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UNWERSIDAD PEDAGOGICA DE EL SALVADOR FACULTAD DE EDUCACIOil AREA DE IDIOMA TTIGLES
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EUALUATTON AND FOLLOW UP OF THE PERFOTÚANCE OF THE TEACHilYG-LEARNING PROCESS OF ETYGLISH ACCORDIITG TO THE GUTDAfiCE OF TT]E IVEW CURRICULUM TIORMATTVE TN THE HETROPOLITATT ZOTVE OFSATV SALUADOR
GRADUATIOMORKPRESEIITED
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IÚARIA WCETTTA GT,ARDADO TÚENJruAR i. ' ' 'JUATTA IffiLITYA AIAS DE TVARITV ,.,.t*_,
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THESIS CONSULTATVT LTC. PEDROANTOfrTIO CreTELLOIÚ LARA TO
OBTAI]I THE DEGREE OF
LICETVCIATURA ETT CIENCIAS DE LA EDUCACIOIT
ESPECALTDAD
ETT
IDTOMA ITIGLES
]UNIO DE 2OOT SATI
SALUATilOR EL SALUADOR CETITROAMERICA
I
.u.,
.
INDEX Number of page
CONTENT
Introduction CHAPTER
......
I
I
t-1
Presentation of the
t-2
Rationale. l-2-1
..........
problem......
lmportance of the
1,2
.... 3
Research.
Factibility. .....;. l-2-3 Originality l-24 Delimitation...... l-2-5 Limitation Objectives l-3-1 General... l-3-2 Specific... l-2-2
3
........... 3
..-.......4 ........-.
4
. ..
5
... ... ...
5 5
..........
5
CHAPTER II
f-1 Antecedents... ll-2 Theoretical Frameuork...... ll-2-1 Proficiency Definition. ll-2-2 Proficiency in a language.., ll-2-2-1 Novice Level..
6,7,8
f
.....
I
.....-.. 9
...........
9 9
....
10
l-4--
ll-3
ll-2-2-2 Intermediate Level.
10
ll-2-2-3 Advanced Level...
11
ll-2-24
12
Superior Level
Teachers Profile
12,13
CHAPTER III
ยกil-1
Hypotheses ......
14
ilt-2
Operational Chart
15
GHAPTER IV
lV-
1 Kind of Investigation.
16
lV-z-l Population
16
lV-2-2Sample...
17
lV-2-3Technique...
17
aV-24 Procedure
18
CHAPTER V
Analysis and lnterpretatioh of Data
21
CHAPTER VI
Conclusions and Recommendation ... ...
29
Vl-1- Conclusions
29,30
Vl-2- Recommendations
31,32,33
ANEXES
INTRODUCTION It has been an everyday activity of mankind to give an explanation for everything that surrounds people's lives in afl the fields.
As a matter of fact, investigation has become a complete science in all-human activities. The social sciences are just a part of this wde range of activities.
The present is a preliminary plan on what is actually happening in the teaching of
English lately in the national educational system in El Salvador,
lt
could be very
expensive to develop a research in the whole country. Nevertheless, it has been taken a
representative part as a sample of this wĂąole untverse.
Along this line, it has been taken the central area of San Salvador as the matter of this
research entitled 'Evaluation and follow up
Learning Process
of the
Performance
of the Teaching-
of English According to the Guidance of the New Curriculum
Normative in the MetropolitanZone of San Salvador"
,'
The Ministry of Education is developing a whole program of training to improve the quality of the teaching and learning process in all the areas of education. The teaching of English is among these programs. As a result, the Diplomado for Teachers of English of Tercer Ciclo from Public Schools is being carried out.
On this Diplomado, 865 teachers from Tercer Ciclo are attending as participants in the whole country, with the only goal to improve their proficiency of the Language as well as their command in strategies and techniques of teaching the Language.
This document contains, the objectives, hypotheses, variables, indicators and the procedure
to monitor how this Diplomado will improve the process of teaching
and
Learning English in public schools of the metropolitan area of San Salvador.
We hope this research becomes a good contribution Ă?n the process planning new trainings to improve the education of teenagers in El Salvador.
CHAPTER
I.1
I
PRESENTATION OF THE PROBLEM
The acquisition of a foreign language has been important in almost all-u¡orldwide cultures.
The national education system of Et Salvador is aware of this importance and, as a result, has always included in its curriculum the learning of a foreign language.
During the last 30 years, English has been taught from the 7th. Grade of basic education (in what is called Tercer Ciclo up to the 3'd. year of bachillerato (high school). In spite of the importance of the command of this universal language in terms of access
to other cultural values, information and technology, the Ministry of Education (MINED) has failed in the promotion of a high quality standard in the acquisition of English
in
students of tercer ciclo and bachillerato.
