Pedagogic practice for teaching and learning the english language, seventh grade, colegio evangélico

“PEDAGOGIC PRACTICE FOR TEACHING AND LEARNING THE ENGLISH LANGUAGE, SEVENTH GRADE, COLEGIO EVANGÉLICO CENTROAMERICANO, 2010”

PRESENTED BY:

CARMEN ELENA ALFARO ALVANEZ MISAEL ARTURO CLAROS RIVERA

TO OBTAIN THE DEGREE OF: BACHELOR IN ARTS SPECIALIZATION ENGLISH

DECEMBER, 2010 SAN SALVADOR, EL SALVADOR, CENTRO AMERICA

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTAD DE EDUCACION

“PEDAGOGIC PRACTICE FOR TEACHING AND LEARNING THE ENGLISH LANGUAGE, SEVENTH GRADE, COLEGIO EVANGÉLICO CENTROAMERICANO, 2010”

LIC. LUIS ISRAEL RUBIO PRESIDENTE

LIC. AMILCAR BERNABE 1er. VOCAL

LIC. DELMY MARTÍNEZ 2do. VOCAL

LIC. JORGE ORESTE SORIANO ASESOR

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTAD DE EDUCACION

AUTORIDADES DE LA UNIVERSIDAD PEDAGOGICA:

RECTOR ING. LUIS MARIO APARICIO

ACADEMIC VICE – RECTOR LIC. CATALINA MACHUCA DE MERINO

ADMINISTRATIVE VICE – RECTOR LICDA. FIANA LIGIA CORPEÑO

DEAN LIC. JORGE ALBERTO ESCOBAR

SAN SALVADOR, EL SALVADOR, C.A.

INDEX CHAPTER ONE INTRODUCTION…………………………………………………………………

1

1. OBJECTIVES…………………………………………………………………

3

2. BACKGROUND………………………………………………………………

4

3. JUSTIFICATION……………………………………………………………...

7

4. STATEMENT OF THE PROBLEM…………………………………………

8

5. ACHIEVEMENTS AND LIMITATIONS……………………………………

9

6. CONCEPTS AND CATEGORIES………………………………................

10

CHAPTER TWO 7. THEORETICAL-METHODOLOGICAL FUNDAMENTATION…………

11

8. EMPIRICAL FRAMEWORK………………………………………………...

15

9. MONOGRAPH………………………………………………………………

15

10. THEORETICAL AND METHODOLOGICAL RESEARCH FORMULATION……………………………………………………………..

11. DEVELOPMENT AND THEORETICAL DEFINITION………………….

54 56

CHAPTER THREE 12. DESCRIPTION OF THE INVESTIGATED SUBJECT…………………….. 57 13. PROCEDURES FOR GATHERING DATA………………………………... 58 14. ESPECIFICATION OF THE TECHNIQUE TO THE DATA ANALYSIS... 59 15. CHRONOGRAM.……………………………………………………………… 60 16. RESOURCES………………………………………………………………….. 61 17. PRELYMINARY INDEX ABOUT THE FINAL REPORT…………………

62

18. BIBLIOGRAPHICAL REFERENCES……………………………………… 65 19. ACKNOWLEDGEMENTS…………………………………………………… 66

INTRODUCTION The development of this project is to define some of the teaching practices that are carried out atColegio EvangĂŠlico Centroamericano. Also, this report mentions some common difficulties involved in doing such precious teaching work.

These difficulties may have different origins, such as: poor teaching foundation and students’ personal characteristics that may become negative or positive factors in the development of the teaching and learning process. It has also been observed the little emphasis that the educational system has made to improve the quality of education. There is also a need to mention that a lot of teachers are not well sufficiently prepared in the teaching of the English language. We can also say that they teach for personal needs only, not for the well-being of education, but for the educational institution they work for.

In this investigation project, we pretend to identify the different opportunities of help that pedagogic practice offers in the process of learning the English language atColegio EvangĂŠlico Centroamericano, and how these influences can help identify potential problems that may affect the process mentioned above.

Therefore, throughout bibliographic investigations and field investigation,this research will be oriented on finding out how the pedagogical practices would make any progress to the issue or whether they would have come to an end in the process. So, probable suggestions may be brought forward in order to improve the development of the good pedagogical practices.

The first draft is divided into six parts: The first part is the Objectives, which state the social and pedagogical environment applied in the Pedagogical Practices of English Language Process, as well as analyze the pedagogical competences and specific techniques used for teachers during the English Learning Process.

The second part is the Background, which consists on giving brief historical and theoretical information about the research topic. The third part is the Justification, which backed up the importance to develop an investigation like this one. The

fourth part is the Statement of the problem, in which is stated the problematic situation at Colegio EvangÊlico Centroamericano. The fifth part is Findings and Limitations, in which is mentioned the different authors’ points of view, the ideas they share and the differences they have. The sixth part is Concepts and Categories, which detailed concepts commonly used in this research.

In the second part of the investigation we include all the elements found within the object of study which are the Pedagogical Practices most used for English language teaching and define which are the teaching practices carried out atColegio EvangĂŠlico Centroamericano, such us different Teaching English Element observing during the classes, extrinsic and intrinsic motivation and the role of the teacher, and finally in the third draft observe the procedures and techniques used for development of research topic.

1. OBJECTIVES

1.1

GENERAL OBJECTIVE 

To asses the Effectiveness of the Pedagogical Practice for the Teaching and Learning of the English Language, in the Seventh Gradeat Colegio Evangélico Centroamericano, 2010.

1.2

SPECIFIC OBJECTIVES 

To identify which are the Pedagogic Practices, and the different opportunities of help that pedagogic practice offers in the process of learning the English Language, in the 7th grade, at Colegio Evangélico Centroamericano, in the year 2010.



To set the effectiveness of the different Pedagogical Practices and to mention the problems that may affect the English Learning Process, in the 7th grade, at Colegio Evangélico Centroamericano, in the year 2010.

BACKGROUND Talking about schools in general, the picture that people have in their minds depicts spaces where students come to be educated and get prepared for their lives. In this sense, we must distinguish several variables: The school has to provide knowledge, develop skills and attitudes to prepare students to be responsible, regarding their social position. To encourage them to learn on their own, and be flexible to adapt them to a constantly changing world.To ensure attention to the needs of different groups, different areas, and situations. That means education must be inclusive. Education must promote equity, regardless of the environment where people live in. This has been said in general aspects of what the school should be, referred to a space where people are prepared to live in harmony, to acquire culture to be provided with religious values and principles.

The English Language Teaching was not always supported by the government, but in 1961, President Fidel Sanchez Hernandezhad a meeting with Japanese people about how to establish the English Language Teaching on TV. Later on,in October 18th, 1963 they began to organize TV programs dealing with English Language Teaching, this was written on the act number 6643 of MINED (Ministry of Education).1

In 1964, the administrators of MINED were formed by the first training on language teaching. Then, two years later (1965) the TV programs dealing with English Language Teaching were authorized by the government, which authorized the Ministry of Education to be in charge of it. In 1969, the systematic broadcast began with didactic printed guides written by English Teachers who were teaching seventh grade of junior high school in different institutions in the country. By 1971,

1

Platero, Gloria Esperanza, Castillo Díaz, Maritza Haydee (1994). Analysis of the methodology used in the English Language Teaching in the seventh grades at the Francisco Morazán and Francisco Menendez National Institute. San Salvador, El Salvador: Universidad Pedagógica de El Salvador.

a number of 37,873 students were attending English classes. Also, in that year new programs were published.

Besides, in 1972, channels 8 and 10 were inaugurated. And later,an advisory group of teachers was created to promote the teaching of English through television. The program was broadcasted. Televisions were used in classrooms in order to make English class more enjoyable. To keep this project running, the Ministry of Education (MINED) received 337,492,700 colones from the government for it. In 1991, the Minister of Education Licda. Cecilia Gallardo de Cano considered that a good design of the English Program would improve the situation of the teaching and learning of English in the country. That program was named (COMPITE) “Competences of the English Language Program.”2 In the early 2005, the total number of students enrolled in the program was 1,500. By the year 2009, the Ministry of Education had established as a goal, to enroll 3,500 students, as a strategic plan for the “COMPITE” Program nationwide.

Also, in that same year, two different evaluations of the COMPITE program were carried out by the Ministry of Education to see if it was worthwhile to implement.

One of these was done on the radio, and the otherone was done on television. The last test of the program COMPITE done on television, was especially aimed to children in elementary school, but it also was emphasized for the upper grades as well (7th, 8th, 9th)

In 2008, the framework of the 2021 National Education Plan was created.

The Ministry of Education is pleased to make this updated version of the English Syllabus for Secondary Education available. Its content is coherent with the constructivist, humanist and socially committed curricular orientation. At the

2

Ministerio de Educación de El Salvador (2003). Programa Compite (en línea) San Salvador, El Salvador: Recuperado el 05 de noviembre de 2009, de http://www.mined.gob.sv./2021/compite/descargas/compite/pdf

sametime, it incorporates the vision of developing competencies, making the principles of the policy “Currículo al Servicio del Aprendizaje” be put in practice.3

3

Ministerio de Educación de El Salvador (2008). English Syllabus tenth and eleventh grades High School by the Minister of Education, San Salvador, El Salvador: Copyright Ministerio de El Salvador.

