Methodologies and teaching resources used by metropolitan universities in san salvador for the bache

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR SCHOOL OF EDUCATION 1 2 3 4

“METHODOLOGIES AND TEACHING RESOURCES USED BY METROPOLITAN UNIVERSITIES IN SAN SALVADOR FOR THE BACHELOR OF ARTS DEGREE IN ENGLISH LANGUAGE 2009- 2010” GRADUATION WORK PRESENTED BY: NIETO GUEVARA, YESENIA MARISOL QUINTANILLA, JOSUE ENMANUEL SANCHEZ PEREZ, ALBA VERALIZ

TO OBTAIN THE DEGREE OF BACHELOR OF ARTS IN EDUCATION IN ENGLISH LANGUAGE.

SAN SALVADOR, 2011

INDEX OF CONTENTS Introduction CHAPTER I: CONCEPTUAL FRAMEWORK 1.1 Objectives ……………………………………………..………………..

1

1.1.1 General ……………………………………………………………….

1

1.1.2 Specific.………………………………………………………………

1

1.2 Antecedents of the problem…………………………………………… 2 1.3 Justification……………………………………………………………… 11 1.4 Problem Statement…………………………………………................

12

1.5 Findings and Limitations……………………………………………….

13

1.6 Concepts and Categories……………………………………………...

16

CHAPTER II: THEORETICAL FRAMEWORK 2.1 Methodological and Theoretical Fundamentation ………………….. 20 2.2 Empirical Framework…………………………………………………

26

2.3 Methodological and Theoretical Research Formulation……………

68

2.4 Development and Theoretical Definitions……………..…………….

70

CHAPTER III: OPERATIONAL FRAMEWORK 3.1 Description of the Investigation Subjects……………..………..……. 73 3.2 Data Gathering Procedure…. ….………………………………….….

76

3.3 Specification of the Technique to the Data Analysis………………..

77

3.4 Chronogram……………………………………………………………..

79

3.5 Description of the Resources…………………………………………

82

3.6 Preliminary Table of Contents on Final Report……………………..

83

3.7 References………………………………………………………………

84

3.8 Annexes.………………………………………………………………..

87

INTRODUCTION

This research presents relevant background information about the Bachelor of Arts in English Language offered by some Salvadoran metropolitan universities. It mentions the type of methodologies and teaching resources used by teachers in those universities. This research analyzes some of the methodologies used in the teaching-learning process as well as the didactic teaching resources and their specific functions in learning a second language such as English, in agreement with our objectives. Also, it mentions the people involved who designed the programs to find out purposes for designing them, the career interests and aspects related for the design of the programs.

For the reasons mentioned above, the teamwork researched about the methodologies and resources used in the acquisition of English as a second language by four universities in San Salvador. Important data has been provided by some authorities of San Salvador Metropolitan universities.

This Information is described as follows: Conceptual Framework, General and Specific objectives, Antecedents of the problem, Justification, Statement of the problem, Findings and Limitations. It was also developed

one by one

interviews, and questionnaires to look for the required information such as the main objective of the career, the teacher requirements, the program structure, English teaching level, and the student’s requirements. The Theoretical and Methodological Framework which is the second part of the research includes: the empirical framework, the type of instruments to get the required information in the workplace as polls with a selective list of the most common methodologies and techniques used in the teaching learning process as well as the steps to follow with new factors found to get the objectives of the research.

The Operational Framework will be covering: The description of the researched matter, and the collected data results, the used techniques for the data analysis, chronogram and resources.

The teamwork of the research pretends that the results of this work will contribute to the curriculum of the English Language Department, and the teamwork hope it will be a guide to get the role of the career of Bachelor of arts in English Language at Pedagรณgica University.

1.1

OBJECTIVES

1.1.1 GENERAL

•

To compare and contrast the methodologies and teaching resources used

by Metropolitan Universities in San Salvador for Bachelor in Arts Degree in the English Language to be used at Universidad Pedagógica de El Salvador in the English Language field.

1.1.2 SPECIFIC •

To find out about

the methodologies and teaching resources used by

Metropolitan Universities in San Salvador offering the

Bachelor in Arts

Degree in English Language to select common elements between them to be apply at Universidad Pedagógica de El Salvador.

•

To define common elements found in methodologies and

teaching

resources used by Metropolitan Universities in San Salvador for Bachelor in Arts Degree in the English Language to be implemented in the English Language field at Universidad Pedagógica de El Salvador.

1

CHAPTER I CONCEPTUAL FRAMEWORK 1.2 ANTECEDENTS OF THE PROBLEM.

In El Salvador, in the last decades the Linguistic changes and students needs for better education, as well as the requirements by the government to teach English as early as possible as a tool to get a job opportunity, have motivated that local universities start English programs. For that reason the team work has found that four universities in San Salvador are teaching the Bachelor in Arts Degree in English Language.

UNIVERSIDAD DE EL SALVADOR (UES) Year founded: 1948, as “Language Academy”. On 1956 it appeared the Language department as a foreign language department. The English and the French were the target

languages. The first technical career was called: “Translator and

Interpreter”. In El Salvador did not prevail a previous history on linguistic aspects, for that reason the department required North American teachers. They worked together with Salvadoran teachers in the project so in that way, the Languages department history of this university began.

In 1958, the department was known as “Language Department”. However, in 1963, there was a restructuration in the school by the Dean Alejandro Dagoberto Marroquin; such restructuration pretended the university reform in order to look for the teaching excellence.

UNIVERSIDAD DON BOSCO. Year founded: 2003. Career: “Bachelor degree in education, specializing in English teaching”. The career was a necessity for students and for public schools which looked for improvement of Education by means of the English Language. The 2

educational model was based on some subjects and skills development, in SLT (Second Language Target) format with a communicative approach. Some of the methods used in this university can be taken from the web such as: Grammar Translation, Silent Way, the Audio Lingual and the Direct Method.

From 2008 on, the career is called: “Bachelor of Arts in English language with specialty in education and tourism”. The objective of the bachelor degree is to offer a career that permits different real fields of work related to the use of English.1 UNIVERSIDAD FRANCISCO GAVIDIA (UFG) Year founded: 1985. Career:

Bachelor Degree in English Language. The

objectives of the career are: (1) Learn English as EFL 2) English teaching.

At the beginning there was an English laboratory as a Teaching Resource that consisted of 24 booths which is not longer used. At present, this University has 7 laboratories with 350 machines, which are used for both English and Computer Science. It does not have one specialty for English.2 UNIVERSIDAD TECNOLÓGICA (UTEC) Year founded: 1982. Career “Bachelor of Art in English Language". One of the characteristics of this career was guided to the teaching. During the first years of this career, the Methodology was focused on the Audio-Lingual method, and so were the resources such as books and workbooks.

1

Collected data with the help of B.A. Milton Ascencio, Language Department´s Director from Don Bosco University, Saturday 01, August 2009.

2

Interview Recollected data with the help of B.A. Rafael Ahuath, Language Department´s Director from Francisco Gavidia University.

July 2009. Hour 9 a.m.

3

In 1995, the University created a linguistics laboratory as a state-of-the art model in order to have a major efficiency in the learning of the English Language. With the Educational implemented Reform in the year 2000 the university closed the “professorship”. Now this career has three fields of the specialization such as: Teaching,

Tourism,

and

Translation

and

Interpretation.

Nowadays

the

communicative approach is in use. There are also books, workbooks and the computer labs as the most important resources of the career. This model was taken from Universidad de El Salvador.3 ABOUT METHODOLOGIES USED: The Grammar Translation Method.4 the grammar translation method is the most used for many years with different names. One of its names was the Classical Method because it was the first used for teaching Classical Languages like Latin Greek. In the beginning of this century, this method had some important purposes: a) Help students to read and appreciate foreign language literature. b) Through the study of the grammar of the target language, students would become more familiar with the grammar of their native language, this action would help them to speak and write in a correct way and in their native language. And, c) students would grow intellectually with the foreign language learning. Something very important to mention was that students would probably never use the target language, but doing the translations as a mental exercise of learning, would help them a lot.

Since the Grammar-Translation Method was not very effective in teaching students to communicate, but just to translate. The Direct Method5 became very useful. This method has a unique and important rule: “No translation is permitted”.

It receives its name “Direct Method” because it goes directly to communicate in the 3 Interview Collected data with the help of B.A. Wilfredo Alfonso Marroquin Language Department’s Director from Tecnológica University, July 2009 4

Techniques and principles and language teaching, by Rousell N. Campbell and William E: Rutherford, oxford university press-fourth edition 2001. page 11 5

Techniques and principles and language teaching, by Rousell N. Campbell and William E: Rutherford, oxford university press-fourth edition 2001. page 23

4

target language by using demonstration and visual aids, with no resources in the native language. The Audio-Lingual Method6 like the Direct Method is based on communication. Students follow instructions for the use of grammatical sentence patterns rather than vocabulary acquisition by demonstration and visual aids. But, it has a strong base in linguistics and psychology. To develop this method, one of its principles come from the behavioral psychologist (Skinner 1957) where

the

students could learn through shaping and reinforcement the target language, they also could overcome their native language habits and acquire new habits from the target language. The Silent Way7 linguist Noam Chomsky affirmed that: “the acquisition of a target language could not be possible through the habit formation because students create and understand utterances”. Chomsky reasoned that learning a target language could not be the product of habits;

it had to be a

complete procedure where students could use their own thinking process and discover the rules of the target language. Learners were seen to be much more actively responsible for their own learning; errors were inevitable and a good sign for learners because they were learning through errors. Community Language Learning8 this method gives the teachers an advice: they have to consider their students as “whole persons”, it means that teachers must have a relationship with the students feelings, physical reactions, instinctive and protective reactions and the desire to learn not only with their intellect. This method takes its aim from the general counseling learning approach developed by Charles A. Curran. He studied adult learning and discovered that adults often feel threatened to a new learning situation, they fear to the change in learning and to appear foolish. Curran believed that a good way to face the fear is that teachers have to become a “Language Counselor”. A language counselor teacher is the one who can

6 Techniques and principles and language teaching, by Rousell N. Campbell and William E: Rutherford, oxford university press-fourth edition 2001. page 35 7

Techniques and principles and language teaching, by Rousell N. Campbell and William E: Rutherford, oxford university press-fourth edition 2001. page 43 8

Techniques and principles and language teaching, by Rousell N. Campbell and William E: Rutherford, oxford university press-fourth edition 2001. page 89

5

understand and accept the student. This teacher action can help students to overcome their negative feelings and create positive ones. Total Physical Response9 some researches give raise to the hypothesis that learning a language should start first with understanding and after it with production. The learner needs to internalize how the target language works and then spontaneously he/she stars speaking. At the beginning he would not speak perfect but he would do it gradually.

There are methods today that are being practiced to apply these observations. One of them is Krashen and Terrell’s Natural Approach, its emphasis is placed on students´ developing basic skills and vocabulary through the meaningful exposure to the target language. Communicative Language Teaching10 The main objective of this method is to apply theoretical perspective of the Communication Approach by making communicative competence that is the goal of language teaching, and by acknowledging the interdependence of language and communication. Content Based, Task-based and Participatory Approaches11 It has been observed that academic English subjects provide natural content for language instruction. Such observation motivated the language across the “Curriculum” movements from native English speakers in England, which was launched in the 1970´s to integrate the teaching of reading and writing into all other subject areas. Of course, when students study academic subject in a non-native language, they will need a great deal of assistance in understanding subject matter texts. Therefore, there must be clear language objectives as well as content learning objectives. Holistic Method12 The objective of this method is create links information, and makes a complex system to achieve an effective learning, where the human systems tend to develop a characteristic wholeness or integrity. The effectiveness is measured against

9 Techniques and principles and language teaching, by Rousell N. Campbel and William E: Rutherford,oxford university press-fourth edition 2001. page 107 10 , 11

Techniques and principles and language teaching,by Rousell N. Campbel and William E: Rutherford,oxford university press-fourth edition 2001. pages 121 y 137

12 Susan Gilfert/Hokuriku University Kanazawa/ Kunihiko Harada/Georgetown University, School of languages and linguistics/Vol 1 1992, pag 17-22/Two composition Scoring method/The Analytic vrs. Holistic method

6

her/his peers. The Analytic Method13 This method concentrates on the mechanics of writing, not the way how the writer conveys her thoughts. The students are measured by trial and error standards. It refers the analysis of the principal concepts of human knowledge. Teacher/Learner Collaborates14 This method tries to suggest the adequate way or fit the way to each of the teaching style and to each of the learning style. The teachers have to analyze their own teaching style and they must adequate to the learning situation. In other words the teaching method used into the classroom has to be the result of learner and the teacher matches.

