Educational environment for the english language teaching by Biblioteca "Licda. Etelvina Trejo de Palencia"

UNIVERSIDAD PEDAGÓGICA DE EL SALVADOR SCHOOL OF EDUCATION

EDUCATIONAL ENVIRONMENT FOR THE ENGLISH LANGUAGE TEACHING IN NINTH GRADE, SECTIONS “A” AND “B”, CENTRO ESCOLAR WALTER THILO DEININGER, COJUTEPEQUE, CUSCATLAN, 2010-2011.

GRADUATION WORK TO OBTAIN THE BACHELOR DEGREE IN ENGLISH LANGUAGE TEACHING

SUMMITED BY: ÁVALOS HERNÁNDEZ, SONIA DEL CARMEN RODRÍGUEZ VÁSQUEZ, WILFREDO ENRIQUE

SAN SALVADOR, SEPTEMBER, 2011.

RECTOR ING. LUIS MARIO APARICIO

ACADEMIC VICE â&#x20AC;&#x201C; RECTOR LICDA. CATALINA MACHUCA DE MERINO

EDUCATION FACULTY DEAN LIC. JORGE ALBERTO ESCOBAR

SAN SALVADOR, EL SALVADOR, C.A.

ACKNOWLEDGMENTS

The countless proofs the Lord showed me during my preparation were overcame until getting the summit of my career, this is represented by my thesis approval with many sacrifices but it involves so many cheering expressions from my beloved people, without whom l would not have been able to success not only in my professional qualification but also in my personal background, helping me to grow-up deep inside. That is why I devote my deepest and humble acknowledgment to the Holly Father, from who comes all spiritual strength to achieve anything. Also I am really thankful to my parents María Santos Hernández de Avalos and Santos Antonio Avalos because of their help without any condition. To my husband Carlos Guillermo Campos since his encouraging words and strength sample gave me faith not to faint, and of course to my dear son Kenneth Ericsson Campos Avalos because of his solidarity and comprehension in many circumstances; to my sisters and my brother, for their details to help me in moments of need and attention, also to my partner Wilfredo Rodríguez by fighting and overcoming with me the difficulties the thesis had, and finally to Licenciada Claudia Yesenia Sosa for her help and patience in the thesis development.

Sonia del Carmen Avalos Hernández.

ACKNOWLEDGMENTS

The completion of this research is the culmination of an effort that has been made possible by the help of the Almighty, who gave me encouragement to be patient and persevering. I also wish to express my thanks to my family, starting with my dear wife Candy, who understood that, all this effort has been done for the benefit of the whole family. To my daughters, Ivonne and Michelle, whom I am very proud of, and to whom I dedicate this effort to take it as an example that with sacrifice and dedication it is possible to achieve our goals. To my father and my mother who always have given me moral support. Also, I wish to express my gratitude to my partner Sonia, for trusting in my ability and for her patience when things were not going well. And those all who in one way or another gave me encouragement to keep going.

Wilfredo Enrique RodrĂguez VĂĄsquez

TABLE OF CONTENTS

PAGE

Introduction

Objectives

CHAPTER I: CONCEPTUAL FRAMEWORK 1.1 Background

1.2 Justification

1.3 Statement of the problem

1.4 Findings and Limitations

1.5 Concepts and Categories

CHAPTER II: THEORETICAL FRAMEWORK 2.1 Theoretical and methodological basis

2.2 Empirical framework

2.3 Theoretical and methodological formulation of the research

2.4 Development and theoretical definition

CHAPTER III: OPERATIVE FRAMEWORK 3.1 Describing the subjects of the research

3.2 Data gathering procedure

3.3 Specification of the technique to the data analysis

3.4 Chronogram

3.5 Resources

3.6 Preliminary table of contents of the final report

BIBLIOGRAPHY

ATTACHMENTS …………………………………………………………………………79

INTRODUCTION

The Educational Environment plays an important role in the Salvadoran schools, for many years there have been changes addressed to the improvement of English teacher‟s methodologies and techniques that provide learners with better opportunities to acquire the language. Learning depends on several factors, such as the relationship between teacher and student, teaching and learning motivation, didactic components like methodologies, evaluation resources, and objectives or goals devised by the English teacher. Additionally, a vital step is the commitment of the teacher and the learner in the teaching learning process. Nevertheless, the learning is affected by the teachers and students‟ motivation and the perception of relevance that the English language subject has. These, in turn, can be affected by the learners‟ previous experiences, or their learning styles, and also the context in which the learning is taking place. That is why it is necessary to deeply know each of the factors already highlighted; otherwise it would be extremely hard to get a closer and whole conception in order to integrate all the phenomena.

This research is organized in three sections: The Conceptual, Theoretical, and Operative Frameworks. The first section comprises the general and the specific objectives, the background, the justification, the statement of the problem, findings and limitations, and concepts and categories.

In the background section there is a detailed description of

different author‟s

contributions about the aspects they consider important factors for creating an effective educational environment; Melville Harris, for instance, establishes that the environment provides the conditions in which the communication becomes basic in the classroom, C. E. Loughlin and J. H. Suina describes the environment as an instrument at teacher‟s disposition, Jeremy Harmer emphasizes the teacher and students‟ responsibilities in order to create an efficient environment for learning, and H. Douglas Brown mentions i

some aspects that facilitate an interactive learning. The justification is the analysis of why this research is important to be carried out; in there it is explained how much influence the environment has in the teaching learning process. In the same way, in the statement of the problem some problematical situations that make difficult the English language teaching are presented. Besides that, the findings and limitations section is related to a brief historical background about some previous studies linked to this research. Finally, concepts and categories provide an explanation of definitions of specific jargon immersed in the educational environment in the schools.

The second section comprises the theoretical and methodological basis, the empirical framework, the theoretical and methodological formulation of the research and the development and theoretical definition.

In the theoretical and methodological basis section it is outlined the contributions that each theorist discussed in this research have done about the importance of the educational environment, and is deeply analyzed their contributions. Also, is included in this section the researchersâ&#x20AC;&#x; point of view, sometimes expanding the issues raised by the theorists or referring to the national situation on the educational environment.

The empirical framework includes the procedures followed to develop the field work, a brief monograph of Cojutepeque City, as the method and techniques used to collect data. It was also necessary to design instruments such as checklists to be filled by students and researchers. These instruments were designed to gather information from students as well as the observed by the researchers. Similarly, a written interview was designed for the English teacher to know her professional point of view about the educational environment she perceives in Centro Escolar Walter Thilo Deininger. Also, in this section was analyzed the information gathered by the instruments. Furthermore,

the theoretical and methodological formulation presents the contraposition of the authors that have contributed to this study. The development and theoretical definition describes the realities found in the school through the implementation of the instruments and the observed by researchers. Also, are established in this section some suggestions to correct some deficiencies that do not support a good learning environment.

The third section comprises the describing of the subjects of the research, the data gathering procedure, the specification of the technique to the data analysis, the chronogram and the description of the resources used to develop this research.

In the describing of the subjects of the research section it is analyzed the conditions under which the English language is taught in the school, which were observed by the researchers. In the same way, it is analyzed in this section the English teacherâ&#x20AC;&#x;s performance.

The data gathering procedure section it is a description of all the

instruments used to collect the necessary information to carry out this research. The specification of the technique to the data analysis section it is a brief description of how all the information gathered was directed to fulfill the objectives outlined at the beginning. In the chronogram it is detailed all the activities done from the very beginning to fulfill this research. In the resources section it is mentioned those human and material resources that made possible the accomplishment of this research. Finally, in the preliminary table of contents of the final report it is included a brief description of the three chapters.

iii

OBJECTIVES

GENERAL OBJECTIVE



To analyze the importance of an effective educational environment for the English language teaching in ninth grade, sections “A” and “B” at Centro Escolar Walter Thilo Deininger.

SPECIFIC OBJECTIVES



To characterize the factors that influence positively in the educational environment in the English teaching learning language process.



To indicate the educational environment conditions created by the English teacher and students in the English class.

CHAPTER I CONCEPTUAL FRAMEWORK

1. BACKGROUND The educational environment for the English language teaching in the Salvadoran school is a huge compromise not only for the MINED (Ministry of Education of El Salvador), but also for the English teachers, because this is an important factor for creating positive studentsâ&#x20AC;&#x; attitudes about the new language they intend to acquire. Therefore, teachers have the compromise to do their best in order to help the students to acquire the language in a creative environment. This thought is reinforced by Melville Harris1 in his book Environment Studies, when he mentions that environmental studies help teachers and students to have an approach with the new development of knowledge because it contributes in the teaching-learning process.

In addition, the environmentâ&#x20AC;&#x;s relevance in the English Language teaching has been an important matter in the educational field, and there are some factors that help teachers to improve the English teaching-learning process, just as Melville Harris describes it in the following environmental studies in the classroom.

The environment as an educational resource

Taking into account that students have different basic subjects that demand a lot of tasks, it is necessary to recognize that the English subject demands different resources

Melville Harris, Environment Studies, British Primary School today,1974

that facilitate the teaching-learning, therefore the environment inside the classroom is significant to develop the skills that the second language requires .

A didactic teaching method has to do with the context, the significant knowledge could be considered viable in an approach based upon direct activities in the whole environment, as Melville Harris mentioned, this is part of the classroom environment; nevertheless, there are other factors as the didactic components such as objectives, methodologies, and structures. The students need to identify not only the difficulties that English has as a second language, but also they need to recognize the importance of this target language since it is so necessary in this globalized world, even while they are preparing themselves for their future.

According to Melville Harris, teachers must take advantage of the students‟ environment potential, this means: recognizing their constant changing, since their mood and attitudes could provide the conditions in which the communication becomes basic in the classroom. Therefore, it develops students‟ experiences through the practice, where the students share the ideas in group, organize studies and achieve a positive learning, developing one fundamental skill of language: speaking. As a result the teacher will get the students‟ concentration and attention.

The environment studies in the school should be evaluated by the teacher in each class, as Harris proposes, due to the teacher can discover and keep the students‟ attention and organization. The teacher must have a lesson plan in which the objectives, achievements and goals of the class must be detailed. The environmental study has elements such as the examination of the potential of the environment, a clarification of the educational objectives of approach; and finally, the suggesting of starting points in the environment that can be used in the achievement of the objectives.

Learning environment as a conceptual vision

For many years the school has been seen as an infrastructure for creating an effective learning environment, but this responsibility has fallen on teachers only; this old fashioned point of view has been changing constantly through the time and nowadays the physical surrounding for learning and teaching is also considered an important aspect for educative authorities and parents.

A definition for environment states that it is â&#x20AC;&#x153;the place in which people live and work, including all the physical conditions that affect themâ&#x20AC;? 2, focused in the classroom environment this includes some factors that help to create a better teaching-learning process and all of them are closely related one another.