JUSTIFICATION This research aims to assess the Pedagogical Practices, methodologies and techniques used by the teachers in the English Learning Process. Besides,to find out the opportunities of support that pedagogic practice offers in the process of learning the English Language, in the 7th grade, at Colegio Evangélico Centroamericano, in the year 2010.It is also necessary to mention the students’ skills and their level of interest toward the target language that each of them possesses. And also, students must achieve or reach the goals given by the teacher in the beginning of the course.

This research will display resources used in the school (Colegio Evangélico Centroamericano), identifying the different components of learning with the purpose of finding out the effectiveness of the different Pedagogical Practices, and to establish the potential problems that may affect the learning of the English Language Process.

The result of these elements will enable teachers in this field (English language) to appreciate the competence practices used in the 7th Grade of Colegio Evangélico Centroamericano,besides it is including important topics like the motivations considered that teachers are responsible for their students’ motivation, but it is necessary to infer in the students in a positive way to get the appropriate Teaching Learning Process with the purposes of developing the different skills in the students.

Even though research of this nature has been carried out previously especially in public schools, this one will help to determine if the results are the same in private schools such as the Colegio Evangélico Centroamericano.

STATEMENT OF THE PROBLEM This project intends to find out the effect that the teaching English practice makes on the acquisition of the English language in seventh grade at Colegio EvangĂŠlico Centroamericano located in San Salvador. It cannot be omitted to mention the importance of the acquisition and enhance of the listening, reading, writing and speaking skills to grasp the language, and the importance of a positive class environment, discipline and attitude for the same purpose.

It is important to mention that English is so important in our present globalized world. English is not only important, but mandatory to be taught in the most effective way possible. It is a pity that in many educational centers, not only public but also private, teachers do not implement the most appropriate methods or techniques to teach it. To achieve the best results possible; It is important to remark that in some cases, even thought, English teachers try to do their best , they do not succeed, either because of the low level of English they master or because the methods or techniques they devise to teach are not good enough or updated.

Implementing appropriates teaching methods and techniques can help teachers, students and the school as well to succeed. If the Pedagogical Practices are positive and the teachers do their part in the process, excellent results can be achieved.

It is also important for English teachers to be updated regarding not only the evolution of the language but also new and most effective techniques for teaching to achieve better results.

ACHIEVEMENTS AND LIMITATION ACHIEVEMENTS According to Jeremy Harmer in his book: “The Practice of English Language Teaching”(1987), he stated methodology in an accessible way distilling theories and arguments about language learning and teaching in such a way that readers get a clear idea of what people are thinking and take away some ideas of how to teach better.On the other hand, in his book “How to be a teacher” (1998) he gives some excellent piece of advice for all people at the beginning of their teaching career. The book introduces some basic concepts, help teachers to decide how to put teaching sequences, and gives solutions for all the problems that teachers would face during the Teaching-English Learning Process. Also, according to Susana Avolio de Cols in her book”Planeamiento del Proceso de Enseñanza Aprendizaje” (1976), the learning process is dynamic, continual and it is done by the students through their interaction with the contents, techniques, resources that integrate the situation of learning process.

LIMITATIONS According to Diane Larsen Freeman in her book: “The Practice of English Language Teaching”(1986), she provides in a most imaginative way an overview of English Language Teaching methods that have achieved international prominence according to the 1980’s but she never said which can be the appropriate and the adequate in the Teaching-English Learning Process. However, H. Douglas Brown in his book “Teaching by Principles an Interactive Approach to Language Pedagogy”(2001),one of the more complicated problem of second language learning and teaching has been to define and apply the construct of motivation in the classroom. On the other hand, it is easy catchword that gives teachers a simple answer to the mysteries of language learning. “Motivation is the difference”.

CONCEPTS AND CATEGORIES

Pedagogical Practice: Refers to the different methods that can be applied in the (TELP) Teaching-English Learning Process: is when the teacher is looking for a way to promote the students´ interest according to the different kinds of learning is the process of gaining knowledge and experience by applying different kind of motivations using the elements ESA (Engage, Study and Activation) Engageis where the teacher tries to arouse the students´ interest, thus involving their emotions with different exercises. Studyis where the students are asked to focus in on language and how it is constructed, and Activation describes exercises and activities which are designed to get students using language as freely communicatively as they can with different strategies (plan or method for achieving something) used inside of classroom according to different kind of motivations: is the key to all learning and the teacher will be applied the motivation extrinsic and intrinsic. Extrinsic Motivation is when students are motivated for other external reasons and Intrinsic Motivationis to capture the students’ attention and curiosity, and channel their energy towards learning using differentMethodresources necessary to teach and improve their knowledge; like Teaching Methodsthis has to do with devising the appropriate or right teaching techniques or methods such as the Grammar Translation Method, The Direct Method, The Audio-lingual Method or others.

CHAPTER II THEORETICAL-METHODOLOGICAL FUNDAMENTATION This study has the purpose of analyzing the different pedagogic practicesinside

the

classroom

inseventh

grade

of

Colegio

EvangĂŠlico

Centroamericano. So, this research project intends to find out the importance of the implementation of adequate techniques in the Teaching English Learning Process there, besides it considers many variables that teachers can apply in the practices and development of the different techniques.

HISTORICAL DATA ON THE VARIABLES

1. PEDAGOGICAL PRACTICES It consists of the curriculum development in order to provide the students with multiple opportunities to engage in intellectually-challenging and real-world learning experiences.

On the other hand,it is the Essential Learning highlight

"ways of working" with knowledge that parallels the social and cognitive expectations.

2. TEACHING ENGLISH LEARNING PROCESS Research in the field of language indicates that there are many things students can do to become a successful learner. What’s more, every student should have the opportunity to improve their language, succeed and the commitment to use English in every possible situation while in an English-speaking environment is a very important condition for success. Learning a foreign language is an inexact process. Very few people learn to use a foreign language as well as a native speaker does. Fortunately, very few people need to learn English like a native English speaker, but they need to develop and enhance the skills to grab the language. English programs are aware of the wide range of approaches and curriculum available.

3. LEARNING Learning is the process through which students acquire new skills, knowledge, behavior and/or values and it is the result of studying experiences based on instruction and observation. This process can be analyzed from different perspectives, so there are different learning theories. Learning is one of the most important mental functions in humans, and animals.

English Learning: It is the process by which learners acquire the necessary skills (reading, listening, writing and speaking) to communicate effectively.

4. MOTIVATION Motivation is the key to all learning. It is the attitude and willingness students show to learn. Lack of motivation is perhaps the biggest obstacle faced by teachers, school administrators, parents and the students. Behavioral problems in the classroom often, or always, seem to be linked to the lack of motivation.

Intelligent students are often out-performed by less bright students with high motivation. If a student is motivated enough he or she can accomplish learning at any scale.4

5. EXTRINSIC MOTIVATION An extrinsically motivated student studies and learns for internal reasons.

Such students perform in order to receive a reward, like graduating or passing a test or getting a new shirt from their parents, or to avoid a penalty like a failing grade. Here is a description of one extrinsically motivated students, if they are very good students, and actually show signs of being intrinsically motivated, but in general they are inclined to put forth the minimal effort necessary to get the maximal reward. On the other hand, when the teacher gives an assignment in class, they often try to chat with their friends or fail to get started, but if the teacher says if this will be taken up and graded, they are often the first onesto finish. Their intrinsic motivation shows when the material is of great interest to them, or

4

Brown H. Douglas (2002). Teaching by Principles and Interactive Approach to Language Pedagogy second edition, EEUU: Addison Wesley Longman.

something they feelstrong about. Also, if the teacher can get them curious about something, without them being distracted, they work hard at it. They perform well, as many others who are extrinsically motivated, if the teacher gives them a task where they have control, the task is very clear, and they are involved in the dynamics of the class. It seems that when intrinsic motivation is low or absent, extrinsic motivation must be implemented. Although extrinsic motivation can, and should go together with intrinsically motivated students, too. If students are not given a reward or credit for their efforts and no feedback is given them, then most students' intrinsic motivation would begin to decrease.

6. INTRINSIC MOTIVATION The main idea of motivation is to capture the student's attention and curiosity, and channel their energy towards learning. Intrinsic motivation is motivations from within the students areintrinsically motivated because they want to study. The material is interesting, challenging and rewarding, and students receive some kind of satisfaction from learning. For instance, a senior in high school never misses homework, is always using dictionaries when an unknown word comes up, and as a result of these kinds of habits they always do well on their tests. The teacher can see if the students had their homework done or not.

Teacher prefers tasks that are moderately challenging;teacher demands more effort from themand has a need for deep understanding. To have intrinsically motivated students is the goal of all motivational development.

7. METHOD A method is the practical implementation of an approach. The originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of material which will be helpful, and some model of syllabus organization. Any method includes various procedures and techniques. When methods have fixed procedures, informed by a clearly articulated approach, they are easy to describe. The more all-embracing they become, however the more difficult it is to categorize them as real methods on their own.

8. TEACHING METHODS They are the logically coordinated techniques to guide the students along the English learning process to achieve. Good command of the language in order to communicate effectively. This method must show the unity that gives meaning to all the steps in acquiring and enhancing the skills to use the language such as listening, reading, writing and speaking.

9. THE GRAMMAR TRANSLATION METHOD “The Grammar Translation Method is a foreign language teaching method derived from the classical method of teaching Greek and Latin. The method requires students to translate whole texts word by word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics”.5

Translation is one of the easiest ways of explaining meanings of words and phrases from one language into another. A lot of time is wasted if the meanings of lexical items are explained through definitions and illustrations in the second language. Further, learners acquire some short of accuracy in understanding synonyms in the source language and the target language. Communication between the teacher and the learners do not cause linguistic problems. Even teachers who are not fluent in English can teach English through this method. That is perhaps the reason why this method has been practiced so widely and has survived so long. According to Diane Larsen Freeman this method was used with the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better, but not improve their fluency.