Synergistic Method.15 According to this research, the positive

influences of students, both external and internal become important helps in the acquisition of a second language. External influences might be: the native intelligence, home and community past experience, desire of the learner to join a new culture, etc. Internal influences might be: the use of the methods adequate to the learner roll. Curriculum Developmentalism16 The view of this perspective is the preliminary knowledge that student has in the foreign language teaching. Take into account the available resources, the kind of instruction or methods, the students’ abilities, and the administrative aspects that contain the curriculum model in educational institutions. When these 4 elements get integration the result is a successful educational program. Content-Basic

17

This perspective assumes that

student learn by focus on content meaning. In other words, the teacher must choose extremely content-rich to be interesting. The result of this process is the language learning. Multi-Intelligence18 The classroom activities must be according to students` talents to get a successful learning teaching. However many teachers can not adequate for themselves of those particular talents in their classroom because of the amount of talents that exist. The Many teachers seek realistic ways

13

Susan Gilfert/Hokuriku University Kanazawa/ Kunihiko Harada/Georgetown University, School of languages and linguistics/Vol 1 1992, pag 17-22/Two composition Scoring method/The Analytic vs. Holistic method

14 -18

English Teaching Forum, April 2000, pages 3-5

7

to

the

teaching

information

which

becomes

effective.

Full-Frontal

communicatively19 The human being has extraordinary capacity to absorb information, and the language is the only one percent of the speech capacity. The non-verbally information is the most used in the daily conversations according to researchers, this method focus on the communicative phenomena and motivate to the attention teachers in the linguistics.”

Eclectic Approach20 This methodology involved the synthetic and analytical methods taking into account their best. This method sets the teaching of reading and writing the relationship between auditory image with Complex of articulation and visual graphs.

Constructivism Methodology21 The human beings build daily knowledge based on that they know, also in the social interactiveness with other human beings.

TEACHING RESOURCES Spoken Texts

22

Listening involves both the listener and the spoken text. When it

considers text´s appropriateness, it must take affective factors, as well as cognitive and linguistic factors, into account. The interest level and the difficulty level of the spoken texts are important considerations when choosing call listening materials.

Videos

23

. When the teachers talk about materials that include videos, they take

into account different aspects as well. For instance to know that not all the input to a listener is aural, the listener is also affected by the speaker and the surroundings of him/her and the speaker. These are two informations we need to mention; paralinguistic and extralinguistic information. Paralinguistic information includes

19

English Teaching Forum, April 2000, pages 3-5

20

Lauriano Jimenez y Coria, “Tecnica de enseñanza de la lengua nacional”, Fernandez Editors S.A. Mexico, pag. 181

21

“ A Constructivism Methodology “second edition, Pearson education of Mexico S.A. de C.V. by Julio Pimienta. Pag. 8

22

Call, Practical approaches to computers assisted language learning by Carol A. Chapelle and Joan Jarrieson, series editor H. Douglas Brown, San Francisco State University 2008, pages 127,139 ,244y 228.

23

Call, Practical approaches to computers assisted language learning by Carol A. Chapelle and Joan Jarrieson, series editor H. Douglas Brown, San Francisco State University 2008, pages 127,139 ,244y 228.

8

body language, facial gestures, expressions, pausing and intonation. Whereas extralinguistic information refers to clues about the setting, the number of participants and their relative status: in other words paralinguistic relates more to feeling and the conveying of them and extralinguistic relates more to all the external factors that influence or affect the feeling being conveyed. Videos can help learners aurially as well as visually giving more chance to them to be better listeners. Extensive Listening. Extensive listening means any listening practice learners may get their hands on, for instance outside the classroom, home, car, personal stereos, etc. Extensive listening has a great motivational power for the learner because they can choose about what where and when they are going to listen to. Also there are extensive listening guided materials that learners may enjoy, but to make extensive listening effectively these materials need to be properly marked for level, topic, etc. Tapes or CD´s24 It can mention some advantages for example taped material allows students to hear different voices, accents, characters, situations. Tapes or cds are cheap and learners can get them easily. On the other hand, if there is large amount of students in the classroom and their poor acoustics, not all of them will get to listen properly. Besides, learners have different levels of understanding when is a taped conversation; they have to listen to it at speed, dictated by the tape.

Music Sound of music can be an

effective tool to calm and relax learners; it changes the classroom atmosphere and it prepares the learner for new activity. Sound of music can also help to create different activities such as writing stories based on the mood of the music they hear, discussing what mood music describes, etc. The Overhead Projector25 Despite the increasing use of computer technology in the classroom, the mainstay of Com/Media's classroom service is still the overhead projector. The overhead may not be terribly high-tech, and it may not be particularly glamorous, but it

24

Call, Practical approaches to computers assisted language learning by Carol A. Chapelle and Joan Jarrieson, series editor H. Douglas Brown, San Francisco State University 2008, page 244.

25

CAP, materiales educativos: ingles Fco Lorenzo, Sevilla, universidad de Sevilla:1996, MetodologĂ­a de la enseĂąaza del ingles.

9

cannot be surpassed for ease of use, versatility and low cost. Many of the classrooms on campus have overhead projectors in them on a seemingly permanent basis.

The overhead projector has the same advantages of the blackboard, and some more, like the presentation of drawing or charts already prepared without losing time to do it in class. It is also useful that parts of books or notes can be reproduced, and a paper used to keep the focus or hide answers.

10

1.2 JUSTIFICATION

For a student, the goal of learning English as a foreign language is to learn how to communicate through it. One of the major challenges of teaching is to get that the students learn how to overcome the habits of their native language. The turning point is, where does the need for an effective use of methods and teaching resources arise?

For some, learning how to speak in daily communication is easier than the written form, so it is necessary to use reinforcement with audiovisual resources to develop the listening skill and comprehension to increase the level of speaking.

Listening comprehension increase through the ear and the eye; Essential functions for the foreign language acquisition when both, oral explanation and audiovisual resources work together the information is acquired through the two senses.

Therefore, it helps to hold the students´ attention and their abilities.

This research project will compare and contrast the methodologies used by four metropolitan universities in San Salvador, and it will define common elements found in the methodologies used for the Bachelor of Arts degree in English Language, useful information for Universidad PedagĂłgica which pretends to have a better career in the English Language field, where students can acquire the capacity to work in several English areas.

All the data collected will help to get Universidad PedagĂłgica objectives and the teamwork objectives.

11

1.3 PROBLEM STATEMENT

English Language Teachers have thoughts about the subject matter, what language is, what culture is, and about their students. They also have thoughts about themselves as teachers and what they can do to help students learn. But what is the best method to obtain a major efficiency in acquiring a new language or a successful career?. How to know which methodologies and teaching resources are good for students to obtain a major effectiveness in learning a foreign language? For using a method, they first need to answer these questions: what are the goals of the teacher who uses this method? What is the role of the teacher?

What is the role of the student? What are some characteristics of the teaching/learning process?

To get all the information, is necessary to research

the types of methodologies and teaching resources that are being used in San Salvador Metropolitan Universities.

Teaching English to speakers of other languages is both challenging and rewarding, and it is important to recognize that methods link thoughts and actions because teaching is not entirely about one or the other.

For a student the goal of learning English as a foreign language is to learn how to communicate, and that is one of the major challenges for Salvadoran teachers and for the Metropolitan Universities. And how to know which of the Metropolitan Universities offer the best program for learning English as a foreign language is another. This question is the reason of this research project, the most important objective is to compare and contrast the methodologies used by the Metropolitan Universities in San Salvador and define common elements found in the methodologies for the Bachelor of Arts degree in English Language and finally that career will be implemented at the Universidad Pedagรณgica with the best methodologies.

12

1.4 FINDINGS AND LIMITATIONS

FINDINGS The learning of a second language is a complex process that involves an infinite number of variables; therefore series of methods have been practiced in language classrooms worldwide for centuries.

For example Russel N. Campbell in his book:” Techniques and principles and language teaching” mentions: “When teachers are exposed to any particular English teaching method and are asked to reflect in their principles and actively engage with their techniques, they can become clearer about why they do what they do”,26 and according to Freeman, 1992 “A knowledge of methods is part of knowledge base of teaching with it, teachers join a community of practice”. Albert Marckward,1972, established that:” New method breaking from the old but at the same time taking with it some of the positive aspects of the previous paradigm”, he also mentions that “The Audio Lingual Method is one of the best examples of the cyclical nature that borrowed tenets from its predecessor the direct method, while breaking away entirely from the Grammar Translation paradigm”.27 In many parts of the world, where English as ESL is being taught , older language teaching methods are being practiced today, such as the grammar Translation Method and The Direct Method. For instance, in the book Techniques and Principles in Language Teaching, mentions that in the United States in the 1950s and 1960s, The Audio Lingual Method was clearly dominant and when Noam Chomsky challenged the view that language was a set of patterns acquired through habit formation. “The field entered into a period of great methodological

26 Techniques and principles and language teaching, by Rousell N. Campbell and William E: Rutherford, oxford university press-fourth edition 2001. pages ix., 177,179

27

Principles of Language Teaching, pag.14

13

diversity in the 1970s and early 1980s�28 Therefore, current teachers have several types of methodologies in the foreign language teaching, and many editors elaborated their works using rich content that included adequate methodologies and teaching resources. For example the Tapestry text Book by Rebeca Oxford and Susana Christie used in Institutions such as ITCA to develop the capacity in students to work in The Educational

field as labor field, they mentioned that

language learning strategies help students to maximize their learning and become proficient in English.

The workbook built on concepts such as: Using Language Learning strategies and academic power strategies to enhance one’s both in and out classrooms. Offering motivating activities that organize a variety of learning styles. Providing authentic and meaningful input to eighteen learning and communication. Integrating language skills to increase communicative competence.29 The Foreign Language Teaching is not an easy step, for that reason to obtain the goal of learning is necessary the adequate use of methodologies joined with excellent teaching resources adapted to the circumstances of learners.

28

Techniques and Principles and language Teaching, by Rousel N. Campbel and WilliamE. Rutherford, oxford University press-fourth edition 2001. pages 177 y 179

29

Tapestry, Listening and Speaking 3 , 2000 .by Rebeca Oxford and Susana Christie

14

LIMITATIONS Teaching a second language is not easy, it is complete process, that why teachers must know the methods to use in the class to have an effective learning process, some methods are good at working with a skill but there are always limitations in these methods.

There are also differences among the methods. There are two particular kinds of differences: the first one is the “complementary differences”. Each method emphasize a different perspective on a learner and a teacher both of them do not necessarily contradict each other, but rather help to construct a more complete view. For instance, the language learner is not only a mimic but is also a cognitive, effective, social, and political being. The teacher is not just a model; he is also a counselor, facilitator, technician, collaborator and learner trainer.

The other type of difference is contradictory. For instance, notice that the use of the students native language in the direct Method and Comprehension approach is proscribed, whereas in the Grammar-Translation Method and Community Language Learning, it is prescribed. Witness the divergent views regarding to the level of control of the input that learners receive, from highly controlled input in the Audio-Lingual Method, to less control in the Natural Approach, to virtually uncontrolled in Task-Based, Content-Based, and Participatory Approaches.

Contrast the view’s regarding what to do with learners´ errors, which range from doing everything to prevent them in the first place, to ignoring them when they are made under the assumption that they will work themselves out at some future point.