The MINED program takes into account some elements that contribute to the creation of a good environment in the classroom; it suggests some methodologies to develop the English class, based in concept competences, procedure competences, and attitude competences; and expects from basic education studentsâ&#x20AC;&#x; profile to reach the four skills developed, where the students can be able to express into this second language their own thoughts and emotions through their

interaction, creating a proficient

communicative environment in the classroom .3

In order to change the traditional teaching style or methods and accomplish what the syllabus suggests, it is necessary to change many teaching paradigms. For example, when teachers arrive to the classrooms and use just the whiteboard and markers, bring some copies and have students work with the same team dynamics, and use excessive 2

MacMillan Dictionary, Macmillan Publishers Limited 2002

Ministry of Education, English Syllabus, 2008

texts books, it does not contribute to create an effective environment. It is essential, to break the traditional visions constructed upon the same style of the teaching-learning of this subject as if it were the only one way to be developed.

English should be used as a tool for integrating the curriculum like a transversal axis. In this way all students will show their own interest to learn and they will ask what they are going to get, and how they can relate this subject with the other ones they are taking. Thus, they will generate their own learning environment, which will not be another one that created by their own experiences. Nevertheless, there are some active elements that are imposed by the teacher, for instance the student‟s responsibility to do homework and the creation of harmonious relationships among the students. Besides that, the physical learning surrounding learning has two principal elements: classroom structure and environment prepared to teaching, both are important and have their own influence in the student‟s behavior.

Loughlin and Suina4 describe the environment as an instrument for learning and it can be a powerful instrument at disposition of teachers. Teachers can anticipate the class environment, since they can teach through the material that they are using and through the environment created. These authors consider the environment disposition as an element in the learning stipulated for the teachers in the space and surrounding. Since the learning environment is something more than a building, teachers and educative authorities must consider a good disposition of furniture, considering that there is a narrow relation between the physical environment and the students‟ behavior, between the environment disposition and learning. It also has common principles that harmonize with the purpose and style of the study program.

C. E. Loughlin. J. H. Suina, Ambiente de aprendizaje: Diseño y Organización, Quinta Edición.2002.

Preserving an environment in the classroom where the students feel comfortable two things are necessary: first, that educator enjoy the teaching and second, that students enjoy the learning; this environment can be reached through the responsibility of both of them. So, Jeremy Harmer in his book “How to teach English”5 establishes some ways to teach and learn a second language describing the teachers and students as important factors inside this process. Harmer says: “a good teacher is the one who is able to make the lesson interesting and even love his/her job; besides, he or she is able to entertain the class”. He says, “The best students are those who always do their homework.” Moreover he specifies that the students need to practice the language they are acquiring. So, good teachers maximize students talking time and minimize the teachers‟ one, allowing this way students to use the language they are learning.

On the other hand, Douglas Brown6 analyzes the teaching from two perspectives: as an art and as a science. There are some aspects that have to be considered such as: how to teach, the energy and the style to build up the classroom management, since it needs to be attractive for the students. Brown starts describing the educational environment from the most obvious aspects:  Analyzing how the sight, sound, and comfort help students to be engaged in the class. 

How seating arrangement facilitates the interaction into the classroom and how it becomes a nice place for learning. Besides that, it is easier for teachers to visualize the students work.

 The last aspect is the equipment that includes the electrical devices which are very useful to teach some topics.

For Brown, the teacher‟s voice is a need for a good teaching, because through this she/he will project the information to the whole class, so that the students can clearly 5

Jeremy Harmer, How to Teach English, Longman, 1998 nd H. Douglas Brown. Teaching by Principles, An Interactive Approach to Language Pedagogy, 2 Edition, San Francisco State University, USA, 2001 6

listen to it. The voice is not the only tool available for teachers in the teaching-learning but also the body language too. In this way the teacher can develop the class keeping the studentâ&#x20AC;&#x;s attention through nonverbal communication, for instance when she/he moves around the classroom, using facial and hand gestures to enhance meanings of words or expressions that could be difficult to catch for students.

According to the teacherâ&#x20AC;&#x;s working context, sometimes she /he faces adverse circumstances, for instance: institution imperfections, work partners inadequate relationship, working with large groups, the diverse proficiency levels always present in every class, the kind of compromise from every teacher with the institution and aspects related to discipline and guidance. All these aspects are just samples of some difficulties of the teaching-learning process.

2. JUSTIFICATION

In El Salvador, English language teaching has been affected by many obstacles among which are included the shortage of specialized teachers in that language, the scarcity of teaching resources that encourage good teaching, and issues related to the teachers and students‟ motivation. These difficulties were evident during the government of President Elias Antonio Saca, and in an effort to improve the English teaching in this country under his rule it was defined the "Compite" program, which was a branch of the National Plan 2021.7

The program's goal was to transform the ways in which up to that date English had been taught and learned in the Salvadoran educative system through the development of the students‟ language skills in the management of the English language, from seventh grade through high school, and the teachers responsible for teaching English. Also, it intended to update the methods and techniques that teachers use in their classrooms and provide teaching resources to facilitate learning.

All this is evidence of efforts done for governments in turn trying to improve the quality of teaching, like the ones made in 2004 in the Plan Nacional de Educación 2021, in which the Ministry of Education authorities defined a strategic item called Effectiveness of Basic and Middle Education, which they would reach by creating favourable physical environments, good institutional climate for the promotion of learning, and by creating competent and motivated teachers.8

http://www.mined.gob.sv/downloads/Plan%202021/compite.pdf

http://www.mined.gob.sv/downloads/Plan%202021/fundamentos.pdf

In addition, the Plan Social Educativo 2009-2014 “Let‟s Go to School” (Vamos a la Escuela), designed by the current government ponders on the importance to break out the old traditional school scheme and go to a more suitable school, in which an integration of teachers, students, parents and the community be more effective. 9

This research intends to analyze how determinant for teaching English as a second language an efficient educational environment is. As well as how useful for teachers this research will be, taking into account that they are part of this process which at the core looks for changing the traditional view about teaching. Creating an atmosphere in which students might feel comfortable is not only a teacher‟s responsibility; therefore, this research will be useful to highlight all the aspects that exert a positive influence in the teaching-learning process.

So that, identifying the role that the environment plays, teachers and educative authorities will give more attention to everything related to make favourable a positive educational environment, since the students‟ success depend very much on the environment´s influence. The teaching-learning process is suited if the physical conditions of schools are appropriate. It means a functional, clean and secure physical environment.

http://www.mined.gob.sv/index.php/noticias/1-institucional/4145.html

3. STATEMENT OF THE PROBLEM

How much is the teaching-learning process influenced by the educational environment where the English subject is taught?

Creating the conditions in which learning can take place is, according to Jim Scrivener 10 the most important teacher`s job. He suggests that the success of a class depends on the teacher`s skills to create and manage successfully this class. Besides that, the teacher`s attitude, intentions and personality joined to some organizational skills and techniques play an important role in that matter.

All this is called classroom management and it includes both decisions and actions. The action is what is done in the classroom. The decision is about whether to do these actions, when to do them, how to do them, and who will do them. Thus, â&#x20AC;&#x153;the essential basic skill for classroom management is to be able to recognize options available to the teacher and make appropriate decisions between these options and to turn them into effective and efficient actions.â&#x20AC;?

What is mentioned before is related to the classroom itself but an efficient educational environment involves not only the classroom management but also teachers and studentsâ&#x20AC;&#x; motivation and didactic components among others. All these factors are closely connected among them and it is not possible to get an effective educational environment if teachers do not take into account the influence from each one inside the classroom.

Learning Teaching, Jim Scrivener, Macmillan Heinemann, 1 . Edition, 1994.

Undoubtedly students would learn better if the learning environmental conditions include:

better

strategies,

necessary

resources

availability,

excellent

human

relationships, a very good infrastructure, and a staff of motivated and well prepared English teachers.

4. FINDINGS AND LIMITATIONS

A bibliographical research on different authors‟ points of view on the Educational Environment for English Language Teaching is a huge help for teachers in order to increase their knowledge about some important factors that contribute to improve the teaching. This research has the information found in books, web sites and other resources regarding educational environment at schools, and classrooms.

Melville Harris, for instance, in his book “Environment Studies” establishes that the classroom environment for many schools is directly related to the learning process and this is not strange or unusual but it is just part of the general provision for the education of the children.11 Also, in the same book Harris reaffirms that Pestalozzi and Froebel‟s thoughts have emphasized the importance of the physical environment for the development of knowledge. For that reason, it is important to take the physical resources of the classroom as one factor inside the teaching learning process. The teachers should appreciate the environmental study as one of the approaches available toward the students, in order to give them greater opportunities for appreciating the quality of their environment created by themselves in the teaching learning process.

Melville Harris, Environment Studies, British Primary School today. 1974. 20

In addition, C.E. Loughlin and J.H. Suina12 in their book “Ambiente de Aprendizaje”: Diseño y organización, say that the learning environment is essential to create a physical surrounding, prepared to teaching and learning; therefore the infrastructure and the prepared environment act as part of it. Both interact to provide and improve the process and students development. According to Loughlin and Suina the environment is related with the student‟s behavior, acting as a positive resource of teacher-students‟ motivation or increasing the interest to teach and learn. In this way the motivation is another factor that takes part in the educative environment. An effective environment facilitates the students‟ mobilization to work and learn. When the classroom space is organized, the teacher-students interactions stimulate their behavior.

According to Jeremy Harmer in his book “How to Teach English”, a good teaching and learning in the classroom is emphasized in the didactic components which include the objectives for each content, the methodologies used by the teacher to achieve the teaching-learning, and the evaluations as a result of learning; besides, he considers the didactic components as another important factor that exerts a great influence in the educational environment. In this way, the teacher can apply the adequate strategies to develop each class also the interaction is considered an important point to achieve a significant teaching- learning which students and teacher feel comfortable with the subject. As a result, the students will be the ones who take advantages on the class time, putting into practice the second language; therefore, Harmer says “students´ practice is more important than the teachers´ practice in the English class”.13

Moreover, H. Douglas Brown14 in his book “Teaching by Principles” considers motivation as a vital element to teach, and he divides it in two types: intrinsic and extrinsic, depending one from the other one, since each of them intent to determine the students‟ competence and autonomy. 12

C.E.Loughlin, J.H.Suina. El ambiente de aprendizaje: Diseño y organización. Quinta Edición.1987. Jeremy Harmer, How to Teach English, Longman, 1998 14 nd H. Douglas Brown. Teaching by Principles, An Interactive Approach to Language Pedagogy, 2 . Edition. San Francisco State University, USA, 2001. 13

Intrinsic motivation

People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward. This kind of motivation would help the teacher to apply the following activities that contribute to student‟s interaction in the classroom:

 Students acquire the writing skill as a thinking process developing their ideas freely.  Giving the students the opportunity to express their own ideas in the written way. 