5

Ministerio de Educación de El Salvador (2008). Compite Training Program and Linguistic Certification for Methodological Competences for MINED Teachers 2008.San Salvador, El Salvador. Pág 7.

10. THE DIRECT METHOD The Direct Method of teaching foreign languages, sometimes also called The Natural Method, refrains from using the learners' native language and uses only the target language. The Direct Method was an answer to the dissatisfaction with the older Grammar Translation Method, which guide the students attention toward grammar and vocabulary through direct translations and thus focuses on the written English language. Second language(English in this case) learning must be an imitation of first language(Spanish in this case) learning, as this is the natural way humans learn any language (Baby never relies on another language to learn its first language). The Direct Method has one very basic rule: No translation is allowed.

1. EMPIRICAL FRAMEWORK MONOGRAPH I. Geographic Data.6 The Department of San Salvador has a land area of 72.25 km², divided into 19 municipalities, the municipality of San Salvador is bounded to the north by Cuscatancingo, Mejicanos and Nejapa, to the east by Soyapango, Ciudad Delgado, San Marcos, to the south by San Marcos and Panchimalco, and to the west by Antiguo Cuscatlán and Santa Tecla. The political party that governs the city of San Salvador, today is the rightist party Alianza Republicana Nacionalista (ARENA) represented by The Mayor, Noel Quijano Gonzalez, the municipality of San Salvador has 8 villages and 47 hamlets, and its population is about 316,090 inhabitants. The percentage of men is composed by 144.217 (45%) and the female percentage is about 171,873.(55%) respectively.

The most important streets and avenues in San Salvador are: Avenida España, Avenida Cuscatlán, calle Arce, Delgado, Rubén Darío, Paseo General 6

Quintanilla Paz Marisol, Lemus Villalta Roberto Leonel (2009-2010). Social and Pedagogical th Climate for Teaching English at 10 Grade General High School Francisco Morazán, San Salvador, El Salvador: Universidad Pedagógica de El Salvador.

Escalón, Alameda Manuel Enrique Araujo, Alameda Franklin Roosevelt, Alameda Juan Pablo II, Boulevard de los Héroes, Boulevard Venezuela, etc., the main rivers of the city are: Acelhuate, Loguapa, Metalapa, El Garrobo.

II. Historical Data San Salvador is the capital's political, economic and spiritual life of the Salvadoran nation. On April 1st, 1525 and in the vicinity of Cuscatlán, Captain Gonzalo de Alvarado, commanded by his brother, Peter Allen, founded a Spanish colony, with the title and name of "Villa de San Salvador", Diego de Holguin was the first mayor. By June 1526, the colony was attacked and burned by the warlike PipilIndians. On April 1st, 1528 Captain Diego de Alvarado founded the colony on the “Bermuda” valley, in southern Suchitoto.The convents of Santo Domingo, San Francisco and La Merced were funded in 1551, 1574 and 1625 respectively, and the later one was called “The cradle of independence of Central America”; and it was there that the first cry of independence was pronounced on Nov. 5th, 1811.

III. Demographic Data7 The population is 316,090 inhabitants according to the 2007 census, the area is 72 km², the metropolitan area is about 568 km² and the rate of population growth is 1.69% of the population density is 2067 inhabitants per km².

IV. Hydrographic Data8 The main rivers of the municipality are the Acelhuateriver which runs all around the city, there are others like:Matalapa, El Garrobo, San Antonio, Urbina and Casa de Piedra. Amongthestreams are El Garrobo, Sirimullo, LaQuebradona, 7

Almanaque 2009. Estado de Desarrollo Humano en los Municipios de El Salvador. Programa de las Naciones Unidas para el Desarrollo (PNUD). San Salvador, El Salvador. Fundación Dr. Guillermo Manuel Ungo FUNDAUNGO. 8

Instituto Geográfico Nacional Ing. Pablo Guzmán (1990).Monografía del Departamento y Municipios de San Salvador. San Salvador, El Salvador. Instituto Nacional de Turismo de El Salvador

El Lame, Las Lajas, El Manguito, La Lechuza, La Mascota, San Felipe, Tutunichapa and Mejicanos.

V. Data Recognition9 1) Map of San Salvador

2) General description of spaces and symbols10 The City Hall was established on January 1, 1855 and since that year up to date it has worked in all activities that belong to the municipalities as the Civil Registry, Public Works, Cadastre, Management, etc. But it was until July 1998 that the work of City Planning in the city was incorporated giving priority to their rescue both urban and architectural; history and cultural, and it was until May 1999 that 9

AlcaldĂ­a Municipal de San Salvador (2010). San Salvador, El Salvador : Recuperado el 10 de diciembre de 2009, de http://www.sansalvador.gob.sv/?page_id=3392 10 AlcaldĂ­a Municipal de San Salvador (2010). San Salvador, El Salvador : Recuperado el 10 de diciembre de 2009, de http://www.sansalvador.gob.sv/?page_id=3392

the authorities intended to create a museum in the city with the idea of adding other important equipment, educate and influence culturally.Besides, enhancing their wealth because it is considered a unique city in the country.

The symbols of the city are the seal, the flag, the anthem and the municipal rod. The first three came at the initiative of a contest launched in 1943 the shield was designed by the painter Jose Mejia Vides. It shows four quarters, both in the upper right and lower left oblique, carrying blue and white (representing the federal and national flag); the upper left panel shows an emerald necklace, a symbol of Cuscatlán, and the remaining bell of the Church of La Merced, which is awarded to José Matías Delgado.

The municipal stick in turn shows a series of figures and symbols relating to local history from the top down these symbols are representative images of native breed, first mayor Don Diego de Holguin, Carlos V of Spain, Royal Decree which named San Salvador City by Mayor Don Antonio Gutierrez.

3) Basic housing structure11 Homes and their characteristics The houses in the municipality of San Salvador are built of cement, blocks, bricks and tile sheet, many of these houses have subtle finished especially in the colonies of middle-class families and there are very few high marginal areas in the capital, and a little old infrastructure VI. Economic and Social Structure, according to citizens’ access on services 1. Basic Services.

The public services that the municipality of San Salvador counts on are: telecommunications, electric lighting, train washing facilities, drinking water, and sewer systems. Among the local resources are: markets, hospitals, health units, ISSS clinics, health care, Red Cross, nursing homes, rehabilitation institutes for handicapped, hearing and speech centers, major central government offices and bank branches. Concerning the educational aspect of many centers, serving government and private education, several schools of basic education, secondary, high and universities are available.

2. Indicators of Educational Services:12 The educational system of the municipality of San Salvador is composed of 95 schools ranging from kindergarten-, 168 elementary education, 16 secondary education, 18 institutes, 26 rural centers and 747 institutions of public and private education, and 10 universities.

11

Instituto Geográfico Nacional Ing. Pablo Guzmán (1990).Monografía del Departamento y Municipios de San Salvador. San Salvador, El Salvador. Instituto Nacional de Turismo de El Salvador 12

Alcaldía Municipal de San Salvador (2010). San Salvador, El Salvador : Recuperado el 10 de diciembre de 2009, de http://www.sansalvador.gob.sv/?page_id=3392

3. Health Services Indicators.

Related to health services this municipality has 5 tertiary hospitals, 7 health units, 65 Red Cross and a wide range of private clinics, laboratories and pharmacies, available mainly in Colonia Médica and its environment.Below are some of them. 

Hospital Nacional Rosales



Hospital Bautista



Hospital Militar Central



Hospital de Especialidades del ISSS



Hospital de Maternidad

4. Economicindicators.13 According to economic indicators such as labor supply are the manufacture of food products, soft drinks and beverages, textiles, garments, leather goods, wood and metal furniture, mattresses, chemicals, pharmaceutical, rubber products asbestos, cement, appliances, bottle caps, aluminum products, silverware, jewelry, string instruments, posters, signs, advertisements, vegetable oil, assembling appliances. According to local trade there are hotels, restaurants, nightclubs, stores, bookstores, pharmacies, entertainment centers, grocery stores, bazaars, markets, banks, savings and loan associations, miscellaneous stores and sales of all kinds. Its marketing is done with the interior of the country and neighboring nations.

5. Cultural Indicators Respected to family structure there are two types, nuclear (parents, sons and daughters) and extended. There are more nuclear families in urban areas, whereas

in

the

rural

area

there

are

extended

families,(uncles,cousins

grandparents).

13

Alcaldía Municipal de San Salvador (2010). San Salvador, El Salvador : Recuperado el 10 de diciembre de 2009, de http://www.sansalvador.gob.sv/?page_id=3392

b) Local Customs Salvadoran families celebrate their local feasts from August 1 to August 6, which is dedicated to El Divino Salvador del Mundo, days of national holiday. The main events for this period are the parades of floats throughout the city, and a religious procession, on the last day all these activities, august 6th, there is a ceremony that represents the transfiguration of Jesusin front of metropolitan cathedral is offered.

4. PEDAGOGIC PRACTICE FOR TEACHING AND LEARNING THE ENGLISH LANGUAGE, SEVENTH GRADE, Colegio Evangélico Centroamericano, 2010.

