Methodology applied to tub teaching of english in kindergarten schools in the metropolitan area of s

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR

ILUMINA Y LIBERA

TOPIC METHODOLOGY APPLIED TO TUB TEACHING OF ENGLISH IN KINDERGARTEN SCHOOLS IN THE METROPOLITAN AREA OF SAN SALVADOR

GRADUATION WORK PRESENTED BY ANTONIOTREMAN RODRIGUEZBLANCAMIRIAN SERRANOTOBAR

TO OBTAIN THE DEGREE OF LICENCIATURA EN CIENCIAS DE LA EDUCACION ESPECIALIDAD EN IDIOMA INGLES

ADVISOR LIC. PEDRO ANTONIO CASTELLON LARA

SAN SALVADOR, EL SALVADOR C.A.

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTAD DE EDUCACION RECTOR LIC. LUIS ALONSO APARICIO

DEAN LIC. FRANCISCO MARIANO LARIOS

GENERAL SECRETARY ING. LUIS MARIO APARICIO

SAN SALVADOR, SEPTEMBER 1999

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR 7a. Avenida Norte No. Tels.: 222-5052, 421 271-0173, 281-1768 San Salvador, El 281-1769, Salvador, C. A. 281-1770 lax: ^MINA Y 222-5052 Mes: LIBERA ENERO Acta No.

Ano; Dos mil < n i 0 /

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En la Universidad Pedagogica de El Salvador, a las ocho horas y treinta minutos del dia ocho tie enero del ano dos mil, siendo estos el dia y la hora senalados para la defensa de la tesis: "METHODOLOGY APPLIED TO THE TEACHING OF ENGLISH IN KINDERGARTEN SCHOOLS IN THE METROPOLITAN AREA OF SAN SALVADOR", presentada por los estudiantes BLANCA MIRIAM SERRANO TOBAR Y ANTONIO TREMAN RODRIGUEZ, para optar al grado de Licenciado en Educacion, especialidad en Idioma Ingles. El tribunal estando presentes los interesados, despues de haber deliberado sobre la defensa de su tesis, ACUERDA: Apr* t* Pdi Lie. Q NTONIO ALAS GARCIA er. Vocal Lie. JORGE O R E S P BLANCA ANTONIO TREMAN

nads

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IANOAGUILAR LORIA LUZ VASQUE^DE LARIOS J 2do. Vocal ^

MIRIAM SERRANO TOBAR RODRIGUEZ Sustentante

ACKNOWLEDGMENTS TO:

Lie. Pedro Castellon for guiding we during this research work.

The Autorities from university Pedagogica de PI Salvador.

The commities who evaluated this study ibr the observations in order to have a better work The principals and teachers of the institutions where the research work took place.

BLANCA MIRIAN SERRANO LOBAR

ANTONIO 1KEMAN RODRIGUEZ

DEDICATED TO:

THE AI MIGHT GOD:

I always believed that you could not leave me

alone to realice my wish of being a professional person.

MY PARENTS: Eduardo Ruiz and Lucia Rodriguez. Their advices encouraged me to finish this study. Thanks a lot.

ANIONIO TREMAN RODRIGUEZ.

DEDICATED TO:

THE ALMIGHT GOD: I always believed that you could not leave me alone to realiee my wish of being a professional person.

CELESTIAL MOTHER: For guiding me a good road.

MY MOTHER: She rest peace. She gave me the life. Thanks a lot mother. I know that anywhere you are you give me your blessing.

MY BROTHERS AND SISTERS: EHs, Ofelia, Hector. Amoldo, Adolfo. Elio. I always have received from them help me to finish this step in my life.

MY NIECE: Zuleyma for moral support thanks.

MY FRIENDS AND PARTNER: Because received Irom them moral support and comprehension. Thanks a lot friends.

BLANC A MIRIAN SERRANO TOBAR.

INDEX

rage INTRODUCTION

Hi

Chapter I Conceptual Framework 1.1. Statement of the problem .............................. i 1.2. Delimitation of the research ........................... 3 1.3. Justification .................................................... 4 1.4. Objectives .......................................................5 Chapter II Theoretical Framework 11.1........................................................................Historical Background ..........................................................5 11.2. Historical Background of Kindergarten in El Salvador ................................................ g 11.3....................................................................... General Concept of Language .......................................... 9 V\.1>A.\>^VCVV\AOTV ........................................... 9 11.3.2. Assimilation of the Language ............. 10 11.3.3. Development of Language .............

H 11.4.

The Place of the Syllabus in Language Teaching..................................... 13 II.4.1. Criteria to organize a Syllabus in Language Teaching .......................... 14 11.5........................................................................ Methods And Contents of The Course ................................ 15 II.5.1. How to Organize The Contents of a program .......................................... 17 II.5.1.1. The Selection of the Linguistic and Cultural Material .............................. u 11.5.1.2.The Necessity of Planning ............... 18 11.5.1.3.The Age To Begin The Acquisition of L2 .............................. 18 II.6. The Teachers................................................19

Chapter III Hypothesis System .............................................. 21 Hypothesis operative Chart .................................. 22

Chapter IV Methodological Framework ................................. 23 Techniques and Strategies ........................... 24

Chapter V Analysis and Interpretation of Data...................... 26

Chapter VI Conclusions and Recommendations ................... 44

Bibliography ........................................................................ 46

Annexes

INTRODUCTION

Education is the cornerstone for the development of any Society. People around the world based their own progress on the education of all the members who are part of it.

In that development communication among all the people is outstanding to build up their future. But it is not only necessary the communication among all the members of a determined community but also among different communities around the planet.

Lately, the word globalization has a remarkable importance. The dream of many people is to live in a world without borders. Borders should not be understood as physical limits only. Those limits which are marked by rivers and mountains. Borders should be understood as the lack of knowledge of other people's habits and language.

In the process of worldwide communication it is important to know how to develop and improve that communication. The first barrier to overcome is language.