15

1.5 CONCEPTS AND CATEGORIES CONCEPTS METHOD the following definition given by John Dewey “a consideration of the ways in which the antecedent subject matter may best presented to and impressed upon the mind”, and according to Kaplan (1973) methods refers to “techniques and procedures used in the process of data”. In other words method is the way, leading to a goal. EDUCATION according to John Grote is, “placing of the human growing creature in such circumstances of direction and restraint, as shall make the most of him or able him to make the most of himself”, as many of we know, the word “education” comes from the latin e-ducere meaning “to lead out”. We might assume that education is a process of permanent, individual, cultural and social formation based on an integral conception of human being, his dignity, his rights, and his obligations. METHODOLOGY30

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.

A methodology is also defined as something that represents a package comprising practical

ideas

and

proven

practices

for

a

given

area

of

activity.

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.

30

http://www.blurtit.com/q121564.html

16

TRANSLATORS

AND

INTERPRETERS

make

intercultural communication

possible through language, idea, and concept translation. It is important that they understand the substance of translated material in order to do so effectively. They should also be sensitive and considerate to the cultures in which they work.

LANGUAGE DEPARTMENT The goal of the Language Department is to contribute to the integral formation of individuals to strengthen their competence in the field of language through relevant educational programs and quality, to apply their knowledge in different fields, based on ethical values promoting respect for cultural identity, human values and the environment to serve society in a globalized world. EDUCATIONAL MODEL is synthetic theories or pedagogical approaches aimed at specialists and teachers in the development and analysis of curricula, in systematizing the teaching-learning process or in understanding any part of a curriculum. Also educational models are the conceptual patterns that allow us to sketch a clear and synthetic parts and elements of a curriculum, or components of its parts. ENGLISH LABORATORY Academic space with computer equipment and software to practice the English language, where students interact verbally with computers. This laboratory combines technological and human resources that allow to respond to the needs of students, allowing them to learn the language.

PROFESSORSHIP is a faculty member of the highest academic rank at an institution of higher education; one that teaches or professes special knowledge of an art, sport, or occupation requiring skill. LANGUAGE COUNSELOR professional guidance of the individual by using psychological methods especially in collecting case history data, using various techniques of the personal interview, and testing interests and aptitudes. CURRICULUM refers to a set of competences, objectives, content, methodology and evaluation criteria that students must obtain a certain educational level. In general, the curriculum responds to the questions what to teach? How to teach? When teaching? And what, how and when to evaluate? The curriculum in the educational sense is the design that allows to plan academic activities. COM/MEDIA´S CLASSROOM SERVICE provides technology support for all classroom and most college sponsored academic functions. There are a variety of equipment which includes conference speakerphones, slide projectors, 17

overhead projectors, sound systems, microphone, document cameras, digital projectors and PC laptops. CALL CENTER is a centralized office used for the purpose of receiving and transmitting a large volume of requests by telephone. A call center is operated by a company to administer incoming product support or information inquiries from consumers. Outgoing calls for telemarketing, clientele, product services, and debt collection are also made.

CATEGORIES TEACHING RESOURCES31 Resources are any instruments that help us to achieve any goal; that is, auxiliar material with which the pupils develop the learning process. Therefore, the blackboard, computer and video are resources, but the crucial element is the word, which is a limited resource, because it is an intermediary between the reality and us. It provides a mental representation of the actual element of reality, but it is from senses that we first approach reality. In this way, the most complete learning derives from the contact with reality, which is an impossible thing to do in the teaching centre. These resources bring this reality closer, and are also an aid to solve the problems of lack of discipline and attention in class. According to a study by Sanz Barrio (Tecnología educativa. Zaragoza: Edelvives 1991), this is the percentage of data we retain in the learning process: 10% of readings, 20% of what we listen, 30% of what we see, 50% of what we see and discuss, 90% of what we say and do. The simplest teaching resources for TEFL ( Test as Foreign Language) are real objects, which can be used in several ways; some common resources are: the blackboard, which can be used as a TV program, writing down on it the date and current subject. Flash cards can be extremely helpful if correctly used, Group work can also be promoted with

31

Didactic Resources for Teaching English From: CAP, Materiales educativos: Inglés. Fco Lorenzo/ alii. Sevilla. Universidad de Sevilla:1996 Óscar García Marchena Metodología de la enseñanza del inglés

18

activities like a contest to write the longest sentence. In the other hand, with picture Cards we can practice drills. One of the most popular resources is the video, since it is a good motivating force, because it provides a closer approach to reality through the ear and eye and keeps the students active. A presentation of the projection through a previous activity will connect the visualization with a previous experience, and some exercises can be proposed to keep an active and comprehensive observation, like multiple choice question. The tape can represent communicative situations, like asking for addresses, where some cultural differences can also be perceived and explained. Dramatizations involve the pupils directly, raise themselves and make them have a positive attitude to learning the L2. They are especially useful for developing oral communication and practicing the four skills. Computers are becoming increasingly popular for TEFL (Test of English as Foreign Language) for its exclusive advantages: they allow a kind of interaction –with a program- and the process of learning is individualized, according to the abilities of the student. . Working with a computer may be similar to the textbook, but we can present the activity with a particular task, and test at the beginning and end, to check previous knowledge and learning. Finally, songs are one of the most successful resources, but must be selected carefully, according to the pupil’s interest, needing, level of difficulty and motivation.

19

CHAPTER II THEORETICAL FRAMEWORK 2.1 METHODOLOGICAL AND THEORETICAL FUNDAMENTATION APPROACH, METHOD, AND TECHNIQUE Through the years, it has been really necessary to use or apply methods in the teaching of a second language even though they are called or considered in different ways.

In the century spanning the mind - 1880s, the language teaching profession was involved in a search. That search was for what was popularly called “methods, or ideally, a single method, generalizable across widely varying audiences, that would successfully teach students a foreign language in the classroom. Historical accounts of the profession tend therefore to describe a succession of methods, each of which is more or less discarded as a new method takes its place. We will turn to that “methodical” history of language teaching in a moment, but first, we should try to understand what we mean by method.

What is a method? About four decades ago Edward Anthony (1963) gave us a definition that has admirably withstood the test of time. His concept of “method” was the second of the three hierarchical elements, namely approach, method, and technique. An approach, according to Anthony, was a set of assumptions dealing with the nature of language, learning, and teaching. Method was described as an overall plan for systematic presentation of language upon a selected approach.

Techniques were the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well.

To this day, for better or worse, Anthony´s terms are still in common use among language teachers. A teacher may for example at the approach level, affirm the ultimate importance of learning in a relaxed state of mental awareness just above 20

the threshold of consciousness. The method that follows might resemble, say, Suggestopedia. Techniques could include playing a baroque music while reading a passage in the foreign language, getting students to sit in the yoga position while listening to a list of words, or having learners adopt a new name in the classroom and role-play that new person.

A

couple of decades later, Jack Richards and Theodore Rogers (1982-1986)

proposed a formulation of the concept of “method” Anthony´s approach, method, and technique were renamed, respectively, approach, design, and procedure, with a super ordinate term to describe this three-step process, now called “method.” A method according to Richards and Rodgers was an umbrella term for the specification and interrelation of theory and practice” (1982:154) an approach defines assumptions, beliefs, and theories about the nature of language and language learning. Designs specify the relationship of those theories to classroom materials and activities. Procedures are the techniques and practices that are derived from one’s approach and design.

Through their reformulation, Richards and Rodger made two principal contributions to our understanding of the concept of method: 1. They specified the necessary elements of language – teaching designs that had therefore been left somewhat vague. Their schematic representation of method described six important features of designs: objectives, syllabus (criteria for selection and organization of linguistic and subject matter content), activities, learner roles, teacher roles, and the role of instructional materials. The latter three features have occupied a significant proportion of our collective attention in the profession for the last decade or so. You may have already noted how, for example, learner roles (styles, individual preferences for group or individual learning, student input in determining curricular content, etc) are important considerations in your teaching.

2. Richards and Rodgers nudged us into at last relinquishing the notion that separate, definable, discrete methods are the essential building blocks of 21

methodology. By helping us to think in terms of an approach that undergirds our language designs (curricula), which are realized by various procedures (techniques), we could see that methods, as we still use and understand the term, are too restrictive, too pre – programmed, and too pre – “packaged.”

Virtually

all

language

teaching

methods

make

the

oversimplified assumption that what teachers “do” in the classroom can be conventionalized into a set of procedures that fit all contexts. We are now all too aware that such is clearly not the case.

The whole concept of separate methods is no longer a central issue in language – teaching practice. Instead,

we

currently make

ample

reference to the

“methodology” as our super ordinate umbrella term, reserving the term “method” for somewhat specific, identifiable clusters of theoretically compatible classroom techniques.

So, Richards and Rodgers´s reformulation of the concept of method was soundly conceived; however, their attempt to give new meaning to an old term did not catch on the pedagogical literature. What they wanted us to call “method” is more comfortably referred to, think of as those separate entities (like Audio-lingual or Suggestopedia) that are no longer at the center of our teaching philosophy.

Another terminological problem lies in the use of the term designs; instead, we more comfortably refer to curricula or syllabuses when we refer to design features of a language program.

What are we left with in this lexicographic confusion? It is interesting that the terminology of the pedagogical literature in the field appears to be more in line with Anthony´s original terms, but with some important additions and refinements.

Following is a set of definitions that reflect the current usage and that will be used in this book.

22

Methodology:

Pedagogical

practices

in

general

(including

theoretical

underpinnings and related research). Whatever considerations are involved in “how to teach” are methodological.

Approach: Theoretically well-informed positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings.

Method: A generalized set of classroom specifications for accomplishing linguistic objectives. Methods tend to be concerned primarily with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts.

Curriculum/syllabus: designs for carrying out a particular language program.

Features include a primary concern with the specification of linguistic and subjectmatter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context. (The term “syllabus” is usually used more customarily in the United Kingdom to refer to what is called a “curriculum” in the United States.)

Technique (also commonly referred to by other terms):* Any of wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives.

CHANGING WINDS AND SHIFTING SANDS A glance through the past century or so of language teaching will give an interesting picture of how varied the interpretations have been of the best way to teach a foreign language. As disciplinary schools of thoughtpsychology, linguistics, and education, for example-have come and gone, so have language-teaching methods waxed and waned in popularity. Teaching 23

methods, as “approaches in action,” are of course the practical application of theoretical findings. And positions, in a field such as ours that is relatively young, it should come as no surprise to discover a wide variety of these applications over the last hundred years, some in total philosophical opposition to others.

Albert Marckwardt (1972:5) saw these “changing winds and shifting sands” as a cyclical pattern in which a new method emerged about every quarter of a century. Each new method broke from the old but took with it some of the positive aspects. 32

In El Salvador, the English language learning appeared on 1948, when the Universidad de El Salvador founded a “Language Academy”, as a career. On 1956 it appeared the Language department as a foreign language department. The English and the French were the target

languages. On 1958, was founded the

“Centro Cultural Estados Unidos” which opened a training for teachers without being accredited by the MINED, the training consisted of 11 courses of 6 months each, and they got a certificate as a specialist in the English language. The learners used the book: Let’s Learn English, which was based on the theory of skinner according to the contents on it. These programs motivated local universities to start English programs as well as the requirement by the government to form a bilingual society due to globalization and to get additional job opportunities. In that way, it created the plan 2021, that propose that ninety percent of Salvadoran people speak the Anglo-Saxon Language in the next sixteen years.

By the year 2003 a new industry appeared in El Salvador: “Call Centers” that would offer the opportunity to more than 1,500 jobs for bilingual people.

33

Many

methodologies are used to the acquisition of second language as English such as 32

“Teaching by Principles” Douglas Brown. Longman, Inc. Second Edition, 2001.

33

“El Diario de Hoy” business section October 13th , 2003

24

Audio-lingual, Grammar Translation Method and the Communicative Approach that are in use nowadays in some universities researched and according to B.A Milton Ascencio school director of Universidad Don Bosco, teachers are using approaches in the teaching learning process instead methods. Although the philosophical theory of the Teaching Learning Process in the English programs is missed; according to some books founded, it understood that the methodology was based on the theories of behaviorist by B. F. Skinner.

Globalization and economic growth have provided teaching resources such as: web, textbooks, workbooks and labs.