Colegio Evangélico Centroamericano was set up 45 years ago in the heart of the Evangelical Church "Central American Mission”with a vision of becoming a Christian Educational Institution recognized for its academic commendable quality and effort to spiritual and moral growth of their students. It was (during the 60’s)in 1964 that Rev. Eliseo Hernández Echegoyen, with the help of Prof. Santiago Echegoyen Dr. Eliud Miralda, Mr.Victor Navarrete, and Mrs. Carolina Anaya Lopez founded the AMERICAN COLLEGE GOSPEL, they founded the American College Gospelwith the mission of providing students a comprehensive education, forging themwith values based on the Holly Bible.

At the beginning the School offeredkindergarten, 1st, 2nd and 3rd gradesthey were carried out under the guidance of Miss Berta Villalobos and as the Director Martha Hernández Donate Monterrosa, as well as Julia Anaya, Mrs. Margarita Echegoyen Montenegro, Ms. Tulia Villalobos, Mrs. Bernarda Diego de Córdova Ms. Funes and Ms. Consuelo Helen Bailie, who initially gave their time ad-Honore.

In 1965 4th grade was set upand the school was moved to a house across the Army headquarters "El Zapote". On May 3rdin that year an earthquake struck the city which caused damage to the infrastructure of the school. So, the school was moved to the Baptist School.

In 1966 theyopened the 5thgrade and its activities began in the new facilities.

A year later, the 6th grade was opened. In 1978 Ms. Margarita

Montenegro

became director of the school, whoworked alone the year 1988, under the supervision of Mr. EliseoPino.

The following can be highlighted duringMr. Pino’s administration: 

7th, 8th and 9th grades were set up in 1990



High School, (bachillerato).



In 1997 the Evangelical Association opens its doorfor a group of young deaf people from the Special School to join the regular education program, of three of those students’ graduates later.



In the year2000 a house next door is purchased, therefore the school enlarged and they set up the pre-school level.



In 2001, Mr. EliseoPino had to leave the institution after 14 years of service,later Ms. Dalila María Córdova got in charge of the school as the principal, and Ms. Dina del Carmen Córdova Solito as her assistant for 3 years



BA Ruth was the academic coordinator of the Pre-school level



René Vásquez got in charge of the elementaryeducation level Ms.Dina del Carmen Córdova Solito as coordinator of 3rd cycle.

The School is also directed by a Management Committee, composed by these people: Mauricio Barrientos, Guillermo Martínez , Cruz Estrada , Miguel Laínez , Ruth Laínez, Julio Martínez , allmembers of theEvangelicalChurch "Central Centroamericana Mission”. The following aspects can be highlighted in the year 2004: 

Acquisition of more computers



Computer classes were offered to all educational levels of the school.



Another house was purchased to enlarge the school even more.



Remodeling was done for the administration area where they relocated the Principal’s office, the registrar’s and the secretary’s office.

Colegio Evangélico Centroamericano since its beginning has had the blessing of God, who has put people who have given their profession at the school service. The Colegio Evangélico Centroamericano has been blessed by God from is very beginning, to begin with, theseteachers are the kind of people who are entirely committed to conscious teaching. Besides that, the administration staff consists with notable people like Ricardo Anaya, an accountant by profession, who took care of the accounting area of the institution from its beginning up today adHonore. Also Brother William Martínez in a situation of economical crisis contributed selflessly to bring the institution forward.

The Colegio Evangélico Centroamericanohas been growing in terms of teachers, staff administrators and students: and nowadays it has a population of 750 students and a total of 46 people amongteacher and administrative staffs as well as school the service department. The school offers its service from preschool through High School (bachillerato) in two shifts, morning and afternoon. And education there puts an emphasis in the spiritual realm, a chaplain who is the Bible teacher is in charge of this area.

PEDAGOGIC PRACTICES For the teachers, because it is important to get appropriate training to do a better job once in the classroom. It is also important for teacher to be updated with news and more effective methods and techniques for training in order to achieve their goals as English Teachers. For researchers; because they never stop trying to find out new methods of techniques for teaching that will help teachers to get better results in their classes.

One of the concerns that we as researchers have is about the classroom environment, we think thatthe social climate is a structure related to the interaction of the whole set of factors that interfere in the learning process, including physical and architectural features, organizational factors, both teachers and students’ characteristics are determinant elements in the development of the pedagogical practices.

According to Jeremy Harmer, “students in a lower level do not usually get the same kind of exposure or encouragement as those who are picking up the language. But that does not mean they cannot learn a language if the right conditions are apply. Like language learners outside school, they will need to be motivated, and exposed to language, and given chances to use it. Therefore it can be said what elements need to be presented in a language classroom to help students learn effectively.These elements are called “ESA”. ESA stands for: Engage, Study, and Activation”.14 

Engage

This is the point in a teaching sequence where teachers try to raise the students’ interest, thus involving their emotions. Most people can remember lessons at schools which were uninvolving and where they switched of from what was being taught to them. 

Study

Some prefer to study alone by themselves, other like to study in pairs or bigger group to have the chance to exchange their experiences and knowledge, the read, analyze, and have discussions, but whatever study means any stage at which the construction of language is the main focus. 

Activation

This element describesexercises and activities which are designed to get students using language as freely and communicatively as they can. The objective of the students is not to focus on the language construction and/or practice specific bits of language “Grammar patterns, particularly vocabulary items or functions”.

14

Harmer Jeremy (1998). How to Teach English, Edinburgh England: Addison Wesley Longman Limited.Pág 27.

WHAT IS A TEACHER? A teacher is a person that acts in different ways and is charged with the responsibility of making others learn.

THE ROLE OF A TEACHER Within the classroom the role may change from one activity to another or from one stage of an activity to another as well. If they are fluent at making these changes their effectiveness as a teacher is greatly enhanced. Therefore, in many cases the term facilitators or tutorsare preferred but in any of the cases the main role is look for the easiest ways for the students’ making programs in one way or another.

HOW TO BE A GOOD TEACHER? Fanselow John suggests that, “both for the teacher’s sanity and the students’ continuing involvement, teachers need to violate their own behavior patterns. If a teacher normally teaches in casual clothes, he or she should turn up one day wearing a suit. If a teacher normally sits down, he or she should stand up.

If he or she is normally noisy and energetic as a teacher, he or she should spend a class behaving calmly and slowly. Each time teachers break one of their own rules, they send a ripple through the class. That ripple is mixture of surprise and curiosity and it is a perfect starting point for students’ involvement”.15

One of the greatest enemies of successful teaching is the same routine. If we ask different students the question:What is a good teacher for you?Many of them will answer with different proposal like the following.16

15



A good teacher is someone who makes her/his lessons interesting.



A good teacher is someone who has a lot of knowledge.



A good teacher is someone who has a positive sense.

Harmer Jeremy (1998). How to Teach English, Edinburgh England: Addison Wesley Longman Limited. Pag 1.

16 John F. Fanselow (1987). Breaking Rules. EUA. Longman Abril 29 2009, de http://www.tttjournal.co.uk



A good teacher is someone who has an affinity with the students



A good teacher should try and draw out the quiet ones and control the more talkative ones.



A good teacher should be able to correct people without offending



A good teacher is someone who helps rather than shouts.



A good teacher is someone who knows the students’ names.



A good teacher is someone that looks for the best methods to reach students’ learning.



A good teacher is an entertainer.



A good teacher is someone who motivates the student to talk and practice the new language and gives security during the class.



A good teacher is someone who makes funny a boring class.

THE TEACHER AS TEACHING AID Apart from the roles adopted in the classroom and the way that these roles are performed, Teachers are also a kind of teaching aid themselves, a piece of teaching equipment in their own right. In particular, they are especially useful when using mime and gesture, as language models, and as providers of comprehensible input. 

Mime and gesture One of the things that is uniquely able to do on the spot is to use mime, gesture, and expression to convey meaning and atmosphere. It is difficult to pretend to be drinking or to pull a sad face. The ability to demonstrate words like frightened or old is fairly easy for many teachers, just as shrugging shoulders can be used to indicate indifference.

Mime and expression probably work best when they are exaggerated since this makes their meanings explicit. However, gestures do not necessarily have universal meanings, and what might seem acceptable in one situation or place will not be appropriate in another. Therefore it is necessary to use them with care.

The use of gesture to express or demonstrate meaning. Fingers can be used to show how verbs are contracted, and arms can be used to conduct choral repetition. Stress can be shown through clapping or clicking fingers, and intonation can be explained through a kind of drawing in the air. 

Language Models Students get models of language from textbooks, reading materials of all sort, and from audio and videotapes. But teachers can also model language themselves. This does not only mean the giving of a clear language model like in the example of saying a dialogue or the reading aloud text.

One way in which teachers can model dialogues is to put two faces on the board and then stand in front of each of them when required to speak their lines. For such activities teachers should make sure that they can be heard, and they should animate their performance with as much enthusiasm as is appropriate for the conversation can be modeling. Besides should be judged the appropriate speed regardless how slowly a teacher speaks too, making sure that a natural rhythm is maintained and normal intonation patterns preserved as far as possible.

Many of the same requirements apply to reading aloud, a skill which some teachers have tended to ignore. Yet, the reading aloud of a particularly exciting or interesting excerpt can be extremely motivating and enjoyable for a class, especially when students have been encouraged to predict what they are going to hear. Poems too are very engaging for many students when teachers read them to the class.



Provider of comprehensible input An issue that confronts many teachers in classrooms is how good their fluency is, and what level of English they should be handling. Of course there are times when teachers have to take the roll or ask for quiet, or suggest that students should get into pairs and groups. But there are also times when teachers simply talk to groups, engage in conversation with

them, discuss the topic under consideration or ask them about their weekend, etc.

