ?

A) Students will learn speak Englislr B) Dcvelo¡l ¡lcdagogiccxpcricnccs C) To enrich curriculum and adjust to real necessities the educational cornmunity

4-Do you tirink that the Project should be the include develop of basic skills like?

A) Listening B) Reading C) Writing D) Speaking

5-How is developing inside their classroom the Project of teaching English language in Elernentary School?

6 - Horv are respo¡1ding thc students to this Project

'7

7- Have receive some training courses .to develop tiris project.'/

8-Have You been provided .with text books or another material to devclop their class in Elenrentary school?.

9 -Are you satisfied whit your profession as English Teacher?

l0-What suggestious can you rnake to this project rvhat the It¡lfNED is ilnplernerrting.

of Englislr

.¿.íti.l$::1..

tJUE-STIONARy

i,'r*ot ..";'l:t

ilfffi#ffim €,-*{u\,!r.^ '__ Next present some questions $,hicil

*

I

For now

long

will

t(i;d iiÉf-$j_ 5,

\.i*,í&:sL# \-TLrrsm##v

,.r\,.rrri:W¿)

be appreciatecl vou answers

have -vou been teaching English

? y' n4rLa-ty I

abo.t rhe Proje* orreaching trre Elgli¡h Lansrragc in Eremcnrarv mr e t rrn g u t h en' o * *ni L ii. i,-u r i., ;h;.¡;i-,, "

illfftü';l:fJ iliP9l """

;',*'':r::2r ::1 t¿

3. Wrat arc lhe perspecfives that -vou have wheu are ser tlterEnSlislr t*:r**. inrrre etenréniiau';.t,ool ( -vou lo,

'Tr

Lr-'{-ill."

,, ) ¡ - .\..t,1r iC{,+ L t

6u, É.rade) , 'á¿( ,i .

_..._ .t(.; -fl*-t ¿.

_.

,reacrring

-t!-

cLctk-t*.iL-L<t !}¿.,

,,

.,.L{ A4.r.r_

O-*,.U ,nould be the objectives oI learn. learnlng the English ':" ""J""t;cs of ,'A language in our countn,.) o- ./ ., L* ..i ,/-r.-aoe ./txu-|,{- , L() tzr*lt .n_t¡ ,

" r:':^/t7-:""-,i

?r,i 6-

.¿-.,,fu.¿rr¿..6.-;<

lo*"

(/ U-

ay_ re;nonciing

ilre srudenrs to this projecr ?

X* {J' g-t-Lr-Lt-r-<

-r-" ,üuu,

lltquy f).\&(-t*u I

.

7- Have received so¡:re t¡ainirg courses t0 deverop trris project..l

7L4

, ). jlr;.

3#fi:;i"t;,Hil1#::;1$

¡-r,,Fn ui"^j*

.

with text bqoks or anoüer materiar to develop their ciass of/ / .t

r.tD, clLl', ^"J2,:;:u!!Íor}'

*,

*cA^*1

9 -.Are you satisfied rvhit you. p.ofersion as Englislr Teachefl ¿t

,.4't;vo't.-ú' l¿'t'

c''f{- ¿'i I

,!

í) "o'

c

lO-\&har suggesrions; can -you make to ilris projecl what the l\{INED is irn_plelnentrng. '¡ _¿-

M

l¡,iv í:)

,

)vwtti

r¡ilí) ,n^il...i-,

",4- t - t

>(I,nU,

/'¡' ."f N

lb"ruil -t,k,c"

-f;--

Y

"¿iii

¡

't

c"f ...( ¿

(}UESTIONARY NAME:

tla

u,r,*,*44/rtl l.

¿)

Next present some questions which will be appreciated you answers

i

-

For"how long have -you been teaching English

2-\4{lat is your oniruon áhr¡r,r rl,o n-_.: . s' I or úi ;r; r','íiil; 3

U.J fffr lT: Yvv

2 ¿et-t<

'

i:

i:ilHl i l[ ?iii',:l ff*',:Íe

Éh,- e4-a-á,''-';'"".

-- ( 14) *""*t{-

3. Wirat are the persr - Eür, si ü:;

ü,

"¿;ü:u_e ü:li: iü ti:Íldl#,1!u.1'u _a^4) il';i r

r1*"

,* **t

u

s

,*"W

Jve.+*'-j<-

f--rt*;-,

¿,.

n

E r em en r a

ry

,y_"J_

¡o are erv i, i'iü.,. ";:i:l*r"':.

