Final Thesis English

8/12/2019 Final Thesis English

1/69

INDEX

INTRODUCTION .................................................................................Error! Bookmark not defined.

Statement of the Problem ......................................................................Error! Bookmark not defined.

General Objective: ................................................................................Error! Bookmark not defined.

Specific Objectives: ..............................................................................Error! Bookmark not defined.

Scope of this research ............................................................................Error! Bookmark not defined.

Delimitations: ....................................................................................Error! Bookmark not defined.

Limitations: .......................................................................................Error! Bookmark not defined.

CHAPTER II .........................................................................................Error! Bookmark not defined.2.1 CONCEPTUAL FRAMEWORK ...................................................Error! Bookmark not defined.

2.1.1 English as a Foreign Language (EFL)......................................Error! Bookmark not defined.

2.1.2 Curriculum/Syllabus................................................................. Error! Bookmark not defined.

2.1.3 Methodology. ...........................................................................Error! Bookmark not defined.

2.1.4 Young Learners ........................................................................Error! Bookmark not defined.

2.2 THEORETICAL FRAMEWORK ..................................................Error! Bookmark not defined.

2.2.1 Characteristics of young learners .............................................Error! Bookmark not defined.

2.2.1.2 The Role of Games for Young Learners ...............................Error! Bookmark not defined.

2.2.2 Methodology to teach young learners ......................................Error! Bookmark not defined.

2.2.2.1 Audio- lingual Method ..........................................................Error! Bookmark not defined.

2.2.2 Total Physical Response (TPR)................................................Error! Bookmark not defined.

2.2.5 Resources to use to teach young learners.................................Error! Bookmark not defined.

2.2.5. 1 Songs, chants, rhymes ..........................................................Error! Bookmark not defined.

2.2.5.1.1 Songs ..................................................................................Error! Bookmark not defined.

2.2.5.1.2 Rhymes and Rhythms.....................................................Error! Bookmark not defined.

2.2.5.1.3 Chants .............................................................................Error! Bookmark not defined.

2.2.5.1.4 Technology .....................................................................Error! Bookmark not defined.

CHAPTER III METHODOLOGICAL FRAMEWORK.....................Error! Bookmark not defined.

3.1 Paradigm of research. ..................................................................Error! Bookmark not defined.

3.3 Description of Techniques and Instruments................................Error! Bookmark not defined.


2/69

3.4 Research Population ....................................................................Error! Bookmark not defined.

3.4.1 Unit of Analysis .......................................................................Error! Bookmark not defined.

3.4.2 Sample ..................................................................................Error! Bookmark not defined.

3.5 Inclusion and Exclusion Criteria .................................................Error! Bookmark not defined.

3.5.1 Inclusion Criteria ......................................................................Error! Bookmark not defined.

3.5.2 Exclusion Criteria .....................................................................Error! Bookmark not defined.

3.6 Ethical Issues. ..............................................................................Error! Bookmark not defined.

CHAPTER IV RESULTS .....................................................................Error! Bookmark not defined.

4. Results. ..............................................................................................Error! Bookmark not defined.

4.5 Objectives to Teach English in Preschool Levels.......................Error! Bookmark not defined.

4.6 Resources used in class. ..............................................................Error! Bookmark not defined.

4.7 Sources to get resources for the lessons......................................Error! Bookmark not defined.4.8 Methodologies used in Preschool levels. ....................................Error! Bookmark not defined.

4.9 Methodologies with better results for the six schools.................Error! Bookmark not defined.

4.10 Methodologies that motivate the learners in a better way.........Error! Bookmark not defined.

CHAPTER V ANALYSIS AND DISCUSSION..................................Error! Bookmark not defined.

CONCLUSION .....................................................................................Error! Bookmark not defined.

Appendix ...............................................................................................Error! Bookmark not defined.

Entrevista: .........................................................................................Error! Bookmark not defined.

TRANSCRIPCIONES ..........................................................................Error! Bookmark not defined.

CATEGORIAS .....................................................................................Error! Bookmark not defined.

Categorizacin ...................................................................................Error! Bookmark not defined.

Syllabus proposal ..................................................................................Error! Bookmark not defined.

Bibliography: .....................................................................................Error! Bookmark not defined.

Linkography: .....................................................................................Error! Bookmark not defined.


3/69

INTRODUCTION

In Chile, English is now taught as a compulsory school subject in most public schools all

over the country starting from fifth grade. In private and semiprivate schools, English

learning starts in earlier grades, including pre-school levels, because these schools have the

resources and programs to do so.

Despite the fact that the government has left aside from the national curriculum in terms of

English teaching, to the preschool area, we must mention that the Ministry of Education has

created different softwares, web pages and books to work with in the English subject for

young learners - some of these resources are Chilehablaingls.com and the book Bounce

which belongs to the Oxford academy.

The problem with most of these resources is that they are only used by children andteachers who belong and work in private and semiprivate schools, leaving behind young

learners from the public area who are usually forced to begin working with the second

language when they are in fourth or fifth grade, and most of the time they do not seem to be

interested in this new subject because they find it too difficult to understand and they also

get easily frustrated when they are told they make too many mistakes during the learning

and acquisition process of this new language.

The main reason for this research is that we want to be a useful source to

incorporate English in preschool levels. Here, we will work to find out the most important

elements to consider inside of a syllabus, which are the programs used in order to plan a

class, in order to create a standardized one for the teaching of English as a

second language in preschool levels in our country. But since there is

not enough information available, we want to consider the strongest

elements from these different Syllabi which are already incorporated in schools that

teach English as a second language at preschool levels and that have approached good

results. At last, we want to take into account all these elements in order to design

a powerful tool to regulate and guide the English teaching process to all

preschool institutions, public, private and semiprivate, from our country. What we want to

do is to analyze and evaluate what has already been done in some schools in

order to promote English as a second language for preschool levels due


4/69

to the large amount of advantages that English can bring to young learners for

their future lives as students, but above all as persons.

Before we begin our research, it is important to help everyone understand that English as a

subject is crucial for young learners because through this they can improve their

communicative skills but also their abilities in other future subjects like math, science, arts,

among others. Nowadays we can find English everywhere, in television ads, books,

internet, magazines and music, and since children are now closer to technology, they need

to understand everything that surrounds them in their everyday lives or at least be able to

recognize certain words as they see them. When learning a foreign language, we are also

teaching and allowing learners to respect, understand and to be in touch with other cultures

that are probably a lot more different from theirs, and also by being in touch with these

cultures they will learn to tolerate other people and their customs.English has become more and more important around the world in areas like technology,

tourism, and economy, among others. This is clearly an advantage for people who know

and use English as a second language. For this reason, the teaching of the English language

should be considered in the early years of human beings due to the fast way that kids can

learn and acquire languages, but another important advantage is that learning English at an

early age helps students grasp their mother tongue better, simultaneously enabling them to

acquire remarkable proficiency in their second language, and we can also develop cultural

awareness in order to contribute to the globalized world, having as a final result, more

motivation for young learners through the use of right methodologies because one of the

advantages that children possess when it comes to facing a new language is how

spontaneously and naturally they react when learning it.


5/69

Statement of the Problem

In order to teach at preschool levels in Chile, there is a document called Bases

Curriculares de la Educacin Parvularia[1] created by the Ministry of Education of the

country, which is a standardized program that regulatesand also evaluatesthe areas that

should be taught to children at the preschool level. This document is focused in three main

aspects which are:Formacin Personal y SocialComunicacinRelacin con el Medio

Natural y Cultural. As we can see, English is not considered inside this program, and this is

the reason why some private educational schools in the country have created their own

syllabuses for the English area, and they turned out to give good results good grades,

great development of the students interaction patterns,and students are more open to the

knowledge of other cultures.However, other public schools have no programs, neither do they do teach English in their

classrooms at a preschool level. That is the reason why having a standardized syllabus can

help to introduce the English subject for preschoolers, and also in this way the inequity

between both private and public bilingual education will decrease.