People seem to have understood this problem. Although it is impossible to learn more than four thousand languages currently spoken all over the world, some of them are being adopted as official ones to communicate around it.

Along this line, some people agree with the fact that French is the language of diplomacy. German, the language of science and English, the language of business.

A very important fact to consider in the adoption of a foreign language is the influence that developed countries exert on the under developed ones.

El Salvador, is directly influenced by the United States. Probably, this is the main reason why the official system of education adopted English as the foreign language to study in official schools since the early 60s.

Official Schools make English Compulsory from 7th. grade of Elementary School to second year of Bachillerato. However, the private system of education teaches English from lower levels. iii

There have been many researches, which have reported on methodologies and proficiency level from 7th grade to Bachillerato but none has been done in lower levels. At least, not on this University.

This research is a study of the Methodology Applied to Teaching of English in Kindergarten Schools in the Metropolitan Area in San Salvador during the first semester of the school year in 1999. It is an explanation about how is the teaching and learning process developed in private schools where English is taught at the pre-school level.

This report is made up of six chapters. Chapter I shows the statement of the problem, its delimitation, justification and the objectives of the research.

The theoretical framework is described into chapter II. This chapter shows the historical backgrounds of as well as the implementation of kindergarten school in El Salvador. Furthermore, it contains a short concept regarding language, its assimilation and development by children. Finally, at the end of the chapter, the reader can read about the importance of a syllabus in language teaching at kindergarten level.

The hypothesis, which guided this research, are stated on chapter HI. Afterwards, chapter IV contains the methodology, strategies and techniques, followed to carry out this investigation.

An analysis and interpretation of the collected data is presented along chapter V, and chapter VI contains the conclusions and some recommendations derived from the research.

At the end of the report there are some annexes which were important tools to carry out this report.

It is expected that this first work could be only the beginning of further studies in the kindergarten level.

THE AUTHORS

IV

CHAPTER I CONCEPTUAL FRAMEWORK 1.1 STATEMENT OF THE PROBLEM

In El Salvador, English is a mandatory subject from seventh grade on in Public schools.

However, it is taught in the pre-school level of some private schools in El Salvador. Although, there have been many studies about the proficiency level at the end of Bachillerato not only in private but also in public schools, no study concerning this matter has been carried out in the pre-school level.

Studies done in the other levels 1 have revealed that the level of proficiency achieved by students is very low.

According to some psychologist early childhood is the best age to acquire a second language.

However the Ministry of Education of El Salvador does not pay any attention to this and it is only in some private schools where English is taught in lower grades than the seventh. In spite of this, the students' proficiency is still very low.

Since English is mandatory only from 7,h to bachillerato, the Ministry of Education MINED) does not have a Syllabus

for teaching this subject in pre-or elementary school.

Consequently, the schools where English is taught in those levels, have their own syllabus or follow the contents of some textbooks.3

1 See "Evaluaci6n de las Estrategias Metodologicas en la Ensenanza del Idioma Ingles en el Prmer afio de Bachillerato" Tesis de Grado, Marina de Jesus Martinez y otros. UPES. 2 Federico Augusto Froebel, Psicologia de la Infancia, editorial grijalba.

2da. edici6n 1960.

3 Pilot test - observation done by researchers

On the other hand, only five universities out of more than twenty only in the metropolitan area of San Salvador, train students to become teachers for the teaching of English in El Salvador.

The name of the career is "Profesorado para la ensefianza del idioma ingles para el tercer ciclo y bachillerato."

As it can be noticed, students of this career are prepared to teach English only in public schools. Consequently, there are no teachers trained to work in the lower levels. The result of this is that when a teacher has to work in the elementary or pre-school level, he has to adequate the acquired techniques to the level where he must work.

In most of the cases, that results in a boring class with very little benefit for children. It is necessary for an English teacher to keep in mind not only the skills such as good pronunciation and fluency but also to have positive attitude and a strong vocation to work with youngster.

The basis for any subject matter is very important to get more complex knowledge. English is not the exception, consequently, the basis must be strong from the very beginning. â&#x20AC;˘

What is happening in the teaching of English to Pre - Escholars?

â&#x20AC;˘

Are the results good enough at the end of Kindergarten?

â&#x20AC;˘

If not, what can be done to improve the level of proficiency of students of English at the end of the Kindergarten?.

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1.2 DELIMITATION OF THE RESEARCH

GEOGRAPHICAL DELIMITATION:

This study involves private schools in the Metropolitan area of San Salvador. Such schools must have a pre-school level where English is taught.

TIME:

The research will be carried out during the first semester of the school year in 1999.

ACHIEVEMENTS

:

The research intends to find out strengths and weaknesses of the methodologies used by teachers of English in the pre-school level of private schools in the metropolitan area of San Salvador.

3

1.3 JUSTIFICATION This research intended to analyse the use of methodologies in the teaching-learning process of the English language in the pre-school level of the Salvadorean educational system. This research was carried out in private schools, located in the metropolitan area of San Salvador. The reason why only private schools were considered for this study was because the Ministry of Education in El Salvador does not consider English in public schools to be taught before 7th grade.

By means of this analysis, a proposal will be elaborated to improve the results in the acquirement of the foreign language in children in the pre-school level.

The Ministry of Education lacks of a syllabus for the teaching of English in kindergarten. As a result, teachers working in that level must improvise dieir classes. In many of the cases, they have to adequate teaching tecniques that might result in good benefits for young learners but might not with children in pre-school age.

There have been many researches that have pointed out the weakness and strengths of the teaching of English in tercer ciclo and bachillerato levels. The conclusions have drawn the reality: low learning in students after five or six years of studying a second language. However, not a single study has been done in the kindergarten, in spite of the fact that many psychologists have stated that the best age to acquire a language is early childhood.

4

1.4 OBJECTIVES

1.

GENERAL OBJECTIVE :

Analyze if the methodology used for teaching English to children in the pre-school level (kindergarten) is appropriate.

2.