According to many researches caried out by professionals of several universities,
the command of the English Language in students at the end of bachillerato continue belng very low.
There are many factors, wl't¡ch take place in the low results. From those, the following can be mentioned:
a-
There are many teachers who are not graduated in English as a speciafist and they are working in public schools as English Teachers.
b- There are teachers who are graduated in English but their command of the language ís very low.
c-
Many students of public schools are not motivated to learn the language.
d- Most of schools
lack of didactic resources and most important of all, lack of
the authority support.
In addition, for many years, there has not been any official program for the teaching of English in the public schools and in some cases there have been programs somewlrere but not on the hands of the people who really need them; the teachers in service.
During the last ten years there have been many attempts to improve the teaching learning process by the MINED. This includes the training of about 150 teachers in universities of the United States of America, in methodology as well as in the language command. The results; from 1993 to 1999 there have been three different programs for the teaching of the language. Hou,ever the investigations carried out along those years have revealed that the results are still the same; very low.
ln July 2000, began the "Diplomado para Profesores y Profesoras de EnseĂąanza
del ldioma INGLES en el Tercer Ciclo de Escuelas PĂşblicas." This Diplomado consists of 6 modules, wfrich intends to improve the teacher's proficiency of the language and classroom management. This is the matter of this work How this diplomado will change the results of the teaching learning process of the English Language in the Tercer Ciclo of basic education in public schools of the metropolitan area of San Salvador?
Will the teachers improve their proficiency of the language as well as their teaching techniques in the process of teaching-learning English after they take the Diplomado?, 1
1.2
RATIONALE
1.2-1 IMPORTANCE OF THE RESEARCH
Since there have been other investigations which have measured the advances in terms of results of the process in other attempts, it becomes necessary to observe if it
will be any progress with this diplomado.
There are 865 teachers involved in this Diplomado. These teachers belong to schools in the whole country, divided in three different zones East- Central - and West.
All the teachers in the training have been asked to put into practice the strategies and techniques studied in the Diplomado. They are supposed to record in a journal their experience with their students in the actual environment in their respective schools.
In addition, authorities from MINED have stated that this is the first step in the changes that will take place in the future of the teaclring of English. Consequently, researches like this are necessary to measure the impact in the resufts and so to contribute with the process to continue in the same direction or to reorient it for future teacher trainings.
1.2.2 FACTIBILIW
The development of this research is possible for several reasons: First,
the
diplomado is in process and the trainees are actual teachers working in classroom in
publ¡c schools. So, it will be easy to interview them about their traditional teaching and to
contrast wth their new attitudes in the teaching
- learning process, as well as their
expectations. In addttion, plen$ of information can be gotten from books as well as from the MINED authorities. Other economical and human resources will not be a problem.
t-2-3
oRTGTNALTY
Since this is a quite new step in the search of
a high quality of the proficiency
reached by students, no studies have been canied out prevíously.
..24
DELIMITATION
Scopes:
The objective of this research is to evaluate the changes in the level of proficiency and teacher's attitudes as well as results of the teaching learning process of English in terms of techniques and strategies applied in classroom practice. All this in the Tercer Ciclo de Enseñanza Básica in Public Schools in the Metropolitan Area of San Salvador.
Even though the whole universe is 865 teachers in the wñole country, for the purposes of this research only 150 teachers will be considered the universe. These are
the teachers who are taking the Diplomado in three different sites in the Central Zone that is: Centro Escolar España in San Salvador Escuela Daniel Cordón Salguero in Soyapango
-
Centro Escolar Angela V. De Romero in Apopa
t-2-5 L|M|TAT|ONS It will be necessary to measure if the results reached by students at the end of the
ninth grade will be satisfactory enough or somehow different from the ones that already
are. However, this research will not be able to determine those results because it is necessary to follow up the process the following three years after the Diplomado.
I-3 OBJECTIVES l-3-1
General
To measure the changes in the level of proficiency of the English Language and
in the use of teaching techniques that take place in the teachers attending
the
Diplomado for Teachers of English.
l-3-2 Specific - To determine the level of proficiency in the English Language of the teachers at the end of the Diplornado. - To determine the fevel of knovĂźedge of teaching methodology and techniques by the teachers attending the Diplomado.
- To verify if the teachers attending the Diplomado are applying the teaching techniques and strategies acquired schools.
in their own classes in their respective
CHAPTER II
ll-1 Antecedents As it was stated before, the Salvadoran educational system requires the study of a foreign language from seventh grade to the last year of bachillerato.3 Throughout the history of education in El Salvador there have been several reforms, whose purpose have been to improve education in the Salvadorean people.