To have an English standardized syllabus in preschool levels can help to norm

and regulate what contents to teach and how to teach them. Unfortunately, in our

previous practice in preschool levels as a English pedagogy students, we had

to face the lack of guidelines and regulations to follow in preschool levels, and the

lack of preparation from preschool teachers in English area. This is why it could be very

useful to have a standardized syllabus in this level. In this way, all the preschoolers in Chile

can start learning the same things in English areas.

In fact, a standardized syllabus for preschoolers can help us to set the kind of material

according to young learners needs because with kids it is necessary to focus

in different areas than adults. For example, in preschool levels, we haveto consider to emphasize listening and speaking skills, but with adults we need

to emphasize the four skills, listening, speaking, reading and writing.

It is important to point out that young learners can learn languages more easily than adult

learners without the need of focusing on grammatical rules and theoretical

explanations. Since the desire to communicate ties in with the capacity that children


6/69

bring with them to the classroom, namely their aptitude for indirect learning (Halliwell,

S, 1992,5). At this level teachers need to focus on the right methodology like games, songs,

rhymes, and so on. They also need to consider motivation through English because it is

important to motivate the learners in preschool levels. Here, it is also important to set the

correct input to help the learners to acquire English as a part of their meaningful learning.

Therefore, with this research, we are looking to highlight the importance of having a

standardized syllabus for preschoolers who attend to public schools. In this way we can

contribute to norm the teaching of English in most of preschools institutions in Chile, since

we know that English in these levels has been left out of the curriculum by the Chilean

government, and to include English could have a big impact in the future of kids. We

stated the question Which are the most relevant aspects that syllabuses include to teach

English at preschool level in different schools in Puerto Montt?


7/69

General Objective:

- To propose standardized English syllabus for its use in Preschool levels in publicschools in Puerto Montt.

Specific Objectives:

- To identify the main components of the English syllabuses used atpreschool levels in six schools in Puerto Montt.

- To identify the main methodologies used at preschool levels in six schools in PuertoMontt.

- To apply the main components and methodologies used in private schools whencreating a standardized syllabus for its use in public schools in Puerto Montt.


8/69

Justification of the Investigation

A small percentage of public schools (information is needed) is now starting to include

English in the initial levels of primary education. This is because studies all over the world

have shown that this contributes to prepare children linguistically, psychologically, and

culturally for language learning.

When Linguistic development is discussed, we state the main aim of teaching English as a

foreign language which is to develop communicative competence. All this is explained by

Coyle et al (1997) quoted by Brewster This is not about to teach a foreign langu age, but to

teach how to use this language in communication (2002, 8). Considering the linguisticdevelopment, children can get better understanding of the situations, objects, and events.

Young learners are also expected to use the foreign language orally to communicate their

ideas.

Also, learning a foreign language is a psychological preparation since children develop a

high motivation for the new language. They like to be in contact with the foreign language

even if they do not understand each word. As Hawkins (1984) quoted by Brewster et al

(2002, 7) The psychological preparation deals with to stimulate childrens natural interest

and curiosity about the language. The main aim here is to use materials and strategies, to

help young learners to build up their confidence and motivation. Thus, to try to keep the

second language learning as a good experience in their whole life (Brewster et all, 2002, 5-

6).

The idea of teaching English in preschool levels is to prepare children to be open-minded in

relation to English-speaking countries. Introducing information about the culture of these

countries, it is a way of maintaining pupils interest in the foreign language. It is important

to develop a positive attitude towards the foreign language and its people (Brewster et al.

2002, 9). In addition, using resources like videos, magazines, realia, etc. we can connect

children with the new culture. This brings us to the notion of authenticity that help the

pupils to discover and value the cultural elements for themselves from their own

perspective (Brewster et al. 2002, 148-149).


9/69

Considering all the points mentioned above, the aim of this research is to propose the main

elements a syllabus has to include to teach English at preschool levels. This means to

analyze and evaluate what has already been done in some schools in order to promote

English as a second language at preschool levels.

Since there is not enough information available, we want to consider the strongest

elements from the different Syllabi that are being used in schools to teach English as a

foreign language at preschool levels and that have had good results. To summarize, we

want to take into account all these elements in order to design a program to regulate and

guide the English teaching process in preschool education.


10/69

Scope of this research

Delimitations:

This research is about introducing English in preschool levels. It considers topics as the

characteristics of preschoolers, the main methodology to deal with them in the

classrooms. It also considers the most important elements inside of a syllabus. However,

this research does not focus on characteristics of teachers, qualifications of preschool

teachers. Since this research is based on preschool levels, it does not consider SIMCE

results.

Limitations:

One of the main problems in this research is the amount of information available about the

current situation of English at preschool levels in Chile. As we want to consider what is

done in English areas in private institutions, it could be a problem if this kind of school

does not want to cooperate with the needed information for this research.


11/69


12/69

2.2 THEORETICAL FRAMEWORK

2.2.1 Characteristics of young learners

As we define young learners, we said that they are kids in their first years ofschooling. They are around three to ten years old. We can state that the starting years

of young learner are when they are in the preschool levels.

They are discovering and learning everything about the world that surrounds them.

JeremyHarmer (2001, 38) describes a large number of characteristics of young learners

that are important to highlight.

For example:

- Kids respond even if they do not know the whole individual words or sounds.- Kids learn without explanations. They can learn through games.- They have a need for individual attention and approval for the teacher.- They display curiosity and enthusiasm for the world around them.- They are keen to talk about themselves and their own experiences and respond well

to learning experiences that uses their own lives as a topic.

- They have limited span of attention. Useless activities are extremely engaging.- They can easily get bored, so short activities are good.

As children are discovering the world, they need to be provided with concrete

experiences in order to create a meaningful learning environment to them. Young learners

need to have a lot of gestures and positive reinforcement.

Imagination plays an important role for young learners since they can use it to give

meaning to their world and what surround them.

Another important characteristic of young learners is that they are very busy trying to

make sense of the world around them. This is why, they try to look for answers and

explanations to convey meaning to their own world

According to Susan Halliwell,(1992, 7) With imagination, children try to identify

patterns and also deviation from that pattern. These words are very clear when

it comes to language acquisition and we can notice that children unconsciously are


13/69

overgeneralizing grammatical rules with funny words order

to fit the language that they are discovering.

In preschool education, imagination plays an important role in

the learning process. Children can explain different things using their own imagination.

They can create an imaginary world for them. As S. Halliwell writes, (1992, 7) the act of

fantasizing, or imagining, is very much an authentic part of being a child. In this

context, we can state that kids can use their own knowledge about their real life, combining

them with the use of their own imagination to create fantastic worlds that can

help to incorporate new knowledge to their lives.

In fact, the role of imagination in childrens lives we can see that it

provides another very powerful stimulus for real language use. We need to find ways

of building on this factor in the language classroom too (Halliwell, 1992, 7).

Another point is that imagination helps school-age children solve problems by helping

them think through different outcomes to various situations. the role playing help to cope

with difficult or new circumstances. In addition, Imagination allows children to practice

real-life skills. From shopping at a pretend grocery store to assigning roles and dialogue to

dolls or puppets, children's pretend play helps them practice and apply new knowledge and

better understand how those skills are used in the real world. This abilities

are very useful in terms of teaching English since we want to create situations for them

to use the language.

2.2.1.2 The Role of Games for Young Learners

Repetition can be boring for preschoolers, but this is an important part of the teaching

process for a foreign language. Children need to have real interaction. Here, it is wheregames play an active role in the classroom. As Susan Halliwell wrote: Games

provide an opportunity for indirect learning in order to make the

most of the creative language skill the children bring with them, we therefore

have to provide them occasions to repeat set of phrases to make kids to construct

the language actively for themselves. That is why, games are so useful and


14/69

so important. It is not just because they are fun. It is partly because the fun element creates

a desire to communicate and partly because games can create unpredictability (1992, 4).