The team work can appreciate that when the teaching increase, also arise the needs to use several methods in the teaching of English Language to solve social problems. The needs that gave raise to teaching of English in England and USA are the same to El Salvador, the Globalization and the Economic growth. The English Language Learning is a necessity to solve economic and commercial interests.

25

2.2

EMPIRICAL FRAMEWORK

The methodologies and teaching resources maximize the learning process and at the same time the English language. For this reason the team work had to do an extensive research focused in methodologies and teaching resources in the four Metropolitan Universities in San Salvador offering the Bachelor in Arts degree in English Language.

The first target was Universidad

de El Salvador (UES) located in Residencial

Universitaria in the Metropolitan Area of San Salvador. This university was the first institution in the foreign language teaching, and established the career Bachelor in Arts degree in English Language in the year 1972, guided by B.A. Sara Mendez.

The first time the researchers visited the university interviewed the School Director of the Language Department: Master Edgar Nicolás Ayala with the objective to know the antecedents of the career and to get extra information. He gave historical information about the career that born in 1948 as a “Language Academy”, then on 1956 appeared the Language Department as a Foreign Language Department and the first technical career was called “Translator and Interpreter”. At the beginning of this career the university required North American teachers because Salvadoran teachers did not have the experience to teach. Up today the university has the Bachelor in Arts degree in English Language with a study program that includes 46 subjects: 34 mandatory and 12 selective, the program comprises also Japanese and a Master Program in Translation.

Then, the researchers interviewed some English teachers with the purpose to research about the methodology and teaching resources applied at present in the different English subjects. One of the English teachers was B.A. Miguel Mata in the subject Intensive English II, semester V. In this subject the teacher tries not to apply the communicative approach because is to broad to teach through it, but he uses communicative activities, some classes are content based, that is, teaching the language through contents; and the resources he uses for this subject are 26

warm-ups, students Center Activities, pair and group work such as: conversations, role plays, task, book contents (follow units in a book), on-line resources (mostly printed material) and continuous assessment. The university has other important resources for the English career such as: labs and a Language library.

The second university visited was Universidad Don Bosco, located in Calle Plan del Pino, Cantón Venecia, Soyapango in the Metropolitan Area of San Salvador.

Here the researchers interviewed the School Director of the Language Department: B.A. Milton Ascencio with the objective to know the antecedents and to get extra information of the English career.

The School Director gave information about the beginning of the English career.

The career “Bachelor in Arts Degree in Education, specializing in English Teaching” was founded in 2003 as a necessity for public school students which looked for improvement education specially English Language. The curriculum was developed by a team of five people and the model was designed by the information obtained from students and public institutions, the model was also on some subjects and skills development in the Second Language Target (SLT). From 2008 on, the career is called: “Bachelor in Arts Degree in English Language with specialty in education and tourism”. Nevertheless, the program has not been modified at this moment the study plan remains the same. The objective of this career is to offer a career that permits different real fields of work related to the use of English .The programs are designed for people who work in fulltime or part time, they can choose classes in the morning or in the afternoon shift, but also there are classes during the weekend.

Then the team work interviewed some English teachers from Universidad Don Bosco with the goal to research about the methodology and teaching resources apply at present in the different English subjects. One of the English teachers was B.A. Luis Mendoza in the subject English didactic I, V Semester; in this subject the teacher uses a participative methodology usually based on constructivism and some resources are: board, computer, and paper. Some other important resources 27

at Universidad Don Bosco are: computers, library, labs, video/listening material, etc.

Following with the research, the team work visited Universidad Francisco Gavidia (UFG) located in Alameda Roosevelt N° 3031, San Salvador. The School Director of the Language Department B.A. Rafael Ahuath offered an interview with the purpose to know the antecedents and to get extra information of the career “Bachelor in Arts Degree in English Language”.

Some important information of this university is that the English Career was founded in the year 1985. Historical data from 1985 to 2004 could not be collected, because teachers involved in the draft of the career in that time no longer work at the university, and some of them are outside of El Salvador. In the year 2004 was a revision of the undergraduate program. The new plan was made by B.A. Rafael Ahuath, current director of the Language Department of the Institution, who modified the project for the period 2004-2009. The teaching experience was considered. The subjects in Spanish were eliminated into the program, but a group of selective subjects remained, which students could choose: four subjects in English and four in Spanish. The objective of this career is to learn English as a Foreign Language (EFL) and the English Teaching.

The second time at Universidad Francisco Gavidia (UFG) the researchers interviewed the English teacher B.A. Nilda Valdez in the subject English Didactic I, semester VI; in which she uses the six common methods to teach a foreign language: Grammar Translation, Direct, Audio-Lingual, Communicative Language Learning, Silent Way and Eclectic Approach; the resources used by the teacher in this subject are: power point, visual charts, text books and labs.

The last visited was at Universidad Tecnológica (UTEC) located in 1ª Calle Poniente and 17 Avenida Norte #953 Edificio Giuseppe Garibaldi. Here the team work interviewed the School director of the Language Department B.A. Wilfredo Alfonso Marroquin, the interview was about the antecedents of the career Bachelor in Arts Degree in English Language that was founded in the year 1982 and during 28

the first years of this career the Methodology was focused on the Audio-Lingual method, and the resources were books and workbooks. Nowadays the career is composed by 44 subjects and has three fields of the specialization: Teaching, Tourism, Translation and Interpretation; and the communicative approach is in use, there are also books, workbooks and the computer labs as the most important resources of the career. In 2000 was designed the MAAPRE program (Modelo Alternativo de Aprendizaje) in which students put into practice theoretical and practical exercises at the same time.

The researchers interviewed the English teacher B.A. Ramรณn Ernesto Choto in the subjects English I and English II, semester II and III in which he applies the eclectic methodology because there are many new techniques; and the resources are multimedia packages, virtual classroom, projector, computer labs especially for the English career, Language Library and MAAPRE program.

29

In the following chart it is described the methodology and teaching resources applied in the four Metropolitan Universities researched offering the Bachelor in Arts in English Language degree.

METHODOLOGY AND TEACHING RESOURCES COMPARATIVE CHART

METHODOLOGY

1. Eclectic 2. Reading Analysis 3. Grammar Transla.

4. Direct Method 5. Audio-Lingual 6. Communicative L. 7. Silent Way 8. Participatory A. 9. Communicative A. 10. Content Based

RESOURCE

1. Projector 2. Chart 3. Text Book 4. Tapes 5. Board 6. Labs 7. Internet/chat 8. Power Point 9. Hand out 10. Computer 11. Tracks 12. Paper 13. Flash Cards 14. Worksheet 15. Listening/Videos 16. CD Player 17.Multimedia Packages 18. Virtual Classroom 19. DVD Player 20. TV 21. Pictures 22. Online Resources

UNIVERSITY

SUBJECT

METHODOLOGY USED

1.Don Bosco

1. English didactics I 2.Intermediate English II 3. Basic English I

1 1 1

2. Francisco

1.Professional Practice I 2. Linguistics 3. English Didactic I

1 2 3-4-5-6-7-8

1-2-3-4-5-6-7 8-9 2-3-8-10

1. Listening and Comp. I 2. English I 3. English II 4. Advance English I

∗ 1 1 ∗

3-16-19-20 1-3-6-17 1-3-6-17 3-5-6-17-1820

Gavidia

3. Tecnológica

4. Nacional

1. Basic Intensive English 2. English Didactics II 3. Intermediate Intensive English II

RESOURCES USED

5-10-12 8-14-15 8-13-14-15

3 ∗ 9 9

2-3-6 11-3-22

∗

The teacher uses Active Listening and Constructivism as methodology (UTEC, Listening and Comprehension I)

∗

The teacher uses MAAPRE program and constructivism as methodology (UTEC, Advance English I)

∗

The teacher uses Active Listening as methodology (UES, Basic Intensive English)

30

According to the Methodology and Teaching resources Comparative Chart presented before, that describes the most common methodology and Teaching Resources used in the four metropolitan Universities. The most common Methodologies used by the teachers in the Bachelor in Arts Degree in English language are: •

Eclectic

•

Reading analysis

•

Constructivism

•

Active Listening

•

Grammar

•

Participative Approach

•

Content Based Approach

And the most common Resources used by teachers at the four Metropolitan Universities are: •

Text Book

•

Labs

•

Power Point

•

Computer

•

Projector

•

Role Play

31

POPULATION SAMPLE The present research had been done at four Metropolitan Universities in San Salvador: Universidad Don Bosco, Universidad Francisco Gavidia, Universidad Tecnológica and Universidad de El Salvador:

the Bachelor in Arts Degree in

English Language career, interviewing the School Director of the Language Department and

English teachers in each university to collect data (UES 3

teachers, UTEC 3 teachers, UFG 2 teachers and Don Bosco 1 teacher). The focus of the research was the methodology and the teaching resources applied at present.

METHOD USED TO COLLECT THE DATA The method used to collect the data was “Qualitative”, according to Grinnell, 1997 in the book “Metodologia de la Investigación”. The qualitative approach, sometimes referred to the naturalist, phenomenological, interpretative, or ethnographic investigation, is a kind of “umbrella” in which includes a variety of conceptions, visions, techniques and studies not quantitative. In the present research the researchers interviewed the school directors and teachers in which is analyzed the collected data in order to obtain some important conclusions in the research subject.

TECHNIQUES USED TO COLLECT THE DATA To carry out this research the team work used the following techniques: the first technique refers to the team work that searched, read and analyzed information about the topic. The second one was work field referring to an observation sheet and interviews to English teachers and School Directors of each university.

INSTRUMENTS USED TO COLLECT THE DATA DURING THE FIELD OBSERVATION The instruments used in this research were: face to face interview with school directors, it contains 11 free questions, also an oral interview with English teachers in each of the four universities to get the information about the methodology and

32

teaching resources applied at the present time, it was also designed an observation sheet which was used in the four universities.

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL

FACE TO FACE INTERVIEW UNIVERSITY: ___________________________________________________ SCHOOL DIRECTOR:_____________________________________________ CAREER: Bachelor in Arts Degree in English Language DATE: ________________________________________________________ OBJECTIVE: To know the antecedents of the problem and get extra information of the career.

1. How did the Project of bachelor in English career start?

2. Who were involved in the project?

3. Where was it stated and established? (place and date) 4. What was the method you used to perform this project?

5. Where did you get the English teaching model from?

6. Mention the method used in that time.

7. Mention the resources used in that time.

8. How many subjects did the program of study contain?

9. How many additional subjects were added to the formal program?

10. Why did some other universities start work the bachelor in English career?

11. What were the career´s objectives?

33

FACE TO FACE INTERVIEW TO SCHOOL DIRECTORS

The interview to the school directors was used to know the antecedents of the problem and get extra information of the career of Bachelor in Arts in English language in the four universities in San Salvador in order to have in concrete the teaching resources and methodology applied at the beginning of the career in each universities, as well this interview let us to get the undergraduate programs and the schedule of the English subjects, then it allows us to interview the teacher in charge.

34

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL

INTERVIEW TO TEACHERS

UNIVERSITY: ___________________________________________________ SCHOOL DIRECTOR:_____________________________________________ TEACHER: _____________________________________________________ CAREER: Bachelor in Arts Degree in English Language DATE: ________________________________________________________ OBJECTIVE: To research about the Methodology and Didactic Resources applied at present.

1. What type of Methodology do you use in the class?

2. What are the Didactic Resources you use in the class?

3. What is the name of the subject?

35

ORAL INTERVIEW: This is an important instrument to the research that was made with the objective of researching about the methodology and teaching resources applied at present by teachers of the four metropolitan Universities. The questions included in this instrument are the following:

1. What type of Methodology do you use in the class?

Explanation: This question was made with the purpose of finding out the methodology used by the teacher in the English class for the career Bachelor in Arts Degree in English Language.

2. What are the Didactic Resources you use in the class?

Explanation: The objective of this question is to find out the didactic resources used by the teacher in the English class for the career Bachelor in Arts Degree in English Language.

3. What is the name of the subject?

Explanation: The goal for this question was to know the name of the subject in which the methodology and didactic resources were applied by the teacher.