Let students create their own reading material.



Oral exercises in which they can express their own ideas using the previous knowledge.

 Enable students to use the language in order to talk about their habitual activities.  Grammatical exercises: Students show interest for learning discovering their potential through.

Extrinsic motivation

This is carried out in anticipation of reward from outside and beyond the self. The extrinsic motivation comes from external factors and includes the student‟s experiences they get from their surroundings, for instance the family influence, the rapport between students, and the teacher‟s participation when he/she establishes the teaching rhythm. About this topic, Brown says that this kind of motivation can be strengthened in students making use of positive feedbacks, because the reviews that teachers do at the end of classes have a great contribution to support the students‟ learning. Finally, Anita

Woolfolk15 considers that the main difference between the two types of motivation is the reason that students have to act; it means the reasons why they behave in the way they do it.

5. CONCEPTS AND CATEGORIES

Under the concept of EDUCATIONAL ENVIRONMENT are included all the aspects which are linked in a teaching- learning process in that way to achieve the educative objectives. TEACHING-LEARNING PROCESS is related to the creation of a nice learning environment, methodologies applied for teachers in the classroom, availability and use of didactic resources, etc.; in LEARNING ENVIRONMENT are included all the activities that teachers can do in order to create an emotional atmosphere that propitiate the class‟ development and help to increase the students‟ motivation. MOTIVATION is some kind of internal drive which pushes someone to do things in order to achieve something, this is divided in two branches: EXTRINSIC MOTIVATION, which is caused by any number of outside factors, and INTRINSIC MOTIVATION, which, by contrast, comes from within the individual. The motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people. On the other hand, the METHODOLOGY is the manner that teacher uses to teach the English language. Teachers and students must be in agreement about the method that is going to be used because when both are comfortable with the method being used, success is much more likely. Into the DIDACTIC RESOURCES are include the materials that teachers make use in order to develop the class effectively; there are a lot of didactic resources and each one is useful to enhance specific skills in the students. Besides that, the CLASSROOM MANAGEMENT plays an important role in the English 15

Anita Woolfolk, Psicología Educativa, Novena Edición, Pearson Educación de México S.A de C.V., 2006. 23

Language teaching, it refers to some organizational skills and techniques used by teachers in order to create the conditions in which learning will take place, taking into account that each activity need its own space, particularly in language teaching, where interaction is vital for students, because they need to put in action the language. So, in order to increase the students interaction teachers need to make a balance between the STUDENT TALKING TIME, that is referred to the time that he/she gives to students to express their ideas and to interact among them, and the TEACHER TALKING TIME, that refers to the time used for teachers giving instructions and explanations; in other words, the time they use the language into the classroom. Also, there is a variety of arrangements that teachers can apply in the classroom, these are useful to maximize the work in pairs, small groups, or the whole class working together with the teacher; all of this is classified under the concept of SEATING ARRANGEMENT. In addition, the TEACHER’S ATTITUDE is another very important aspect for creating an effective learning environment; it is referred to some teacher‟s behavior that helps the students to acquire the new language in a funny and interesting way. This can be reached establishing a RAPPORT, which is the relationship or connection established with students, a relationship built on trust and respect that leads to students‟ feeling capable, competent. Another fundamental classroom management concern has to do with the TEACHER’S VOICE and BODY LANGUAGE; that is the messages the teachers send through their voice and through their body language. So, teachers must be heard for everybody in the classroom but it does not mean that they have to shout. What they need is a clearly articulation, when they speak. The body language has to do with the teacher‟s nonverbal messages, into the interaction with students. This aspect has a great relevance into the Salvadoran context because here students do not have all the skills necessary to decipher verbal language; so, one way to acquire the new language is through the NONVERBAL COMUNICATION, it involves the facial and hand gestures, the optimism, the eye contact, how much the teacher moves around the classroom, following the rules of proxemics and kinesthetics applied in this culture, and dressing appropriately, considering the culture, again. In addition, teachers need to face some adverse circumstances when teaching: LARGE CLASSES, MULTIPLE PROFICIENCY LEVELS in the same class, COMPROMISE with the institution, and DISCIPLINE.

Teaching to large classes is undoubtedly a big challenge not only because individual teacher-student attention is minimized but also students do not have opportunities to speak. Similar trouble represents the multiple proficiency levels found out in the same classroom, in this case it is important not to over generalize the students, avoiding the mistake to classify them into smart and dumb. By the other hand, the compromise with the institution in which teachers work suppose a real headache to them; teaching under institutional conditions that do not meet their ideal standards have negative effects on the whole teaching-learning process. As for discipline, even though, if all the students in an educative institution were hard-working, intrinsically motivated and intelligent learners, teachers would have to face with discipline problems. Gaining the respect of the students and stating clearly and explicitly what are the teacherâ&#x20AC;&#x;s expectations about their behavior are part of the strategies on that matter. Trying to find the source of the problem rather than treating symptoms is an effective approach in resolving disciplinary problems. Besides that, the TEACHERâ&#x20AC;&#x2122;S ROLES and STYLES have significant influence on this topic; the first one has to do with all the possibilities that teachers have to act in front of students: authority figure, leader, guide, etc., the second one has to do with the own way to teach, it is very related to the personality style that all teachers have, of course, it can vary from individual to individual. In the same way, the ENERGY generated in the classroom, plays a very important role, talking about learning; this energy is the feeling that into the classroom is happening something productive. Teachers and students can be sure of that energy when they leave the classroom and feel anxious to continue doing something the next day .Also, the PHYSICAL ENVIRONMENT of the classroom, it means the space used everyday for teaching, must accomplish some requirements if getting an effective learning is the objective; the classroom appearance, avoid external noises and comfort abilities have a huge contribution in the teaching-learning process since students are profoundly affected by what they see, hear and feel when they enter the classroom.

CHAPTER II

THEORETICAL FRAMEWORK

2.1

THEORETICAL AND METHODOLOGICAL BASIS

The educational environment for the English language teaching is really essential for an excellent teacher and students‟ fulfillment, because this is part of the class as Melville Harris describes in his point of view about the environment interventions‟ to achieve the elemental knowledge‟s from new language16. Furthermore, there are three important factors such as the physical resources of the classroom that C.E.Loughlin. H.J.Suina specify when they describe the surrounding as motivational part to awake interest to learn; the second factor is the motivation to develop the class in an entertaining way, this refers to all actions that teachers are obliged to perform to keep their students always optimistic, these actions contribute to creating an environment that conducive to learning a new language. Douglas Brown refers to this when he talks about the two kind of motivation (intrinsic and extrinsic); the third one is the didactic components, in which are the objectives proposed by the teacher in each class, the methodologies required to develop each content, and techniques to evaluate whether students have had a significant learning.

The environment evaluation comes to enhance the students‟ perspective about English class in the school, taking into account that in English language learning it is necessary to develop four basic skills, which need its own resources to be developed; therefore, is the teacher‟s task to create the environment of a good learning in which it becomes interesting for students, applying different methodologies, strategies and techniques to get their attention. But it is important to recognize that all learning is formed and linked 16

Melville Harris, Environment Studies, British Primary School today, 1974 26

by teacher-students‟ responsibility and each one should have their own goals in the teaching learning process.

In the educational field the environment is a resource in which take place different students‟ interests, because they have demands of several subjects, therefore, the English subject demands high effort, because it is new for them. Considering this, Melville Harris describes two studies that would help to improve the English learning in the classroom.

First, the environment as an educational resource requires an approach based upon the environment itself. In other words, for this author the teacher can take advantages from student‟s apathy or interest for the subject, for instance when students are quiet or do not want to participate because they are worried about their bad pronunciation. In this case the teacher can use the appropriate techniques to develop the topic. If the students are interested to learn the teacher should be well prepared to develop a more interesting class; therefore he/she will have more work and the results will be much better in the students‟ cognitive area and the human relationships.

The teacher and student need to identify not only their purpose but also to recognize the importance of maintaining and improving the quality in the classroom environment. It is necessary to focus in the general school since it takes part in the development of learning, because in some moments the English class is affected by the noise created outside the classroom. Here is where the teacher plays her/his role in order to improve the teaching. A teacher must appreciate that an environmental study is only one of the approaches available to students for learning a second language. At the same time the environment quality gives greater opportunities to enjoy the experience in the teachinglearning process, emphasizing the physical environment for the development of knowledge.

Secondly, Melville Harris discusses the importance of the learning environment from another perspective: as a conceptual vision. From this perspective, Harris believes that teachers should consider in their planning the educational resources they have available in their environment, so that students learn through situations familiar to them. With regard to the teaching of English language this perspective has been rather neglected in our country, since the teachers‟ preparation and the classroom management has prevailed over the role played by a good learning environment. In fact, the learning environment is the greatest resource that helps to develop the students‟ skills to learn in a nice atmosphere.

An adequate environment is very important for teachers and students in the teaching and learning a second language. In the educational environment the physical learning surrounding has an influence on the process 17, where the teacher is able to use the environment to achieve the objectives or restrict the exploitation class time. In other words, the strengthening environment contributes in an impressively way to get the students interest inside the teaching and learning process.

The environment is an element that provides the space‟s quality since internal classroom area or external classroom area where the process takes place to be at disposition of teacher and students. The learning environment is more than a building, furniture or decoration; this is much broader and, specifically this establishes the physical relation between surrounding and student‟s behavior. It is very important to harmonize all these factors to adapt them to the syllabus style and the class results will be much better and appropriate for learning.

There are many things that teachers can do in the classroom in order to create a nice place where the students enjoy the learning. Foremost, teachers need to be enthusiastic and so they will transmit that feeling to the students. Thus, students will 17

C. E. Loughlin. J. H. Suina, Ambiente de Aprendizaje: Diseño y Organización, Quinta Edición. 2002. 28

come in a classroom with positive attitude. An active element in the environment is the teacher disposition taking the surrounding and the space provided to teach through the students‟ interaction.

The appraisal from the classroom space is considered as environment‟s part and the classroom surrounding also enhances the space distribution within itself. It is essential to organize the space to define the work places. The teacher should know that the space organization is determinant for students to learn, since this encourages the movement, the good behavior and the development of activities, taking into account these changes according to the needs required for the topic. Thus, group work will be more effective and the teachers‟ help will arrive to all students. The teachers emphasize the teaching through creating conditions in which all students learn from themselves. Furthermore, there are exchanges of knowledge, in which teachers and students learn from each other, assessing their academic growth.

Similarly, when teachers prepare the lesson plans they must take into account the resources available to them, because these resources are those that will allow them to achieve the objectives for each class. C.E. Loughlin and J.H. Suina state that it is vital to include different resources when designing a lesson plan, so that these plans can become flexible and allow teachers to make adjustments at some point. This facilitates to their students an appropriate learning, which is crucial for them, and facilitates the work of teachers, also. Thus, the educational environment is related to several factors that in some way can improve or restrict the teaching process.