SPECIFIC OBJECTIVES :

1. To identify the weaknesses and strengths in the teaching of the English language in kindergarten.

2. To find about the teaching learning process in children in the pre-school age.

3. To find if the syllabus for teaching English in kindergarten level take into account the children's own process of learning in agreement to his/her Psychological age.

5

CHAPTER II

THEORETICAL FRAMEWORK

II-1

HISTORICAL BACKGROUND JUAN AMOS COMENIO

One of the greatest educators in history was Juan Amos Comenio, who was born in Moravia (now part of Checoslovaquia) 1592-1670.4 Comenio wrote the book entitled Magna Didactic which is the first book written on how to educate a child and how to lead a School. Comenio had the honor of having structured his pedagogical ideas in a very systematic way.

Comenio was also the creator of what was called " Unified School. "At the same time, he promoted a project called" Common Education For Youth", which consisted of the opening of school for people belonging to all social classes.

Comenio structured the educational system in four phases: a. Early Childhood b. Childhood c. Teenagers d. And youth Education 4 Stevens, Joseph Jr. Edith W., King. Education Administration programs for early and pre-scholar education. Editorial Trillas, Mexico, 1988.

6

FEDERICO AUGUSTO FROEBEL (1782 - 1852) Froebel was born in Oberweiback, Germany. He was the founder of kindergarten Education.

He based his ideas on Enrique Pestalozzi' s Principles. Pestalozzi considered education as a social work and as a task of doing. It means active participation.

Froebel Stated that the bases for education should not begin until school age (7 years old). He stated that it should begin before avoiding failures from the very beginings. He said basic school should be preceded by a natural and meaningful educatioa This should be the first education. Froebel called this kindergarten (The German Word for Garden for Children) Froebel created special material for children and divided them in two groups: a) games and b) occupations.

GAMES This group consisted of series of toys and games that the children use for their activities. Games include building up and all kinds of activities that help children to develop creativeness.

OCCUPATIONS This group consists of the application of games in manual work. Froebel promoted the training of women to work as teachers in the kindergarten. 5 Ibidem 4

7

II- 2 HISTORICAL BACKGROUND OF KINDERGARTEN IN EL SALVADOR.

Kindergarten education was created in EI Salvador in 1886 during the administration of General Francisco Menendez.6 The first school was under the direction of a French educator, Agustina Charvain and a Salvadoran one, Victoria Bedofta Aguilar. They applied Froebel principles. Until 1923, there was only one Kindergarten School in El Salvador.

On the other hand, Margoth Tula de Moran, studied in Mexico Froebel's principles and Maria Montessori's. These studies were directed by the Mexican educator Rosaura Zapata Later, Froebel and Montessori's principles were applied in El Salvador.

In 1940 an education reform took place in El Salvador.7 During this reform the first bases of pre-school education system were stated. They were published in the official newspaper of El Salvador.8

The result of this was only the elaboration of a syllabus regarding other subjects English was not included.

In 1957, Marta Carbonel de Quiterio carried out studies on kindergarten education in the U.S.A. Later, she implemented what she acquired abroad.

6 Docuemnto #6 Reforma Educativa de El Salvador 1 Ibidem 6

8

In 1961, Mr. Roberto Varela, General Director of Basic Education in that time, called for a General Assembly of personnel working in kindergarten schools all over the country and from this assembly three supervisors were elected to supervise all the schools in the three zones of the country: East -Central and West. The elected ones were: Ines de Pineda, Etelvina Trejo de Palencia and Yolanda de Diaz.

\\-} GENERAL CONCEPT O? LKNCA3 KGE. II-3-1 Definition It is a special way by means of which people communicate one another. This, together with gestures and mimics make understanding among people easier.9 For mankind, the exchange of thoughts is of vital importance in social life. This exchange assures the action for the production of material values, struggle against nature forces and, in general, for rules of all human being activities.

In the exchange of thoughts two subjects take place: a) the one who speaks and b) the one who listens

The one who speaks chooses the necessary words to express his ideas. He orders them according to their specific grammar rules and pronounces them by means of the speaking production organs.

8 Feb. 26th. 1940, number 46, volume 128 (Diario Oficial) 9 McNeill, 1970.PpIIII -1112 (Handout reference UPES)

9

The one who listens, perceives the language, and somehow understands the ideas the speaker wants to transmit.

In order to make the ideas clear in the process of communication it is necessary to follow the specific rules of the language in use. These rules have been developed in the process when many different generations have used them in their own process of communication. Language is a historical social phenomenon created by people and it has been developed along with society. Youngsters learn the language when they get in touch with adults they live with. Rules and other characteristics of language are apprehended in the same process of interaction 10

II-3-2

ASSIMILATION OF THE LANGUAGE.

There are three different aspects in language: phonetics, vocabulary and grammar; all of them have their own systems and their relationship among them build up the general system of any language, n In order to command a language it is necessary to know its system. The phonetic system of the matema\ \anguage may \>e assimilated during the first and second year of Yife. This happens when the child begins to interact with adults around. When a person speaks his maternal language for a couple of Y«ars>,lhfi TOfccbanssm of ^ot»ss«^VQXVoC^cKlasvgiia%e, %<& so tvgj&tbaS. vrtMM\Ar$vjN£,t« ^KWKMMX words of a different language with a different

phonetics system it becomes difficult to pronounce.Ibidem 9 10 A.A. Smirnov,Psychology.Editorial Grijalba,1960

10

For example, Spanish does not admit liquid consonants at the very beginning of words; that is why in the word "STUDENT", Spanish speakers pronounce it as "ESTUDENT." Japanese does not have the /1/sound so, they substitute the IV sound with the Ixl that is why when Japanese people pronounce a word in a different language, /Alejandro / for example, they pronounce it /Arejandro /. So, according to some investigations (Artiomov and others) Ho eliminate the influence of the mother language phonetic system in the process of learning another language it is necessary to make a conscious comparison of the way of articulation of the sounds in both LI and L2. 12

Human language Is the most complex of all kinds of communication already studied.