36

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL OBSERVATION SHEET

UNIVERSITY: ___________________________________________________ SCHOOL DIRECTOR:_____________________________________________ TEACHER: _____________________________________________________ CAREER: Bachelor in Arts Degree in English Language DATE: ________________________________________________________ OBJECTIVE: To verify the Methodology and Didactic Resources used in classes by the teacher.

Methodology observed

Didactic Resources used

1.

-

2.

-

3.

-

37

OBSERVATION SHEET: This is another instrument used in this research with the goal to verify the methodology and didactic resources used in class by the teacher in the career Bachelor in Arts Degree in English Language in the four metropolitan universities of San Salvador.

This observation sheet contains two charts with the following information: Methodology Observed Explanation: this was made with the goal to observe the methodology used by the teacher in the English classes of the Bachelor in Arts Degree in English Language.

Didactic Resources Used Explanation: It was made with the purpose of observing the didactic resources used by the teacher in the English classes of the Bachelor in Arts Degree in English Language.

38

PROCEDURE FOLLOWED TO DEVELOP THE RESEARCH PROJECT At the beginning of the research project the team work planned the activities follow to collect the information required. First of all, it was made a selection of four Universities in the Metropolitan Area of San Salvador that are offering the Bachelor in Arts Degree in English Language. Then the instruments were created to collect data about Universities antecedents, the English career, methodologies and teaching resources used by each English subject. The instruments are: a face to face interview with 11 free questions, an oral interview and an observation sheet.

The interviews start with the School Directors of Language Department of Universidad de El Salvador, Universidad Francisco Gavidia, Universidad Don Bosco and Universidad Tecnolรณgica. With the instruments mentioned before, it was possible to researched the curricular programs with the subjects to the teaching English language that are included in the undergraduate level program design, objectives, the teachers profile, which will be considered as important information at Universidad Pedagรณgica de El Salvador. Finally, the collected data was processed and analyzed, the methods and teachings resources used in the four Universities, and in that way the second specific objective of the research was achieved.

39

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL FACE TO FACE INTERVIEW

UNIVERSITY:

Universidad de El Salvador

SCHOOL DIRECTOR: Master Edgar Nicolas Ayala CAREER:

Bachelor in Arts Degree in English Languag Language

OBJEC TIVE: To know the antecedents of tthe problem and get extra information of the he career.

1. How did the Project of bachelor in English career start?

It started on 1948, as a “Language Academy” 2. Who were involved in the project?

The Dean Dr. Napoleon Rodríguez Ruiz Ruiz, North American and Salvadoran

teachers. eachers.

3. Where was it stated and established? (place and date) At Universidad de El Salvador in the year 1948.

4. What was the method you used to perform this project?

The teaching experience of North American Teachers.

5. Where did you get the English teaching model from? ln El Salvador did not prevail a previous history on linguistic aspects, for that reason the department required North American teachers.

40

6. Mention the method used in that time.

The Grammar Translation Method.

7. Mention the resources used in that time.

I do not know what were the resources used in that time.

8. How many subjects did the program of study contain?

The first technical career was called: “Translator and Interpreter”, with 16 subjects and 62 valorative units.

9. How many additional subjects were added to the formal program?

Up today, the program includes 46 subjects. 34 are mandatory and 12 are selective. The English program at Universidad de El Salvador comprises also the Japanese Language and a Master’s program in translation.

10. Why did sorne other universities start work the bachelor in English career?

I do not know the reasons why others institutions did it.

11. What were the career’s objectives?

Learn English as a Foreign Language

41

UNIVERSIDAD PEDAGร GICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY: Universidad de El Salvador SCHOOL DIRECTOR:: Mรกster Edgar Nic Nicolรกs Ayala TEACHER: B.A. Miguel Mata CAREER:

Bachelor in Arts Degree in English Lang Language

OBJECTI VE: o research about the Method Methodologv ologv and Didactic Resources applied at present. p To

1.

What type of Methodology do you use in the class?

I try to apply y not the communicative approach because it is too broad to teach through it, but I use communicative activities. ties. Some Som classes are content-based. based. That is, teaching the language through contents.

2. What are the Didactic Resources you use in the class?

Warm ups, Students Students-centered activities, ctivities, Pair and group work.

(Conversations,, role plays, tasks ,etc.), Book c contents. ontents. We follow units in a book, on- line ne resources (Mostly printed material) , Continuous Cont Assessment.

3. What is the name of the subject? lntermediate Intensive English II 42

UNIVERSIDAD PEDAGร GICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY: Universidad de El Salvador SCHOOL DIRECTOR:: Mรกster Edgar Nicolรกs Ayala TEACHER: B.A. Jorge Aguilar CAREER:

Bachelor in Arts Degree in English Language

OBJECTI VE: To research about the Methodologv and Didactic Resources applied at present.

1.

What type of Methodology do you use in the class?

I apply the Communicati Communicative Approach.

2.

What are the Didactic Resources you use in the class?

Charts, textbooks, labs, etc.

3.

What is the name of the subject?

English Didactics II

43

UNIVERSIDAD PEDAGร GICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY: Universidad de El Salvador SCHOOL DIRECTOR:: Mรกster Edgar Nicolรกs Ayala TEACHER: B.A. Pedro Salazar CAREER:

Bachelor in Arts Degree in English Language

OBJECTI VE: To research about the Methodologv and Didactic Resources applied at present.

1. What type of Methodology do you use in the class?

I use Active Listening as a methodology.

2. What are the Didactic Resources you use in the class?

Textbooks

3. What is the name of the subject Basic Intensive English

44

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL OBSERVATION SHEET

UNIVERSITY: Universidad de El Salvador SCHOOL DIRECTOR: Master Edgar Nicolas Ayala TEACHER: B.A. Jorge Aguilar CAREER: Bachelor in Arts Degree in English Language OBJECTIVE: To verify the Methodology and Didactic Resources used in classes by the teacher.

Methodology observed

Didactic Resources used

1.Communicative Approach

-Textbook, charts and labs

2.

-

3.

-

45

UNIVERSIDAD DE EL SALVADOR ANALYSIS

To define common elements in the methodologies and teaching resources at Universidad de El Salvador the team work used the three instruments to get important information.

With the objective to know the antecedents of the problem and get extra information of the career Bachelor in Arts Degree in English Language”, the team work used the instrument “Face to Face Interview” to the school director B.A. Edgar Nicolas Ayala and the information found was the following: this English career started on 1948, as a “Language Academy” implemented by the Dean Dr. Napoleon Rodriguez Ruiz, North American and Salvadoran Teachers. In El Salvador did not prevail a previous history on Linguistics aspects, for that reason the department required North American teachers. According to the interview Universidad de El Salvador is the first Salvadoran institution in the English teaching. The method used in that time was the Grammar Translation Method. The objective of this career was to Iearn English as a Foreign Language.

To research about the Methodology and Didactic Resources applied at present by English teachers, the team work used the instrument “interview” and the information found was the following: the most common methodology used by teachers is the Communicative Approach. And the most common teacher resources are: Charts, textbooks, Iabs, continuous assessment and printed material.

To verify the Methodology and Didactic Resources used in classes by the teachers the team work used the Iast instrument the “Observation Sheet” .Here the team work observed a class in which the teacher used the Eclectic Approach as methodology and projector, text book, flash cards, work sheets and listening material as teaching resources.

46

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL FACE TO FACE INTERVIEW

UNIVERSITY:

Universidad Tecnológica de El Salvador

SCHOOL DIRECTOR: B.A. Wilfredo Alfonso Marroquin CAREER:

Bachelor in Arts Degree in English Language

OBJEC TIVE: To know the antecedents of tthe problem and get extra information of the he career.

1. How did the Project of bachelor in English career start?

It started on 1982 with the Career “Bach “Bachelor elor of Art in English Language”.

2. Who were involved in the project?

The English Teachers and the Dean from that time.

3. Where was it stated and esta established? (place and date) At Universidad dad Tecnológica de El Salvador iin n the year 1982.

4. What was the method you used to perform this project?

The teaching experience.

47

5. Where did you get the English teaching model from?

We followed the Universidad de El Salvador model

6. Mention the method used in that time.

During the first years of this career the Methodology was focused on the Audio-Lingual method.

7. Mention the resources used in that time.

The resources used were books and workbooks.

8. How many subjects did the program of study contain?

The University created its own study undergraduate program for the career which was consisting of 33 subjects approved by the Minister of Education.

9. How many additional subjects were added to the formal program?

With the reforrn of the Minister of Education in the year 2000. The university closed the “professorship”. Now this career is composed by 44 subjects and has three fields of the specialization such as: Teaching, Tourism, Translation and lnterpretation.

10. Why did sorne other universities start work the bachelor in English career?

I do not know the reasons why others institutions did it.

11. What were the career’s objectives?

To have a major efficiency in the learning of the English Language.

48

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY: Universidad Tecnológica de El Salvador SCHOOL DIRECTOR:: B.A. Wilfr Wilfredo Alfonso Marroquin TEACHER: B.A. Wilfredo Marroquin CAREER:

Bachelor in Arts Degree in English Language

OBJECTI VE: To research about the Methodologv and Didactic Resources applied at present.

1.

What type of Methodology do you use in the class?

Active Iistening in groups and ind individually, ividually, constructivism as the teaching centering or focusing.

2.

What are the Didactic Resources you use in the class?

Textbooks, CD player, DVD player, TV, video programs programs,, audio CD’s, etc.

3.

What is the name of the subject?

Listening and Comprehension I

49

UNIVERSIDAD PEDAGร GICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY: Universidad Tecnolรณgica de El Salvador SCHOOL DIRECTOR:: B.A. Wilfredo Alfonso Marroquin TEACHER: B.A. Lissette Poza CAREER:

Bachelor in Arts Degree in English Language

OBJECTI VE: To research about the Methodologv and Didactic Resources applied at present.

1.

What type of Methodology do you use in the class?

We use MAAPRE program (Modelo Alternativo de Aprendizaje) since 2000 I which students put into practice theory theory-practical practical exercises at the same time. We also use constructivism, in which students get theory and then hen they go to their field to practice their language.

2.

What are the Didactic Resources you use in the class?

Multimedia, virtual classrooms, laboratories, human beings, copies, textbooks, grammar books, white board, markers, etc.

3.

What is the name of the subject?

Advanced English I

50

UNIVERSIDAD PEDAGร GICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY: Universidad Tecnolรณgica de El Salvador SCHOOL DIRECTOR:: B.A. Wilfredo Alfonso Marroquin TEACHER: B.A. Ramรณn Ernesto Choto CAREER:

Bachelor in Arts Degree in English Language

OBJECTI VE: To research about the Methodologv and Didactic Resources applied at present.

1.

What type of Methodology do you use in the class?

We apply the Eclectic methodology because there are many new techniques.

2.

What are the Didactic Resources you use in the class?

Multimedia, projector, text books, computer labs, multimedia packages, etc.

3.

What is the name of the subject?

English I and II

51

UNIVERSIDAD PEDAGร GICA DE EL SALVADOR EDUCATION SCHOOL OBSERVATION SHEET

UNIVERSITY: Universidad Tecnolรณgica de El Salvador SCHOOL DIRECTOR: B.A. Wilfredo Alfonso Marroquin TEACHER: B.A. Ramรณn Ernesto Choto CAREER: Bachelor in Arts Degree in English Language OBJECTIVE: To verify the Methodology and Didactic Resources used in classes by the teacher.

Methodology observed 1.Eclectic

Didactic Resources used -

Textbooks,

packages,

multimedia

projector

and

computer labs.

2

-

3.

-

52

UNIVERSIDAD TECNOLÓGICA ANALYSIS

To find out the methodologies and teaching resources at Universidad Tecnológica de El Salvador the team work used the three instruments to get important information.

In the first instrument “Face to Face interview” to the school director B.A. Wilfredo Marroquin in the career: Bachelor in Arts Degree in English Language” the information found was the following: The Career “Bachelor of Art in English Language” started on 1982 implemented by English Teachers and the Dean from that time following Universidad de El Salvador model. The method used in the first years of this career was the Audio-Lingual method. And the resources used were books and workbooks.