Other situation that greatly affects the quality of teaching is the different students‟ learning styles. The teachers‟ task is to manage the techniques to integrate these styles efficiently into the classroom. A practical example of how teachers can turn this adverse situation consists in using the potential of those students who excel in some areas, using these students as assistants, who can perform the task of guides when they work

in groups. Of course, it is essential to monitor the development of the whole class to ensure that everything is going well or make the necessary corrections.

An efficient educational environment is the base for learning, this can be considered as an instrument in which the students have the opportunity to create and improve their creative thinking and their creative potential; in other words, this facilitates the communication among them, as the goals outlined in the lesson plan, where are detailed the different strategies to engage the class in order to get a productive learning. To highlight the importance that the educational environment has in the English teaching-learning language process is determinant for the acquisition of a second language. Carrying it out in the classroom this is an important factor that helps to achieve the teachers and students goals.

According to Jim Scrivener18 the conventional teaching style in which the teacher is standing in the front of the class â&#x20AC;&#x153;teachingâ&#x20AC;? and the students sitting in rows listening is still used by teachers because for many years this has been the traditional way to teach, and this has left a strong image of what teaching is and how it should be done. This is probably the reason why some teachers adopt this kind of teaching methodology still in the present time. By contrast with the Salvadoran reality it is important to note that this method is not effective for teaching English language because this teaching requires a closer relationship with the student.

Scrivener suggests that it does not matter what methodology is used by the teacher, the responsibility to learn is for students. The teacherâ&#x20AC;&#x;s responsibility is to create the conditions in which they might be able to learn. What teachers should do is to involve

Jim Scrivener, Learning Teaching, Macmillan Heinemann, 1st. Edition, 1994.

them in work groups, enable them to work at their own pace, and encourage them to participate. The process of learning often involves five steps: 1) doing something, 2) recalling what happened, 3) reflecting on that, 4) drawing conclusions, and 5) using those conclusions to inform and prepare for future practical experience. Based on this statement Scrivener adopts two assumptions about the teaching approaches, he suggests that people “learn more by doing things themselves rather than by being told about them”. The second assumption is that “learners are intelligent, fully-functioning humans”, not simple receptacles for passed-on knowledge. Learning is not simply a one-dimensional intellectual activity, it involves the whole person. Recent approaches in English as a Foreign Language have emphasized the importance of the “whole person” in the learner (as opposed to only their mental processes such as thinking, remembering, analyzing, etc.). The students‟ image as a blank slate must be deleted from our minds. Students may bring pen and paper to the school, besides that they also bring a whole range of others less visible but important things to class: their needs, their wishes, their life experiences, their home background, their memories, their worries, etc. Real teachers that love their job and really want to change the traditional English teaching method devised in the schools should take into account the previous student‟s expectations and intrinsic aspects related to them, and as Scrivener points out that knowledge of the subject matter and methodology are insufficient to perform an efficient teaching and consequently learning process. Nevertheless, sensitive teachers, who respect and listen to their students, and who concentrate on finding ways of enabling learning rather than on performing as teachers, go a long way to creating conditions in which a great deal of learning is likely to take place.

The traditional teacher image, which is strongly rooted in the Salvadoran educative system and by which authorities have made many efforts to eradicate, could be replaced gradually starting with a change in the attitude of some teachers, who bear the 31

obligation to create a climate of harmony with their students, not only inside the classroom but also in any environment. To consider that students are the object of all educational planning and to avoid classifying them as simple recipients of information are actions that actually will lead us to change the misperception of teaching and more learning will take place. In addition, analyzing the different teaching styles, Scrivener describes three kinds of teachers: the first one is the explainer; this is the one who knows the subject matter very well, but has limited knowledge of teaching methodology. This kind of teacher relies mainly on “explaining” as a way of conveying information to the students. In this kind of teaching students are listening, perhaps occasionally answering questions, but are mostly not being personally involved. The second one is the involver; this one also knows the subject matter and manages teaching methodologies. He is able to use appropriate teaching and organizational procedures to help the students learn about the subject matter. This teacher is trying to involve the students actively and puts a great effort into finding appropriate and interesting activities that will do this. The last one is the enabler; this kind of teacher has in mind that he is working with human beings. He knows about the subject matter and about methodologies, but he is very focused in what students are thinking and feeling within the class. He actively responds to this in his planning and working methods and in building effective working relationships and a good classroom atmosphere. He motivates students to learn through his personality and attitude. The teacher becomes a “guide” or a “counselor”, therefore, the students become independent about their learning.

Nevertheless, Scrivener explains that categorizing all teaching under three headings is not possible because some teachers move between one style and other one depending on the day and the class and the aims of a lesson.

In summary, for Scrivener the following aspects might positively affect the learning atmosphere in a classroom: He says: “The effective teacher: 

Really listens to his/her students



Shows respect



Gives clear, positive feedback



Has a good sense of humour



Is patient



Knows his/her subject



Inspires confidence



Trust people.”

On the other hand, Jeremy Harmer emphasizes the role that the classroom‟s comfort has in achieving the goals set by the teacher. Harmer makes his approach through two questions: How to manage the class efficiently? and how to describe the teachinglearning process? In the efficiently management of the classroom it is very important to consider how useful for teachers their physical presence is, because this is fundamental in the classroom environment to get the student‟s concentration. Indeed, it is very important the manner in which teachers move in the classroom, show friendship, trust and proximity to the students, without forgetting to respect our cultural patterns, which set the limit of distance between teachers and students.

Another aspect concerning to the classroom management has to do with the teacher‟ voice as a teaching tool, something highlighted by Jeremy Harmer when saying that a good teacher tries to keep the balance between the audibility and volume.

Similarly, it is important how the teacher makes an interesting lesson plan by marking the stages and so he/ she will know when to start and finish the topic, and all the necessary steps to develop the class, including the activities in the classroom or outside the classroom. Also, the teacher should change the seating arrangement according to the content in the classroom in order to have an adequate environment. Harmer says that a teacher that loves his job is the one who does it in a good way. To Harmer teaching is a talent that not all teachers have because it is necessary to work hard to teach in an innovative way and reach the goals at the same time. It includes some elements that teachers should take into account in the lesson plan in order to get the students‟ interest and involving them in a funny learning process. Furthermore, motivation plays a key role in human relationships, that is, in any environment people are moved to do things in order to achieve something. H. Douglas Brown‟19 highlights the importance that intrinsic and extrinsic motivation has. This includes the teacher‟s energy and the style to teach, which contribute to create an interesting class. Analyzing other aspects that take part in the class, it is important to mention how the visibility can help to improve the students‟ motivation in the learning process, because if the classroom is dark, it probably could create a refusal to the subject. Also, there are other situations that can facilitate the learning through interaction during the classroom activities for instance, the sitting arrangement, which lets the teacher to visualize the students work and determine who sits next to whom; the equipment (electrical resources) that the English teacher should use to develop the English class efficiently. It is through these resources that the teacher takes advantage to promote a significant teaching. For Brown, the voice and body language are determinant in teaching because it is the teacher who speaks and articulates clearly the language, and it is he/she who uses an 19

H.Douglas Brown. Teaching by Principles, An Interactive Approach to Language Pedagogy, 2nd. Edition. San Francisco State University, USA, 2001.

appropriate jargon according to the students‟ level, situation of great relevance to lead slowly the students in the new language they are acquiring, so that learning does not become abrupt and difficult to them. The following are tips that every teacher should apply to assist himself/herself with body language: 1- The teacher‟s face should reflect optimism, brightness, and warmth. 2- Do not plant the feet firmly in one place for the whole hour. 3- Use facial and hand gestures. 4- Dress appropriately, considering the expectations of the students and culture in which the students are learning.

Additionally, Douglas Brown refers to some adverse situations that make the teaching process becomes flawed. One such situation is related to large groups of students, which is very common in many countries. In such cases it is very difficult for teachers to give opportunity to actively participate in classes and the individual attention is also reduced. In these cases Brown suggests to make each student feel important in the classroom by learning their names and using them. Besides, the teacher can optimize the pair work, study groups or small groups to give students chances to perform in English. In large groups it is common to find students with different learning styles and the teacher must face these adversities with techniques that allow him/her a solution to each of the issues raised by the students. Aid oneself of those outstanding students is a useful tool in these cases, also.

In the same way, the students‟ motivation can be affected and influenced by the attitude of a number of people.These people are part of the environment surrounding the students and directly or indirectly interfere in their teaching progress, as in the case of the family, church members or the students‟ neighbors.

2.2

EMPIRICAL FRAMEWORK

COJUTEPEQUE CITY MONOGRAPH Cojutepeque is 34 km east from San Salvador, at 890 meters above sea level on the slopes of Cerro de las Pavas. Its climate is cool. Previously, when the streets were paved and there was adequate water seepage into the ground, in the afternoons and evenings used to be in a dense fog, and it was known poetically as "The City of Mist." The symbolic name still exists, although now the city is eventually covered of fog. Cojutepeque has an area of 31.43 km2 and is home to 50.315 inhabitants, according to the 2007 census20 that ranked this municipality in the position number 28 of the most populated municipalities of El Salvador. Cereals, sugarcane and fruit are grown in the fertile lands of Cojutepeque. Also, the panela is an emblematic product of this city. The local industries include the manufacture of hats made out of palm-fronds. The sausages of Cojutepeque are known throughout El Salvador. Heritage One of the traditions of Cojutepeque is making its famous sausages, so there is “La Española”, one of the places where sausages and salamis are produced since 1962, thanks to the initiative of Mrs. Caridad de Saca. This tradition has continued ever since because of the original recipe in the products, which incidentally are completely natural21. The people from Cojutepeque celebrates with great joy on November 25th the arrival of Our Lady of Fatima to the Cerro de las Pavas, the faithful make pilgrimages to the shine where masses are held. Thousands of pilgrims visit the hill to worship the Virgin; around the grotto vendors display religious pictures, rosaries and other souvenirs that people 20 21

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buy just to remember the place visited22. But it is mainly on May 13th when the people celebrates with more fervor, because this day commemorates the apparition of the Virgin to the shepherd children Lucía, Jacinta and José in a place known as Fátima, Portugal in 1917.

Cerro de las Pavas It has an altitude of 5500 feet above sea level. Atop the hill people can see north to the city; southwest enjoying the best view of the majestic Lake Ilopango; to the southeast, the Jiboa Valley and the historical San Vicente volcano. To access the top there are three ways: one is the cobbled street, another zig zag, a corrugated road which ascends on foot and is one of the preferred routes for cojutepecanos, and a third one is the socalled "road cat", which is a half-hidden path to the left of the zig zag, covered by vegetation. On November 25, 1949, the Marian Congress of San Salvador and the ecclesiastical authorities officially opened in Cerro de las Pavas a shrine to Our Lady of Fatima, which recreated a stone grotto, which was destroyed by an earthquake in 2001. The grotto was built with red stone extracted from the same hill and was sheltered in the back by a row of cactus. The celebrations in her honor are held on May 13th.