Chimpanzee and other primates (and even some mammals as whales and dolphins) have apparently a vocabulary made up by a set 0? individual sounds w\i\c\i are used in specWic situations.^ Human language is nothing but a set of sounds in which each one has a particular meaning.

These sounds can be combined and so create a new meaning.

There is an infinite number of combinations and multiple meanings.

All children can learn

their language by memorizing these combination and their meanings.

At the age of eight months, the baby in a Spanish speaking environment, can emit sounds like "te teยก te", "da da da", "ma ma ma." One month later, the first word might be emitted. At the age of eighteen months or two years the baby begins to join words in two or three word-phrases. At this time, those phrases are not grammatically correct.

Ll= Mother Language L2 Target Language 12 Ibidem 9

11

The development of the mother language in a child can be described in the following steps: - At about six months of age the baby utters very few sounds, except when crying. These sounds are like consonant ones but they do not occur very frequently.

- After the six months a new step takes place: The babble phase.

During this period the baby commands a wide variety of sounds including many that do not exist in the language of the people around him. There are characteristics that make this phase different from the step before; the six months. During this period, the little child makes these sounds more often. Many of the times it seems that he speaks for himself. This may occur when he plays alone in his cradle right before or after he sleeps.

Another characteristic is that some combinations of consonants and vowels appear, syllables like "ga" and "da" in a Spanish sorrounding environment.

Finally, at the end of this phase, the baby begins to join long sequences of those syllables.

Very commonly, he emits sounds like "da da da" or "ga ga ga". Sometimes more complex combinations; This repetition of sounds is called echolaly.

Between ten months and one year of age, the baby emits his first words.

This can be "mama" or a sequence of syllables like "pa pa pa". Sometimes this is irrecognizable because, at this time, they are not as clear as what it is called - true words". To consider a sound or group of sounds as a word is

12

not necessary that it sounds as the ones used by adult people. These first sounds utter by babies are called "holophrases"

II-4

THE PLACE OF THE SYLLABUS IN LANGUAGE TEACHING Among the various aspects of second or foreign language teaching, one of

the most ignored has been the content of the teaching, what is generally referred to as curriculum or syllabus design. The content of language teaching has been classified in terms of three types of syllabus e.g. the structural, the situational, and the most recent, the notional/ functional. 14 It is not a goal of this work to make a distinction between curriculum and syllabus. Just to mention it, different literature states that the curriculum is more general than the syllabus. The syllabus is more concrete. What it is intended to state is the necessity of the syllabus and its components.

According to some analysis of language teaching it goes like this: Method is the cover term for all of language teaching, from theory to practice. Method is divided into three levels of:

a- approach

b- design c- procedure The approach level is further divided into theories of languages and theories of learning. The Design level is divided into syllabus design and contents; roles of materials; roles of learners; and roles of teachers.

13

The Procedure level specifies the activities that are actually used in a classroom

II-4-1

CRITERIA TO ORGANIZE A SYLLABUS IN LANGUAGE TEACHING

The teaching of a foreign language at pre-school and primary level must constitute a modern integration of the syllabus of basic literally and furthermore an essential component of the fundamental education of the new generations.

However, such an innovation in the programs might face some opposition.

For example, teachers at the pre - school level might argue that schedules and Syllabi are already overloaded. In addition, they might state that students go to higher levels with little or none proficiency in the foreign language and as result, high school teachers prefer to begin their classes from a zero level.

Those feelings further than being non-sense have to be given them all the attention by discussing them clearly and honestly among parents and teachers for two main reasons: A) Because teaching of the foreign language begins at a very early age, the linguistic skills might have enough time to be learned adequately.

B) Early childhood is particularly helpful regarding assimilation of the oral linguistics skills and this allows the child to command good communication in L2, and at the same time to acquire a solid base for linguistic command, which would appear a little bit later. (Grammar and phonology among others).

14 Nassif Ricardo,Pedagogia General Handout UPES.

14

It is clear that the finguisf fc acquisition at this early age cannot be but limited and emphasizing what is called oral automatic language.

This limitation further than being harmful or negative will assure a higher possibility of future enhancing of the language.

The most specific contribution of the teaching of L2 at this age is the unconscious acquisition of the language, which will prepare pre-school students for the acquisition of more complex knowledge.

In synthesis, the learning of a foreign Language is a true enrichment of elementary education.

It has to promote the development of linguistics consciousness; cultivate positive attitudes toward foreign cultures and people, and in general it can directly enrich other areas of school education like art, Geography, Math, Science, etc.

METHODS AND CONTENTS OFTHE COURSE To build up a syllabus for early children two main criteria might be considered at least, a) First, it is necessary to place children in direct contact with the foreign language (L2) in such situation it might look exactly as in real life. The children might be immerse in a linguistic bathe just in the same way they are in their native language environment. In this way, learning occurs by means of a total absorption of L2. Consequently, the linguistic barriers of their mother tongue are overcome almost automatically. What is really happening is a direct association between the language and the human environment. To be more precise,

15

the association between the foreign language and the person who represents it. The one who teaches L2 - becomes a stimulus, which determines a specific linguistic reaction, b) Learning by immediate absorption does not constitute a factor of enough stabilization and should be completed with a more systematic learning.

Systematic should not be understood as a formal and rigid itinerary but as a way of constancy in the use of certain procedures. As it must be known, at this age, these procedures must contain some progress in the presentation of some linguistic elements.

When implementing games, these might not be at random or improvised but they should fulfill an established objective. It must be taken into consideration that games are very important at this age.

It is important to remark that the phases of a program for pre-scholars should be clearly stated andcontain defined ways to follow. This must be quite different from the courses for teenagers and adults.

When stating the importance of games and child didactic, it is necessary to establish that even the spontaneity of games might be systematic; otherwise, games would not be a way of teaching but a way of entertainment.