The second instrument “Interview” applied to the teachers with the goal to research about the type of methodology and resources used in the English classes; in this university there is not a common methodology used by teachers but they mentioned the Eclectic Approach, the MAAPRE program and Active Listening.

And the most common teaching resources used are: virtual classrooms, laboratories, textbooks, Projector, computer labs, multimedia packages, etc. the last instrument the “Observation Sheet” done with the purpose to verify the methodology and teaching resources applied by the teachers accordingly to the previously interview. Here the team work observed a class in which the teacher used the Eclectic Approach as methodology and texts books and board as teaching resources.

53

UNIVERSIDAD PEDAGÓGICA DE E EL L SALVADOR EDUCATION SCHOOL FACE TO FACE INTERVIEW

UNIVERSITY:

Universidad Francisco Gavidia

SCHOOL DIRECTOR: B.A. Rafael Ahuatl CAREER:

Bachelor in Arts Degree in English Language

OBJEC TIVE: To know the antecedents of the pr problem oblem and get extra information of the career.

1. How did the Project of bachelor in English career start?

Historicall data from 1985 to 2004 does not exist because use those involved in the draft of the career in that time no longer work at the university and som some of them are outside of El Salvador.

2. Who were involved in the project?

See answer 1

3. Where was it stated and established? (place and date) I know that the old plan was in 1985. IIn the year 2004 there here was a revision of the undergraduate program.

4. What was the method you used to perform this project?

The teamwork considered the teaching experience to elaborate the project.

54

5. Where did you get the English teaching model from?

We followed the UTEC model.

6. Mention the method used in that time.

I do not know what was the method used in that time.

7. Mention the resources used in that time.

I do not know what were the resources used in that time.

8. How many subjects did the program of study contain?

I do not know how many subjects the old program contained, the new plan has 44 subjects and only two are in Spanish.

9. How many additional subjects were added to the formal program?

The Spanish subjects were eliminated from the program. But a group of selective subjects remained: Technical English I, Technical English II, Techniques of Translation, and Preparation for TOEFL.

10. Why did some other universities start work the bachelor in English career?

I do not know the reasons why others institutions did it.

11. What were the career’s objectives?

Learn English as a foreign language and English Teaching.

55

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY:

Universidad Francisco Gavidia

SCHOOL DIRECTOR: B.A. Rafael Ahuatl TEACHER: B.A. Nilda Valdez CAREER:

Bachelor in Arts Degree in English Language

OBJEC TIVE: To research about the Methodologv and Didactic Resources ap applied plied at present.

1.

What type of Methodology do you use in the class?

Grammar Translation Method, Direct Method, Audio Lingual Method, Communicative Language Learning, Silent Way and Participatory Approach

2.

What are re the Didactic Resources you use in the class?

Books, charts, power point, computer, etc.

3.

What is the name of the subject?

English Didactic I

56

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY:

Universidad Francisco Gavidia

SCHOOL DIRECTOR: B.A. Rafael Ahuatl TEACHER: B.A. Nilda Valdez CAREER:

Bachelor in Arts Degree in English Language

OBJEC TIVE: To research about the Methodologv and Didactic Resources applied at present. pre

1.

What type of Methodology do you use in the class?

Reading analysis

2.

What are the Didactic Resources you use in the class?

Power point and hand outs outs.

3.

What is the name of the subject?

Linguistics

57

UNIVERS UNIVERSIDAD IDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY:

Universidad Francisco Gavidia

SCHOOL DIRECTOR: B.A. Rafael Ahuatl TEACHER: B.A. Rafael Ahuatl CAREER:

Bachelor in Arts Degree in English Language

OBJEC TIVE: To research about the Methodologv and Didactic Resources applied at present.

1.

What type of Methodology do you use in the class?

Eclectic Approach

2.

What are the Didactic Resources you use in the class?

Projector, books, chart charts, s, tapes, board, labs, chat/computer, etc.

3.

What is the name of the subject?

Professional Practice I

58

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL OBSERVATION SHEET

UNIVERSITY: Universidad Francisco Gavidia SCHOOL DIRECTOR: B.A. Rafael Ahuatl TEACHER: B.A. Nilda Valdez CAREER: Bachelor in Arts Degree in English Language OBJECTIVE: To verify the Methodology and Didactic Resources used in classes by the teacher.

Methodology observed

Didactic Resources used

1.Reading Analysis

- Hand out and power point.

2

-

3.

-

59

UNIVERSIDAD FRANCISCO GAVIDIA ANALYSIS

The interviews presented before, were used to register important data to compare and contrast the methodologies and teaching resources used by Metropolitan universities in San Salvador for Bachelor in Arts in English Language.

The interview to School director. This interview included important questions to obtain in a more detailed way the antecedents of the problem such as career’s history teaching resources and methodologies used in that time for the English teaching. An important point according to Rafael Ahuatl has been the several types of methodologies used by the teacher and the eclectic method as the most common methodology used in the acquisition of second language as English.

The Interview to the teachers. Some important aspects to be taken into account in this interview were the most used methodologies and teaching resources in the English subjects. The three interviews done gave as a result the Reading and Analysis as the most used methodologies and the teaching resources were: power point, text books and computer.

The Observation sheet. This instrument was used to verify the methodology and teaching resources applied by the teachers accordingly to the previously interview.

The observation done gave as a result the use of Reading and Analysis, as Methodology and hand out, text book and charts as teaching resources in the second language teaching in an afternoon class in the Linguistics subjects.

60

UNIVERSIDAD PEDAGÓ PEDAGÓGICA GICA DE EL SALVADOR EDUCATION SCHOOL FACE TO FACE INTERVIEW

UNIVERSITY:

Universidad Don Bosco

SCHOOL DIRECTOR: B.A. Milton Ascencio CAREER:

Bachelor in Arts Degree in English Language

OBJEC TIVE: To know the antecedents of the problem and get extra information of the career.

1. How did the Project of bachelor in English career start?

By asking students about their needs and their preferences of careers.

Then hen to know the needs of educati educational institutions. After that hat to propose the English career to the dean and approve it to be sent to the Vicerrectoria Académica mica and finally to the MINED permission.

2. Who were involved in the project?

The team work rk of the Language Department ((five people).

3. Where was it stated and established? (place and date) The Bachelor Degree Educ Education specializing in English began gan in 2003 and the Bachelor in Ar Arts Degree in English Language began gan in 2008.

4. What was the method you used to pe perform this project?

The team work used oral interviews and check lists to students stude as weII as consultations in instituti institutions about the career.

61

5. Where did you get the English teaching model from?

The educational model was based on some subjects and skills development, in SLT (Second Language Target) format with a communicative approach.

6. Mention the method used in that time.

The methods used were: Grammar Translation, Silent Way, Audio Lingual and Direct Method.

7. Mention the resources used in that time.

The resources were: books, board, charts, work books, markers, etc.

8. How many subjects did the program of study contain?

The plan consisted of 44 subjects.

9. How many additional subjects were added to the formal program?

The program has not been modified at this moment the study plan remain the same.

10. Why did some other universities start work the bachelor in English career?

I do not know the reasons why others institutions did it.

11. What were the career’s objectives?

The objective of the bachelors’ degree is to offer a career that permits different real fields of work related to the use of English.

62

UNIVER UNIVERSIDAD SIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY:

Universidad Don Bosco

SCHOOL DIRECTOR: B.A. Milton Ascencio TEACHER: B.A. Luis Mendoza CAREER:

Bachelor in Arts Degree in English Language

OBJEC TIVE: To research about the Methodologv and Didactic Resources applied at present.

1.

What type of Methodology do you use in the class?

The Eclectic c approach as a methodology usually based on constructivism.

2.

What are the Didactic Resour Resources you use in the class?

Board, computer, paper, etc.

3.

What is the name of the subject?

English Didactics I

63

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY:

Universidad Don Bosco

SCHOOL DIRECTOR: B.A. Milton Ascencio TEACHER: B.A. Luis Mendoza CAREER:

Bachelor in Arts Degree in English Language

OBJEC TIVE: To research about the Methodologv and Didactic Resources applied at present.

1.

What type of Methodology do you us use in the class?

The Eclectic Approach as methodology usually based on constructivism

2.

What are the Didactic Resources you use in the class?

Board, computer, paper, etc.

3.

What iss the name of the subject?

English Didactic I

64

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL INTERVIEW

UNIVERSITY:

Universidad Don Bosco

SCHOOL DIRECTOR: B.A. Milton Ascencio TEACHER: B.A. Luis Mendoza CAREER:

Bachelor in Arts Degree in Engl English Language

OBJEC TIVE: To research about the Methodologv and Didactic Resources applied at present.

1.

What type of Methodology do you use in the class?

The Eclectic Approach

2.

What are the Didactic Resources you use in the class?

Power point, worksheets, Iistening and videos.

3.

What iss the name of the subject?

Intermediate English II

65

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR EDUCATION SCHOOL OBSERVATION SHEET

UNIVERSITY: Universidad Don Bosco SCHOOL DIRECTOR: B.A. Milton Ascencio TEACHER: B.A. luis Mendoza CAREER: Bachelor in Arts Degree in English Language OBJECTIVE: To verify the Methodology and Didactic Resources used in classes by the teacher.

Methodology observed 1.Eclectic

Didactic Resources used - Worksheets, power point, listening and video material.

2

-

3.

-

66

UNIVERSIDAD DON BOSCO ANALYSIS

In order to compare and contrast the methodologies and teaching resources at Universidad Don Bosco the team work used the three instruments to get important information.

According to the results of the “Face to Face Interview” to the school director B.A. Milton Ascencio the career: Bachelor in Arts Degree in English Language” was implemented in 2003 by a group of five people who were the Language Department in that time. The educational model was based on some subjects and skills and SLT format with a Communicative approach. The methods used by teachers at the beginning of the career were: Grammar Translation, Silent Way, Direct Method and the Audio Lingual Method. And the most important resources used in that time were: boards, charts, books, work books, markers, etc.

In the “Interview” to the teachers about the type of methodology and resources used in the English classes; the most common methodology used is the Eclectic Approach, and the most common teaching resources used are: worksheets, power point, videos and listening materials.

To verify the methodology and teaching resources applied by the teachers accordingly to the previously interview the team work used the “Observation Sheet”. The team work observed a class in which the teacher used the Eclectic Approach as methodology and worksheets, power point and listening materials as teacher resources.

67

2.3 METHODOLOGICAL AND THEORETICAL RESEARCH FORMULATION

The teamwork interviewed some English Teachers with the purpose of researching about the methodology and teaching resources apply at present in the different English subjects.

In Universidad de El Salvador (UES) for example, the teacher did not use the communicative approach in the Intensive English subject, because it is too broad to teach through. However, he uses some activities of this method: role plays, students center activities, etc. According to Campbey and Rutherford in the book “Techniques and Principles in Language Teaching”,

noted that being able to

communicate required more than mastering linguistic structures, therefore Communicative Language Teaching aims broadly to apply the theoretical perspective

of

the

Communicative

Approach

by

making

communicative

competence the goal of Language Teaching and by acknowledging the interdependence of language and communication, with respect of this the teamwork founded a thesis titled “Study of communicative approach as a methodology in the development of the oral expression in English students of 9th grade of Centro Escolar Juana Lopez, san Salvador 2007” written by “Ramos Perez Yenifer Yesenia , where the researchers mentioned that Communicative Approach could be the product of educators and linguistics who had gone dissatisfied with the audio-lingual and grammar translation method of Foreign Language Instruction. Therefore the researchers of that thesis founded that the Communicative Approach arose as a more humanistic and pragmatic approach to teaching a foreign language in which the interactive process of Communicative received priority.

In Universidad Francisco Gavidia (UFG) the teamwork found that the teachers use the Eclectic Approach as a methodology just like in Universidad Tecnólogica 68

(UTEC) because they think there are many new techniques in that methodology.

Lauriano Jimenez y Coria in the book “Teaching Techniques of National Tongue” mentioned the Eclectic methodology involves the Syntactic and Analytical methods taking into account their best. But according to B.A. Rafael Ahuath School Director in UFG this methodology implies the use of the successful techniques of all teaching methods not only Synthetic and Analytical Methods and the teachers use them according to the students circumstances.