TRADITIONAL LANGUAGE TEACHING17 The grammar Translation Method, the Direct Method, and the Audio Lingual methodhave been included not to give a history of language teaching, but because they still strongly influence English instruction in many parts of the world. A fundamental principle in teaching is moving from the known to the unknown. In this case, it means taking into account students’ previous experience and using some of the activities from methodologies they feel comfortable with, at least in the initial stages. 

The Grammar Translation Method In a typical Grammar Translation Method class the main focus is on reading

and writing, with little attention being given to speaking or listening. Usually, passages are selected from any text-book or author. These passages are read and then comprehension questions are asked and answered, first orally, then in writing.

Grammar is taught deductively, through presentation and study of the rules, followed by practice through translations and exercises. Vocabulary selection is based on the reading text used. Words are taught through bilingual lists and memorization. Students are often asked to write the new words in a sentence. 

The Direct Method The four language skills are taught from the beginning, but a special

emphasis is placed on speaking. Classes often start with the reading aloud of a specially graded text which introduces the lesson’s vocabulary and grammatical structure. Practice follows with exercises such as guided conversation, where the teacher asks questions on the text and the students answer using full sentences.

17

Ministerio de Educación de El Salvador (2008). Compite Training Program and Linguistic Certification for Methodological Competences for MINED Teachers 2008.San Salvador, El Salvador: Copyright ® Ministerio de Educación de El Salvador.

Students will then ask each other similar questions. Other practice exercises include

fill-in-the-blanks,

dictation,

controlled

composition

or

listening

comprehension exercises. Grammar is taught inductively, that is to say, language patterns are presented and practiced, but he rules are not explicitly given. In the Direct Method, teacher uses mime, demonstration, and visual aids to help student’s grammar and vocabulary. 

The Audio-lingual Method (ALM) In the Audio-lingual Method, skills are taught in the natural order of

acquisition: listening, speaking, reading and writing. Audio-lingual classes begin with a dialogue which introduces the lesson’s sentence patterns. The students memorize this dialogue, and then practice grammar patterns in drills such as listening and repeating, substitution, chain, and transformation. Accuracy in pronunciation is emphasized and fostered through minimal pair drills where students learn to differentiate between sounds such as the vowels in “ship” and “sheep,” “hit” and “heat,” and “bit” and “beat”. Lessons are sequenced according to grammatical complexity. Translation, considered to cause interference from the mother language, is not allowed. Learning is tightly controlled by the teacher, who follows the text closely. 

The Communicative approach

The emphasis is placed on using the target language to accomplish a function such as complaining, advising, or asking for information. Attention is also paid to the social context in which this function takes place. For instance, different language will be used when complaining to teacher than when complaining to a close friend. All four language skills are taught from the beginning. In speaking skills the aim is to be understood, not to speak like a native. Group work is basic to this demonstration. But you may face difficulties in the logistics of organizing your groups. Lack of space, or complaints from other teacher about the noisy moving of desks, might feature in your first few weeks of asking your class to divide into groups.



The Total Physical Response (TPR) and the Natural Approach TPR is a language teaching method built around the coordination of speech

and action it attempts to teach language through physical activity. The natural approach shares with TPR an emphasis on exposing the learner to hearing and understanding the language before requiring the learner to speak. Language skills are taught in the natural order of acquisition: listening, speaking, reading, and writing. Both the Natural Approach and TPR focus on the importance of listening comprehension as the basis for language acquisition. Both approaches believe that language is acquired, not learned. In other words, learners acquire a language through an unconscious process which involves using the language for meaningful communication. Learning, on the other hand involves a conscious process which results of knowledge about the rules of a language, but not necessarily in an ability to use the language. The learner´s mother tongue is seldom used. Meaning is made clear by mime, drawing, etc. Great attention is paid to reducing learners’ anxiety. The Natural Approach stressed that self-confident learners with high motivation are successful learners and that the teacher should create a learning climate which promotes self-confident.



The Competency-Based Approach The competency-Based Approach focuses on acquiring life coping skills

while developing the language to perform these skills. This approach is based on theories of student learning which states that for effective learning to take place, students need to know that what they are studying will improve their lives. The learner´s needs dominate the Competency-Based Approach. Language skills and grammar and vocabulary are sequenced according to the learner´s needs.

Translation is used only if necessary for communication. Context is used and the learner is encouraged to practice the language by performing real tasks outside of the classroom, such as giving a message to another English speaking teacher.



The Innovative Language Teaching These innovative approaches have been included in this research because

of the language training that teachers may have been taught by language trainers using Silent Way, Community Language Learning, or Suggestopedia and teachers may have asked themselves which elements of these approaches could be used in his or her class. People who have learned languages in these approaches tend either to love or hate them. Regardless of the feelings in the matter, the important task here is to examine the language learning experience and determine what implications they may have for you as a teacher of English. 

The Silent Way Method In the Silent Way learners are actively responsible for their own learning.

Learning a language is seen not as a process of habit formation, as is advocated by the Audio-lingual Method, but rather a process whereby the learner discovers the rules of the target language and then applies those rules to understand and use the language. In other hands, learning is more effective if learners discover the rules for themselves, rather than just remembering and repeating what is to be learned. A basic premise of the Silent Way is that the teacher should talk as little as possible and should encourage the learner to speak as much as possible.

Mistakes are considered part of the process of discovering the rules, and the teacher should not interfere in this process by correctly the learner’s mistakes. 

The Community Language Learning (CLL) The focus is initially on listening and speaking. Grammar rules are explained

and translations are used when necessary to give learners a sense of security and control over the situation. CLL is a method which works best in small groups and which requires special training for its teachers. But, this method contains useful principles which teachers can easily implement in his or her lessons. CLL encourages learners to produce their own materials. By helping to the students to write short stories which are then published in the school magazine, organizing them to write and act plays or skits, and developing project work or school,

teachers will accomplish two goals: they will give to the students a sense of ownership and pride and teachers will sidestep the problem of trying to teach with few or inadequate textbooks. 

The Suggestopedia It is believed that language learning can be made more efficient if the

psychological barriers to learn are lowered. Learners raise these barriers and limit themselves because of a fear of failure. In order to make better use of learners’ capabilities, it has developed a process of “desuggestion,” which it has applied to language learning. This process is designed to promote a relaxed frame of mind and to convert learners’ fears into positive energy and enthusiasm for language learning. In Suggestopedia, great attention is paid to the environment and teacher’s role is always calm as students are reassured that language learning is easy and fun. At the beginning of the lesson, the teacher briefly presents the vocabulary and grammar. The text for the day is given to the students’ mother tongue. The teacher reads the text, while music plays in the background. The students relax, close their eyes and listen. During these activities, students are invited to use their imaginations and to take on new names and new personalities in the target language.

PROBLEM BEHAVIOR AND WHAT TO DO ABOUT IT Most teachers, in many different learning cultures, have moments when their students fail to cooperate in some way, thus disrupting the learning which should be taking place, sometimes getting significantly out of control such moments of disruption can be unsettling not just for teacher but also for student.

Problem behavior can take many forms like: disruptive talking, inaudible responses, sleeping in class, tardiness and poor attendance, failure to do homework, cheating in test and unwillingness to speak in the target language. This list may reflect the educational culture where they were teaching rather than being universal. In other context we might add behaviors such as insolence to the

teacher, insulting or bullying other students, demanding school property, and refusing to accept sanctions or punishment. However, what is characterized as indiscipline depends on what counts as a well-ordered or discipline classroom for the individual teacher.

Whatever form problem behavior takes, thought. It is necessary to know why it occurs, how can be prevent it, and what to do if it arises.

WHY DOES THE PROBLEM OCCUR? There are many reasons for problem behavior. It can stem from a student´s reaction to their teacher´s behavior, from other factors inside the classroom, or from outside factors: 

The Family: student´s experiences in their families have a profound influence or their attitudes to learning and to authority. Sometimes indiscipline can be traced back to a difficult home situation. Sometimes home attitudes to English, to leaning in general, or even to teachers themselves can predispose students to behave problematically



Education:

previous learning experiences of all kinds affect students’

behavior. Even at the level of the last teacher let me…students are influenced by what went before, and their expectations of the learning experience can be coloredeither by unpleasant memories or by what they were once allowed to get away with. 

Self-esteem: a student´s self esteem is vitally important if effective learning is to take place. Self-esteem may result partly from teacher approval (especially for children), from a student´s peer (especially for adolescents), or as a result of success. A lack of respect from teacher or peers or being asked to do something where they are almost certainly bound to fail can make students feel frustrated and upset. In such a situation disruptive behavior is an attractive option. It can impress, and does, at least, force the teacher to take them seriously.



Boredom: when students are engaged with a task or a topic they are unlikely to behave disruptively. But if they lose that engagement they may misbehave. When pairs or groups finish early and are left unattended, boredom may lead to disruption, when the chosen topic or activity is inappropriate; students sometimes show their lack of interest by behaving badly.



External factors: some external factors may affect student behavior too. If they are tired they will not be able to concentrate. If the classroom is too hot or too cold this may result in students being too relaxed or too nervy.

Discomfort then leads to disengagement. Noise from outside the classroom can impact badly upon student´s concentration.



What the teacher does: a lot will depend on how we behave in class, especially when problem behavior first takes place. Students who feel their self-especially if we appear unfair are more likely to be badly behaved in the future.

MOTIVATION It is acceptable for most fields of learning that motivation is essential to success; that we have to want to do something to succeed at it. Without such motivation we will almost certainly fail to make the necessary effort. If motivation is so important, therefore, it makes sense to try and develop our understanding of it.