H-5-1

HOW TO ORGANIZE THE CONTENTS OF A SYLLABUS

The most important question, at this level, is what to teach?

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This question requires to essential answers: A) The selection of the linguistic and cultural material.

B) Criteria and organization of these materials.

II-5-1 -1

THE SELECTION OF THE LINGUISTIC AND CULTURAL MATERIAL.

The selection of the material must be based on the need to give an oral form to things and experiences of the children. This is what becomes normal topics of conversations among children of a certain age. In a few words, the selection of the material must be based on real life situations and common used expressions also. Besides polite expressions and classroom commands some typical situation which allows the exchange of ideas might be considered. For example, home, school, food, health, clothes, hobbies, parties and other topics, which might help the exchange of ideas.

II-5-1 -2 THE NECESSITY OF PLANNING The success of a bilingual syllabus will depend on how carefully this has been planned. It is necessary to consider some essential factors, such as: A) The age or the first stage of the teaching of some linguistic elements.

B) Availability of the time to develop the syllabus C) Trained teachers to develop the program.

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D) Contents and methodology.

E) Visual aids.

F) The possibility of following up in the different steps of education. That is, preschool elementary and Bachillerato education.

G) Coordination in all the courses to find out strengths and weaknesses and implementation of feed back.

II-5-1 -3. THE AGE TO BEGIN THE ACQUISITION OF L2

Renso Titone, in his book Bilingual children at 3 years old, 15 states that any child with an average Intelligence quotient (I.Q.) might be able to acquire a language at a very early age. In addition, he states that different experiments have proved that a child is able to begin learning a second language at the Kindergarten and successfully continue through elementary school.

In some cultures, the learning of L2 is particularly necessary because the courses at the elementary level are taught in L2. However, this study considers the acquisition of L2, particularly mandatory in order to provide the child with the necessary knowledge to compete in a world without borders. In this era of globalization, only people with a wide range of knowledge succeed.

15 Renzo Titone. Bilingual Children at the Age of Three Years Old - 2nd edition,1954(P.34) 18

II-6 THE TEACHERS.

The election of trained teachers for pre-school children might become barrier number 1.

To teach children of this age second language requires exceptional skills. Some educators believe that children have an innate capacity to assimilate a second language. However, it is commonly forgotten that this job requires a very high degree of didactic abilities. Enthusiasm and improvisation do not drive anywhere. In some cases, teachers who are linguistically imperfect have caused the children to acquire imperfections in L2 that after some time they are almost impossible to correct.

It is not enough that a native speaker leads the process of teaching a second language to make it successful. Probab/y this native speaker might have not realized the meaning of learning his first language as a second one. Based on this, participants of a conference,^ carried out to find out the weakness and strengths of this process stated that "All teachers involved in the teaching of a second language not only must have a perfect command of L2 and be good models of pronunciation but also command the students' first language."

PROFILE OF THE TEACHER OF A FOREIGN LANGUAGE IN A PRE-SCHOOL LEVEL.

a- Willing to participate in a program of didactic renewal. b- Command of both LI and L2. c- Knowledge of Methodology to teach a foreign Language.

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d- Understanding and acceptance of foreign cultures. e- knowledge of the process of psychological and biological development of the child. d- Be a good model for L2.

16 Hamburg Conference for Teachers of Foreing Language 1980.

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CHAPTER III

I. HYPOTHESIS SYSTEM

I.a. GENERAL HYPOTHESIS: The use of inadequate methodologies results in poor learning of the English language in students in Pre-School age.

I.b. SPECIFIC HYPOTHESIS: The use of adequate Methodologies will improve the learning of the English language in children in Pre-School age. I.e. NULE HYPOTHESIS: There is no relationship between the use of methodologies and the learning of the English language the students in Pre-School level.

21

HYPOTHESIS OPERATIVE CHART HYPOTHESIS

GENERAL HYPOTHESIS

VARIABLES

INDEPENDENT VARIABLES

The use of inadequate methodologies results in poor learning of the English language, in students in Preschool age.

1.

1 1

- Achievement of the students in Kindergarten age of L2.

Use of inadequate Methodologies.

I

DEPENDENT

- Achievement of the student 8

VARIABLES

in Kindergarten age of L2. I

Low learning of L2.

SPECIFIC HYPOTHESIS | The use of adequate 1 Methodologies will improve 1 the learning of the English 1 language in children in PreJ School age.

INDICATORS

- The Achievement of the INDEPENDENT VARIABLES Use of adequate Methodologies.

DEPENDENT

I

students in Kindergarten age 1 of L2.

- Methodologies.

I

1

- Real Learning.

|

VARIABLES

2

'

Better learning of L2.

I There is no relationship 1 between the use of adequate 1 methodologies and the learning of the English language in the Children in Pre-School level.

- Children's Attitude toward the English Language.

- Children's motivation for the English Classes.

- Teacher s motivation.

------- â&#x20AC;&#x17E;__ ------- ,

1

22

1

CHAPTER IV METHODOLOGICAL FRAMEWORK The main objective of this investigation was to find out about techniques and methodologies currently used to teach English to pre-school children.

Consequently, it required visiting some private schools in the metropolitan area of San Salvador where English is taught at that level.

Since English is only taught in private schools, no public schools were considered.

This investigation was exploratory and descriptive at the same time.

The use of the scientific method was a must, which permitted the analyses of reality from a very objective point of view. Hence, some instruments as the questionnaire and observation guides were necessary to make contact with the field of work.

The contact with the phenomenon was made through direct and indirect contact.

The idea was to establish how the process of teaching and learning English is being carried out in the pre-school level.

Data were collected by means of direct observation of classes and throughout questionnaires administrated to principals and teachers of such schools, which were taken as a sample.

To validate the data, it was necessary to directly observe classes to compare the content of the answers in the questionnaires and what was actually happening in the classrooms.

23

Techniques and strategies The first step was to obtain the permission of the principals of the school which were visited.