6 - FIow are responding ilre sruclenrs ro rhis project

i

Ie*nring ard reacriing

-8n"'-"- ,'^d)at")

2 -l¿q, /er+rAce)

J #.4,

/á_4-e--

7v-¿+¿

,.xmnrebainingcoursestodeveloptltisproject.?.Y1.&|¿*,)-t/¿") 8-Haved you been

n

*'j1* oranorher the r mar material riar to develop

text books Engl English i sh in EI "^"Tj Elementaillll*"*ith emenui, r.iri

j r"'

l9o

o

'T* t ffit¿¡ 1*rr., o -€-"-¡rü l^ ^t-.',--^'""') A-v{-ne/an_J.J

tr:r#

e

ll)nl¿¡D

9 -'{fe you satisfied whit your profession as English Teacher-a

l'-\&'hat suggestions

can

you

make

r* llris pro¡ecr

their ciass

of

, .t-rr-o /" ro-L"-l-

"t*t, &@

whar rhe MINED is irnprenre,ting.

QUESTIONARY

DEGREERESPONSIBLE: n¿rt' 'CENTER SCIIOOL: lf 4<, .uQ, ,, ,,,b"

s:-,tCJ-ll4

Y

Next preseut sotne questions rvhich will be appreciated you atrswers

i-

For how

ic;lg

*lI

have vou beell leaclting English

,.t

?

UU.' 'f *'tt f

t",l

"

2-What isyouropirriorr abour tlle Prtrject oIteaching the Englislr [.arruuage in [:lentenltn' School that the lvllNED is impelling at the moment in the Publics schools'l --l--

r,,rir'r('({ is, ,\l''r \l\i ,wf,,',t,f .':. .'rL , {]'

\t,;t

-l[.t

[,,,,((r,!(

\

;

,

", 1, .'../.t

l', t¡, \l\ ,r

'

i

,,.

Itr'r-( ,-r

/r,,, /i

(l

3. What are üre perspectives that you ltave whert you are serving the leanting anrl teaching the English language in the Elernelltary School ( l '' 6th grade) ?

'l (,0- (ír,r]rl\t,{'r' ¡,'l'\/q r'., .{,'uu\o¡'r \[t,,r¡rf li,vttl l[,,-t', Ci.,. l,r\(-],y.(.,,. \,,.rr,,1.,,r\rr,'\

(.'(

ír'r

l/.,,,/

-Wich slrould be the ob-iectives oileamiug thc Englislt language in our couutn'?

l)uvt'\tl 1,\\r'l/ 1\<,t\ [.],'tt trrul,r,.f ,, y.(r¡r<{i,,cf ,l; rlt.rr ,r,¡

)

)r\t((rt(,ttt\

5-llou' is developiirs inside their classroo¡n the Project of tbaclring English language in Elementary School?

["\ ¡r

,,

)

\

l\ ,^.

1'¡

4, ,,(

l)t',r¡rtlv

r\

,'

(

tr,,rr/r'

'-l

6 - How are responding the students to this Pro.iect

!oa'dr \t)rne s\,,.\ t,rl\

'l

\' \''(

¿\0,''r

[

11

I

¿"',l(,if't-'.

prcr.iect.? , J..'1 ltno^', ,,,vc' ,,

7- Have received some trainins courses to develop tlris

üo+, [.-1 Prrr'¡[ó

r {o

r r r r /.,V.r,

'' ¡

/'(t {l?)

8-Haved You been provided with rext books or anotfrer nratenal to develop their class of' English in Elernurtary school?.

'U

o

/

cl ,.

-;

\'vr ¿1

-/*' ' ' t.-'( "

9 -fue you satisfied whit your profession as English l-eachefl

-fut,

L rlcrrL\Jc,

-1-

.r'rr

u-.

-/rrtS rr.,, ,Á ir<¡

lO-Whal suggestiotts can you make lo tlüs projec{ what the N4INED is irnplernenting

PtrU6D ¡t,ll{/f¡¡

n^L{ú

|

lrrUJ+

ilstf ]eul' bo,llts ,','rl/r/a ,..,c,r /rirr-¡ I (ti.t ¡,t ¡),r., / ,t/l

fr-ov,

.

r

r {¡,..,'\'

ANI{E,X J{" 2 QIJtrSTIONNARItrS TO STIJDTNTS

cuEsTIoNARro

(ANNEX 2)

uxrynnsmAD pnn¡cócrcA DE EL sALvADoR

cüEsTroNARrO

(ANNEX 2)

Nombre: Grado: Centro Escoler: OBJETIVO: Obtener infor¡nación relacionada con el desenvolvimiento de los estudiantes que están involucrados en este proyecto.