In UTEC teachers use the MAAPRE (Modelo Alternativo de aprendizaje) program, it has been developed for the students to put into practice theoretical and practical exercises at the same time.

About some skills in the acquisition of a second language Marley (1984-2001) says “listening is the most frequently employed language skill, people listen twice as much as they speak, over three times more than they read, an over five times than they write.” And Jeremy Harmer in “The practice of English Language Teaching” (book) says: “extensive listening will usually take place outside the classroom, in the students´ home, car or on personal stereos as they travel from one place to another”. These facts, in addition to the reality that many students in non-English speaking environment, as in El Salvador, have limitated time to listen to spoken English more difficult than reading written English for most students. In the most of the cases the teamwork did not find that teachers are using audiovisual resources, such videos, tapes, CD rooms and written songs into the classrooms as a help to the learners in the acquisition of vocabulary and grammar and that, furthermore, it make students better readers. According to the instruments used in this research where the most common teaching resources founded were books, labs and PowerPoint and the most common methodologies used by the teachers are eclectic, reading analysis, constructivism, active listening, grammar translation method, participative approach and content based approach.

69

2.4 DEVELOPMENT AND THEORETICAL DEFINITION

During the process of the research “METHODOLOGIES AND TEACHING RESOURCES USED BY METROPOLITAN UNIVERSITIES IN SAN SALVADOR OFFERING THE BACHELOR IN ARTS DEGREE IN ENGLISH LANGUAGE”.

2009, were presented the different methods and teaching resources that are used in the teaching learning process, with the purpose of finding the most effective method and teaching resource in order to apply them in the new career “Bachelor in Arts Degree in English Language” at Universidad Pedagógica de El Salvador.

New concepts related to the topic were found: Reading Analysis is a methodology that helps students to become aware of the demands of different texts and the strategies that they use to meet those demands in their efforts to make meaning as they read. By sharing reflections on their own reading processes in a group, students learn from each other’s processes and appropriate new strategies. They also begin to see reading as a complex activity that requires flexible application of many strategies. This is often an important new awareness for many students. Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from their experiences. Constructivism is an educational theory developed by Seymour Papert, inspired by constructivist and experiential learning ideas of Jean Piaget. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements.

Research support for constructivist teaching techniques has been mixed, with some research supporting these techniques and other research contradicting those results. Social constructivism has been criticized for being a kind of behaviorism, which reduces the individual to his or her social environment. 34

34

http://en.wikipedia.org/wiki/Constructivism_(learning_theory) 70

Active listening is a communication technique. Active listening requires the listener to understand, interpret, and evaluate what they hear. The ability to listen actively

can

improve

personal

relationships

through

reducing

conflicts,

strengthening cooperation, and fostering understanding. Tracks are a distinct selection of music or audio from a recording or a compact disc, this kind of resource is used by English teacher to work in the listening skill. Word sheet is a useful resource for teachers; they can be crossword, word search, and word scramble puzzles using an specific list of words. Virtual classroom refers to instruction in a learning environment where teacher and student are separated by time or space, or both, and the teacher provides course content through course management applications, multimedia resources, the Internet, videoconferencing.

35

In the fieldwork were found that most Universities used different methods and teaching resources, but the effectiveness of that methods and teaching resources was not proved in the Second Language Acquisition. Therefore, as it can be seen, the most common method used in the four Universities is the Eclectic Approach, the one takes the best technique of each method, and the most common teaching resources are the computer and textbooks.

According to the Problem Statement the researchers thought that there was a specific method and resource to have an effective Second Language Acquisition, but in the reality the teamwork faced that there are no specific methods and resources, beside that there are a variety of methods and teaching resources used in the four Universities. At the same time it was discovered that a method cannot work without a good resource, and in some cases the resources have to be applied according the students reality.

35

en.wikipedia.org/wiki/Virtual_classroom

71

According to the research, in the teaching of the second language it is necessary the appropriate use of methodologies and didactic resources as well as techniques focused on the fields, also an adequate resource that support the teaching methodology, all of them work together to obtain a goal of learning for example; many universities researched in the field work to have the resources but they are not applied such as the case of Universidad Don Bosco in the subject English Didactics I, the teacher has the following resources markers, whiteboard, computer; but the teacher does not have overhead projector and hand out which are important resources in the didactics field. Therefore, the acquisition of second language does not get the goal of learning process. In short, it is very important for Universities to use all resources in the teaching and learning process; otherwise it is going to be fairly difficult if they do not use the adequate methodologies and didactic resources in the second language acquisition.

72

CHAPTER III OPERATIONAL FRAMEWORK 3.1

DESCRIPTION OF THE RESEARCH SUBJECTS

Data Collected.

This research was done in four Metropolitan Universities in San Salvador, since 2009 and 2010: Universidad de El Salvador (UES) Universidad Francisco Gavidia (UFG) Universidad Don Bosco Universidad Tecnolรณgica (UTEC) Which were done in the major of Bachelor in Arts in English Language, the interviews were carried out with the School Directors and the Teachers in those Universities.

As an important point in the present research were the interviews to the school directors in the teachers, whose become the research subject in the present investigation because they use the methodologies and the teaching resources in the acquisition of English second Language in the Universities mentioned above.

The different series of aspects to evaluate

were previously discussed and

determined by the teamwork and advisor.

During the first intervention the teamwork made one by one interview with the school directors in each universities mentioned before, for the purpose of knowing the antecedents of the career and the schedule of English subject in order to get the undergraduate programs and the permission to interview the teachers.

Secondly, teamwork was looking for the teachers in charge to ask three questions to know about the methodology and teaching resources applied at present in the 73

English teaching language, therefore the teamwork could appreciate a linguistics class in Universidad Francisco Gavidia.

The experience is described as follow: EXPERIENCE It was

followed the teacher as she entered to the room, there were students

between eighteen to thirty years old, who were studying linguistics, and most of the students were in the semester Vl. The teacher introduced herself and she told students that they were going to do a little on review about learned it. She asked about what linguistic is. Students answered, is a science and give the concept about linguistics, the teacher asked-mention three things about learn in linguistics; another student says: Linguistics is just for human being, another one says: speech not only expressed. The teacher asked symbols, signs and sounds are not communications? Many students gave different opinions. One student said sounds are communication. The teacher followed questioning them and answering the doubt. Students wrote the resume, paying attention and participating into the classroom.

Some of the most important aspects to this research were the quantities of resources that the Metropolitan Universities have. However, there is not an adequate use of them, for example: Universidad Francisco Gavidia has seven labs but the teamwork could appreciate that most of the teachers did not use them in the language instruction according to the gathering collected as the teamwork mentioned before the labs and listening material can help to the learners in the listening skills and other abilities. In Universidad Francisco Gavidia (UFG) the capacity of the rooms is not the adequate because the rooms are very small and the groups are up to 30 students. There is no doubt that for a better acquisition of Second Language the environment has an important role. However, there are other Universities with the adequate capacity to the learners as Universidad Don 74

Bosco. Another important point is the new programs created by some Universities to the Teaching- Learning Process as the MAAPRE (Modelo Alternativo de Aprendizaje) Program created by Universidad Tecnolรณgica which students put into practice theorical and practical exercises at the same time.

The interviews carried out in the four Universities mentioned before showed us the different methodologies and teaching resources used by the teachers in the English Language Instruction as well as the changes occurred with the pass of the time in the Bachelor in Arts Degree in English Language, as well as the use of Eclectic Approach as the most common methodology in the Acquisition of a Second Language as English, and how the teacher have created their proper Eclectic Approach adequate to the students circumstances.

In short, the final report that the teamwork prove is that there are not a specific method and resource to have an effective second language acquisition, beside that there are a variety of methods and teaching resources used in the four universities researched; therefore the adequate use of both can obtain the goal of teaching learning process.

75

3.2

DATA GATHERING PROCEDURES

For the data gathering were used three instruments: School Directors Interview, Teachers Interview and an Observation Sheet applied in the four Metropolitan Universities.

First, the interview to the school Directors was used to obtain the antecedents of the problem and to get extra information of the English Language Career. Second, the interview to the teacher was used to know the methodology and teaching resources applied at present, using three questions. It is important to mention the short time of the teachers in the universities to give us the interviews and most of them did not admit us to enter in the room.

Third, the observation sheet was used to verify the methodology and teaching resources applied by the teachers accordingly to the previously interviews. The process consisted in the observation of the teacher performance into the class, during an afternoon class in Universidad Francisco Gavidia (UFG); the observed subject was Linguistics in a class of forty-six students. After the observation the teamwork verified and processed the collected data.

Teaching resources used by the teachers in the English language instruction as well as the changes occurred with the pass of the time in the Bachelor in Arts Degree in the English Language, as well as the use of Eclectic Approach as the most common methodology in the acquisition of the second language as English and how the teacher has create their proper eclectic approach adequate to the students circumstances.

The final report left the teamwork determine that there are not a specific method and resource to have an effective second language acquisition. Besides there are a variety of methods and teaching resources used in the four universities researched and therefore the adequate use of both can obtain the goal of learning.

76

3.3 SPECIFICATION OF THE TECHNIQUE TO THE DATA ANALYSIS

The research “METHODOLOGIES AND TEACHING RESOURCES USED BY METROPOLITAN UNIVERSITIES IN SAN SALVADOR FOR THE BACHELOR IN ARTS DEGREE IN ENGLISH LANGUAGE” has used different empiric forms of investigation which have allowed the researchers observe the reality and to collect the data in a coherent way. This has been done through the direct observation by using the following techniques: The first technique was the INTERVIEW (a meeting at which the researchers obtain information from a person). The first interview was used with the School Director of each of the four Metropolitan Universities in the career Bachelor in Arts Degree in English Language with the objective to obtained information about the antecedents and get extra information of the career. It contained the following free questions: 1. How did the Project of bachelor in English career start?

2. Who were involved in the project?

3. Where was it stated and established? (place and date) 4. What was the method you used to perform this project?

5. Where did you get the English teaching model from?

6. Mention the method used in that time.

7. Mention the resources used in that time.

8. How many subjects did the program of study contain?

9. How many additional subjects were added to the formal program?

10. Why did some other universities start work the bachelor in English career?

11. What were the career´s objectives?

77

The second interview was used with the English Teachers of the four Metropolitan Universities in the career Bachelor in Arts Degree in English Language with the purpose to get information about the methodologies and teaching resources applied at present. It contains the next three open questions: 1. What type of Methodology do you use in the class?

2. What are the Didactic Resources you use in the class?

3. What is the name of the subject?

The next technique was the OBSERVATION (the gathering of information by noting the facts or occurrences). This observation was used with different English Teacher in the English Classes with the goal to verify the methodology and teaching resources applied by the teachers accordingly to the previously interviews and consisted in the observation of the teacher performance into the class.