One of the games considers as a good tool to use in the classroom is the role play. Elkoni,

1978, quoted by Leong, and Bodrova (2012) wrote Inside of games, role playing is a

good technique to use in the classroom. Kids need to learn the relationship

between the social role not only by observing people, but also playing the roles. Teachers

need to explain the different behaviors. Here, kids can learn that behavior are not arbitrary

and the logic of real-life situations. (2012, 32)

Another important game to consider is guessing. As Halliwell S. stated

guessingis actually a very powerful way of learning phrases and structures, but it is

indirect type of learning because the mind is engaged with the task

and is not focusing on the language. Children are nottrying to learn phrases; they are concentrated on trying to guess right, by the time they have

finished the repeating guessing and structures. They will have got the phrases firmly into

their minds. Through this, children can even adjust their own pronunciation (1992, 38).

On the whole, games are more than fun. They provide an opportunity for real using and

processing of language while the mind is focused on the task ofplaying the game. With

games, children are a central part of the process (Halliwell, 1992, 6)

2.2.2 Methodology to teach young learners

There are a lot of useful methodologies that focus on young learners needs. Using them

inside the preschool levels can create a big impact in the learning experience for children.

2.2.2.1 Audio- lingual Method

As Harmer describes Audio-lingualism follows the behaviorism model of Stimulus-

Response- Reinforcement. That attempted, through a continuous process of

such positive reinforcement, to engender good habits in language learners.


15/69

Audio-lingualism relied heavily on drills to form this habits; substitution was built

into these drills so that, in small steps, the students was constantly learning and, moreover,

it was shield from the possibility of making mistakes by designing the drill(2001,79).

This approach is based on structuralism and behaviorism where

repetition of new language is needed. Here, the teacher is the central role.

This approach is considered restricting with emphasis on memorization, imitation and

repetition.

This approach is popular for the practice that it provides, but it does not encourage young

learners interest (Brewster etal 2002, 43-44).

2.2.2 Total Physical Response (TPR)

The originator of this approach is James Asher who thought that second language learning

could have similar developmental patterns to that of child

language acquisition. According to this, TPR ask students to respond physically to

the language they hear. As a result, language is processed with physical action (Harmer,

2001, 90).

According to Brewster et al TPR isvery popular with young learners because it develops

listening skills, introduces new language in a very visual, contextualized way, involves

activity and movement and does not at first put pressure on the young learners to speak

(2002, 44).

Jeremy Harmer wrote the critics of TPR points outthat it is only appropriate

for beginner learners and the question is how TPR ties in with any real-world need.

It should be included together with other methods (2001,90).

2.2.2.3 The Communicative Approach or Communicative Language Teaching.

It is based on social-interactionist theory which emphasizes the social nature of language

learning and interaction. For children, this approach means that language teachers

encourage learners in drawing, acting out, listening, talking, reading or writing based on

meaningful or contextualized tasks using language which has been carefully prepared for.


16/69

Harmer stated: Thehow to teach aspect of the communicative approach is closely related

to the idea that language will take care of itself.

Activitiesin this approach typically involve students in real or realistic communication,

where the accuracy of the language they use is the less important than successful

achievement of the communicative task they areperforming(2001, 85).

According to Harmer, the key of the Communicative Language Teaching is the desire

to communicate the information gap. A traditional classroom exchange in which

one student asks Where is the library?And another answers Its on Green Street. (2001,

84-86).

2.2.2.4 Task Based Learning (TBL)

As Brewster et al describe TaskBased Learning involves learners using languages for

purposeswhich go beyond merely practicing the language in order to learn it; a context

from which the purpose for language emerges; purpose and context stimulating the

language to do something about the language(2002, 45).

Task based learning is described as a series of tasks with different steps:

Pre- taskIntroduction to topic and task

Task cycle

Task

Planning

Report

Language focus

AnalysisProduce

The Willis TBL framework in 1996, Willis quoted by Harmer (2001,87)


17/69

As Harmer describes, In the pre- task the teacher explores the topic with the class

and may highlight useful words and phrases, helping the students to understand the

task instructions. During the task cycle, the students perform the task in

pairs or small groups while the teacher monitor from the distance. In this cycle,

students can plan how they will do their task and later report their task. In the Language

focus stage students will examine and discuss specific features of any task(2001, 87).

2.2.2.5 Cross curricular

This approach is the development of the L2 linked to other areas of the curriculum Such as

Art, Physical education, Mathematics, Science, etc.

Some linguistics, such as Winddowson (1978) and Van Lier (1996) both quotedby Brewster et al. They have suggested to connect teaching EFL with other areas of

curriculum because it is very time- efficient and in terms of school-aged is more

authentic than simply learning English for social purposes.(2002,129)

According to Brown and Brown quoted by Brewster et al Schools

that decide to use a cross-curricular approach need to look at language teaching from

a different angle with broader learning aims. (2002,128)

It is necessary to choose topics and link them with the work already done

in other areas of the curriculum.

2.2.3 Current situation of English at preschool levels in Chile.

Children can attend preschool or Nursery in Chile from 85 days old to 6 years

old. Preschool includes three different cycles, each divided in two levels. Sala cuna for

babies up to 2 years old, nivel mediofor toddlers and transicinfrom ages 4 to 6.

Indeed, nursery schools are more nurseries than schools, a way for parents to obtain free,

supervised childcare. The best pre-schools are designed to introduce children to the social

environment of school and concentrate on the basic skills of coordination, encouraging the

development of self-awareness and providing an introduction to group activities, as Bases

Curriculares regulates . When in transicin, the content of the activities is more complex


18/69

and specific. Students are taught the rudiments of reading, writing and arithmetic in

preparation for primary school (preschool in Chile nursery and kindergarten retrieved on

May 19th ,2013 from http://www.justlanded.com/english/Chile/Chile-

Guide/Education/Preschool-in-Chile).

According to the information discussed, we can state that English is not part of the

regulated areas to teach in preschool levels.

2.2.4 Syllabus

According to Brewster et al. A syllabus provides the a list of language items that are

to be taught, how they are going to be taught, in which order and how long itshould take to teach them. Whether teachers are working with the countrys national

syllabus or a syllabus design by a course or their own. Teachers must know the long

term objective and how to achieve them. (2002, 233).

Teachers can follow a syllabus, but they have to decide how to use it in the best way,

and how to link each lesson with the next lesson.

The syllabus is the course map or a sequence chart. Teachers should study this carefully to

see how the course is structured. For example, in the EFL classroom, there is a lot

of pressure on the teacher to produce immediate, tangible results in terms of concrete

linguistic outcome. That is to say, teachers are always evaluate by how

their students can communicate in the second language. Here, we

also need to consider the needs of the children and how to work with them in order

to achieve the goals. (Brewster, 2002, 233-234)

If we make of analogy , we can say that a syllabus can be a recipe where

we need to consider the main elements, and we can vary some of the secondary

elements, but we need to be focused on the course of the action to achieve the goals.
http://www.justlanded.com/english/Chile/Chile-Guide/Education/Preschool-in-Chilehttp://www.justlanded.com/english/Chile/Chile-Guide/Education/Preschool-in-Chilehttp://www.justlanded.com/english/Chile/Chile-Guide/Education/Preschool-in-Chilehttp://www.justlanded.com/english/Chile/Chile-Guide/Education/Preschool-in-Chilehttp://www.justlanded.com/english/Chile/Chile-Guide/Education/Preschool-in-Chile


19/69

2.2.4.1 Goals

Goals are the key element in the syllabus. They are going to set the priority in the class.

Here we can have content goals, the ones that identify what to teach. Also, the

attitude goals that are the ones that set the relationships and atmosphere of the

language classroom.

Content and Attitude Goals

Content goals are concern with the elements of language and ways in which they

are used. Most of the time the content goals are in the following ways:

- Structures: focus on the grammatical structures. For example, simplepresent, present continuous, future, etc.