Cottocer las difeuites impresiones acerca del aprendizaje del idioma ingles en Educación Básica

A continuación te pr$entamos algunas preguntas y nos gustarfa que nos las respondieras.

1- ¿Te gusta la materia de

Inglés? Si n

No f:l

porque?

I

2-

¿Con que frecuencia recibes clase de Ingtés?

3-¿ Que has aprendido en la clase de inglés?

4-¿Anteriormente habías recibitlo clases de inglés en tu escuela?

Si

No

5- ¿Usas material de apoyo para tu clase de inglés? (diccionario, libro de texto, u otro ) especifique.

6- ¿ Habla ingles el maestro

(a) durante la clase?

1- ¿Te gusta como desarrolla la clase tu maestra (o)?

8- ¿ T e deja tareas de inglés tu maestro (a)?

9-

Quien te ayuda hacer tus t¿reas de inglés papá o mamá

10-¿ Te sientes motivado

durante la

clase de inglés?

#

CUESTIONARIO

C-€útroEscolffi

A continuación tepresentamos algrmaspregrmtas y nos gusEía que nos las responüerasI r¡' ^'t. : ,+ ,j, 1 '

I-¿Teguo lamateriade Ingtes?

@

uWT,-ry-m_ No

2- ¿Cuantas veces a la semana recibes clase de Inglgs| 3-¿ Qrre es lo que

hs

aprendido en

h

clase de

I

ingles?

Porque?

P-\4/1I/

Y4 Y, n^j'4*

4-¿Anteriormente habías recibido clases de ingtes entu esureh?

5- ¿Usasmmuial de

'

*.**"

@

q|Q-/W

No

nho dels:úo'u

:

G ¿ Tu m¡esua (o) E

7-

hbh

en

ingle dr¡ra@

l¿ clase?

¿Tegush como desa¡olla laclaseümaesha

&.¿ flacesueasde ingled?

(tY @

@

9-' quien te ayuda hacer

tus tareas de

l0-¿ Te ci€aesmotñ,ado

dúaffi la clase deingles?

ingtes papá

o

4v"Uv

frs.-n/y<Á-¿

mamá

@

jt-

tl*"

úo

)

CUESTIONARIO

:H A continuación te presentamos algrmas preguntas y nos gustaría que nos las respondieras.

l-

¿Te gusta

h

mat€ria

ds

Inglel li_

No

Porque?

2-¿Cuantasvecesalase,manarecibesclasedelngles?,'.

3-¿

@e

es lo

ul'15. V€Z- \ l h 9:úfÑ¡

qe has aprendido en Ia chse de ingles?

ingles en tu escuela? É-¿Anteriormente habías recibido clases ds

5-¿Ussm¡teriel de

Si

No

paa tu dase de ingtes? (diccionnio, li[bro de tc¡m, u otro )

especinque

G ¿ Tumama (o)te hbla

7- ¿Te

&

en

ingls durmte

gusta como desamlla Ia clase

¿flaaesfreasdeinglcs?

9-

l¿ clase?

¡* W_W"UV_

tuuaestra (op

W

Quien te ayuda hacerh¡s tareas de ingles papá o mamá

l0-¿Teúemesmotivado

drrare l¡ chsedeingta?.

ll

CUESTIONARIO

;ffi

¡*6

Nmbre:41 Grado: Z>q Centro Escolr:

A conrinuación tepresentarnos algunas pregrmtas y nos gustaría que nos las respondieras.

l-

¿Te gusta

laüsteria de Ingle$

No

Porque?

c.lLtr-ls rui,4¡-.Lr c,lat-!,t:. raJ4 r. .{t r)._T q* ,,"Á)ü f-,:rrpu#fr* !).1'ó'r) fl)r:¿Ltf a#e;t 7lt;' . ü-*.tx J_.t ¡

2- ¿Cnmtas veces a la semana recibes clase de

4

3-¿ Qrre es lo

,

a.-rJJ-f-;-

Gj,fr'

CL

que

has aprendido en la clase de

*t.(íu:

L*l.4. u

Ingies?