Afterwards, principals and teachers were asked to fill out the questionnaire (see annex ) Then, permission was asked to observe different classes in two or three different times. Activities The process was as follows: A. A pilot test was carried out for validity and reliability B. Permissions were obtained C. Classes were observed D. Questionnaires were prepared E. Questionnaires were Administrated F. Data were organized, analyzed and interpreted G. Conclusions were drawn H. Recommendations were stated

To validate the data, it was necessary to directly observe classes to compare the content of the answer in the questionnaires and what was actually happening in the classrooms.

24

Population The whole number of private school in San Salvador is 138 (according to registration in the ministry of education) out of this number only in 36 English is taught from the kindergarten level

Sample At the beginning, all 36 schools were taken as the whole universe for the research. However, many barriers were found in 16 of those schools. In ten of them, permissions to observe and to administrate the surveys were openly denied, in the other 6 left, it was impossible to find any body to ask for permission.

Thus, only twenty schools were taken as a sample for the purposes of this investigation.

Considering that in the area where the research was carried out, there are only 36 schools in which English is taught as a foreign language in Kindergarten, the number of 20 is reliable for the objectives of this research.

25

CHAPTER V ANALYSIS AND INTERPRETATION OF DATA Pregunta No. 1 i Que titulo ostenta para ejercer la docencia?

ITEM

F

%

Profesor de Education Basica (N2 )

8

40%

Licenciado en Education ( Nl ) en

9

45%

Ingles Licenciado en Parvularia (Nl)

3

15%

20

100%

TOTAL

Comments 55% per cent of the teachers of English at this level are not Specialists of the English Language. Only 9 out of 20 interviewees have a degree in the English Specialty.

26

Pregunta No. 2

I Cuanto tiempo tiene usted de ejercer la docencia en el tiivel de kindergarten?.

F

%

Menos de 1 aĂąo

6

30

Mas de 1 aĂąo

10

50

Mas de 5 aĂąos

4

20

20

100%

ITEM

TOTAL

Comments

70 percent of the teachers who were interviewed have 5 or more than 5 years of experience at the kindergarten level, only 6 teachers out of 20 interviewees have less than one year at the level.

27

Pregunta No. 3

I Cuanto tiempo tiene usted de ensefiar Ingles en el nivel de kindergarten?.

F

%

Menos de 1 año

6

30

Mas de 1 año

10

50

Mas de 5 años

4

20

20

100%

ITEM

TOTAL

Comments

The projection is the same as in question #2. It means that the experience of the 14 interviews has been at the teaching of English in kindergarten.

28

Pregunta No. 4 I Ha enseĂąado Ingles en otros niveles?.

F

%

Tercer Ciclo

9

45

Bachillerato

1

5

Universidad

0

0

Otros

0

0

10

50

20

100%

ITEM SI

NO TOTAL

Comments

10 out of 20 teaches have worked in other levels different from kindergarten.

29

Pregunta No. 5

Le proporciona el centro educativo un programa de enseñanza de Ingles?.

ITEM

F

%

SI

13

65

NO

7

35

TOTAL

20

100%

□1 □2

Comments 13 teachers said that they are provided with a syllabus by the school. The rest of them make treir own program.

Pregunta No. 6 Como decide que libro de texto utilizar?.

F

%

Obedece recomendaciรณn de autoridad superior

13

65

Lo decide usted

7

35

20

100%

ITEM

TOTAL

D1 D2

Comments In the same line, 65% percent of the interviewees said that the school autorhies choose the textbook. The 35% left do it by themselves.

31

Pregunta No. 7

En qu6 se basa usted para elaborar su planificaciรณn?.

ITEM

F

%

Programa de la Escuela

12

60

El libro que usted selecciona

8

40

20

100%

TOTAL

โ ก1 D2

Comments

60% of the interviewees said that they elaborate their plans based on the school syllabus.

The 40 % left base their planning on the textbooks they select.

32

Pregunta No. 8

i Le revisan sus planificaciones?.

ITEM SI

F

%

Director (a)

13

65

Coordinador (a) de nivel

2

10

Coordinador (a) de especialidad

2

10

3

15

20

100%

NO TOTAL

Comments

Most of the interviewees 85% stated that any of the school authorities revise their planning. Only 3 interviewees 15% said their plans are not revised.

33

Pregunta No. 9

Dentro de su preparaci6n docente i recibi6 usted didactica del idioma inglSs en el nivel parvularia?.

ITEM

F

%

SI

13

65

NO

7

35

TOTAL

20

100%

Comments

65 percent of the teachers said they have attended didactic for the teaching of English at kindergartea Only 7 interviewees (35 percent) said they have not attend that subject matter.

34

PreguntaNo. 10

i Ha recibido usted seminarios orientados a la ensefianza del Idioma Ingles del nivel parvulario?.

F

%

Seminario menos de 10 horas Seminarios mas de 10 horas pero menos de 40

10

50

6

30

Seminario mas de 40 horas

4

20

0

0

20

100%

ITEM SI

NO TOTAL

Comments

All of the interviewees said they have attended special seminars for the teaching of English at kindergarten.

35

Pregunta No. 1

La institución que usted dirige exige especialistas en el área de docencia para las diferentes areas de enseñanza?.

ITEM

F

%

SI NO

18 2 20

90 10

TOTAL

100%

□1 □2

Comments

10 out of 20 principals of schools said they require a specialist of the different of their schools.

36

Pregunta No. 2

4 Ademas de la especializaciรณn docente 4 exige experiencia en el nivel que se atenderรก?

ITEM

/o

SI NO TOTAL

20

100

20

100%

Comments

100% per cent of the principal stated experience is required to hire teachers in their that schools.

37

Pregunta No. 3

Cuenta este centro educativo con un programa oficial para la enseĂąanza del Idioma Ingles en parvularia?.

ITEM

F

%

SI NO

7 13 20

35 65

TOTAL

100%

Comments

13 principals out of 20 said that they do not have any official program for teaching english in kindergarten 7 said yes.