History

The people of Cojutepeque is one of the oldest in El Salvador, which has existed since pre-colonial times since Nahuatl migrants settled in Canton Cujuapa El Arenal and Ojo de Agua, base of Nahuatl settlements; this occurred in the eleventh century. It was part of the Manor Cuzcatleco, it was Indian and it was only until 1659 when Spanish families began to arrive. It was capital of the Republic in four occasions (1832, 1834, 1839 and 22

http://archive.laprensa.com.sv/19990509/departamentos/pais2.asp

from 1854 to 1858). In the Plaza de San Juan existed, until early this century, a beautiful ceiba, which inspired the local bard Rafael Cabrera to write his poems "La Ceiba de mi Pueblo," and "Poem of Nostalgia". Rafael Cabrera's name is attached in immortality to Ana Dolores Arias as "Poets boyfriends of Cuscatlán".

Administrative Division Cojutepeque is divided into 6 districts: 

Calvario, west of the city with the church of the same name, and the “tiangue” and Pila de Cujuapa.



San Nicolás, to the southwest.



San José in the south.



San Juan, east, where the cemetery is located. In this neighborhood can be said that starts the roads that lead to San Vicente, a way of San Ramon, and the route of San Cristobal.



Santa Lucia, also east, leaning to the north. From there starts another street to San Vicente, via San Rafael.



Concepción Neighborhood, north, the hospital, the park and streams Tempisque and Tetita are located there.

Utilities Cojutepeque has the following utilities: market, post office, City Hall, National Hospital, potable water supply, ISSS clinics, Peace and First Instance Courts, schools, National Civil Police (PNC), and a Fire Station.

Important Dates 

November 20, 1846: The town of Cojutepeque won the city title by Executive Order issued by the President Eugenio Aguilar, and authenticated by the Minister of Interior and attorney Francisco Dueñas.



April 17, 1854: An earthquake completely destroyed the city of San Salvador, capital of the state, forcing the President Jose Maria San Martin to move temporarily to the city of Cojutepeque the seat of government. Cojutepeque was the interim capital of El Salvador to the June 28, 1858.



November 23, 1949: It was finished the artistic grotto where the statue of Our Lady of the Rosary of Fatima was located.



February 13, 2001: A strong earthquake damaged much of the city, the neighborhoods most affected were: San José, San Nicolás and El Calvario, and the southern colonies. The Grotto of Our Lady of Fatima, located in the most vulnerable area in Cerro las Pavas was destroyed, and in its place was built a , shrine where another statue of the Virgin of Fatima was placed, which was brought from Spain.

Centro Escolar Walter Thilo Deininger

The Walter Thilo Deininger School is located on the Avenue and Colonia Cuscatlán, next to the National Institute Walter Thilo Deininger, in Cojutepeque City, Cuscatlán. It was built in 1988, since then it has been administered by eight principals, including bachelor Tomas Alfredo Gavidia, who currently holds that role. The school is also administered by the CDE (Consejo Directivo Escolar), which is composed by the 39

principal who holds the position of president, four teachers, one of whom holds the post of secretary, four parents who represent all parents, performing one of them as treasurer; and four students representing the student population.

About the infrastructure in general the school has thirteen classrooms including a computer room equipped with 21 computers; also, a library next to the principal‟s office, a cafeteria, and a basketball court surrounded by some gardens.

It has a staff of thirty teachers; twenty of them work in the morning shift. The principal, the engineer and the physical education teacher work in the morning shift as much as in the afternoon shift. Four teachers work double shift, therefore there are seventeen teachers working in the afternoon shift. In the morning shift it school attends students from first to ninth grade and in the afternoon shift it attends students from sixth to ninth grade. The English subject is in charge of two teachers, one of them is the responsible in the morning shift and the other one in the afternoon shift.

This school is attended by students from different towns, counties, neighborhoods and communities around the school, bringing the official registration for the year two thousand ten a total of nine hundred seventy-two students, which the ninth grade section „A‟ is composed of forty four students and section „B‟ is composed of forty five students, all of them in different ages that oscillate since fourteen to sixteen years old.

DESCRIPTION OF THE INSTRUMENTS USED IN THE RESEARCH

The research was carried out in Cojutepeque City, Cuscatlán Department, at Centro Escolar Walter Thilo Deininger, in the morning shift, in Sections A and B of ninth grade, which makes a total of ninety students. Of this population, a sample of twenty students was given questionnaires with series of questions designed to answer the research problem. It was also necessary to design two checklists for use by the present researchers and a questionnaire to be filled in an interview with the teacher of the English subject. Following are examples of each of these instruments.

TEACHER´S INTERVIEW This questionnaire will be answered by the English teacher in order to know her point of view about the educational environment in the classroom and in the school in general. According to this research the teacher is an essential factor in the process because she knows how the English class should be developed in an effective way. Also she knows that an efficient educational environment is determinant to improve the students‟ learning achievements. In education and in the process of teaching a new language it is not only necessary for the teacher to master certain teaching techniques, the establishment of an effective teacher-student relationship is crucial because in this relationship are embedded emotional relationships that lead to attitudes for the acquisition of a new language. This interview also tried to collect the own point of view of the English teacher and know by her comments if the institution provides the necessary resources for the development of the English subject, which requires special resources in order to get a meaningful learning.

Finally, this interview was designed to know what at the teacher‟ discretion the ideal educational environment is, and what aspects she considers should not fail to encourage good teaching. 41

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTAD DE EDUCACIÓN TEACHER INTERVIEW CENTRO ESCOLAR “WALTER THILO DEININGER”

GRADE: _________

TEACHER: ________________________________________________________ DATE: ___________

OBJECTIVE: TO KNOW TEACHER’S POINT OF VIEW ABOUT THE EDUCATIONAL ENVIRONMENT

1. What do you understand for educational environment?

2. What do you think about the facilities the school has?

3. Do you think the resources the institution provides you are enough?

4. What would it be, for you, the ideal educational environment?

5. Do you consider that students enjoy working in groups?

6. Are you a teacher specialized in English language?

7. Are you aware of the existence of different methodologies and techniques for teaching English?

OBSERVATION CHECKLIST â&#x20AC;&#x153;Aâ&#x20AC;? This checklist was designed with the purpose of establishing whether the facilities available to the school somehow affect the studentsâ&#x20AC;&#x; academic performance. It is important to make clear that everything is important in this process: from how the school is painted until how it is cleanness and lightning. These issues directly affect the attitude that students can show in the process of acquiring the new language, either favoring or reducing its acquisition, regardless of the approaches and resources used by the teacher. The theorists argue that the environment in which a teaching-learning process is developed is critical to achieve its goals. In that sense, students activate all their senses in any learning environment, therefore, it is important to assess whether the school has the resources to encourage learning. This checklist intents to evaluate the comfort of the classroom where English subject is developed; also, if it is well painted, if it keeps clean most of the time, and if it is away from distractions or noise that may interfere with teaching.

In the same way, this checklist was designed with the objective to assess how the sitting arrangement interferes with the development of the English class. It is important to know if the sitting arrangement used for the teacher creates a good atmosphere in the classroom, allowing mobilization and interaction with students.

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR

OBSERVATION CHECKLIST “A”

FACULTY OF EDUCATION CENTRO ESCOLAR “WALTER THILO DEININGER”

GRADE:______________

TEACHER: _____________________________________________________________

DATE: ______________

OBJECTIVE: TO IDENTIFY THE INFLUENCE THE FACILITIES OF THE SCHOOL HAVE IN THE EDUCATIONAL ENVIRONMENT.

No.

FACILITIES OF THE SCHOOL

The school in general is clean

The facilities of the school are in good conditions

The toilets are clean

The classroom is big enough for the class

The classroom is well lighted

The classroom is clean

The classroom is well painted

The classroom furniture is distributed appropriately

The classroom is fresh

The school has enough cafeterias

YES

COMMENTS:_________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

OBSERVATION CHECKLIST “B” The following checklist has ten items with the purpose to identify the impact that teacher´s methodology has in the teaching environment when a second language is taught and determine if the teacher applies different English methodologies in the classroom, taking into account that the diverse use of them let students and teachers to create an interesting environment to teach and learn. Therefore, the teaching-learning process will become more productive. Also, this checklist intents to measure if the whole teaching process is focused on the students‟ interests by observing if they feel motivated into the classroom and observing if the English class looks interesting to them. Besides that, this checklist was designed with the objective to determine if the English class is planned; this may be determined by observing the development of certain classes, and analyzing if the atmosphere into the classroom is nice, in which the students participate actively. Finally, this observation checklist intents to determine if students work in a climate where a good communication with the teacher exists, and determine if the teacher has the control in her class, getting the students‟ attention.

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTY OF EDUCATION

OBSERVATION CHECKLIST “B”

CENTRO ESCOLAR “WALTER THILO DEININGER”

GRADE: ________

TEACHER: ______________________________________________________

DATE: _________

OBJECTIVE: TO IDENTIFY THE INFLUENCE THE METHODOLOGY OF THE ENGLISH TEACHER HAS IN EDUCATIONAL ENVIRONMENT.

No.

METHODOLOGY

The teacher applies different methods to teach

The teacher uses a variety of techniques

The students are the center of the English class

The students are motivated in the class

The teacher motivates students to participate in class

The teacher uses a variety of resources

The teacher plans her classes

The students participate actively in the class

The students pay attention in class

The students have a good communication with their teacher

YES

STUDENT’S QUESTIONNAIRE “A”

The following questionnaire was used to register the students‟ opinion about the educational environment in which the learning takes place. The criteria to define the items were for getting information about the students‟ feelings into the classroom, how comfortable they feel, and if they are distracted due to external noises. Besides that, this questionnaire was designed with the intention to get information about the classroom itself; in other words, this questionnaire intents to measure if students are encouraged to learn by using desks in good condition, if the teacher uses TVs in order to develop some activities, and if the teacher frequently vary the sitting arrangement into the classroom. In the same way, this questionnaire was designed with the objective to know if students spend much of the time assigned to the English class going out the classroom or being distracted due to their classmates, for instance. Additionally, it tries to get information if students have the opportunity to learn English by getting in touch with real objects and real situations outside the classroom.

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR STUDENT’S QUESTIONNAIRE “A” FACULTY OF EDUCATION CENTRO ESCOLAR “WALTER THILO DEININGER” GRADE: ___________ TEACHER: _______________________________________________ DATE: _____________

OBJECTIVE: TO EVALUATE THE STUDENTS’ POINT OF VIEW ABOUT THE PHYSICAL ENVIRONMENT IN WHICH THEY ARE TAUGHT.

No.