^

5- ¿Usasmmial de apoyoparaün clasedei

¿Tumaestna

(o)tehbh

gn

-

&

"L/,

¿Tegüsta como desarrolla la clase tu maestna (/&,t

CUf¿

j',^4

¿ tlaces tueas de ingles'?

Ñ \)

No

(dicciona¡io, h:ho detcrffi, u otro )

inds duruel¿clase?

4'[u¡ie:-q'enfr, 7

¿-tq*W ! t ÜJ

.,1 -,-l ingles? t-tW/-.;" +,,;--'' / "t

4-¿Anteriormente habías recibido clases de ingles en tu escuela?

6

&u,/-:-

(o[

t

41

9- Quienteayudahacertustarcasde ingfes paÉ

omamá

14$N\b

10-¿Te sirmsmotivado

tunte

la

clase

deingles?'e544¡t** ?fu

{-ezftc1

AN}{EX

ยก{o 3

QIJESTIONINARTES

TO TFIE MINED'S COORDINATORS

I.JNIVERSIDAD PEDACCCIC.z'.

NOMBRE '. h") -. ,, t?1 u, ,, , - t,1 CENTRO DE TRABAJO: O ,¿.i.q^

CARGO: (c,¡!,nulo,.

D: 3L ShL\rhDOR

/, Ctt.¡,¡li,

(

ort

¿u¡n"

A colttittuación le presentanros algunas pregulltas las cuales le agradecerenlos nos responda.

l-

¿.Cuales son los objetivos que tiene el "Pro.vecto de enseñanza del idicma ingles en educación básica er1 las instituciones publicas.?

l:,

l',rÍ,,v.i^-r li-r.r1rrr¡.

9\''c-\,

/-¿

,J,r''u^

^"'¡.

íor¿-ír,r,

l,

,:(

C¿-¡. l,t

J^,'

¿¡1",

;¿r''1"\'rL)

,-,1"^.^í'1

f

''Cu.,r1"

rI

{-'-

+

!o

)"'"ol!'

r"

t . . nni-

I

2.¿Cuales son las expectativas que tienen los coordilladores de este Provecto?

a,

i .t r

J.

lo

,'n!

f ,r,r,1^ Lrí '¿.,^1.).

¿(

:.ra.c¿l*,.

¿.-t.'l-l

n--c;.cc

y

ftt'ctt')'-)¿

l-L

i

3-¿.Responden ios objetivos del proyecto a las necesidades de la comunidad

9, ,

00,

Educativa'l 1"' , -l^

l'-

l^\^L,, /-

¿Los objetivos

)'

/, /- L

I

LA\

-

metas están fonr-rulados de acuerdo

Lr.,

problemas identificados? c9;r't;",' (cl r^aL^ - /-,,

L.l

,-J(",

f1

cA

r'cue

4 L e,'

f;t,-t

{, I

arirL,

¡ot, ( 2'z ¿'n'e1 (¿rv.'l-/,n y t éu¡-";aa 6u't;ru

,t

"c

a

situacjones

iw¡'tlr-^

l-

acuerdo a las necesidades de

5,,

i

h¡,r,,.,-^ Jc

c\lcct-^

*,.,.

-

cl'

é^ L

( trt,'r,lt lr,

o

'ncr'/'rPaQ

-

5'¿ Los contenidos de los currículos son irlnovadores y están diseñaclos L"

1.

f

,!;06"'.

i^

4-

9C )x¿/e't^"-",,í' /*

cle

la población beneficiada?

f ¿, (l.nítlrrrnics-

n-,

r.^

l-!

.t-/t{c

n.i-1 *r-Tr)o(r;;..-z

^

Es un provecto financiado por recursos del sector publico o tienen aporte de otras instituciones? ( prestanlos BID, ONG u otros) Lt''¡ 1.-'''t' ¿'( rnryoit'^ t>-,rio ct í"^tn' Fo^ L', /'r¡ ' !!|o"t, l -,, 6-¿,

\^¿etl,-l^ f,nut''t)^f¿

' e-r

&iO.

l,l

7- ¿Se han tomado en cuenta los niveles de formación y experiencia de los que llevaran acabo la e.jecución de este proyecto? ún

ítn

¿{'"¿

¡tuuí,','

l-

!tn-

L'T,}o¡ilu,,^on

¿'

t7n-ltez-

8- ¿Se cuellta con recursos para el desarrollo del proyecto? (material didáctico como libros de texto , equipo corllo vhs, grabadoras ofros.) (;' ¿' l'72 ¿'¡7' ls¡-¡rrlt-Ln ¿/a t(ctizr' h¡¡r,o'' ¡-la-^ít f, l* ünr'.n. l^ ¿"/1 ir^ul.t J- *-í"-t,' y i- f ,,.r,.^ tttLv-r¿t,,tw

j'^

./j.