Are all students motivated in the same way? What it the teacher´s role in a student´s motivation? How can motivation be sustained?

DEFINING MOTIVATION At its most basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something. As H. Douglas Brown points out, a cognitive view of motivation includes factors such as the need for exploration, activity, stimulation, new knowledge, end ego enhancement.

Motivation is state of cognitive arousal which provokes a decision to act as a result of which there is sustained intellectual and or physical effort so that the person can

achieve some previously set goal. They go on to point out that the strength of that motivation will depend on how much value the individual places on the outcome he or she wishes to achieve. In discussions of motivation an acceptable distinction is made between extrinsic and intrinsic motivation, that is motivation which comes from outside and from inside. 

Extrinsic Motivation: is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, or the possibility of future travel.



Intrinsic Motivation: by contrast, comes from within the individual. Thus a person might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better.

Most researchers and methodologists have come to the view that intrinsic motivation is especially important for encouraging success. Even where the original reason for taking up a language course, for example, is extrinsic, the chances of success will be greatly enhanced if the students come to love the learning process.

SOURCES OF MOTIVATION The motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people. It is worth considering what and who these are since they form part of the world around student´s feeling and engagement with the learning process. 

The society we live in: outside any classroom there are attitudes to language learning and the English Language in particular. How important is the learning of English considered to be in the society? In a school situation, for example, is the language learning part of the curriculum of high or low status? If school students were offered the choice of two languages to learn, which one would they choose and why? Are the cultural images associated with English positive or negative?

All these views of language learning will affect the student´s attitude to the language being studied, and the nature and strength of this attitude will, in its turn, have a profound effect on the degree of motivation the student brings to class and whether or not that motivation continues. Even where adult students have made their own decision to come to a class to study English, they will bring with them attitudes from the society they live in, developed over years, whether these attitudes are thoroughly positive or somewhat negative. 

Significant others:apart from the culture of the world around students, their attitude to language learning will be greatly affected by the influence of people who are close to them. The attitude of parents and older siblings will be crucial. Do they approve of language learning, for example or do they think that math and reading are count, and clearly show that they are more concerned with those subjects that with the student´s success in English?

The attitude of a student´s peers is also crucial. If they are critical of the subject of activity, the student´s own motivation may suffer. If they are enthusiastic learners, however, they may take the student along with them.



The Teacher: clearly a major factor in the continuance of a student´s motivation is the teacher. Therefore the teacher has to observe an obvious enthusiasm for English and English learning, in this case, would seem to be prerequisites for a positive classroom atmosphere.



The method: it is vital that both teacher and students have some confidence in the way teaching and learning take place. When either loses this confidence, motivation can be disastrously affected, but when both are comfortable with the method being used, success in much more likely.

TECHNIQUES FOR AN ACCEPTABLE CLASS To achieve the students’ participation teachers must present them an attractive material and follow the following steps:  The lesson should be well structured and set out, although the teacher should be flexible. If the activity does not work, the teacher should have alternative and creativity material to try to resolve the situation.

 Tasks should have a level of difficulty that fits to the student`s learning level if they are very easy, the students will be bored and this causes the distraction, fitting noise, etc. It should establish a task goal as clearly as possible.  Activities and texts should be about issues that concern the students’ needs, experiences and interests. It is interesting that sometimes there are chosen topics in which they are 'experts', that is, they can demonstrate their knowledge and value.  The language function is a tool that allows to communicate; teachers should perform communicative activities, which focus on functions and meanings, not just exercises on grammar.  In case, any student does not pay attention or does not want to perform an activity, we should analyze the situation to find out the problem. This requires students should know whether they have a bad day, have problems with the activity itself (very easy / difficult / not interesting), with the subject, family problems.  Teachers should help students to develop self-esteem and learning strategies, and promote the cooperative learning in class. If students are

happy with themselves and see their progresses, the relationship between them will also improve and there will be a pleasant environment in the classroom.

To obtain motivated students seems like utopia. Obviously, teachers will not motivate all students in this learning, but will motivate a large number of them. If teachers practice these steps, at the first moment it is possible not obtain visible results. Students have to get accustomed to this approach and teachers as well as.

Be gradually making changes in their attitudes and outcomes. At the end of the course, teachers will be able to appreciate the evolution of the students and this will inspire to the teachers to continue in this way.

TECHNIQUE AND DATA ANALYSIS The data collected for this research was obtained by visiting the Colegio EvangĂŠlico Centroamericano and doing observation. One of the first things we did was to find out the exact population of students in seventh grade. Then, survey and interviews regarding the teaching English practice were administered to the students as well as the English teacher. The information gathered from the survey and interviews was organized in tables for the corresponding analysis. After that, observation about the surrounding of the school was done and it was found that the school was located in an inappropriate area since very near from the school there is a motel and the traffic around is very heavy and noisy. It was also found that the school only counted on only one English teacher and this teacher focuses his teaching practice in three teaching methods causing the students to get anxious during classes.

7TH GRADE,Colegio Evangélico Centroamericano SAN SALVADOR YEAR 2010 7TH GRADE SECTION “A” No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

NOMBRE ALAS CHRISTIAN RICARDO ALEGRIA CORNEJO GEOVANNY RAFAEL AVALOS CISNEROS ALEJANDRA ESTEPHANIE BARRERA MENA DIEGO ENRIQUE CAMPOS MOLINA BESSY RAQUEL CERRITOS CORDOVA CAROLINA ESTELA CORADO YOLANDA MARIA DOMINGA FLORES KARLA GABRIELA ESCOBAR GUEVARA JENNIFER ADRIANA FLORES MENDEZ MARIA FERNANDA GONZALEZ GOMEZ KARLA RENEE GUEVARA GALVEZ HAZEL IVONNE HERNANDEZ SOLORZANO CLAUDIA SOFIA HERRERA NAJARRO DANIELA VANESSA LOPEZ HERNANDEZ LIBNI SOFIA MANCIA CHACON OSCAR ANTONIO MANCIA LOPEZ MADELINE GUADALUPE MENA ALEMAN CLAUDIA ARELY ORELLANA MORENO CARLOS ARTURO ORTEZ MOJICA TARSIS ODIS PEREZ TOMASINO KARLA PAOLA PLEITEZ GONZALEZ PAUL EDUARDO RAMIREZ VEGA FAVIO LEONARDO RENDEROS ALFARO FRANKLIN ARMANDO SOTO BELLOSOS RAQUEL ELIZABETH VAQUERANO HERNANDEZ DANIELA MARIA ZELADA QUINTANILLA WALTER DAVID

7TH GRADE SECTION “B” No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

NOMBRE AGUILAR MENENDEZ SERGIO RODRIGUEZ ARGUETA LEMUS BRYAN ANTONIO AUNER MOLINA DAYANA ALEJANDRA BONILLA VIDES CRISTIAN ANTONIO CARRANZA BARRIENTOS VICTOR ANDRE CASTILLO VENTURA KRISSIA GABRIELA CIBRIAN QUINTANILLA JONATHAN JOSUE DIAZ REYES RUDIS ADONAY FLORES PAVON STEPHANY VANESSA JIMENEZ NAVIDAD MARIO ERNESTO LEMUS VILLANUEVA KARLA BEATRIZ MAJANO GODOY SALVADOR FERNANDO MARTINEZ DIAZ RITA ALEJANDRA MEJIA HERNANDEZ ESTHEFHANY ELIZABETH MENDEZ RAMIREZ DEBORAH ALEXANDRA MENDEZ RAMIREZ JESSICA ALEJANDRA MONICO CERON MARCELA CAROLINA ORELLANA RAMIREZ SARAI EUNICE PEREZ ALVARENGA ARMANDO JOSE PORTILLO QUIJANO MANUEL ANTONIO PORTILLO RIVAS FRANCISCO ALEXANDER RIVAS HERNANDEZ MAYRA RAQUEL SALGUERO SOLORZANO EMILIA MARIA URBINA GEISOL YISSEL ZEPEDA MOLINA KATHERINE ANDREA ZEPEDA SOTO JOSUE DAVID

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR SURVEY OF THE INVESTIGATION: PEDAGOGIC PRACTICE FOR TEACHING AND LEARNING THE ENGLISH LANGUAGE, SEVENTH GRADE, Colegio Evangélico Centroamericano, 2010 STUDENT’S NAME: _____________________________________________________ 1.

Is English one of your favorite subjects?

Yes

No

2. Does the teacher use dynamics to make the class more entertaining?

Yes

No

3. Does the teacher use different teaching techniques during the class?

Yes

No

4. Does the teacher use the Translation Activities during the class?

Yes

No

5. Does the teacher show respect for the students?

Yes

No

6. Do you consider that the methods used by the teacher are suitable for your learning?

Yes

No

7. Mark with an “X” the characteristics that a good teacher should have Respectful and with capacity to impart the subject Honest, Tolerant and Respectful Dynamic, amusing and compressive All the Previous ones 8. Which of the following infers negatively or positively in your English Language Learning?