- Topics and situations: that refers to the situations and topics. Sometimes the items to be

covered are grouped according to whether they demand speaking, listening, reading

or writing.

- Functions: here the focus is on what the learner can use the language for, so the

things to be covered are listed under headings like: expressing likes/ dislikes, asking

and giving directions, etc.

Attitude Goals are the priority in primary classrooms since they want to relate

the learning experiences and set the right atmosphere inside the classroom. With

this kind of goals, we want to give to children pleasure and confidence. Emphasizing that

responsibility is the high priority to the attitude goals. In addition, teachers want to make

sure that young learners feel secure and confident when they are

correcting childrensmistakes and failures. They should not feel frustrating or

humiliating. Teachers need to make young learners feel that mistakes are a normal part

of the learning, it can be necessary to have many attempts. We need to make sure in

a primary classroom that communication does not demand one hundred percent

accuracy. For example, we can understand the message of a person

that can have few mistakes or strong accent. The important part here is to make young

learner is to try to use the language.


20/69

To sum up this point, we can state that language, English, is not a

package of knowledge. It is a fundamental part of being human. Thus, teachers have to

motivate children to use the content of the language. Therefore, it is necessary to combine

both content and attitude goals in a English language class (Halliwell, 1992, 10-13)

2.2.4.2 Time

This is an important element to consider inside of a syllabus. According to Brewster

et al. For children was determined that regular short slots during the week were likely

to be more effective than a longer more concentrated slot only once a week. (2002,3)

That is to say, for preschoolers is appropriated to have short period of class every

day. As a result, young learners can reinforce what they are learning day after day.

Halliwell support this idea and suggest An hour of more of high density language

work is probably too much for teachers and their learners. Less than half hour is very

insubstantial and fragmented. Set this parameters we can have two hours a week

divided into half an hour each day. By having four half an hours, we can spread the

contact through the week (1992, 127)

Having every day English lesson can have the following advantages:

- Teachers can use emotional and physical energy as a stimulus to get thingsmoving without effort.

- Children do not lose the sight of language between the lessons.- Teachers can deal with few simple things without losing the concentration span.- Topic can be connected easily from one lesson to another (Halliwell, 1992, 127-

128)

2.2.4.3 Criteria for selecting contents.

There are a lot of reasons to select contents inside of a program or a course. In the

case of preschool levels in English, it is important to set the reasons why to teach a

foreign language in this level.

One of the reason for starting to learn a foreign language in the childhood is to

increase the number of exposure to the language. For this it is necessary to take into


21/69

consideration the nature of preschool methodology. That is to say, we need to pay

attention to the needs and the interests of the children.

In fact, the idea is not to create bilingual children, but more reasonably to prepare

children linguistically, psychologically, and culturally for the language

learning.(Brewster, 2002, 3-7)

For this reason, we need to consider the following elements like Learnability,

Frequency, Coverage, and usefulness that are going to help us when making decisions

about selecting and grading of the contents.

Learnability: to select the structures or the lexical items that are the easier.Thus, we teach the easier things first and then increase the level of difficulty as

the students language level rises. Frequency: this make sense when we focus on what concepts are more

frequent in the language, than the ones that are only used occasionally by

native speakers. That is to say, the frequency of the use of a concept or

structure.

Coverage: some words and structures have greater coverage (for use) thanothers. On the basis of coverage, it is important to decide what are the main

contents to cover. Usefulness: some words are taught for their usage in a specific context , not in

the real life. This is due to the context of what students are linguistically able

to talk about. For example, to include vocabulary about the classroom is useful

for the students and their immediate context , but not for real life contexts.

(Harmer, 2001, 295-296)

2.2.4.4 What contents to choose.

The main purpose of teaching English in preschool level is to motivate young

learners and to take advantage of childrens language learning skills and aptitudes. It is

also important to consider childrens immediate environment in order to create

meaningful learning.


22/69

Another important point to mention is that when we consider contents, we need to get

closer to the young learners contexts and interests.

We will need to sort out three main things:

- How to give the program a unifying threat and identifiable purpose. (Objectives)- What topics to include, and what to include under any particular

topic.(Contents)

- How frequent and how long language lessons should be if it is left to you.(Time)

Teachers and learners need a coherent program with clear objectives. That is to say,

teachers need to have a written and a mental framework into which can fit new

knowledge and understanding for the student. For all this, it is very important to have astarting point to hand, the children themselves. They are an excellent starting point.

If we need to decide what topic to include, we need to focus on the following stages:

First stage, it is necessary to identify the areas of interest for the children. For

example, Food, sports, friends and family, etc.

The second stage, it is necessary to identify what the children use the language for

in those areas (functions of the languages). For example,

Food expressing likes and dislikes.

Sports saying what they cant or can do, etc.

We also need to consider the childrens ability to understand the language. It is also

important to have clear tasks for that, so they can produce the language they

receive. It is significant to use a large proportion of language base on the childrens

previous experiences. In this way, the children have the possibility to understand the

language without necessarily produce the language taught. (Halliwell, 1992, 122-126)


23/69

2.2.5 Resources to use to teach young learners.

Some resources facilitate the teaching and the learning experiences to young learners. Some

of them help students to remember some contents, structure or vocabulary. In addition,

some resources can be a tool to touch the childrens mind for a lifetime.

2.2.5. 1 Songs, chants, rhymes

Songs, chants and rhyme can be a source of having meaningful learning for children

through melodies.

2.2.5.1.1 Songs

Songs can help us to develop linguistics factors as Solhy A, Antar listed ( 2002, 52-53):To enlarge the vocabulary background of children.

To develop pupils' listening and speaking skills.

To introduce and familiarize children with the target language culture.

To improve children's pronunciation.

To teach various language functions.

To recall grammatical points.

To develop auditory discrimination.

In fact, songs are a great source of motivation. They can motivate shy students to

participate in class. Songs add fun to learning and create a lively atmosphere in the

language classroom. In addition, songs stimulate children's interest in the new

language. Teachers can get closer to their students through songs. According to Solhy A,

Antar (2002, 53).

It is very important to set the right methodology to present songs in the classroom.

As Curtain and Pesola (1988,265) quoted by Solhy A, Antar (2002, 54) kids need

to know what the song is about (key vocabulary) . Teachers need to use gestures and

visual aids to convey meaning. Children need to listen to the song more than

one time, and probably go line by line. Young learners need to review the key

vocabulary more than one time.


24/69

2.2.5.1.2 Rhymes and Rhythms

Rhymes and rhythms have an important role in the natural way children develop

their first language. According to the American ESL teacher Carolyn Graham (1979)

quoted by Solhy A, Antar (2002, 61) Rhymes and rhythms need to be used in a primary

classroom for a variety of reasons:

- To teach the natural rhythm, stress and intonation of conversational English.- To recall a grammatical point. For example, present simple, past simple, pronouns,

questions, etc.

- To teach language functions. For example, asking for information, givingexplanations, etc.

- To develop students' listening and speaking skills.- To create an interesting, relaxing atmosphere that helps students in acquiring the

new language.

2.2.5.1.3 Chants

Chants are very useful to use in the classroom with young learners

since they allow to review structures. Through the repetition of

the chant, kids familiarize with the structure and the sounds. Chants can be

a way to engage children with the vocabulary of the class. With chants teachers can

focus on intonation and stress of the words. Clapping or snapping of fingers are

useful technique to use. (Solhy A, Antar 2002, 62).

2.2.5.1.4 Technology

Technology can be a very useful tool when teaching English to young learners

because nowadays children are closer to its uses better than adults. According to Brewster,

J., Gail, E., and D. Girard, when using technology we need to consider how best it can be

used and how it can complement our work inside the classroom. The use of it can

contribute to the global development of our pupils and complies with the psychological,


25/69

linguistic, cognitive, social and cultural objectives of most language teaching programs

(2002, 203). Inside technology we find different elements like: the use of videos, computers

and internet.