/- J t¡

á'^i'

9: ¿,élariÉ'Ji,i¿ el inrpacro que ha tenido el proyecto en su primera fase.? ,rtact/.¡tr-Lr .)xg ¿-r'uLl, l'¡-r,r^í¡ (^ L( ,f,.rtt;z/ )_ ¿^tt,i-.i H-

?-

t .',

,n,tt!-

lO-¿En las instifuciones en donde se esta ejecutando el proyecto se cuenta con un salón equipado para del desarrollo de las clases de ingles? t*o'¡ c''' '

L

/-¡

l1^t'

-.

1l- ¿Es el mismo maestro de ingles quien

atiende primero, segundo

y tercer

ciclo de educación básica?

S

ol,

L

L

-r:*n,

tp)

!')

.

'A'g"

r'r*-L*'**í'

L

"l f4'l

la., L-tt)

¿\r

^ aroa

bJL

l2-¿El MINED ha capacitado los docentes que están e.jecutando este proyecto? ¿- t^l¡--i T,-",¿'1 /c/ bt.\ f,',-'¿o, S, A-^ Lu*rr'll .b 3 jot: r*l-,

-l

fcr¡t^é,

I

rtn ¡-

0'*. futl¡T7¡

0.\¿.

v

),

ttu,

13- ¿ Cual es su opinión personal sobre este proyecto?

fr,

y'^E

t-,.^-

-.-t-r'eae,+,

(-"t

l,t

c¿..Trt1

0'L,ro,.

)'r

bctt'

Gracias por cu colaboración¡

-¡n"1

^t,

L.]NIVERSIDAD PEDAGÓGICA DE EL SALVADOR NOMBRE: CENTRO DE TRABAJO. CARGO:

A continuación le presentamos algunas presuntas las cuales le agradeceremos nos responda.

objetivos que tiene el "Provecto de enseñanza del idioma ingles en educación básica en las instituciones publicas.?

1- ¿Cuáles son los

2-¿Cuáles son las expectativas que tienen los coordinadores de este Proyecto?

3-¿Responden los objetivos del proyecto a las necesidades de la comunidad Educativa?

4- ¿Los objetivos y metas están formuiados de acuerdo a

situaciones o

problemas identifi cados?

5-¿ Los contenidos de los currículos son innovadores .v están diseñados de acuerdo a las necesidades de la población beneficiada?

6-¿ Es un proyecto financiado por recursos del sector publico o tienen aporte de otras instituciones? ( prestamos BID. ONG u otros)

7- ¿Se han tomado en cuenta los niveles de formación 1' experiencia de los que llevaran acabo la ejecución de este proyecto?

8- ¿Se cuenta con recursos para el desarrollo del proyecto? (matenal didáctico como libros de texto . equipo como vhs, grabadoras otros.)

9- ¿Cuál ha sido el impacto que ha tenido el proyecto en su primera fase.? ;

10-¿En las instituciones en donde se esta ejecutando el proyecto se cuenta con un salón equipado para del desarrollo de las clases de ingles?

11- ¿Es el mismo maestro de ingles ciclo de educación básica?

quien atiende primero. segundo y tercer

IZ-¿EI MINED ha capacitado los docentes que están ejecutando este proyecto?'

13- ¿ Cuál es su opinión personal sobre este proyecto?

Gracias por cu colaboración¡

A]..INEX

l{o 1

LETTER TO TI{E SCHOOL'S PRTNCIPALS

UNIVERSIDI\D PEDAGOG¡CA D= EL SA!-VADOR Diagonal I)r. Arturo Romcro I' 25a- Avcnida Nortc.

San Salvaclor, El Salvador, C.A.

PB\: 3ñ{fiSl :26-|ltlñ

;--1-\:

'AINA Y LIBERA

I{M It-ch'-2001

La inft-asct-it¿r L)irectora Acadénrica tle la Universidacl Pedasósica de El Salvador'.