In 1915a convention was celebrated in Santa Ana to organize the secondary level of education. During this convention was established that the secondary level ought to have three years previous the study of high school.
ln this plan was the first tÍme
English appeared as a compulsory subject.
Later, in 1946, a plan called "Plan Básico" was created. This contained English also
as a compulsory subject. In 1952 appeared a plan, which intended to help people who could not study in regular plans. This latter plan contained evening classes and English was obligatory from the 2Ñto the fourth year
o'f
this plan. Not in the first yeat.
In 1968, another reform took place, this time promoted by Walter Beneke, Minister of Education during that year. As a result of this reform appeared wl'rat was known as "Bachilleratos Diversificados". This plan contained what was called common subiects and specializedsubjects. English
*",
"*ong
the common subjects in all the specialties
of the diversified high school with 2 hours a week. Moreover, the specialty in business '
In the 1997 reform higlr sclrool level of $le edrrcational syslenr of El Salvador called for tr¡o modalities o{
and administration had in its pensum what was called Business English wth one hour a week.
In the same reform appeared the Tercer Ciclo of basic education (Middle School or
Junior High School) which included three years of study. English was included with 2 hours a week in the three levels: 7th, 8th and
th'
Grade. This time the English program
(as will as the other subjects) was supported with what was known as educative television.
During all this reforms related to the English subject the results have not been satisfactory enough.
During the decade 1990- 2000, some other attempts have been done in the search
of the improvement of the command of the language in students of tercer ciclo and bachillerato.
ln fact, After several studies the Ministry of Education got conscious of
the
weaknesses surrounding the teaching of English in public schools. In 1984 the United States Agency of International Development (USAID) began to support the MINED in the research of better results in the pro@ss of teaching Englísh.
fuchilleran: Yeafs.
l)
Bachilleralo general which c¿lls for 2 years only and 2) Thc tcyhnical v'ocaüonal with a dutaüon ot 3
USAID created the GAPS Program (Central American Peace Scholarship). This program began with the training of different groups of teachers in three different periods
- 1984 - 1987- and 1991. The purpose of these training was to design, implement and develop a new curiculum for the teaching of the English Language.
A fourth and last group was sent in 1992, This time was formed by 75 teachers that stayed in the United Stated of America for three months.
The plan of the ministry of education had 2 main axles:
a) To train part of the teachers who were teaching Engfish in
the
command of the language with the help of the teachers already being trained in USA, and,
b)
To create and validate a new program for the teaching of english.
Again, the attempt failed. The two main reasons: According to Lic. José Trinidad Galdámeza, are:
' Lic.
a)
Lack of economical support
b)
Lack of follow up by the MINED.
Iose
Tñúúd Galümez was in charge of thc follow up of thc
EngJish programin the MINED.
ll-2 Theoretical 11-2-1
framework
Proficiency
Definition
The American Heritage Dictionary defines the term proficiency as - performing in
a given art. Skill or branch of knowledge with expert conectness and facility
more it specifies
-
Further
- a high degree of competence through training. lmplied in this
definition is the idea that proficiency refers to a somewhat idealized level of competence and performance, attainable by experts through extensive instruction.
The most recent conceptualization of the term proficiency includes specification about the levels of competence attained in terms of the functions performed, the context ln vrfrich the language user can function, and accuracy in the use of the language.
ll-2-2 Proficiency in a Language
The ability to assess oral language use depends on the existence of criteria whยกch can be judged. Lay persons and professionals alike rยกork on this premise, even though its bases often remain unarticulated.
The simplest form of assessment is one w,l'rich indicates that one speaker uses language differently from another. However, it is typically claimed that one performance
is betfer than another, implying that although language use is infinitely varied among speakers, criteria exist which can be hierarchically arranged. For the ACTFL OPl, (see glossary) this hierarchy is summarized in a rating scale
spanning a wide range of performance profiles, from those of beginning learners to rJ
those vr,ho are able to participate effectively in most formal and informal conversations on practical, social, professional and abstract topics.
The ACTFL rating scale is based on the hierarchy of global tasks comprising four major levels of language performance. They are:
"Novice Level *lntermediate level *Advanced level, and *Superior.
ll-2-2-1 Novice level.
The Novice Level ls characterized by the abilĂty to communicate
inundate
minimally with learned material. The speaker reacts to conversational initiatives of the conversational partner, primarily with formulaic or rote utterances in words and phrases,
such as greetings and often-heard expressions, and lists vocabulary items that many
have been learned in groups, such as colors, numbers, days of the week, months, articles of clothing, etc.
ll-2-2-2 lntermediate Level
The Intermediate Level is characterized by the ability to maintain simple face{o-
face conversations in hightly predictable settings. The speaker creates with the l0
language by combining and recombining elements of learned materials in original ways,
though primarily in a reactive mode. The speaker can initiate, minimaly sustain, and conclude base communicative tasks by asking and answering simple questions. Such based tasks are likely to be characterized by "scripts" which delineate rather closely the roles the communicative partners take on the content and form the exchange will take.