The use of videos:there are a number of videos that have been made especially forthe ELT classroom which are accompanied by activity books and teachers guides

or accompany course books. Videos are a great source to work both on listening

speaking skills for young learners.

The use of computers: computers can provide distinct advantages over moretraditional approaches. The use of a computer for listening tasks or activities often

provide not only sound, but also visual input providing students with more

contextual clues for the class.

The use of internet: the web can be a useful tool for project work, topic and story-based work in the young learners classroom. Many sites are regularly updated and

well-designed. To find worth-while material, we need to bear in mind certain web

criteria and know how to use search engines and web directories efficiently.


26/69

CHAPTER III

METHODOLOGICAL FRAMEWORK

3.1 Paradigm of research.

The present study corresponds to a mixed research. According to Hernandez, R.

(2011, 5) the mixed method can be described as a complete photograph of a phenomenon

since it is a mixture of both methods: quantitative and qualitative research.

Since the main aim of this research is to build a syllabus for preschool levels, it is

necessary first to identify the elements of a syllabus that are the most common ones in

preschool levels and also to describe, from the teachers involved, the actions that take

place in the classroom. Thus, due to the nature of this study, there is a need to work

objectively (quantitative method) and subjectively (qualitative method).

3.2 Scope of this Research.

This is a basic research because this work seeks to increase the amount of

information available about English in preschool levels, and it will gather the information

about the institutions and what is being done by teachers of English in this level. Thus, we

can compare the theory with the practice.

The design of this research is a non-experimental one due to the fact that this

research wants to offer a syllabus proposal for preschool levels based on the strongest

elements that educational institutions in Puerto Montt use in their own syllabuses. On the

other hand, it is necessary to consider a transeccional design because the data is collected in

just one time, during June and July 2013. According to Hernandez, Fernandez, Baptista

who describe the transeccional design as the collection of data in only one moment. This

design is like taking a picture of a situation (2006, 120).

It is also important to consider that the purpose of this research is descriptive

since this research aims at describing what happens in the schools in order to compare

this information with the theory already discussed. All this will give us a great deal of

information to work with. Here, it will be necessary to describe and evaluate the data since


27/69

a significant point is to choose the most important elements that make our syllabus proposal

strong and well- founded.

3.3 Description of Techniques and Instruments.

The instrument used in this research is an interview as Ritchie & Lewis, 2003

quoted by Newton, The interviewis a managed verbal exchange (2010,1) this interview

considers working with open questions in order to ask the educational institutions about

most of the elements included in their own syllabuses. It is necessary to work with a semi-

structured kind of interview in order to have a prepared set of questions and to look for a

way or to create new questions to ask about all the elements included in the syllabus,

considering the ones they do not mention in their answers.

It is also necessary to evaluate and to compare the information that the schools may

share with this research according to the theory that we discussed in the previous chapter.

Another important point is to evaluate and measure the information according to

their importance and to use only the piece of information that is common for all the

educational institutions involved.

All the information provided by the schools about their syllabus will be useful for

getting the main elements for our syllabus proposal that can be used in preschool levels. Infact, it will be important to select carefully the common elements in order to use them in the

syllabus proposal.

Describing the source used in this research, this research works with a mixed

source. That is to say, the information used is from primary source and secondary source.

Primary source refers to all the original sources of information that other researches

are based on. They do not include interpretation of any evaluation (University Libraries,

University of Marylandhttp://www.lib.umd.edu/ues/guides/primary-sources).

About secondary sources, they are less easily defined and they can be interpretation

of a primary source or a research that contains relevant information (University Libraries,

University of Marylandhttp://www.lib.umd.edu/ues/guides/primary-sources).
http://www.lib.umd.edu/ues/guides/primary-sourceshttp://www.lib.umd.edu/ues/guides/primary-sourceshttp://www.lib.umd.edu/ues/guides/primary-sourceshttp://www.lib.umd.edu/ues/guides/primary-sourceshttp://www.lib.umd.edu/ues/guides/primary-sourceshttp://www.lib.umd.edu/ues/guides/primary-sourceshttp://www.lib.umd.edu/ues/guides/primary-sourceshttp://www.lib.umd.edu/ues/guides/primary-sources


28/69

3.4 Research Population

The research population corresponds to schools that teach at preschool levels in

Puerto Montt.

3.4.1 Unit of Analysis

The unit of analysis corresponds to the schools that teach English at preschool

levels.

3.4.2 Sample

The sample will be intentional since this research is based on the information

provided from six schools that teach English at preschool levels and have a syllabus for the

English lessons. For this reason, it is necessary to consider the best schools that have the

characteristic needed.

3.5 Inclusion and Exclusion Criteria

Here, we will state the criteria used to select our sample.

3.5.1 Inclusion Criteria

This research will include schools that have the following characteristics:

Those schools which teach English in preschool levels. Those schools which have teachers of English for preschool levels. Schools that have a syllabus to teach English at Preschool levels.

3.5.2 Exclusion Criteria

This research will not include the following type of schools :

Schools that do not have preschool levels. School that do not teach English at preschool levels. Schools that do not consider methodology to work with preschool levels.


29/69

3.6 Ethical Issues.

During this research the identity of the participants will be protected, and it will be

respected all the information that they provide. It will be omitted personal data and

information about the interviewees. It will be required to treat all the interviewees in acordial way. One of the main ideas is to inform to the interviewees about the significant

points of this research and the purpose of it.


30/69

CHAPTER IV

RESULTS

4. Results.

According to the interviews done in six schools from Puerto Montt about their

syllabi in English at preschool levels, it is possible to get information about the following

topics:

4.1 Time.

In Relation to time, it can be established that only two schools 30 minutes lessons minutes

every day. On the other hand, there are two other schools that have only two lessons of 45

minutes during the week. There is a case in which one school has three lessons of 20

minutes in a week. Meanwhile, only one school works one lesson of 45 minutes each week.

4.2 Contents.

It is very important to discuss the contents that are taught at preschool levels in order to set

the usage that the schools involved give to them in the teaching of English in their

preschool levels.

As it can be seen in graph N1:

Graph N1 Contents


31/69

Considering the most popular contents taught in the schools involved in pre-school

levels, it can be determined that the ten most taught contents are:

1- Family.2- Colors.3- Numbers.4- Food.5- Toys.6- School objects.7- Greetings (introduce yourself).8- Shapes.9- Animals.10-Holidays.

4.3 Functions.

According to the interviewees, they agree that the contents taught in preschool levels have

to deal mainly with vocabulary. For this reason, the main function described is naming

objects or the most significant elements that children know in their own language and the

ones that are with familiar to them.

4.4 Criteria to select content.

Each school has its own criteria to select contents. In five of them, the teaching of

English at preschool levels is based on a program they have for the year. And, in one of the

schools the English department selects the contents to be taught.

4.5 Objectives to Teach English in Preschool Levels

When the objectives to teach English in Preschool levels are discussed, the schools

involved agrees that to teach English in this level deal with to motivate young learners for

their future lives and to get them to know about the existence of a different language.


32/69

4.6 Resources used in class.

Considering the resources used in the preschool classrooms for teach English, it is

possible to find out that the most common resources used by schools are:

1. Flashcards.2. Books3. Songs.4. Radiocd.5. Handouts and worksheets.

As it can be seen in graph N2:

Graph N2 Resourcesused by schools

4.7 Sources to get resources for the lessons.

According to the resources, it is important to know how and where to get them

from. In addition, schools get most of their materials and resources from the book that they

are using, and the publishers companies, teachers own creativity, and websites.


33/69

As it can be observe in graph N3

Graph N3 Sources to getresources for the lesson

4.8 Methodologies used in Preschool levels.

The most used methodology in preschool levels is TPR (Total Physical Response),

most of the schools involved use TPR in their lessons. They also use Realiaas a resourcesince they use real objects to convey meaning to the young learners world in this new

language. Repetitions are also an important part of preschool English lessons for these

schools.