FIACE CONSI-AR QLJE: ANA NOEN,IÍ GONZALEZ ZALDI\,ÁR'. ., ulu,nna de esra Linivcrsitiad eri la cafi-cf¿r de Liccnciai"ura crr Ciencias de la EdLrcación, cspecialidad ldio¡ra I

ngl ós.

el cual investigan el tenra: "E,r'aluación de provecto de enseiranza del idioma ingles en educación básica en Ias instituciones públicas del distrito 06-20". para dar solidez científica a su investigación. requieren que usted. les pennitan hacer la investigación con relación a dicho tema.

Q-ue se encuentra realizando su proyecto de tesis, en

Y para los usos que los interesados estime convenientes se extiende. firma y sella la presente en la ciudad de San Salvador a los veintiún día del mes agosto dei año dos nlil tres.

San Salvador,4

de Diciembre del 2003

Licenciado Francisco Quintanilla Director de Desarrollo Educativo Ministerio de Educación .

Presente.-

Deseándole éxitos

el

frente de sus gestiones educativas, me su valiosa colaboración en lo siglente:

drijo a

usted

respetuosamente para solicita¡le

So1' estudiante de la Uruversidad Pedagóglca de El Salvador, en la carrera de: Licenciatura den Ciencias de la Educación, con especiaiidad en idioma inglés, actualmente estoy trabajando en un proyecto de investisación sobre la implementación de proyectos educativos a nivel nacional, (anexo copia de constancia de la Universidad).

Y recientemente leí un artrculo que publico el diario de Hoy de fecha martes 10 de junio del presente año, en el cual se detaliaba la implementación de la enseñanza del idioma ingles en educación básica en las instituciones publicas.

En dicho articulo se menciona la creación de dos currículos uno para la formación de niños de I " a 3o grado y otro para los de 4o a 6o grado, por lo que me seria de mucha utilidad, si usted pudiera proporcionarme una copia de esos curriculos, para mi trabajo de investipnción.

Esperando una respuesta favorable a la presente, me suscribo de usted.

Atentamente,

Ana Noemí Zaldivar

ATTACHA,{E]VTS

SCHOOLS \TISITED

SCHOOLS \TSITED

G ---ยก

.F=;ยก

'G

lil l)¡¿ttt¡ dt li¡n : N1ilr't('s l(i

\irirri0NA l'ro),er:Lr¡

L,

F:i.S-Ti3i:,3 ilolo dn'igiút ti it() (:ettlt'o.t (.\(olor(.\

f

En$eñan z&deE ñsrgnés HÉegm a ¡os n¡ños de pntxsrel'' SHed* l'ot' yrrttttt't';r

vez-, f)

r¡ril est'olares tic ¡rri rrrero,\' .segrrr rrlo <'iclo tle [rírsica

;r¡rrerrrlcn irrgl(:s err

t'l sistelna ¡rúlrlit'o Susana Joma

l)l l)iarío dc liolt

"(lxrtl aflernrnn.

teaclrer-.

L¡rs aiurrrrros tle }larvulari¡ <larr rtna es¡rontáner bicrrvcnitla a la ¡rrofcsora de irrglés rlei corl¡rlcjo edr¡cat ivo ca id¡litrr Sa n Ántonio. sit uarlo en l¡rcarretcra a I'anchir¡r:rl<rr. S¡¡l Salratlo¡.

Iisl c es rr ¡ro <le los ccntros

njlDlr'. clcAi(lo f)o1lac attlo-

l irl¡<lcs <le F,lrrcrrci,irr, ¡tar a

irrr¡rartir cl aprendiza.ic dcl itlionra inglés tles<ie el ¡rri-

nrer grado.

Crrriosanrente. esla escncl;r ts ¡rarle <lcl sclet'to

gnr¡ro -poco nrásde rrn rcntcnar- de ccDtros escollres tlonde los llumnos est;in fatn iliariz¡dt¡s con estc iriiolna.'lara llosotros ¡¡¡¡ fue uni sorFresa qIe lros escogieran ¡rues aqtrí. a los mírs ¡rer¡rrcño.s se les im¡rarte.irrglés desde hace airos-, afir-

¡rraladmenteVictoria Mercedes de PazCorno esta escuela, otr¿s

Enlaescuelacalólica'SanAnto¡io",los ttíños rle

ptintrt gtodoqo urcnIttn tot ríctt¡rs

henseílanz¡dcl inglós crr cl pdnter y scgrrndo ciclo de Ilducación Básica. conr¡'

nrrevq ¡¡¡il cstr¡laLes,

Scgrin I\larcos ltlarro-

parte del esfuerzo contra reIt,i que Educación haceEn la actualidad, este idioma es'exclusiro" de los

alr¡mnos del tercir cickr y hachillerato.