38

Pregunta No. 4

Participa usted en la escogitacion de textos de enseĂąanza?.

ITEM

F

%

SI NO

20 0 20

100 0

TOTAL

100%

â&#x2013;Ą1 D2

Comments

All the principal said they take part to decide which textbook to use.

Pregunta No. 5 Revisa planificaciones en el area de Ingles?.

ITEM

F

%

SI NO TOTAL

20 0 20

100 0 100%

Comments

In Question 5, All the answer show that a hundred percent of principal check the plans of their teachers.

40

Pregunta No. 6 I Supervisa las clases de Ingles?.

ITEM

F

%

SI NO TOTAL

16 4 20

80 20 100%

Comments In relation to supervision of classes, only the 80% of principals said they supervise classes.

The 20% left said they do not supervise classes.

41

Pregunta No. 7 Si la respuesta es afirmativa i Existe algun instrumento de observation?.

ITEM

F

%

SI NO TOTAL

15 5 20

75 25 100%

Comments 75% of the interviewees said they have an observation guide. IbVo sa\a ftiey do nol \iave an observation guide.

42

Pregunta No. 8 i Se preocupa usted porque el profesor de Ingles en kindergarten asista a seminarios de capacitaciรณn relacionado con el area.?.

ITEM

F

%

SI NO TOTAL

17 3 20

85 15 100%

Comments 17 principales said they attend invitations to seminarars related to each teaching area 3 said not.

43

CHAPTER VI CONCLUSIONS AND RECOMENDATIONS

CONCLUSIONS Because of not a single study had been done on what was actually happening in the teaching of English in kindergarten all the results presented on this report are of remarkable importance. So, after this experience these conclusions can be formulated: A. Even though there is not an official syllabus for the teaching of English in kindergarten, private schools have their own ones.

B. In spite of the University Curriculum do not require a special didactic for teaching English at preschools level, other institutions such as: textbook Editors/houses or distributors are fulfilling this vacuum with seminars for teachers already working in that level.

C. Almost 50% of the teachers working at the level have a speciality in the English Language field.

D. Most of schools require a specialist in the English Language to work in the teaching of English.

E. Most of the teachers include songs and games in their classes.

F. It is necessary to do a research on the level proficiency reached by prescholars at the end of the 2 or 3 years of kindergarten.

G. It is necessary to elaborate a standard syllabus for the teaching of English in pre-school level in private schools.

H. It is urgent to implement classes in the publich kindergarten schools.

RECOMENDATIONS

To the Ministery of Education •

• • •

To form a multidiciplinary group (Psychologists, Pedagogues,English Teachers) in order to elaborate an official program for the teaching of English in kindergarten.

To implement the teaching of English in publics kindergarten schools.

To Implement seminars for teachers of English working in the different levels of the public schools.

To promote the opening of the career profesorados para la ensefianza del idioma ingles en kindergarten.

To Universities which still have "Profesorados en Idioma Ingtes."

•

To include in their curriculum the Subject Matter Metodology for the teaching of English in the Pre-School level of basic Education.

To University Pedagogica • •

To suggest to undergraduates of the English career about the level of proficiency reached by Pre-Scholars.

To suggest to undergraduates of the English career about the advantages of teaching English in the kindergarten level of public schools. This should be an experimental investigation.

To Principals of private schools • • • • •

To allow teacher to attend seminars.

To promote seminars with help of other institutions like the MINED, and Editor and Distributor houses of Textbooks.

To open the door to researchers. This might help to identify the strengths and weakness of the English learning and teaching process in their own institutions.

To have an observation guide for the supervision ot classes.

To provide the necessary didactic resources to teachers of all the subjects but specially to teachers of the English Language.

45

BIBLIOGRAPHICAL REFERENCES

Autores - varios - Psicologia de la Infancia - Edition OcÂŁano - 1990.

Autores - Varios - Psicologfa de la Adolescencia - Edici6n OcÂŁano - 1990 Brown, R. Cazden, Studies of Child Language Development, New York: Regents, 1980.

Education, Ministry, Docuemnto No. 6 de la reforma Educativa de El Salvador 1970 Larsen - Freeman, Diane - Techniques and Principles in language Teaching Oxford University Press 1986

Nassif, Ricardo. Pedagogfa General, Handout, UPES. Richard - Amato, patricia A. making It Happen, Interaction in the second language classroom. Smirnov, A.A. Psychology, editorial Grijalba. 3rd. Edition, 1960

Steven's, Joseph Jr. Edith W. King - Education Administration programs for early and pre-scholar education, Editorial trillas, Mexico, 1988.

Titone, Renzo, Bilingual Children at 3 years Old, 1970.

46

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR. Instrumento Para Recoleccion de informaciรณn Cuestionario para el Director o Directora.

Institucion: ________________________________ Fecha: Titulo de la investigacion: ___________________________ Nota: La fidelidad con la cual usted responda, sera de mucho beneficio para los resultados de esta investigacion. Le suplicamos responder lo mas precisamente posible cada pregunta.

1- <^La Institucion que usted dirige exige especialistas en el 6rea de docencia para las

diferentes

2- i Ademas

Si D

-

No D

Si D

-

No D

areas de ensefSanza?:

de la especializacion

docente, ? exige experiencia en el nivel que se atendera? :

3- ^Cuenta este Centro Educativo con un programa oficial para la ensefianza del

Si g

.

]sj0 \j

Ingles

en parvularia?:

4- ^Participa usted en la escogitacion de

Si D

-

Si D

-

No D textos de ensefianza?:

5- ^Revisa planificaciones en el area de No D Ingles?:

6-^Supervisa las clases de ingles?.:

Si D

-

No D

7- Si la respuesta es afirmativa, ^Existe

Si D

-

No D algun instrumento de observacion?.:

8- ^Se preocupa usted por que el profesor de ingles en Kindergarten No D asista a seminarios de capacitacion relacionados con el area?:

Si D

-

COMENTARIOS: UNIVERSIDAD PEDAGOGICA DE EL SALVADOR Instrumento Para Recoleccion de Informacion Cuestionario para el profesor o profesora.