4.9 Methodologies with better results for the six schools.

According to the schools involved, the most popular methodology with better

results in their preschool classrooms is TPR (Total Physical Response). Even though, some

schools also consider repetition and Realia as good tools to use with Young learners.

To measure the methodologies used by the schools, it can be set that 5 of 6 schools

interviewed use TPR in their preschool classrooms at pre-school levels. The other elements

were resources to complement their lessons.


34/69


35/69

CHAPTER V

ANALYSIS AND DISCUSSION

6. Analysis and Discussion.In this chapter, all the data collected from the interviews done in six schools from

Puerto Montt will be analyzed and discussed. It is necessary to compare all these

information with the theoretical background and the main authors considered in this

research.

With the interviews done in the schools it was possible to realize that they have

different ideas related to time. It can be established that these six schools work as an

average of one hour forty four minutes per week. If we divide this time by five times during

the week, it is possible to have five lessons of twenty nine minutes each. In addition,

schools have different schedules about their English lessons, some of the schools work one

time in a week meanwhile others work two, three, and five times during the week.

Considering Brewster et al (2002, 3) ideas, it is very important to have regular short slots

during the week because they are more effective than a longer more concentrated slot onlyonce a week. Another important idea to highlight is the fact that young learners need to be

familiar with the topics so if they have lessons every day, students will become familiar

with the language in an easy way. As Halliwell (1992, 127) states, it could be appropriate to

have about 20 to 30 minutes of teaching every day so that it can be spread the contact with

the language through the week.

Another important element to consider in English lessons in Preschool levels is the

contents. Since the main purpose of English in preschool levels is to motivate young

learners to learn the language, it is important to consider contents that contents should be

close to their interests and contexts. Under this circumstance, it is important to consider all

the elements that they know in their own language in order to apply it in the Second

language, English. As J Harmer wrote young learnersdisplay curiosity and enthusiasm


36/69

for the world around them. Thus, if contents that are close to the children are considered

for the lessons, children will have the base knowledge to start learning these contents in a

second language. Considering all the aspects discussed, it is possible to state that most of

the school select their contents according to their children close context.

If we select contents, it is also important to consider what we want children to do

with those contents. In this context, it is important to set the functions that are important to

develop for the kids. So, the main functions to work at preschool levels in English are

naming objects, describing and working with vocabulary.

As J Harmer stated (2001, 38) children have limited span of attention. Useless

activities are extremely engaging. So, it is important to consider that children need to be

engaged with the task. For this reason, functions like naming, describing, and working with

vocabulary are good to be used in preschool levels since through these teachers try to givemeaning to childrens world in a second language through the activities that children can

achieve in class.

It was necessary to consider the contents and what to do with those contents in order

to state that most of schools interviewed select their contents based on preschool teachers

work. The schools try to consider the previous work done in their native language in order

to teach English to their children. As J. Harmer describes like one a

characteristic of young learners. Theyare keen to talk about themselves and their own

experiences and respond well to learning experiences that uses their own lives as a topic

(2001, 38).

According to this is important to consider previous knowledge in order to teach

them in English because this will increase the confidence in the children.

Something important to consider when to teach, are the objectives. The main

objectives to teach English in preschool levels for the six schools interviewed are to

motivate young learners to language and prepare them for their future lives. Due to this,

most of the lessons try to use games because they help to increase their motivation.

As Susan Halliwell wrote: Games provide an opportunity for indirectlearning in

order to make the most of the creative language skill the children bring with them, we

therefore have to provide them occasions to repeat sets of phrases to make kids construct

the language actively for themselves. That is why games are so


37/69

useful and important. It is not just because they are fun. It is partly because the fun

element creates a desire to communicate

and partly because games can create unpredictability(1992, 4).

Since the English at preschool levels try to motivate children and to provide

tools for the future. It is important to create a good atmosphere to work inside the

classroom.

It is necessary to consider that we need certain elements to reach the objectives that

are set for these levels. Resources are the elements that can help to ease the process to reach

the objective in Preschool classrooms. In this case, schools work with a variety of resources

like books, songs, radios- cds, handouts and worksheets which make easy to work the

different contents for the levels. This also allows schools to provide practice for the 2 skills

that are possible to develop in English at this level.

The most common resources used are flashcards with 100% of popularity among

the schools and then, songs and books with the 66% of usage, other resource can be the

radio with 50% of preferences. Other elements used are worksheets, board, teachers

energy, and the percentage of usage is 16%. With information, it is possible to get that

teachers look for significant elements that children can remember. Teachers are looking for

ways to create an impact in their students lives. If they can remember that they learn

having positive experiences, the learning process will be meaningful for the rest of theirlives. For example, songs are a great source of motivation. They can motivate shy

students to participate in class. Songs add fun to learning and create a lively atmosphere in

the language classroom. In addition, songs stimulate children's interest in the new

language. Teachers can get closer to their students through songs. According to Solhy A,

Antar (2002, 53).

Not only the resources are important, but where to get them is something necessary

to consider. As some schools complement their lessons with a book, teachers rely on

material from the book and the resources that the publisher companies give to them. Using

extra materials from the book or teachers resources that publishing companies add to their

books, can help to contextualize the lesson. It also gives a sense of unity to the lesson.


38/69

Similarly, Teachers use their own creativity and websites material to provide resources to

the children according to the needs that children can have in the lessons.

It is necessary to remember that good resources are nothing without using the right

methodology. One of the methodologies that schools choose to use in preschool level wasTPR, Total Physical Response since this provides a lot of physical interaction inside the

classroom. Teachers use this and make the students react under the stimulus (gesture,

mime, and physical actions) According to Brewster et al TPR

is very popular with young learners because it develops listening skills, introduces

new language in a very visual, contextualized way, involves activity and movement

and does not at first put pressure on the young learners to speak (2002, 44). At preschool

levels, Realia is a useful tool to use. It allows conveying meaning through concrete material

that helps children to acquire meaningful learning. In addition, repetition is a beneficial

strategy to use inside the classroom because it gives the opportunity for oral practice, and it

can improve the pronunciation in the children.

To discuss in terms of results, it is possible to define that TPR (Total Physical

Response) gives good results to teachers at Preschool levels. For this reason, schools

consider this methodology in their classrooms. This provides a great input with immediate

output. That is to say, children react to the stimulus given by the teacher.

As a consequence, the methodology with the best results is TPR since it is a good

source of motivation in the classroom activities. In addition, children get highly motivated

and participate with enthusiasm. Teachers complement this methodology with other tools

like songs and games which work as a motivational strategy to use with young learners. All

these allow children to enjoy the language.


39/69

CONCLUSION

A solid syllabus is a meaningful part of any teaching program. Because it is

essential to outline the main points of an English syllabus for preschool levels, we need to

consider what schools that teach English at that level these days are using in order topropose a consistent syllabus that can be used by institutions at these levels.

This syllabus proposal is designed to be used in preschools to give children what

they need from their English education at this stage. This research therefore focused on the

main theories, methodologies, resources and the content needed to work with children at

this level within the context of what they should already be learning. English is as a subject,

is crucial for young learners because they can use it to improve their communication skills.

This research was focused on the work done in this area by the different theorists

mentioned previously. Their work is not only based on the process of English teaching for

young learners, but also on knowing which methodologies and resources are more effective

when it comes to teaching a foreign language at preschool levels and what should be

included in an English syllabus in any school. But after studying their theories, it is

impossible to say which is the most effective when working with young learners in the

classroom.

According to the findings obtained from the six schools involved that teach

English at preschool levels in Puerto Montt, the results were very clear in showing that

most of them make their own decisions when it comes to teaching English at this stage.

This could be a disadvantage for the whole system because it shows many differences in

the process, but this is not a disadvantage for all schools because most of them rely on

many other methodologies and resources to teach English which can strengthen the

process.