El licenciado Fraucisco Quint¿nilla, director de Des¡rrollo Educativo, afi rnró <¡re para llo'ar adelante €sta iniciativa crearon dos cr¡rriculos: trno riirigido a la fornració¡r de los niños de prinrer a tercer gradosy otm para los rlc crrarlo.r sexlo gratlos. lJna vez quc la crrrrícrila sea validad¿ y finaiice Ia fase piloto. lo crral ocrrrrir¡i es-

te airo, se prcvé que co-

miencen adifundir esta i¡iici¡tiva en otros cerrt ros e¡lu cativos piiblicos qrre eslén inleresados.

'Lr propuesta crrrricular ticnc un errfoque ecló¡rtico.

Es decir. cornirirra una serie

rtrx:ir>ttts

El ¡rrolet'lo pilolo lictrc un coslo inici¡l dc 5(l nlii rlírlarcs 1'hvolucc ¡ un.rs

49 incoqnraron en rnftú.o

quín. coortlirrlrlorclc I ¡rrestigrci<in, lr irrterrci,irr rie csta

i¡lici¡liva

os

[onrelll¡r'ur]

¡roco la corrrrrrricaci,in <lcl

"E[ inglés eil los

"lfento.s

chiqrtífos

rlr¡ ¿ hal,lot'soln'(

e.s

l¡ien

inglris, ru;is allír rlc <¡rrr l,' a¡rrcndan cn frrrma tcódca c¡rnro sc llizo rn el ¡asado.

F,n cslc provccttr ¡rartici palr rr n tol al rle ft 4 rioccrtes.

trfrrndi-

l¡ástco.,4¡rendut

laJhmilin. El iu-

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e'lés no rs

'*"11,'#:ii':,:iT,l: de rnetodologías recientes para la enseñarrza del inglés', afi rma Quintanill¿. lnrplica qnc a los ¡liiros ¡rt¡ se les enscñr cl idionra extranjS'ro srikr crrn base

a

granrática sirro tarnl¡ién

lr n

di/íril"

trar'és rle tlclcr¡lrirr:ttlos trr-

rr¡antlos, c incluso irlr,olucrart<lo al niño en ¡lul'icntcc específicos drt¡rtle rlche

em¡rlenr cl itlionra, ¡rrr ¡rarn<ia <le lrrtses.

Ir hlrlrl:r. I'ara cllo".

Ftltrcaci<in

hr <icciditlo i¡-

l

trn Irrtc<'s¡r rlt' a srrs r¡,,-

(irr¡¡¡cio¡r ¡c,rtrle

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cielrpioel str¡rrr¡rcrc¡qlo.

ría no

cot Ixrrnr los

Fál¡ma Liliana Conlrcras

.litttr¡,¡ 'ir :t,,

Aiguutrs sorr cs¡rt't ializados crr cl idionrr, pcr<.¡ l¡ nrlr,-

la

ccsirl¡rles.

lil IIi¡ristcri,' tt¡r¡bii'r¡

Irace gesiiorres co¡l llr F,nrb:riadr tlc llst¡<L¡s Urtirios |rra r¡rre lt's a¡rr,.r'e en h tarcr rlc cr¡rcillr a lqts d,¡ce¡¡tes ¡ travtís de univcrsi-

rlarlcs cst¡lrlcs v pr iva<la. rlrte ftut< i<¡lrrn rras del ¡rris.

<.n

l¡s troszr'-

rlr ittglós.

[aránmateriales

I

eqüipo educativo

Si bien algunos de los 5(J certros adscrit()s al provecto ¡riloto tierrr:tt ai¡¡rin nraterial ¡ara errseñar lnglés, el mirristerio <le Educaci<in lcs dotará de tnás equipo.

+ lns ti'cnieos <¡ue nrarrejan el ¡rovecto afirrrran qtre estri en ¡rroceso la conrp¡¿r de textos. arrdics ¡'vítleos que krs <loccrttes ¡nredan rrtilizar pnrzr inrlrrcir;r l,r. niños a <¡re a¡rrencl:rrr cl itliorla rlt li¡r¡r¡¡ tr¡ur

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