QUESTION

YES

Do you feel comfortable in the classroom?

Are you frequently distracted by external noises?

Are the desks in good conditions?

Does the seating arrangement facilitate the interaction in?

Is the classroom decorated enough?

Do you go out frequently during the English class?

Does the teacher change the seating arrangement frequently?

Have you ever taken the English class outside the classroom?

Are you distracted by your classmates frequently?

Does your teacher use different resources like TVs, CD players, DVD 10

players, etc. to teach the English class?

COMMENTS:__________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________

STUDENT’S QUESTIONNAIRE “B”

Taking into account that motivation is an important aspect for the creation of a nice environment in which the teaching-learning process is developed, the following questionnaire was used to collect the students‟ opinions in order to analyze if they feel motivated while they are learning English. Also, the purpose is to know how much the teacher motivates the students to learn, using a variety of teaching styles, decorating the classroom, allowing the students to participate in class, and helping students when they have doubts, or when something is not clear for them. Similarly, this questionnaire was designed trying to get information if the teacher highlights the importance that the English language has in this globalized world, and if she propitiates the students‟ interaction into the classroom by making groups assignment and using didactic resources, like charts or whatever extra material that makes interesting the learning of the English language. Last but not least, this questionnaire was designed in order to know how much confident feel the students to ask their teacher when they have any doubt, and if she expresses her ideas and instructions clearly, it means, if the students understand when the teacher is speaking in English.

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR STUDENT’S QUESTIONNAIRE “B” FACULTY OF EDUCATION CENTRO ESCOLAR “WALTER THILO DEININGER” GRADE: ____________ TEACHER: ________________________________________________ DATE: _____________

OBJECTIVE: TO IDENTIFY IF TEACHERS MOTIVATE STUDENTS TO ACQUIRE THE ENGLISH LANGUAGE BY CREATING A NICE ENVIRONMENT.

Nº

QUESTION

YES

Does the English teacher give you the opportunity to speak in English?

Does the English teacher help you in your learning process?

Do you understand when the teacher talks in English?

Are teacher´s instructions clear?

Does the teacher give you explanations when you need?

Do you work in groups frequently?

Does the teacher use visual aids to teach some topics?

Do you feel confidence to ask your teacher?

Does the teacher propitiate the students´ interaction into the classroom?

Did the teacher tell you the importance of the English language?

COMMENTS:__________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________

STUDENT’S QUESTIONNAIRE “C”

The following questionnaire was designed to evaluate if the teacher makes use of appropriate techniques in order to create a good atmosphere in the classroom for teaching every topic efficiently, and therefore, if she fulfills the students‟ expectations. Besides that, this questionnaire tried to measure if students acquire the new language in an easy and funny way, where the communication can be a vital part of the class.

Also, applying this questionnaire the researchers tried to get information if students consider that the English language is difficult to learn, if they like the way in which they are taught, and if their classes became ludic when necessary.

Moreover, this questionnaire intents to measure if the teacher makes use of tools like CD players or some other didactic resources, which makes favorable the teachinglearning process, because it is easier to keep the students attention using these interactive resources.

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR STUDENT’S QUESTIONNAIRE “C” FACULTY OF EDUCATION CENTRO ESCOLAR “WALTER THILO DEININGER” GRADE: _________ TEACHER: ________________________________________________ DATE: __________

OBJECTIVE:

TO IDENTIFY IF THE TEACHER APPLIES APROPRIATELY TECHNIQUES IN THE DEVELOPMENT OF THE CLASS.

QUESTION

Nº

YES

Is the English class interesting for you?

Does the teacher use CD player sometimes?

Is the English class dynamic?

Is the English class funny?

Does the teacher use games to teach some topics?

Does the teacher use extra materials for teaching?

Does the teacher adapt her teaching style according to the topic?

Do you like the teaching style used for the teacher?

Are dialogues frequently used in the English class?

Do you think English language is difficult to learn?

COMMENTS:__________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________

RESULTS OF FIELD WORK

The learning environment for English language teaching, like any other subject, is influenced by various factors, these, in one way or another positively or negatively affect the teaching-learning process. Because school is the second place where young people are educated and where they get the wealth of knowledge to face the challenges that life presents, it becomes necessary for both the educational authorities, teachers and parents to identify all those factors that somehow influence student learning. Once these factors are identified, it becomes easier to adopt mechanisms to improve the areas that may be deficient, considering that only by having an effective educational environment is that learning is gotten significantly. Besides, it is important to consider the influence on students of both the physical appearance of the English classroom and the school in general, since all factors are interrelated.

Teacher Interview UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTY OF EDUCATION CENTRO ESCOLAR “WALTER THILO DEININGER”

TEACHER INTERVIEW

TEACHER: Alba Alicia López Rodríguez___________________

GRADE: ninth_______ DATE: February 9, 2011.

OBJECTIVE: TO KNOW TEACHER’S POINT OF VIEW ABOUT THE EDUCATIONAL ENVIRONMENT

1. What do you understand for educational environment?

It’s the pictures, the desks, the attitude from the workmates, in conclusion is every single thing around the students to learn easily and for the teacher to work happily. 2. What do you think about the facilities the school has?

We have almost the necessary one, in other years we had some problems with that, but now we are working well. 3. Do you think the resources the institution provides you are enough?

We always want to improve, and then we always say we need more and more, but I think the problem is the Education Ministry doesn’t give the money on time to buy the necessities. 4. What would it be the ideal educational environment for you?

In which the students can learn with only enter the classroom, also listen and talk being sitting comfortably and enjoying the class.

5. Do you consider that students enjoy working in groups?

Yes, but they rarely do it because the classroom are not large, they work in pairs or outside. But if they work in group they can perform some dramas or tales and enjoy at the same time. 6. Are you a teacher specialized in English language? Yes, I am. I’m graduated from the National University of El Salvador.

7. Are you aware of the existence of different methodologies and techniques for teaching English? Yes, I am. I prefer to use methodologies in which the students be involved in their own learning. When the topic is really unknown to the students I use flash cards or charts.

SEE ATTACHMENTS

In this research three different instruments were administered, the first one was an interview to the teacher, which was designed with the objective to know the teacherâ&#x20AC;&#x;s point of view about the educational environment, who expressed for her the concept of educational environment includes everything around the students, allowing them to learn in an easy way, and at the same time allowing the teacher to work comfortably and happily. Similarly, the interview allowed knowing what resources the teacher has in order to develop her class, saying that now she has the basics, compared to previous years in which she has been in worse circumstances. The teacher considers that the lack of resources is because the Ministry of Education does not assign funds to school on time to acquire the resources they need. Nevertheless, it is clear for the teacher that in order to have an efficient educational environment not only is necessary to have enough didactical resources, but also, it is important to know how to use them for waking the studentsâ&#x20AC;&#x; interest, since it is well known that they are influenced strongly by what they perceive through their senses. To conclude, the teacher reaffirmed the importance to work in groups, since it allows developing some activities that improve the studentsâ&#x20AC;&#x; learning, such as dialogues, tales and dramas.

Observation Checklists UNIVERSIDAD PEDAGOGICA DE EL SALVADOR

OBSERVATION CHECKLIST “A”

FACULTY OF EDUCATION CENTRO ESCOLAR “WALTER THILO DEININGER”

GRADE: ninth_________

TEACHER: Alba Alicia López Rodríguez

DATE: February 9, 2011.

OBJECTIVE: TO IDENTIFY THE INFLUENCE THE FACILITIES OF THE SCHOOL HAVE IN THE EDUCATIONAL ENVIRONMENT.

No.

FACILITIES OF THE SCHOOL

YES

The school in general is clean

The facilities of the school are in good conditions

The toilets are clean

The classroom is big enough for the class

The classroom is well lighted

The classroom is clean

The classroom is well painted

The classroom furniture is distributed appropriately

The classroom is fresh

The school has enough cafeterias

X X X X

SEE ATTACHMENTS

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTY OF EDUCATION

OBSERVATION CHECKLIST “B”

CENTRO ESCOLAR “WALTER THILO DEININGER”

GRADE: ninth________

TEACHER: Alba Alicia López Rodríguez___________________

DATE: February 9, 2011.

OBJECTIVE: TO IDENTIFY THE INFLUENCE THE METHODOLOGY OF THE ENGLISH TEACHER HAS IN EDUCATIONAL ENVIRONMENT.

No.

METHODOLOGY

YES

The teacher applies different methods to teach

The teacher uses a variety of techniques

The students are the center of the English class

The students are motivated in the English class

The teacher motivates students to participate in class

The teacher uses a variety of resources

The teacher plans her classes

The students participate actively in the class

The students pay attention in class

The students have a good communication with their teacher

X X

COMMENTS: Clearly, the English teacher tries to motivate her students to learn English, but they do not show interest in it.__________________________________________________

SEE ATTACHMENTS

The second instruments applied were two observation checklists by which the researchers intended both to identify the influence that school facilities and English teacherâ&#x20AC;&#x;s methodology have in the educational environment.

In this sense, first it was found that the outdoors areas of the school were clean; however during visits to the school the researchers found that the English classroom was littered with cookie wrappers and scraps of paper thrown on the floor. Also, the school has a good electrical service but in regard to drinking water it has serious problems because during the day is not possible to obtain the liquid, having to stock up during the night in a cistern. Undoubtedly, this situation affects both the teachers and students, as they all are likely to get gastrointestinal illnesses, and therefore skipping school days. The situation may be worsened further by the fact that the toilets remain dirty almost all day long because they are cleaned once a day and they have not been maintained for a long time. Similarly, it was observed that the classroom assigned to the English class is too small to accommodate the number of students that each group has, precluding the mobilization and development of the class efficiently, and this is added to the fact that this room does not have enough lighting and it is very hot inside. It can be established, therefore, that under these circumstances it becomes difficult to have a meaningful learning, although the room is very well painted and the school has basketball courts and gardens, all this is not enough to say that Centro Escolar Walter Thilo Deininger has the basic facilities to create a good educational environment.

Regarding the teaching methodology used by the teacher, it was observed that practically she uses a single methodology, which is a mixture of grammar translation and direct method; also, among the techniques used by her highlights the use of posters, promoting memorization of concepts. However, students are the focus of the class and the teacher encourages them to participate actively, but it was perceived that

the motivation is not enough, since some of them do not pay attention, even to distract those who do get attention to the class. This is because the teacher arranges the desks in the traditional way, it means, in rows; so, adopting this arrangement students located on the back of the classroom are easily distracted because it becomes difficult for the teacher to control the whole class. This can be solved by adopting different seating arrangements. A remarkable aspect of all the observed is the fact that there is a very good relationship between teacher and students, and they perceive the good intentions of her to teach them. However, it was observed that students abuse the trust given by the teacher, since some of them were seen talking and moving in and out of the classroom, during class, noting that the teacher has little control over them.