Institucion: _______________________ fecha: Nombre:(opcional) _____________________________________ Tftulo de la investigacion: ___________________ Nota: La fidelidad con la cual usted responda sera de mucho beneficio para los resultados de esta investigacion. Le suplicamos respoder lo mas precisamente posible cada pregunta.

1 - ^Que titulo osbtenta para ejercer la Profesor N1 docencia?: Profesor N2 Especialidad

2- ^Cuanto tiempo tiene usted de ejercer

Mertos de un afio.

D la docencia en el nivel de afios.

D

Mas de un afio pero menos de 5

Kindergarten?:

Mas de 5 afios.

Q

3- ^Cuanto tiempo tiene usted de ensefiar ingles en el nivel de anos.

D Kindergarten?:

Menos de un afio.

D Mas de un afio pero menos de 5 Mas de 5 afios.â&#x2013;Ą

4-^Ha ensefiado ingles en otros

SiD

-

No D

niveles?:

Tercer Ciclo.

D

Si la respuesta anterior es

Bachillerato.

D

afirmativa:

Universidad.

□

(?Cuales? _________________

Otros (Explique) _____________

□

Menos de un ano.

D

Mas de un afio pero menos de 5 afios.

D

Mas de 5 afios.

D

^Cuanto tiempo? ____________ Si D

-

No D

5- iLe proporciona el Centra educativo un pro grama de ensefianza de ingles?: a) Obedece recomendacion de 6- ^Como decide que material utilizar. especificamente que

□

autoridad superior. b) Lo decide Usted mismo.

D

libro de texto usar?: En: El programa de la Escuela.

7- ,>,En que se basa usted para elaborar su

D El libro que usted selecciona.

planificacion?: D Otro.

8- <<,Le revisan sus planificaciones?

Especifique: ___________

Si D

No D

Si la respuesta es afirmativa, ^Quien?

Director (a).

Coordinador (a) de Nivel.

Coordinador (a) de

□ D D

especialidad.

9- Dentro de su preparacion docente: ^Recibio usted Si □

didactica del idioma ingles en

NoD

el nivel parvulario?:

10-^Cuantos seminarios ha

Menos de 10 horas.

□

recibido usted orientados a la

Mas de 10 horas pero menos de 40

enseflanza del idioma ingles

horas □

en el nivel parvulario?:

Mas de Cuarenta horas.

D

COLEGIO BAUTISTA SAN SALVADOR ASIGNATURA DE INGLES

HOJA DE OBSERVACIĂ&#x201C;N 1999 MAESTRO:_________________________________________________ GRADO:___________________________________________________ FECHA:____________________________________________________ ................ ..AREADEDOMINIODECONOCIMIENf EX MB 3 TO Dennieitra seguridad en cuanto al conocimiento Presents contenido de In asignahira con que est* el impartiendo

C.

MM

I

Realiza daridad las evaluaciones en base a los Considers prepare anticipadaraente sus contenido*que estudiados.

Provee clases. eiplicaciones apropiadai utilizando

----

Utiliza variedad dc te"cnicas que permiten la ingWs una en clasc.

Disefta una variedad de material educativo que participaciin de los ahmmos en dase.

Utiliza el de la clase eneientemente. facilita e! tiempo aprendizaje Promueve un ambiente en cl cual los .....................................................

Nuestra caracteristicas espersdas de un estudiantes se sienten libres de buscnr Domina las cuatro educador profesional clariflcaci6n de alRfin contenido Inicia clasesdel a laidioma hora indicada. linbilidades DE HABILIDADES Ingles (Escuchar,AREA hablar, 3e comunica leery escriblr)efectivamente en forma oral Se comunica efectivamente en forma escrita.

Realiza practicas de lectura meciniea (En cvaluaciones. acttvidsdes o en lao lecrnrs Realiza practicas de audici6n en Ingtes en lax comprensrva delaIngle's. infortnaci6n de pizarra) Hay el creatividad el desarrollo de la loshabilidad temas. que estudianteen pueda desarrollar Promueve la participaci6n y grupal de de cscuchar y entender unindividual sepmdo Idioma.

Discfla y utiliza una variedad de materials los estudiantes Utiliza material que extra, adecnado al tema que cdticacionales facilttan la enseftanza permits praetlcarIdioma alguna de las cuatro dc un segtmdo habilidades del Idioms

EX MB B C.

NM

AREA DE ACT ITUDES Inspire confianza y rcspecto haciay para los

EX MB B

NM

C.

-----

estudiantes.seguridad en sf mismo.

Dcraucstra PcrmHe la consulta individual y cs acccsibic en Dcmucstra interns porlos resorver los problemas dc la comunicaci6n con estudiantes. aprendizajcinterns que los estudiantes lemuestra por enseflar y tiene. orientar a los estudiantes a aprender un segundoante idioma.

Actua con justicia e imparcialidad los problemas que provocan los estudiantes.

OBSERVACI0NES:_____________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Licda Marisol Alvarenga de Guzmรกn Coordinadora de Ingles

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR

NOMINA DE COLEGIOS ENCUESTADOS

1-

Colegio Adventista

2-

Liceo Evangelico

3-

Colegio Venecia

4-

Colegio Modelo

5-

Liceo Juan Jacobo Rouseou

6-

Colegio Greco Latino

7-

Colegio Casa de Nifios

8-

Liceo Flor Blanca

9-

Colegio Spencer 10-10-Colegio Cristobal Colon

11-

"

Heroes del Brasil

12-

"

Diego de Holgufn

13-

"

Guadalupano

14-"

Berry College School Business

15-

"

Biligue Bradford

16-

"

Bautista

17-

"

Emilia Viuda de Deninger 18-Instituto Carmelitano

19-Escuela Cristiana Maranata 20-Colegio Sagrado Corazon