40/69

Appendix


41/69

Entrevista:

Con el fin de proponer un syllabus comn para la enseanza del Ingls en niveles pre-escolares queremos recolectar informacin sobre los principales elementos del syllabusde su establecimiento.

1 podra decirnos cul es nmero de horas de ingls que se trabaja en niveles de pre-bsica por semana en su establecimiento? Cmo las divide dentro de la semana?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2- podra mencionar a lo menos 10 de los contenidos tratados en niveles de pre-bsicaen su establecimiento.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3- establezca cul son las funciones que se contempla trabajar con los contenidos yamencionados?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4-Cual es (son) el o los criterios utilizados en la seleccin de los contenidosanteriormente mencionados?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


42/69

5-Cules son los objetivos que el establecimiento considera para la enseanza delIngls en pre-bsica?

__________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________

6- Podra sealar Qu recursos de apoyo utiliza en sus clases?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(Mencionar preguntas para tratar temas como: laboratorios, internet, canciones, libros,etc.)

7- Qu fuente utiliza para obtener los principales recursos de apoyo para sus clases?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________

8- cul es la metodologa ms utilizada en clases de ingls en pre-bsica?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9- cul de las metodologas utilizadas ha dado mejores resultados en los alumnos?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


43/69

____________________________________________________________________________________________________________

10 - cul de las metodologas utilizadas resulta ms motivadora en sus alumnos?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


44/69

TRANSCRIPCIONES

Entrevista:

Con el fin de proponer un syllabus comn para la enseanza del Ingls en niveles

pre-escolares queremos recolectar informacin sobre los principales elementos del

syllabus de su establecimiento.

1- podra decirnos cul es nmero de horas de ingls que se trabaja en niveles

de pre-bsica por semana en su establecimiento? Cmo las divide dentro de la

semana?

Establecimiento 1:Clases de treinta minutos cada da, es decir dos horas y mediassemanales, ya que los textos estn diseados para una gran carga horaria semanal,pero con actividades no ms de treinta minutos por clase.

Establecimiento 2:El colegio cuenta con momentos denominados impacto, que son los

que se trabaja en Ingls. Estos momentos son todos los das 30 minutos, lo que haceun total de 2 horas 30 minutos semanales.

Establecimiento 3:En el colegio se trabajan 2 horas pedaggicas (45 min.) semanales deingls tanto con pre knder como con knder. Estas dos horas son separadas en segmentosde 45 minutos para cada nivel.

Establecimiento 4: En el caso del knder se trabajan 2 horas pedaggicas semanalesseparadas en 45 minutos los lunes y mircoles. En 1ro bsico se trabaja la misma cantidadpero en un solo da que son los viernes.

Establecimiento 5: Se trabaja en 3 bloques de 20 minutos que hacen un total de 1hora semanal.

Establecimiento 6:1 hora pedaggica por semana: 45 min. Son 90 min entre pre-bsica dela maana, y la tarde.

2- podra mencionar a lo menos 10 de los contenidos tratados en niveles de pre-

bsica en su establecimiento.

Establecimiento 1:Los contenidos ms tratados en los niveles de pre-bsica son:

1. Saludos.2. Las formas geomtricas (shapes).3. Nmeros(numbers).4. Colores (colors).5. Juguetes (toys).


45/69

6. La familia con adjetivos calificativos como big-small, ugly- beautiful(familymembers).

7. Lugares de la ciudad (Places in town).8. Professiones (Jobs).9. Comidas (food).10. Fiestas, (Holidays)

Establecimiento 2 : Los contenidos ms trabajados son :

1- Saludos y presentacin personal.2- Colores.3- Partes del cuerpo.4- Formas geomtricas.5- Animales.6- Emociones (feliz- triste).7- Verbos de accin ( jump, climb, run, hop).8- La familia9- comida ( comida saludable- comida chatarra)10-Partesde la casa.

Establecimiento 3: Los contenidos ms trabajados son:

1- Miembros de la Familia.2- Formas geomtricas.3- Mascotas y Animales.4- Nmeros.5- Partes del cuerpo.6- Colores.7- Juguetes.8- Objetos del colegio.9- Objetos de la sala de clases.10-Presentacin personal y Saludos.11-Fiestas y celebraciones.

Establecimiento 4:Los contenidos ms trabajados son:

1- Colores.2- Nmeros y sumas.3- Formas geomtricas.4- Frutas.5- Animales.6- Juguetes.7- Medios de transporte.8- Fiestas patrias.9- Partes del cuerpo.


46/69

10-Miembros de la familia.11-rdenes.

Establecimiento 5:se trabaja en la identificacin del entorno con temas como:

1- saludos2- el colegio3- objetos de la sala.4- Juguetes5- Familia6- Partes de la casa7- Colores8- Nmeros9- Comida ( likes and dislikes)

Establecimiento 6:

1. El tiempo.2. Numeros.3. Animales.4. Ordenes.5. Colores.6. Familia.7. Comida.8. Objetos de la sala.9. Juguetes.10.Fiestas Patrias.

3- establezca cul son las funciones que se contempla trabajar con los contenidos

ya mencionados?

Establecimiento 1:

Contenidos = Funciones

1. Saludos = presentarse.2. Las formas geomtricas (shapes) = clasificar, ordenar.3. Nmeros(numbers) = contar4. Colores (colors) = describir5. Juguetes (toys) = expresar preferencias y vocabulario6. La familia con adjetivos calificativos como big-small, ugly- beautiful

(familymembers)= describir.7. Lugares de la ciudad (Places in town)= situar objetos en un mapa.8. Professiones (Jobs) = describir y valorar las personas y sus profesiones.


47/69

9. Comidas (food)= expresar gustos y disgustos, vocabulario.10. Fiestas, (Holidays)= describir fiestas en el mundo, vocabulario.

Establecimento 2:


1- Saludos y presentacin personal = presentarse2- Colores = describir3- Partes del cuerpo = identificar4- Formas geomtricas = describir5- Animales = identificar y clasificar.6- Emociones (feliz- triste) = expresar emociones7- Verbos de accin ( jump, climb, run, hop)= seguir instrucciones8- Miembros de la familia = vocabulario9- Comida ( comida saludable, comida chatarra) = vocabulario10-Partes de la casa = Identificar

Establecimiento 3:


1- Miembros de la familia = Uso de He is/ She is.2- Formas geomtricas = Describir diversas formas geomtricas.3- Mascotas y Animales = Describir y Reconocer.4- Nmeros = Contar nmeros del 1 al 10/1 al 15.5- Partes del cuerpo = Identificar/Nombrar partes del cuerpo.6- Colores = Describir/Identificar.7- Juguetes = Describir/Nombrar.8- Objetos del colegio = Identificar.9- Objetos de la sala de clases = Identificar.10-Presentacin personal y Saludos = Presentarse/ Uso de Good Morning y Good Bye.11-Fiestas y celebraciones = Identificar.

Establecimiento 4:


1- Colores = Identificar y nombrar.2- Nmeros y sumas = Identificar y contar nmeros del 1 al 20.3- Formas geomtricas = Identificar y describir.4- Frutas = Reconocer y describir.5- Animales = Describir.6- Juguetes = Identificar y describir.


48/69

7- Medios de transporte = Identificar.8- Fiestas patrias = Identificar costumbres tpicas.9- Partes del cuerpo = Describir e identificar.10-Miembros de la familia = Identificar y uso de This is my.11-rdenes =Recibir y dar rdenes como sit down, stand up, raise your hand,

open your book y close your book.Establecimiento 5:Todos los temas de pre-bsica se trabaja la identificacin de ellosa travs de canciones, mmicas y lminas con imgenes.