Student’s Questionnaires UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTY OF EDUCATION CENTRO ESCOLAR “WALTER THILO DEININGER” TEACHER: Alba Alicia López Rodríguez

STUDENT’S QUESTIONNAIRE “A” GRADE: ninth_______ DATE: February 9, 2011.

OBJECTIVE: TO EVALUATE THE STUDENTS’ POINT OF VIEW ABOUT THE PHYSICAL ENVIRONMENT IN WHICH THEY ARE TAUGHT. Nº

QUESTION

YES

Do you feel comfortable in the classroom?

Are you frequently distracted by external noises?

Are the desks in good conditions?

Does the seating arrangement facilitate the interaction in?

Is the classroom decorated enough?

Do you go out frequently during the English class?

Does the teacher change the seating arrangement frequently?

Have you ever taken the English class outside the classroom?

Are you distracted for your classmates frequently? Does your teacher use different resources like TVs, CD players, DVD players, etc. to teach the English class?

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTY OF EDUCATION CENTRO ESCOLAR “WALTER THILO DEININGER” TEACHER: Alba Alicia López Rodríguez

STUDENT’S QUESTIONNAIRE “B” GRADE: ninth_______ DATE: February 9, 2011.

OBJECTIVE: TO EVALUATE IF TEACHERS MOTIVATE STUDENTS TO ACQUIRE THE ENGLISH LENGUAGE BY CREATING A NICE ENVIRONMENT. Nº

QUESTION

YES

1 Does the English teacher give you the opportunity to speak in English?

2 Does the English teacher help you in your learning process?

3 Do you understand when the teacher talks in English?

4 Are teacher’s instructions clear?

5 Does the teacher give you explanations when you need?

6 Do you work in groups frequently?

7 Does the teacher use visual aids to teach some topics?

8 Do you feel confidence to ask your teacher?

9 Does the teacher propitiate the students' interaction into the classroom?

10 Did the teacher tell you the importance of the English language?

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTY OF EDUCATION CENTRO ESCOLAR “WALTER THILO DEININGER” TEACHER: Alba Alicia López Rodríguez OBJECTIVE:

STUDENT’S QUESTIONNAIRE “C” GRADE: ninth________ DATE: February 9, 2011.

TO EVALUATE IF THE TEACHER APPLIES APROPRIATE TECHNIQUES IN THE DEVELOPMENT OF THE CLASS. QUESTION

Nº

YES

Is the English class interesting for you?

Does the teacher use CD player sometimes?

Is the English class dynamic?

Is the English class funny?

Does the teacher use games to teach some topics?

Does the teacher use extra materials for teaching?

Does the teacher adapt her teaching style according to the topic?

Do you like the teaching style used for the teacher?

Are dialogues frequently used in the English class?

Do you think English language is difficult to learn?

The third instruments applied were three questionnaires administered to a sample of twenty students, which intended to reach three objectives, to evaluate their point of view about the physical environment in which they are immersed, to evaluate if the teacher motivates them to acquire the English language and to evaluate if the teacher applies appropriate techniques.

The results of this analysis showed that half of students inquired believe that the physical environment in which they are immersed is the appropriate. They give this answer because they are so accustomed to traditional teaching, and this do not allow them to perceive the education from different perspectives through which they can learn better. Also, students said they are heavily distracted by different causes, either by external noise or by their own classmates, which was confirmed by the researchers during the classroom observation, being this situation a very negative influence that do not allow the teacher develop the class nor the students to learn efficiently. It is also important to mention that for students the classroom does not help them become familiar with the language they are learning, as it does not have charts or other decorations that motivate student to show interest in the English language. With regard to whether or not the teacher motivates the students, most respondents said they are motivated by different ways by the teacher, for example by pointing out the importance of English language, giving them the opportunity to speak in English, putting into practice the knowledge acquired, and clarifying any questions they have.

In conclusion, the students said the teacher develops her class using appropriate techniques, allowing the class to become attractive and dynamic, which contrasts with what was observed by the researchers, since it was found that she only helps herself with a teaching resource, the posters, leaving others she has available, such as CD players and the computer lab, which are very important because they allow students to

get another perspective of the English language, as some expressed how difficult it is to learn.

2.3

THEORETICAL AND METHODOLOGICAL FORMULATION OF THE RESEARCH.

This research highlights the theoretical contributions that some theorists gave about the educational environment for teaching and learning a second language, among them is Melville Harris23 that emphasizes how a good environment helps teachers and students in the development of a new knowledge. This author takes the environment as an “educational resource to teach and learn”, emphasizing that the environment is created by teachers and students during the teaching learning process itself. In order to get information to complete this research it was necessary to use some checklists and a teacher interview. Also, the visits to the school made possible the observation of the English teacher‟ performance, observing that she starts the class with a feedback from the previous class and wondering if the students remember what was studied in that class, and so achieving an active students‟ participation. At the same time C. E. Loughlin. J. H. Suina24, in their book Ambiente de Aprendizaje: Diseño y Organización considers the physical learning surrounding as a factor that acts in the teaching-learning process providing a quality class. They define the educational environment as a tool that the teacher has at her/his disposition and this makes that teacher and students feel comfortable in the classroom, taking into account that teachers have the responsibility to create the conditions in which the students be able to learn, making use of different methods to work with small or big groups.

23 24

Melville Harris, Environment Studies, British Primary School today, 1974 C. E. Loughlin. J. H. Suina, Ambiente de Aprendizaje: Diseño y Organización, Quinta Edición. 1987. 64

Jeremy Harmer25 mentions some ways to teach and learn a second language; he describes the teacher and student as something important in the process. Harmer says that an interesting lesson plan is dynamic and creates both an entertaining class and achieves a funny learning process. Taking into account this point of view the researchers could observe some classes where the teacher showed interest to develop the class introducing a dynamic methodology, but the students did not react as the teacher hoped. Nevertheless, some students think the approach used by the teacher is right because is not familiar to them the used of different techniques and strategies in the teacher‟s performance. The application of different strategies to develop the class is supported by theorists discussed in this research, as H. Douglas Brown 26 who establishes in his book “Teaching by Principles”, that the student‟s enthusiasm is influenced by intrinsic and extrinsic motivation. Besides, he states that teaching-learning is influenced by the teacher and student surrounding. After analyzing what theorists have stated and compare these principles with the reality found in the school, these researchers were able to verify that the teacher bases her teaching in the traditional methodology, writing on the board, using flashcards in some classes, asking to students occasionally and making groups to develop some dialogues. However, in comments provided by the students in the questionnaires, some of them expressed they feel comfortable in the English class, adding in these comments that they like to participate in class, and also considering that it is a good way to teach; nevertheless, some others consider the teacher could improve her teaching. During the development of some classes could be observed that some students are indeed ready to participate, even shyly, while others show little interest in the class.

Jeremy Harmer, How to Teach English, Longman,1998 H. Douglas Brown. Teaching by Principles, An Interactive Approach to Language Pedagogy, 2nd. Edition. San Francisco State University, USA, 2001. 26

2.4

DEVELOPMENT AND THEORETICAL DEFINITION

Throughout this research it has been established that the formation of an effective learning environment involves many factors that create the appropriate conditions to acquire a new language. In other words, each factor involved in the creation of a good environment influence the teaching-learning process in different ways. In this regard, with respect to the seating arrangement it was observed that the teacher in charge of sections A and B of the ninth grade at Centro Escolar Walter Thilo Deininger does not change the arrangement of desks very often. This is because the desks ordered in rows makes it easy to provide explanations to all students at the same time, which is intended by the teacher due to the large number of students she has in each group. Of course, the seating arrangement in this way has consequences on the quality of teaching, because the class would become boring if the teacher does not take into account some actions.

Walking between the rows of desks from time to time and asking random questions to keep studentsâ&#x20AC;&#x; attention in the class, are some actions that can be implemented when the class is very large and is difficult to make different seating arrangements; standing in front of students for long periods of time is not recommended.

Similarly, the teachers play an important role as regards to classroom management, since they make decisions about what to do in the classroom, and how to do it. That is why the teacher's attitude, his/her personality and the control of some organizational management techniques are tools that allow a good classroom management.

Definitely there is a low control over the students, for instance: during the development of some classes it was observed that while the teacher was giving some instructions the students located in the back of the room were joking and interrupting the class. Similarly, students from other sections approached the window to talk with them,

disrespecting the presence of the teacher. Besides, there were other students entering and leaving the classroom continually without any concern.

Under the concept of didactic components are included the objectives of each content, the methodologies used and the manner in which the teacher evaluates the students. On this particular point, it was found during the research that the teacher is prepared to develop her class and has clearly defined the objectives in each content, but it was clear that her teaching method needs to be improved, since she helps herself with very few didactic resources, having at her disposal some very valuable, as is the case of the computer room where students are offered 21 computers with internet access to make use of interactive activities to help them to acquire the English language in a more dynamic and interesting manner. According to the engineer in charge of the computer room, the English teacher does not manage efficiently the use of computers and that is why she is wasting this important resource, situation which according to researchers can be corrected with a short training, being unnecessary for the teacher to show a negative attitude towards the situation, as this is harmful for both teacher and students, because it deprives them of educational tools of today.

In this way, as researchers, we reinforce the point made by Douglas Brown concerning the role played by motivation in the creation of an effective learning environment, because as is evidenced if the teacher is not able to positively influence her students, the teaching learning process is poorly developed. This is compounded by the fact that facilities available to Centro Escolar Walter Thilo Deininger are in very poor condition.

Finally, we can conclude that Centro Escolar Walter Thilo Deininger does not have an efficient educational environment for English language teaching, but some efforts are being done to correct deficiencies in the school, such is the case of dividing these sections into two small groups during the English class and supporting the English teacher with the computer room to develop her class 67

CHAPTER III

OPERATIVE FRAMEWORK

3.1

DESCRIBING THE SUBJECTS OF THE RESEARCH

This research intends to study the educational environment for the English language teaching in ninth grade, sections “A” and “B”, in Centro Escolar Walter Thilo Deininger, in Cojutepeque City, in the period 2010-2011. In the first part of this research was mentioned some authors‟ point of view about the educational environment that should exist to learn a second language. To improve the research it was necessary the help of students, taking a sample of twenty of them in order to answer some questions related to the topic, the answers they gave us helped us a lot to know their point of view about the educational environment in which they are involved. The sample of students included young men and women at an average age of fifteen, who attend English classes three times a week in the morning shift.

During the development of this research many aspects that influence the environment in which the students are learning the English language were found. During the observation made by the researchers it was possible to notice that for some students the English subject was not interesting because they were not paying attention to the teacher but talking among themselves. Also, it was observed that students take the English class unaware of the importance that this language has today. It was also observed that the teacher was only able to keep the attention of students seated in the front rows, which in the opinion of the researchers is due to the teacher has been limited to “teach” the new language, being required an extra effort on her part, which include the development of interesting classes, to raise awareness of the importance of acquiring the new language and to involve students to study for themselves.