I don't pay attention in classes Difficulty with my teacher The pronunciation and the grammar I don't have difficulties

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR SURVEY OF THE INVESTIGATION: PEDAGOGIC PRACTICE FOR TEACHING AND LEARNING THE ENGLISH LANGUAGE, SEVENTH GRADE, Colegio Evangélico Centroamericano, 2010 TEACHER’S NAME: _______________________________________________________

1. What method or approach do you implement in your English classes?

2. Are there any English supporting materials in your classroom?

3. What kind of equipment do you use to teach your English classes?

4. What is the name of the book you and your students use in classes?

5. How are the desks arranged in your classes?

6. How many classes a week do you teach every group?

7. How much of the English you teach, consider your students acquire?

8. What type of assessment for learning do you do in your classes?

9. What kind of teaching activities do you implement in your classes to motivate your students?

10. Are there any distractions in the school that disturb the teaching-learning process of your classes?

RESULTS FROM SURVEY / 2010 According the field visits carried out at Colegio Evangélico Centroamericano.

These were the results obtained in the survey passed to the students of 7th Grade Sections A and B.

No.

No.

QUESTION

YES

NO

1

Is English one of your favorite subjects?

49

4

2

Does the teacher use dynamics to make the class more entertaining?

53

0

3

Does the teacher use different teaching techniques during the class?

53

0

4

Does the teacher use the Translation Activities during the class?

43

10

5

Does the teacher show respect for the students?

44

9

6

Do you consider that the methods used by the teacher are suitable for your learning?

53

0

QUESTION

7

Mark with an “X” the characteristics that a good teacher should have

8

Which of the following infers negative or positively in your English Language Learning

ANSWERS Respectful and with capacity to impart the subject

Honest, Tolerant and Respectful

Dynamic, amusing and compressive

All the Previous ones

0 I don't attention classes

13 Difficulty with my teacher

0 The pronunciation and the grammar

40 I don't have

0

45

8

0

pay in

difficulties

1. Is English one of your favorite subjects?

YES 92.5%

NO 7.5%

1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 YES

NO

READ DATA The graphic above shows the result of the answers obtained for question 1: 92.5% (forty nine students) selected the option YES, because they considered that English is one of their favorite subjects, 7.5% (four students) chose NO, because students considered that English is not one of their favorite subjects.

It means that a very high percentage of the students like English; however, they do not have the necessary fluency to keep a conversation.

2. Does the teacher use dynamics to make the class more entertaining?

YES 53.0%

NO 0.0%

NO

YES

0.0%

20.0%

40.0%

60.0%

READ DATA The graphic above shows the results from the answers obtained for question 2: 100% (fifty three students) selected the option YES, because they considered that the teacher uses the necessary dynamics, but according to the observation process the teacher only uses three methodswhile he could apply more teaching techniques according to the methods used during the development of the classes.

3. Does the teacher use different teaching techniques during the class?

YES

NO

100.0%

0.0%

120.0% 100.0% 80.0% 60.0% 40.0% 20.0% 0.0% YES

NO

READ DATA The graphic above shows the results from the answers obtained for question 3: 100% (fifty three students) selected the option YES, because they considered that the teacher uses different teaching techniques. Even though, they suggest there are more methods for teaching English thatcould be implemented in the classes.

4. Does the teacher use the Translation Activities during the class?

YES 81.1%

NO 18.9%

90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% YES

NO

READ DATA The graphic above shows the results from the answers obtained for question 4: 81.1% (forty three students) selected the option YES, because they considered that the teacher uses the translation method too often and this could be an issue to improve concerning the English Teaching skills and 18.9% (ten students) chose NO, because these students considered that it is necessary for the teacher to use this method during the classes because they do not have the necessaryEnglish proficiency to understand.

5. Does the teacher show respect for the students?

YES

NO

83.0%

17.0%

READ DATA The graphic above shows the results from the answers obtained for question 5: 83.0% (forty four students) selected the option YES, because they considered that in the classroom environment respect between teacher and students should prevail 17.0% (nine students) chose NO, because they considered learning English is more important than the relationship between them and their teacher.

6.Do you consider that the methods used by the teacher are suitable for your learning?

YES 100.0%

NO 0.0%

100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% YES

NO

READ DATA The graphic above shows the results from the answers obtained for question 6: 100% (Fifty three students) selected the option YES; however, students stated that teacher could apply more than the three methods in these classes to improve their English language skills. None of the students chose NO because they considered more methods and techniques could be used during the classes for them not to feel so anxious during classes.

7. Mark with an “X” the characteristics that a good teacher should have

Respectful and with capacity to impart the subject 0.00%

Honest, All the Tolerant and Previous ones Respectful 24.50%

Dynamic, amusing and compressive

75.50%

0.00%

Título del gráfico 75.50%

24.50%

0.00%

0.00%

Respectful and Honest, Tolerant with capacity to and Respectful impart the subject

All the Previous ones

Dynamic, amusing and compressive

READ DATA The graphic above shows the results from the answers obtained in question 7: 0% (none of the students) selected the option RESPECTFUL AND WITH CAPACITY TO IMPART THE MATTER, because they do not considered this option, 24.5% (thirteen students) chose HONEST, TOLERANT AND RESPECTFUL, because students considered that the teacher needs to show respect for each of the students.

(none

of

the

students)

selected

DYNAMIC,

AMUSING

AND

COMPRESSIVE, because they consider that this point is irrelevant. 75.5% (forty students) chose ALL THE PREVIOUS ONES; those students stated that a good teacher should have all the previous characteristic listed before.

8. Which of the following infers your negatively or positively in English Language Learning?

I don´t pay attention in classes

Difficulty with my teacher

I don´t have difficulties

The pronunciation and the grammar

0.0%

0.0%

15.1%

84.9%

90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% I don´t pay attention in classes

Difficulty with my teacher

I don´t have difficulties

The pronunciation and the grammar

READ DATA The graphic above shows the results from the answers obtained for question 8: 0% (none of the students) selected the option I DO NOT PAY ATTENTION IN CLASSES, none of students selected the option DIFFICULTY WITH MY TEACHER, 15.1% (eight students) selected I DO NOT HAVE DIFFICULTIES, because the percentage of this students have the acceptable fluency, and 84.9% (Forty five students) chose THE PRONUNCIATION AND THE GRAMMAR. This means that a high percentage of the class has gone through this problem during the Teaching Learning Process.

THEORETICAL CONSIDERATIONS According to the analysis of the different instruments used for this research, it can be concluded that for maintaining an adequate pedagogical practice, it is necessary that the teacher implementsdifferent methods during the English Language Teaching Learning Process. Besides, the teacher must use different techniques during the development of his classes,so they do not turn out to be monotonous, even whether he uses different techniques and dynamics. He has the obligation to verify whether the students have gained understanding of the content being taught,correct them when necessary, taking into account all opinions, no matter the level of the students, in order to find out the different difficulties regarding language learning that his students face in the classroom.

THEORETICAL

AND

METHODOLOGICAL

RESEARCH

FORMULATION A teacher methodology provided a detailed opinion, the main points of which are the following: "Pedagogueprojects the idea of constant development and in doing so they are also able to evoke this in themselves. They are able to properly incorporate teaching materials in the process and handle the challenges that arise as a consequence. This means that they must also cooperate with some other English teacher’s colleaguesto teach other subjects. They leave sufficient room for constructive experimentation in the form of work in groups and independently, assigning tasks based on the students’ individual interest. This is not a traditional role based on the principle of respect for the teacher, but a partnership based on providing help and guidance, which includes acknowledging the role of students who have a higher degree of knowledge in certain areas and turning this to the benefit of the community."18 The attitudes of educators engaged in the alternative pedagogy of recent decades are in harmony with the personality and role of innovative teachers as partners in learning-curious, willing to experiment, tolerant about differences and supportive of progress in the acquisition of knowledge and in personality development.

Jeremy Harmer suggests that, a good teacher is one who in spite of thisterrible feeling (outside the classroom), they put on a good "teacher's face" when they enter the classroom, besides, a good teacher is one who has his own personality and interact with students showing respect all the time.

According to the information received from theEnglish teacher in the Colegio Evangélico Centroamericano, it was discovered that he shows great respect for the students; however, his classes are monotonous and even predictable. It could be found that even though he is aware of a wide variety of teaching methods and

18

Harmer Jeremy, How to Teach English, Addison Wesley Longman Limited 1998, Pag.1

techniques, he implements only three of them. Students also demand for more variety of techniques and activities so that classes become more engaging and motivating and consequently more effective.

DEVELOPMENT AND THEORETICAL DEFINITION All of the above demonstrates that it is not possible to describe the pedagogical practices based on one standard set of definitions since this would leave no room to express its infinite variety. It can be considered that it was worthwhile asking colleague-teachers to share their opinions, which provided a variety of perspectives and reflected a great deal of innovative strategies for teaching in our present times Many students show a negative attitude towards learning a second language after so many fruitless years of learning English and under the same administrative and teaching system, which can be predictable, monotonous or demanding, and without little opportunity to learn. On the other hand, if the students do not have previous backgrounds on the language they fall into the risk of failing or not succeeding in acquiring the language.

In this study, it was necessary to applyinstruments to identify not only several aspects that interfere in the development of teaching English but also the level of proficiency students have in the different four language skills. There were found some difficulties that students face when they are learning the second language. For instance, there are some other factors that obstruct students learning process, some of them are: the affective factor, because it is a problem in which students feel shy to speak English, They do not want to overcome the frustration of making mistakes when they interact with the rest of classmates in the classroom. The other one is the lack of knowledge in grammar rules because it is evident that they do not apply it at the moment of having a conversation in the real life or during the exercises the teacher assigns in the classroom; and finally, the sociolinguistic is another factor that students face because they do not have the opportunity to practice with native speakers.

Finally, as researchers found the results gratifying because most of the students were classified in intermediate level. This means that the majority of them can manage the four language skills (reading, listening, writing and speaking).