Establecimiento 6:

1- El tiempo: (Sol, lluvia, nieve, viento, nublado)2- Nmeros: (1-10)3- Animales: Animales de la granja- (Oveja, cerdo, caballo, gallina, perro, gato, vaca.)4- Ordenes: (Pararse, sentarse, silencio, agradecer, abrir la puerta, abrir las ventanas,

etc)5- Colores: (Rojo, verde, gris, negro, blanco, caf, azul, naranjo, rosa, prpura)6- Familia: l es / Ella es (Mam, pap, hermano, hermana, gemelo, beb, abuelo,

abuela)7- Comida: (Likes y dislikes)8- Objetos de la sala: Mesa, silla cuaderno, lpices, pegamento, tijeras, etc)9- Juguetes (Identificarlos y describirlos)10-Fiestas Patrias (Identificar comida, y ropa tpica)

4-Cual es (son) el o los criterios utilizados en la seleccin de los contenidosanteriormente mencionados?

Establecimiento 1:Conocimiento general. Trabajar con un texto para aplicar las clases enun contexto comn y lograr que todo sea estandarizado. Se trabaja en base a un texto, sepasan todos los contenidos a travs del texto. Todos los textos tienen temas ms omenos comunes.

Establecimiento2: Se trabaja con un libro el cual se selecciona en base al trabajo quese realiza con los nios en espaol. Se revisan los libros y se establece la conexincon las diferentes asignaturas del nivel.

Establecimiento 3:Se trabaja en conjunto con las tas de prvulo y el departamento deUTP en los contenidos ya que no se cuenta con un material propio como establecimiento,ya que se requiere que los alumnos aprendan ciertos contenidos de acuerdo al contexto enel cual estn insertos.


49/69

Establecimiento 4:Los contenidos son elegidos en conjunto con el departamento de pre-bsica y de acuerdo a stos se prepara el programa para knder y 1ro bsico.

Establecimiento 5:el colegio tiene un programa propio en el cual el trabajo se basaen los temas que son seleccionados por la educadora de prvulos.

Establecimiento 6: Se hace un plan anual en el que el departamento de ingls decide loscontenidos q se trabajar durante el ao. Puede variar durante el ao, pero soloadecuaciones, en general se mantiene el contenido general, y no se trabaja con libro.

5-Cules son los objetivos que el establecimiento considera para la enseanza

del Ingls en pre-bsica?

Establecimiento 1:El primer objetivo es encantar a los nios con el idioma yhacerlos perder el miedo, que es el principal problema que tienen los nios queaprenden Ingls cuando son ms grandes. Esto ayuda a que los nios puedan desarrollarlas cuatro habilidades del segundo idioma.

Establecimiento 2: Que los nios entiendan que existe otro idioma y que tiene quegustarle. Por eso se trabaja con listenings y metodologas para que se motiven a travsde juego.

Establecimiento 3:El objetivo es prepararlos para adquirir nuevas habilidades, y ademssiempre se trabaja por la integracin de los nios con diversas necesidades especialesdentro del grupo.

Establecimiento 4:Preparar a los nios para los prximos cursos, y que adems ellos sesientan integrados por el resto de la escuela.

Establecimiento 5: Abrirle a los nios el mundo al idioma Ingls, que identifiquencosas de su propio entorno y trabajen todo lo que es cotidiano para ellos.

Establecimiento 6:Facilitar a los nios el entendimiento de ingls para cuando cursen losniveles ms avanzados.

6- Podra sealar Qu recursos de apoyo utiliza en sus clases?(Mencionar

preguntas para tratar temas como: laboratorios, internet, canciones, libros, etc.)

Establecimiento 1:Libros, Cd, mucha energa del profesor que es una fuente muyimportante de motivacin, mucho audio, clases muy estructuradas y con una rutinafija que se establece a travs de canciones, flashcards o lminas, marionetas o tteres.


50/69

-Ha trabajado en los laboratorios con los alumnos de pre-bsica?

Aunque el colegio cuenta con laboratorios no se lleva a los alumnos ya que eltiempo de clase es corto y el laboratorio no permite realizar actividades muy ldicas.

Establecimiento 2: Se trabaja con un kit donde vienen lminas, libros como el delprofesor, el de actividades y fotocopiables con actividades extras y manuales. El colegioadems cuenta con gran cantidad de material de trabajo. En pre- bsica no se utilizael laboratorio por que los nios son muy chicos.

Establecimiento 3: Se trabaja con radio y cd roms, adems de guas y flashcards.

Establecimiento 4:Radio con cd, yo trabajo con el libro Little Tots I y II para obtenermaterial, proyector de data, computador, Flashcards, Guas, Canciones y Videos.

Establecimiento 5:Lminas de apoyo con imgenes, libros, radio, Cd, pizarra, papel

lustre, colores, canciones que son los materiales que ms usamos.Establecimiento 6:Material concreto. Flashcards hechas por el profesor. No usancomputadores. SI usan muchas canciones. Para las rutinas (Saludo despedida, etc)

En su establecimiento se trabaja en laboratorio?

El colegio no cuenta con laboratorios pero se posee material como radios y cd concanciones que facilita bastante el no contar con laboratorio

7- Qu fuentes utiliza para obtener los principales recursos de apoyo para sus

clases?

Establecimiento 1:Los recursos son entregados por las editoriales y la parte faltantese rescata de internet y la creacin del profesor quien trabaja acorde a lasnecesidades del grupo. Adems de proveer ms practica si es necesario.

Establecimiento 2 : Desde el libro usado en el nivel y otros libros complementarios,adems de sitios web.

Establecimiento 3:Como no contamos con material propio, se trabaja con material sacadode Pginas web y del libro SuperSurprise I.

Establecimiento 4:Yo trabajo mucho con el libro Little Tots I y II, que adems viene conmaterial complementario para el profesor pero tambin busco material, guas en internet, enpginas como esl-printables.


51/69

Establecimiento 5: Recursos propios, Internet, libros, y material que entregan laseditoriales que proveen los textos de apoyo para la clase.

Establecimiento 6:Internet e instrumentos hechos por el profesor.

8- cul es la metodologa ms utilizada en clases de ingls en pre-bsica?

Establecimiento 1:TPR (total Physical Response) con muchos gestos y mmicas,repeticiones para fijar palabras en forma fontica.

Establecimiento 2: TPR ( total physical Response) porque es una metodologa ldica, losnios se divierten y aprenden sin proponrselo. El uso de material concreto tambines bueno.

Establecimiento 3:Repeticin puesto que no saben leer ni escribir, adems de canciones,preguntas cortas y juegos.

Establecimiento 4:Trabajo mucho con repeticin y TPR. Tambin me gusta utilizarobjetos que ellos reconozcan da a da (Realia). A veces trabajamos con canciones, perogeneralmente los nios tienden a desordenarse mucho.

Establecimiento 5:Las metodologas que ms se utilizan con los pequeos de pre-bsica son : look and say ( mirar y decir) , Listen and repeat ( escuchar y repetir),listen and color (escuchar y colorear) TPR ( Total Physical Response) y Realia.

Establecimiento 6: Escuchar y repetir, Realia , TPR.

9- cul de las metodologas utilizadas ha dado mejores resultados en los

alumnos?

Establecimiento 1:TPR da muy buenos resultados por que motiva a los nios ademsque les gusta mucho copiar al profesor que es el input principal, adems destructured input para trabajar vocabulario, que es como audiolingualismo pero msmotivante, ya que motiva a los alumnos a trabajar y a discriminar las respuestas

correctas.

Establecimiento 2: Las dos metodologas anteriormente mencionadas anteriormente, eluso de material concreto y TPR.

Establecimiento 3:Todas se utilizan siempre, y dan resultados siempre.

Establecimiento 4:Repeticin y TPR.


52/69

Establecimiento 5:en conjunto todas las metodologas van ayudando en la adquisicindel idioma para los pequeos.

Establecimiento 6: Todo lo que tenga que ver con rutinas, TPR, porque siempre quierenestar en movimiento. Para el

Final Thesis English

Documents

Transcript of Final Thesis English