Another aspect to be mentioned is that the classroom in which the English class is developed is too small to accommodate forty five students. Due to the agglomeration it is difficult to mobilize in it and it is also difficult to work in groups because they interrupt each other. Of course, to develop efficiently an English class under these circumstances is very difficult because it is not the right environment for it.

To all this is added the fact that the teacher has no control over all her students, what was evidenced by the researchers during the visits to the school. The passive attitude she showed after notice signs of lack of interest in part of the class lead us to believe that she has fallen into pessimism and that she does not look for solutions to the everyday problems.

All the previously detailed has motivated the researchers to suggest to take into account some actions in order to improve the educational environment in which the English language is taught to the students of ninth grade, in Centro Escolar Walter Thilo Deininger. First of all, the English teacher must change her attitude respecting the management of the groups. In the same way, the principal, as the CDEâ&#x20AC;&#x;s leader is responsible to give proper maintenance to the school and take measures to ensure a good quality education. As we mentioned before in this research, creating an effective learning environment involves many aspects, which are under the responsibility of different actors and it is necessary that all these actors work efficiently, so if one of them is deficient in his area, it will affect the work of others.

3.2

DATA GATHERING PROCEDURE

Method used to collect data For gathering of data it was necessary the design of an interview; some observation checklists and questionnaires, were also used. The interview with the English teacher had the intention to gather information about her experiences in the educational field as an English teacher. The observation checklists were used by the present researchers to collect information about the physical condition of the school, as well as the classroom in which the English class is developed, in order to use that information to make a contrast with the ideal environment suggested by the theorists consulted during this research. The questionnaires were designed to collect information from the students; all this in order to know if the school has the conditions required for the creation of a good educational environment.

During the interview the teacher was asked seven questions about general and specific information, all related to the English teaching. Then, the researchers analyzed the teacher‟s answers and made a contrast with what observed during her performance.

Also, the observation checklists were indispensable tools in this research; they had twenty items to find out, among other things, how comfortable is the classroom in which the English subject is taught; also, to assess the impact of the school facilities in the students‟ academic performance and to identify how the teaching methodology used by the teacher influences the creation of a good classroom atmosphere. The students‟ questionnaires were used to collect their points of view about the physical environment in which they are taught, how much motivated they feel in the English class, and they were asked some questions about the teacher‟s performance, also.

3.3

SPECIFICATION OF THE TECHNIQUE TO THE DATA ANALYSIS

To develop this research a descriptive technique was used to analyze the information obtained from the bibliography consulted as well as the information gathered from the school. All this information was conducted sequentially, without losing sight the research‟s objectives, which were always taken into account as the research progressed. The observation of the English subject development gave us many references about the atmosphere immersed in that classroom. Similarly, the information got from the teacher‟s interview and from the students‟ questionnaires was a great help to complete this study. All this information allowed us to know how important it is to have an effective educational environment to teach the English language.

3.4

CHRONOGRAM Specialty: English Language Advisor: Licda. Claudia Yesenia Sosa Mestizo Topic: “Educational Environment for the English Language Teaching in ninth grade, Sections “A” and “B”, Centro Escolar Walter Thilo Deininger, Cojutepeque, Cuscatlán, 2010-2011” Students: Ávalos Hernández, Sonia del Carmen, Rodríguez Vásquez, Wilfredo Enrique Students: Anayanci Monjarás de Aparicio, Cristina Concepción Salmerón Sorto.

Activities: Documental research/ Field research

August 2010

Sept. 2010

Oct. 2010

Nov. 2010

Dec. 2010

Jan. 2011

Feb. 2011

March 2011

April 2011

May 2011

June 2011

July 2011

August Sept. 2011 2011

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

DOCUMENTAL RESEARCH

1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13

Selection of bibliography Reading bibliographic citations Development and reading of bibliographic and summary index cards Index cards of concepts and categories Conceptual Framework Introduction Background Justification Meeting with the advisor Statement of the problem Meeting with the advisor Findings and Limitations Concepts and Categories Meeting with the advisor First advance edition First advance presentation Meeting with the advisor First advance correction 72

Specialty: English Language Specialty: English Language Advisor: Licda. Claudia Yesenia Sosa Mestizo Advisor: Licda. Claudia Yesenia Sosa Mestizo Topic: “Educational Environment for the English Language Teaching in ninth grade, Sections “A” and “B”, Centro Topic: “Educational for the English Language Teaching in ninth grade, Sections “A” and “B”, Centro Escolar Walter ThiloEnvironment Deininger, Cojutepeque, Cuscatlán, 2010-2011” Escolar Walter Thilo Deininger, Cojutepeque, Cuscatlán, 2010-2011” Students: Ávalos Hernández, Sonia del Carmen, Rodríguez Vásquez, Wilfredo Enrique. Students: Anayanci Monjarás de Aparicio, Cristina Concepción Salmerón Sorto.

Activities: Documental research/ Field research

August 2010

Sept. 2010

Oct. 2010

Nov. 2010

Dec. 2010

Jan. 2011

Feb. 2011

March 2011

April 2011

May 2011

June 2011

July 2011

August Sept. 2011 2011

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16

Theoretical Framework Theoretical and methodological basis Empirical framework Meeting with the advisor Design of instruments Meeting with the advisor Field attendance: Observation Field attendance: Application of instruments Organization of the information Meeting with the advisor Theoretical and methodological formulation of the research Development and theoretical definition Meeting with the advisor Second advance edition Second advance presentation Meeting with the advisor Second advance correction

Specialty: English Language Advisor: Licda. Claudia Yesenia Sosa Mestizo Topic: “Educational Environment for the English Language Teaching in ninth grade, Sections “A” and “B”, Centro Escolar Walter Thilo Deininger, Cojutepeque, Cuscatlán, 2010-2011” Students: Ávalos Hernández, Sonia del Carmen, Rodríguez Vásquez, Wilfredo Enrique

Activities: Documental research/ Field research

August 2010

Sept. 2010

Oct. 2010

Nov. 2010

Dec. 2010

Jan. 2011

Feb. 2011

March 2011

April 2011

May 2011

June 2011

July 2011

August Sept. 2011 2011

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14

Operative Framework Describing the subjects research Data gathering procedure Meeting with the advisor

the

Specification of the technique to the data analysis Chronogram Resources Meeting with the advisor Preliminary table of contents of the final report Meeting with the advisor Third advance edition Third advance presentation Meeting with the advisor Third advance correction Delivery of the work to DICTT

3.5

RESOURCES

To accomplish this research, apart from the work done by the researchers, it was necessary the cooperation of several people among which are included the advisor, who was the guide in the development of this research, the jury, who with their councils also guide the way to go, making observations about some aspects necessary to take into account, the English teacher, who answered some questions and gave us her opinion about the importance of an effective educational environment, and the students registered in sections “A” and “B”, 9th grade, in Centro Escolar Walter Thilo Deininger, who through their performance and by the detailed answers to questions in the questionnaires have allowed us to analyze the situation of the educational environment in that school.

Also, it was essential to contact the school principal for getting permission to do the observation during the development of the English class, which the researchers visited several times. It was also necessary to consult the bibliography from the Pedagogical University of El Salvador, from the Technological University of El Salvador and from the Salvadoran American Cultural Center (CCSA), to get information related with the topic.

3.6

PRELIMINARY TABLE OF CONTENTS OF THE FINAL REPORT

CONCEPTUAL FRAMEWORK

The conceptual framework begins with the general and specific objectives as fundamental part for the development of this research because they specify what the

researchers hope to achieve. In the background it is presented some theories about the creation of a good Educational Environment for the English language teaching. The justification explains why the research is carried out, intending to analyze the factors that take part in the English language teaching learning process.

In the same way, in the statement of the problem section there is an explanation about how much the educational environment influences the academic students‟ performance. Besides that, in the findings and limitations section it is described the different authors‟ point of view, which enriched the present research. Similarly, in the concept and categories section are included the keywords that help to understand much better the research process.

THEORETICAL FRAMEWORK

In this chapter it was developed a detailed explanation of how each factor involved in the creation of a good learning environment affect the students‟ academic development. In order to do it was necessary to analyze separately the contributions of each the theorists consulted, thus achieving a deep analysis of each factor.

Similarly, it was included in this chapter a monograph of Cojutepeque City, in which some characteristic aspects were detailed, such as its emblematic Cerro de las Pavas, a brief overview of its origins and a description of the Walter Thilo Deininger School, where this research was carried out.

Also, in this chapter it was contrasted what was expressed by the theorists consulted with the reality found in the school, from what the researchers did an analysis in order to

fulfill the objectives established at the beginning of this research. Likewise, some recommendations were proposed to improve the educational environment in the school.

OPERATIVE FRAMEWORK

In the third chapter there is a description of the subjects analyzed in this study and all that is related to them. Also, it is mentioned in this section the reactions observed in both the teacher and her students. Once analyzed the data reflected in the assessment tools and contrasted with the theoristsâ&#x20AC;&#x; assumptions we were obliged to suggest some actions that must be implemented in the Centro Escolar Walter Thilo Deininger to improve the learning environment for the English language teaching.

In the same way, it is detailed in this chapter the procedures for gathering data, specifying that three types of instruments were used: an interview with the English teacher, two observation checklists for use of the researchers and three questionnaires in which the students expressed their opinions.

In the specification of the technique to the data analysis section it was mentioned the aspects considered in order to do that analysis and how it was done, noting that a descriptive technique was used. In addition, it is included in this chapter the chronogram of all the activities carried out and a detailed list of resources used. Finally, there is a brief summary of each of the three chapters.

BIBLIOGRAPHY

 Melville Harris, Environment Studies, British Primary School today, 1974.  MacMillan Dictionary, Macmillan Publishers Limited 2002.  Ministry of Education, English Syllabus, 2008.  C. E. Loughlin. J. H. Suina, Ambiente de aprendizaje: Diseño y Organización,

Quinta Edición. 2002.  Jeremy Harmer, How to Teach English, Longman, 1998.  H. Douglas Brown. Teaching by Principles, An Interactive Approach to Language Pedagogy, 2nd Edition, San Francisco State University, USA, 2001.  Learning Teaching, Jim Scrivener, Macmillan Heinemann, 1 st. Edition, 1994.  Anita Woolfolk, Psicología Educativa, Novena Edición, Pearson Educación de México S.A de C.V., 2006.  http://www.digestyc.gob.sv/  http://www.diariocolatino.com/es/20110121/amigos/88704/  http://archive.laprensa.com.sv/19990509/departamentos/pais2.asp

ATTACHMENTS

Basket ball court and cafeteria in Centro Escolar Walter Thilo Deininger

English classroom in Centro Escolar Walter Thilo Deininger

Cojutepeque City, famous for its sausage production