True music must repeat the thought and inspirations of the people and the time.

My people are children and my time is today.

ARMY POLYTECHNIC SCHOOL

DEPARTMENT OF LANGUAGES

APPLIED LINGUISTICS IN ENGLISH PROGRAM

THESIS PROJECT

The influence of music stimulation in the development of ESL in children between 5 and 6 years old in the “Británico Internacional” School during one school

year 2007-2008

Author: CARRASCO PAZMIÑO TANIA YASMÍN

INTRODUCTION

• Necessity of the school.

• Teachers don’t’ know the importance of music to develop ESL in children.

• Good expectative in Education

• Positive influence for children.

• Helps to open ideas for teachers.

• Practical

• Challenge

• Parts of the Thesis.

PART ONE

Main Problem

How does Music stimulation impact in the development of ESL in children between 5 and 6 years old in the

“Británico Internacional” School during one school year 2007-2008?

Secondary Problems

How will a module of music stimulation…

Contribute to English

vocabulary

Help learner’s attention

Promote the pronunciation and fluency

Independent Variable:

English as a Second Language achievement in children between 5 and 6 years old.

Dependent Variable:

A Methodological Module about Music as stimulation strategy directed to the educational teachers.

To design and elaborate an interactive module.

OBJECTIVES

GENERAL SPECIFIC

• To determine how teachers stimulate children.

• To evidence the transcendence of music.

• To create different activities.

JUSTIFICATION

Music stimulation’s very important in the development of the language skills

Children become motor from their own learning process when modifying for itself their outlines of knowledge.

The teacher is who applies guide's paper when he/she puts in contact the knowledge and the previous

experiences of the student with the new knowledge.

PART TWO

• Motivation of learning Languages • Antecedents of Music Development• Antecedents of Language Development • Pedagogic Base • The Multiple Intelligences

THEORETICAL FRAME

HYPOTHESIS SYSTEM

MULLE HYPOTHESIS

ALTERNATIVE HYPOTHESIS

The use of music as a strategy for Teaching English is essential because it improves the cognitive, affective and physical abilities in

children of 5 and 6 years old in the “Britanico Internacional” School.

PART THREE

METHODOLOGY

Research type and design

DescriptiveFieldBibliographical

Qualitative ParadigmNon experimental Character Social ProblemSmall research

TECHNIQUES AND INSTRUMENTS

Observation

Survey Techniques

InstrumentsObservation Record

Questionnaire

PART FOUR

TESTING THE HYPOTHESIS

TEACHERS CHILDREN

8 90

POPULATION: 98

CHILDREN’S QUESTIONNAIRE

1.- Is the child able to take the rhythm of a melody through coordinated corporal movements?

2.- Is the child able to carry out language exercises of quick reaction with self-control listening the music?

3.- Is the child able to pronounce correctly the main words of the song while singing?

4.- Is the child able to memorize an infantile song of two verses?

5.- Is the child able to recognize sequences in shapes, ways, figures, draws, letters, numeral and time?

6.- Does the child understand the sequence of the activities of the day in the school?

7.- Is the child able to identify different sounds?

8.- Can the child reproduce rhythmic movements following watchwords?

9.- Does the child have notion of directionality?

10.- Does the child maintain a corporal balance during rhythmic activities?

Questions Always Often Almost always

Rarely Never

1 21% 47% 32% 0% 0%

2 20% 59% 20% 1% 0%

3 20% 55% 17% 0% 0%

4 43% 47% 10% 0% 0%

5 23% 48% 28% 1% 0%

6 22% 55% 22% 1% 0%

7 33% 49% 18% 0% 0%

8 20% 45% 32% 3% 0%

9 20% 45% 29% 6% 0%

10 17% 49% 32% 2% 0%

TEACHER’S QUESTIONNAIRE

1.- Do you stimulate the development of English Language to your children?

2.- Do you incorporate rhythmic exercises for a good language develop to your children?

3.- Do you promote Music as methodological strategy to develop notions of logic and mathematics to your children? 4.- Do you take into account to the Music as methodology to develop reading processes to your children?

5.- Do you incite the musical rhythms to develop space notions and time to your children?

6.- Do you stimulate with Musical activities the holistic development to your children?

7.- Do you use Music as a game instrument to develop the socialization in your children?

8.- Do you take into account cautions or special activities directed to the children that possess a low level in their language?

9.- Do you incentive musical exercises to parents to improve deficiencies in the motor, space, temporal areas?

10.- Do you apply the methodology of the musical strategies to stimulate language problems?

11.- Do you incentive Music only for musical goals?

12.- Do you fortify values and the affective area using songs or parodies as methodological strategy?

Questions Always Often Almost always

Rarely Never

1 13% 49% 38% 0% 0%

2 13% 49% 25% 13% 0%

3 25% 25% 5% 0% 0%

4 37% 38% 25% 0% 0%

5 13% 62% 25% 0% 0%

6 13% 49% 38% 0% 0%

7 37% 37% 13% 13% 0%

8 37% 38% 25% 0% 0%

9 25% 37% 38% 0% 0%

10 13% 74% 13% 0% 0%

11 25% 37% 25% 13% 0%

12 12% 13% 13% 49% 13%

CONCLUSIONS

• Children of the Britanico Internacional School recognize different commands in English according with their body, space and time.

• Children can retain songs of two verses, and they know the meaning of what they are singing.

• Children can discriminate nice and ugly sounds.

• Teachers agree with the design of a music stimulation module.

RECOMMENDATIONS

• To stimulate English vocabulary

• To use musical activities to develop the pronunciation, attention and diction.

• To apply English Language with musical activities to develop notions of reading, speaking and writing.

• To design a methodological module through musical activities to promote ESL development in children of 5 and 6 years old.

PROPOSAL

TITTLE:

MUSIC STIMULATION MODULE FOR THE DEVELOPMENT OF ESL IN CHILDREN

BETWEEN 5 AND 6 YEARS OLD DIRECTED TO TEACHERS AND

STUDENTS OF ENGLISH LANGUAGE.

INTRODUCTION

A practising and encouraging communication skill with children between 5 and 6 years old is an essential part of children development.

There is a dynamic relationship between music and language and the one can help

development of the other.

Music is frequently used by teachers to help second language learners acquire a second

language.

OBJECTIVES

To stimulate students to speak English in class through different activities of Music to emphasize vocabulary, English language, gesture, pronunciation, rhythmic sense, diction, movement and expression of words like a way of communication and socialization instruments as a generator for any learning.

GENERAL

• To provide all teachers with the tools they need to promote the acquisition of English.

• To motivate a positive emotional approach to language learning.

• To explore and to create sequences of reading, writing and speaking through music activities.

• To motivate ESL through musical adaptation or parodies.

SPECIFIC

BENEFICIARIES

METHODOLOGICAL STRUCTURE

• Motivation • General objectives • Specific objectives • Conceptual Development • Evaluation.

MOTIVATION

OBJECTIVES

DEVELOPMENT

EVALUATION

HOW TO USE THIS MODULE

• Read the objectives of the unit attentively • Assimilate concepts, characteristics and

importance of the contents. • Observe the graphics of activities and their

practice with the corresponding action. • Choose a song depending the unit and the

objective of development of the area of interest.

• Evaluate in a qualitative way the achieved skills of children.

ACTIVITIES

• Memory • English language• Gesture• Pronunciation• Diction• Rhythmic sense• Logic Sequence (reading-speaking)• Attention

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