CHAPTER III OPERATIVE FRAMEWORK

DESCRIPTION OF THE INVESTIGATED SUBJECTS Through observation along the research

at Colegio Evangélico

Centroamericano in San Salvador during this school year 2010, it was found that the school only counted on one year English teacher for grades. The teacher implements three methods for this teaching practice: those methods are Audio Lingual Method, Grammar Translation Method and Direct Method. But regardless the teaching methods, it was found that the English students (53 students) in the two 7th grades, the English classes appeared to be boring, students in both groups were not enough motivated. Therefore, the students complained about it.

According to the students’ opinion, the teacher should implement other and more varied techniques to avoid monotony and predictability in classes. They consider that a variety of techniques will help to encourage them a lot to learn much more and in an easier way. They were convinced that the English teacher’s teaching skills are very important to promote interest and motivation in classes.

Through the research and observation it was also found that the school is located in a very noisy neighborhood due to heavy traffic, but even though, it can be said that the school’s infrastructure is good enough, that it counts on adequate spaces and the necessary supporting material and equipment required for an effective teaching learning process of English. However, the students still do not achieve the fluency they are supposed to according to the level they were studying.

PROCEDURES FOR GATHERING DATA During this study, the researchers visited the School twice a week on our second part of the investigation. To gather all the essential information to fulfill the objectives of the research, it was necessary to organize all the activities that were going to be done. To start with, it was of vital importance the methodology that the teacher applied in his classes; here the researchers were going to observe the behavior of students. This observation provided this study with relevant information. Another instrument applied was the survey that was addressed to the students and the teacher. Those questions were taken to provide their opinion related with the teacher’s methodology during the classes.

The next instrument used in the investigation was an oral interview to the teacher in which he answered all the questions; this interview took place in the principal’s office.

Finally, the last instrument to be applied was a test for students. It was divided in the two different English classes sections; both of them were going to be divided into different schedules. Procedure was going to be taken during the classes in the afternoon. Even though, it was observed during this process that the teacher is very attentive and appreciated by the students; however, the methodology used by the teacher tends to be monotonous and predictable, generating in students conformism and optimal results are not displayed in his classes. Also, it was observed the different difficulties that some of the students were experiencing during the process of the second language during the classes.

SPECIFICATION OF THE TECHNIQUE FOR THE DATA ANALYSIS In order to collect the required data for this research, students of the two groups of seventh grade at Colegio Evangélico Centroamericano were asked, by means of questionnaires, their point of views, their opinions about their English teacher’s techniques implemented by him to teach his English classes. The English teachers as well as the authorities in the school were interviewed in order to have more information about the English teaching learning process at the school.

Class observation was also carried out to collect information about the same issue so that it could be verified if the student’s opinions and reality matched. One thing that caught the researchers’ attention was that during the interview with the English teacher is that he assured that a high percentage of the students in 7 th grade had achieved good communicative language skills, that the students’ fluency at speaking English was good enough, and according to the data gathered through the survey administered to the students revealed that it was correct.

CHRONOGRAM

RESOURCES HUMAN RESOURCES The researchers considered that one of the main characters that helped in this research werethe students at Seventh Grade and the English teacher. Also we can add the Director, and Sub-director, who are currently directing the Colegio EvangĂŠlico Centroamericano; they provided important information about the school, the population, and information of the teacher. All of them provided all the required information about the institution and their teaching job, and they allowed the researchers to interviewed them and observe classes all year long.

PRELYMINARY INDEX ABOUT THE FINAL REPORT CHAPTER I CONCEPTUAL FRAMEWORK In the first part of this research, PEDAGOGIC PRACTICE FOR TEACHING AND LEARNING THE ENGLISH LANGUAGE, SEVENTH GRADE, COLEGIO EVANGÉLICO CENTROAMERICANO, is the introduction which deals with the effectiveness of the

pedagogical practice for the teaching-learning process of the English language in that institution, intrinsic and extrinsic motivations are also explained in this part.

This introduction also describes the most used pedagogical practice devised in the school.

Then, the general and specific objectives are stated in order to guide the research, after that, the backgrounds are described in order to embody the brief historical records of the English language teaching in El Salvador, this part also deals with the changes that Colegio Evangélico Centroamericano has undergone lately and the contribution that the authorities who rule the school have done concerning the teaching practice. The Justification part describes the importance of establishing potential problems that affect the learning process of the English language as well as developing diverse teaching methods that will identify and develop different skills in the students.

The statement of the problem intends to find out the effect that English teaching practice produces in the acquisition of the English language by students in 7th grade at the school. The findings and limitations part rescues most important contributions of remarkable pedagogues such us Jeremy Harmer, with his book “How to be a teacher” in which he encourages all English teachers on how to improve and achieve good results in their teaching practice, he introduces basic concepts regarding the issue and shows English teachers how to implement teaching sequence and proposes solutions many difficulties English teachers have to struggle with during the English teaching practice. Another remarkable

pedagogue mentioned here is Diane Larsen Freeman who explains the different techniques that can be devised for the English teaching.

H. Douglas Brown, another well known pedagogue, also gives his contributions regarding the building up of classroom motivation. Finally, in the concepts and categories part, definitions regarding the subject matter of this research are listed for a better understanding of it, those definitions were taken from the different books that the pedagogues mentioned above have published.

CHAPTER II THEORETICAL FRAMEWORK The purpose of the second part of this research intends to analyze the different pedagogical competences inside the classrooms in the seventh grade of the Colegio EvangĂŠlico Centroamericano. It also intends to remark the importance of the implementation of adequate language teaching methods and techniques that are essential for an effective learning of the English language.

This part also presents a monograph of the school as well as where this is located in order to provide detailed information such as geographical and historical data about them. Recognition data, a general description of spaces and symbols, housing structure in the city of San Salvador etc. Historical backgrounds are also included, development, and description of the infrastructure of the school. Besides, some information from different authors regarding how to produce a good atmosphere in the classroom and different teaching methods used to achieved better results during the English teaching practice was rescued, such information has to do with motivation, which is considered the key to all learning, seats arrangements in the classroom, characteristics of good classroom learners and good English teachers.

Finally, the components of the pedagogical practice of the teaching and learning of English are introduced.

CHAPTER III OPERATIVE FRAMEWORK The third part of this research comprises a description of the investigated subjects, here it is described that the teaching style of the only English teacher in the Colegio Evangélico Centroamericano and the reactions that this teaching style produce in the students who expect different and more variety of teaching methods or techniques could be implemented. The procedures for gathering data part describes how all the information required for the research was collected by asking the 7th grade students fill out a survey on the teaching learning of English in the school; also by interviewing not only the English teacher of the school and doing English class observation.

The specification of techniques for the data analysis describes how all the required data was collected and analyzed, survey and interviews were submitted to students and teachers correspondingly as well as class observation was carried out. Finally, the analysis and comments section embodies the conclusions drawn regarding the English Teaching-Learning process among students of 7th grade at Colegio Evangélico Centroamericano in the year 2010. This section states that the methods implemented by the English teacher do not help so much to achieve good communicative skills to communicate in English, that 7th graders at Colegio Evangélico Centroamericano expect for others and more varied Language teaching techniques which allows them to achieve better results especially on fluency at the time of speaking in English.

BIBLIOGRAPHY REFERENCES  Harmer Jeremy (1998). How to Teach English. Addison Wesley Longman Limited 1998.  Harmer Jeremy (2001). The Practice of English Language Teaching.

Pearson Education Limited 2001. Longman.  Diane Larsen-Fremman. Techniques and Principles in Language Teaching Second Edition. Oxford University Press 2000.  Brown H. Douglas, Teaching by Principles an Interactive Approach to Language Pedagogy second edition, Addison Wesley Longman 2001  Compite Training Program and Linguistic Certification for Methodological Competences for MINED Teachers 2008  Instituto Geográfico Nacional Ing. Pablo Guzmán (1990). Monografía del Departamento y Municipios de San Salvador. San Salvador, El Salvador.

Instituto Nacional de Turismo de El Salvador  http://www.sansalvador.gob.sv/?page_id=3392  Harmer Jeremy (2001). The Practice of English Language Teaching, Edinburgh Gate Harlow: Addison Wesley Longman Limited.

DEDICATED TO:

 The Almighty God, who as a merciful father let me finish this work, overcoming all difficulties I faced through all of it, Illuminating my mind in the most difficult moments.  To one of my best friends Marisol Quintanilla Paz, who gave me all the support, comprehension, patience and motivation in everything I needed and asked for.  To all my dear friends who always helped me on everything I needed and they could give me or provide me with, including their love, friendship, and affection among the most important things  To the authorities, especially teacher Lic. Emilio Pacheco and classmates because they made it possible  To

teachers

and

students

of

Colegio

Evangélico

Centroamericano, for their kind cooperation when providing the required information  I would like to thank all the people who helped us in the elaboration of this research project, especially to Lic. Fredis Edwin Herrera who believe in me and provide me his support and help through this complete process.

CARMEN ELENA ALFARO ALVANEZ

DEDICATED TO:

 The Almighty God, who has help us finish this project overcoming all difficulties that as a teamwork with Carmen Elena Alfaro faced through all of it, illuminating our minds in the most difficult moments.

 My dear and lovely mother, who has given me her enthusiasm and motivation to finish this project

 My brother and sister who share happiness with my successful and provided me affection during this research project

 To Roxana Ruiz, who has been always my dear friend and believe in me, she is a very important and special person

MISAEL ARTURO CLAROS RIVERA