The observation has the following items: 1. Methodology observed 2. Didactic Resources used

78

3.4 CHRONOGRAM Specialty: __English_____

Semester: ___01____

Dirección de Investigación Científica y Transferencia Tecnológica

Year: ____2009______

Advisor: _ Amilcar Bernabé B.A._____ Topic:__”Methodologies and Teaching Resources used by Metropolitan Universities in San Salvador offering the Bachelor in Arts Degree in English Language”_2010__ Students: _Yesenia Marisol Nieto Guevara, Josué Enmanuel Quintanilla and Alba Veraliz Sánchez Pérez_ Advisor signature: ____________________ Students signature: _______________________

Activities: Documental Research/ Field Research 1.0

Conceptual Framework

1.1

Introduction

1.2

Antecedents of the problem

1.3

Justification

1.4

Problem Statement

1.5

Findings and Limitations

1.6

Concepts and Categories

1.7

Meeting with the advisor

1.8

Edition First Draft

1.9

Presentation First Draft

1.10

Correction First Draft

June 2009 1

2

3

July 2009 4

1

2

3

August 2009 4

1

2

3

_______________________

_______________________

4

September 2009 1

2

3

4

October 2009 1

2

3

4

November 2009 1

2

3

4

December 2009 1

2

3

4

79

Dirección de Investigación Científica y Transferencia Tecnológica

Specialty: __English_____

Semester: ___01____

Year: ____2009_____

Advisor: _ Amilcar Bernabé B.A._____ Topic:__”Methodologies and Teaching Resources used by Metropolitan Universities in San Salvador offering the Bachelor in Arts Degree in English Language”_2010__ Students: _Yesenia Marisol Nieto Guevara, Josué Enmanuel Quintanilla and Alba Veraliz Sánchez Pérez_ Advisor signature: ____________________ Students signature: _______________________

2.0

January 2010

Theoretical Framework 1

2.1

Methodological and Theoretical fundamentation

2.2

Empirical Framework

2.3

Methodological and Theoretical Research Formulation

2.4

Development and Theoretical Definitions

2.5

Meeting with the advisor

2.6

Edition Second Draft

2.7

Presentation Second Draft

2.8

Correction Second Draft

2 3 4 1

February 2010

_______________________

March 2010

2 3 4 1 2

3 4

April 2010 1 2

3 4

_______________________

May 2010 1 2

3 4

June 2010 1 2

3 4

July 2010 1 2

3 4

80

Dirección de Investigación Científica y Transferencia Tecnológica

Specialty: __English_____

Semester: ___01____

Year: ____2009______

Advisor: _ Amilcar Bernabé B.A._____ Topic:__”Methodologies and Teaching Resources used by Metropolitan Universities in San Salvador offering the Bachelor in Arts Degree in English Language”_2010__ Students: _Yesenia Marisol Nieto Guevara, Josué Enmanuel Quintanilla and Alba Veraliz Sánchez Pérez_ Advisor signature: ____________________ Students signature: _______________________

3.0

July 2010

Operational Framework

3.1

Description of the Research Subjects

3.2

Data Gathering Procedure

3.3

Specification of the Technique for the Data Analysis

3.4

Chronogram

3.5

Resources

3.6

Preliminary Table of Contents on Final Report

3.7

Used and General Bibliography

3.8

Meeting with the Advisor

3.9

Edition Third Draft

3.10

Presentation Third Draft

1

2

3

August 2010 4

1

2

3

_______________________

_______________________ September 2010 4

1

2

3

4

October 2010 1

2

3

November 2010 4

1

2

3

4

December 2010 1

2

3

4

January 2011 1

2

3

4

81

3.5

DESCRIPTION OF THE RESOURCES

HUMAN RESOURCES:

•

The dean B.A. Jorge Alberto Escobar from UNPES

•

School Directors of the four Metropolitan Universities

•

English Teachers of the four Metropolitan Universities

82

3.6

PRELIMINARY TABLE OF CONTENTS ON FINAL REPORT

CHAPTER I: CONCEPTUAL FRAMEWORK This part includes Concepts and Categories where it is described concepts as EDUCATION and METHOD as well as information about teaching resources, which will be used in this research. Findings and Limitations, in this part it is described a series of Method which have been practiced in language classrooms worldwide for centuries because the learning of a second language is a complex process. In parts of the world older language teaching methods are being practiced today, (Grammar Translation, Direct method and so on). However in 1970´s and early 1985 the field entered

into a period of great methodological diversity,

therefore current teachers have used several types of methodologies in the foreign language teaching and many editors elaborated their works using rich content that include adequate methodologies and teaching resources, using language learning strategies, power strategies, motivating activities and integrating language skills.

Limitations, in this section are described some differences between the Direct method where the used of native language and comprehension approach in learners are prescribed while in the grammar translation and communicative language learning it is prescribed.

CHAPTER II: THEORETICAL FRAMEWORK Empirical framework, in this part is described the field work, the visits of the researchers to the four Metropolitan Universities and the instruments applied in the research to get information about the Methodologies and Teaching Resources, it is also described a chart about the methodologies and teaching resources that are applied in the four metropolitan universities and some relevant aspects during the research such as the population sample, the method and techniques used to 83

collect the data, the instruments used to collect the data during the field observation, the procedure followed to develop the research project.

CHAPTER III: OPERATIONAL FRAMEWORK

In this section is identified the subject of this research, which are the methodologies and teaching resources used in the four Metropolitan Universities in San Salvador and a little description is done, also are mentioned the different aspects to evaluate such as, the methodologies applied at present by the teachers the adequate use of resources (didactic) in classrooms and goals gathering in the Second Language Teaching and finally are described theoretical definitions of the research.

84

3.7 REFERENCES

•

“Call” Practical Approaches to Computers Asisted Language Learning. H. Douglas Brown, Carol A. Chapelle and Joan Jarrieson. San francisco State University, 2008

•

Didactic Resources for Teaching English

CAP, Materiales educativos,

Francisco Lorenzo, Sevilla, Universidad de Sevilla:1996, Metodología de la enseñanza del inglés •

•

“El Diario de Hoy” business section October 13th , 2003 San Salvador, El Salvador.

English Teaching Forum, magazine April 2000, Embajada de Estados Unidos en El Salvador.

•

English Teaching Forum, magazine 2001 Embajada de Estados Unidos en El Salvador.

•

Guía Metodológica para investigaciones institucionales y escolarizadas.

Pedro ticas, José Humberto Velásquez, Tito Elmer Crespin, José Alejandro Sosa cortez. Primera Edición, San Salvador. Universidad Pedagógica de el Salvador

•

Larousse Dictionary. American Pocket

•

Listening & Speaking 3. Tapester by Rebeca L. Oxford and Susana Christie.

•

New Dictionary USA Today. Editorial Educativa Kingkolor LTDA

•

TEFL in the Secundary Education. Neil Maclaren, Daniel Madrid, Antonio Bueno. Universidad de Granada.

•

Oceano pocket, Diccionario Ingles-Español. Oceano Grupo

Editorial,

Barcelona, España •

Susan Gilfert/Hokuriku University Kanazawa/ Kunihiko Harada/Georgetown University, School of languages and linguistics/Vol 1 1992, pag 17-22/Two composition Scoring method/The Analytic vrs. Holistic method.

85

•

Techniques and principles in Language Teaching. Oxford University Press.

Fourth Impresión, 2001, United States.

•

The practice of English Language Teaching, by Jeremy Harmer. Third edition Longman, fifth impression, 2004, Didactic Resources used in English Didactic Subjects at Universidad Pedagogica.

•

http://www.blurtit.com/q121564.html

•

http://scotthyoung.com/blog/programas/HolisticLearning

•

http://www.gestiopolis1.com/recursos7/Docs/eco/conocimientos-yherramientas-para-la-globalizacion.htm www.biblociencias.cu/gsdl/collect/libros/index/assoc

•

86

3.8

ANNEXES

FACE TO FACE INTERVIEW TO SCHOOL DIRECTORS UNIVERSIDAD DON BOSCO

87

FACE TO FACE INTERVIEW TO SCHOOL DIRECTORS UNIVERSIDAD DON BOSCO

88

INTERVIEW TO ENGLISH TEACHERS UNIVERSIDAD TECNÓLOGICA

89

OBSERVATION SHEET UNIVERSIDAD NACIONAL

90

STUDY PROGRAM UNIVERSIDAD DON BOSCO “BACHELOR IN ARTS DEGREE IIN N ENGLISH LANGUAGE SPECIALTY: TOURISM”

91

STUDY PROGRA PROGRAM UNIVERSIDAD DON BOSCO “BACHELOR IN ARTS DEGRE DEGREE IN N ENGLISH LANGUAGE SPECIALTY: EDUCATION ”

92

STUDY PROGRAM UNIVERSIDAD TECNOLÓGICA (UTEC) “BACHELOR BACHELOR IN ARTS DEGREE IIN N ENGLISH LANGUAGE ”

93

STUDY PROGRAM UNIVERSIDAD NACIONAL DE EL SALVADOR LVADOR (UES) “BACHELOR IN ARTS DEGREE IIN ENGLISH LANGUAGE SPECIALTY: TEACHING”

94

STUDY PROGRAM UNIVERSIDAD FRANCISCO GAVIDIA (UFG) “BACHELOR IN ARTS DEGREE IN ENGLISH LANGUAGE ”

Ciclo 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 6 6 6 6 7 7 7 7 8 8 8 8 9 9 9 9 10 10 10 10

Código ETI0 ING1 INP0 PGE0 SON0 DGE1 ING2 LPR0 PON0 TIC1 EST1 MEI0 REO0 TER1 TIC2 CGE0 EOI0 FCA0 FFA0 TER2 GRI1 IAI0 INL0 LCI1 CIN1 ESI0 LCI2 LNA0 AIE1 CIN2 DII1 LIG0 AIE2 DII2 FIN1 PPI1 ASE1 ASE2 FIN2 PPI2 ASE3 ASE4 EEI0 SIL0

Asignatura ETICA INGLES I INTRODUCCION A LA PSICOLOGIA PEDAGOGIA GENERAL SOCIEDAD DE LA INFORMACION DIDACTICA GENERAL I INGLES II LOGICA PROPOSICIONAL PSICOLOGIA DE LA EDUCACION TECNOLOGIA DE LA INFORMACION Y LAS COMUNICACIONES I ESTADISTICA I METODOS Y TECNICAS DE INVESTIGACION REDACCION Y ORTOGRAFIA INGLES INTERMEDIO INTENSIVO I TECNOLOGIA DE LA INFORMACION Y LAS COMUNICACIONES II CULTURA GENERAL EXPRESION ORAL EN INGLES FILOSOFIA DE LA CALIDAD FONOLOGIA Y FONETICA INGLESA INGLES INTERMEDIO INTENSIVO II GRAMATICA INGLESA I INGLES AVANZADO INTENSIVO INTRODUCCION A LA LINGUISTICA INGLESA LECTURA Y CONVERSACION EN INGLES I COMPOSICION INGLESA I ESTRUCTURAS SINTACTICAS DEL IDIOMA INGLES LECTURA Y CONVERSACION EN INGLES II LITERATURA NORTEAMERICANA ANALISIS DE CONTRASTES INGLES/ESPAÑOL I COMPOSICION INGLESA II DIDACTICA DEL IDIOMA INGLES I LITERATURA INGLESA ANALISIS DE CONTRASTES INGLES/ESPAÑOL II DIDACTICA DEL IDIOMA INGLES II FRANCES INTENSIVO I PRACTICA PROFESIONAL DEL IDIOMA INGLES I ASIGNATURA ELECTIVA I ASIGNATURA ELECTIVA II FRANCES INTENSIVO II PRACTICA PROFESIONAL DEL IDIOMA INGLES II ASIGNATURA ELECTIVA III ASIGNATURA ELECTIVA IV EVALUACION DE LA ENSEÑANZA DEL IDIOMA INGLES SEMINARIO DE INVESTIGACION LINGUISTICA APLICADA AL IDIOMA INGLES Técnicas Electivas 11 CPT0 CURSO DE PREPARACION PARA EL TOEFL 11 DGE2 DIDACTICA GENERAL II 11 IIE1 INTERPRETACION INGLES-ESPAÑOL I 11 IIE2 INTERPRETACION INGLES-ESPAÑOL II 11 ORA0 ORATORIA Y PROTOCOLO EN INGLES 11 TRA0 TECNICAS DE TRADUCCION INGLES-ESPAÑOL TOTAL DE ASIGNATURAS : 44 TOTAL DE UNIDADES VALORATIVAS : 186

UV 4 4 4 4 4 4 4 4 4 4 4 4 4 6 4 4 4 4 4 6 4 6 4 4 4 4 4 4 4 4 4 4 4 4 6 4 4 4 6 4 4 4 4 4

4 4 4 4 4 4

Requisito -----PGE0 ING1 -INP0 -LPR0 DGE1 -ING2 TIC1 -TER1 -TER1 TER1 TER2 TER2 FFA0 TER2 GRI1 GRI1 LCI1 IAI0--LCI1 ESI0 CIN1 LNA0 LNA0 AIE1 DII1 CIN2 DII1 --FIN1 PPI1 --PPI2 AIE2

AIE2 DGE1 LIG0 PPI2 PPI1 ESI0

95

96