Thus language per se carries a reduced burden while shared knowledge of the script becomes a key factor for successful transmission of meaning. Among the most frequent
scripted communicative events are a variety of social exchanges and communicative events where the setting, formal or in- formal, and the observable actions and gestures
within it, support the language being used: purchases; obtaining services; requests for
information, directions, location, and time, and exchange
of basic biographical
information. Utterances are no longer primarily at the word and phrase level bĂş tend to be discrete simple sentences. Even wtren not the speaker's intention, these utterances often refer solely to the present.
ll-2-2-3 Advanced Level
The Advanced Level is characterized by the ability to nanate and descrĂbe in paragraphs of connected discourse in major time aspect frames. The speaker is able to initiate, sustain, and complete a wide variety of communicative tasks. Since these tasks
are less scripted they require increased ability to convey meaning using diverse language strategies. Often these tasks involve coping with an unforeseen turn of events
and thus require the ability to negotiate one's way through a misunderstandĂ?ng or difference
in perspective between the communicating partners, exchanges often ll
extending over several speaking turns by the partners. An Advanced Level speaker is able to satisfy the requirements of many general school and/or work situations. The communication is no longer limited to merely reacting to the interviewer's initiatives.
ll-2-24 Superior Level
The Superior Level is characterized by the ability to discuss a broad range of
topics in depth by supporting opinions and hypothesizing about abstract issues. Superior Level speakers can participate effectively
in most formal and informal
conversations on a wide range of practical, social, professional and academic topics,
using native-like vocabulary and discourse strategies such as: recognizing another oplnion while maintaining one's own; smoothly changing the topic; gaining, maintaining,
and yielding the conversational floor.
Superior Level speakers may not be able
to shift register
extensively or
incorporate cultural allusions and important nuances of conversational behavior into
theĂr speech, and they may not have native-like habits of pronunciation. But their command of the language is extensive enough to allow them to satisfy most everyday,
school, andlor professional reguirements,
II-3 TEACHER'S PROFILE The new guidance given by the MINED is to become teachers in facilitators. That is, to reorient the role of the teachers in the ones w'ho orient experiences of leaming in
their students.
T2
From this quite new point
of vieq the MINED
identify the followrng
characteristics as the ones that teacher might have Ăn this new era of teaching. A teacher might be able to: (among others)
a- ldentify strengths, abilities, interests and difficulties in his/her students and to adequate the teaching process to the own characteristics of each class.
b-
Stablish sincere human relationships, respectful, empathic and constructive with the students and among all the member of the educative community.
c-
Encourage students to feam and stimulate selfesteem.
d-
Stimulate students to develop positive attitude toward nature and to all people.
e-
Have a wÂĄde command of all the subjects that he/she has to teach.
f-
ldentify and accept objectively and humblingly his/her mistakes and enors.l
ln total these are 12 characteristics from which 6 have been chosen to state them in this framework. From these 6, it is important to remark the one in letter e.
The teacher must have a wide command of the subject he/she teaches. The teachers of English must be excellent models w'hen teaching the language. lt means to
have a good pronunciation, fluency and a wide stock of vocabulary and grammar command.
ln other urords, a teacher of English should be at least in the advance level of the ACTFL scale rating. That is, to possess the ability to narrate and major time/aspects frames. Pronunciation might not interfere with communication.
rNormasyorientacionescurr:.crrla,res...prinrervol'amen.P.l5.
l3
llinisteriodeEducaciĂłn.
CHAPTER III
lll-l
Hypotheses
Hr The level of improvement of the teachers who are participating at the Diplomado of the English Language will directly depend on the level of proficiency in the linguistic skills the teachers have at the beginning of the process.
Ho The level of improvement of the teachers who are participating at the Diplomado of
the English Language will not vary no matter the level of proficiency in the linguistic skills the teachers have at the beginning of the process.
l4
lll-2 Hypotheses Operational Chart
REI-ATTON BETWEEN VARIABLE
VARIABLES
HYPOTHESES
AND
INDICATOR
I
Hr The level of improvement Level of proficiency in the lLevel of improvement at the
EngfÃsh Language
wiff
process
i
process.
:i!,1 I
matter the fevef
of
the beginning of the process.
'
I
i
I
t;
t5
Language at the process.
i ] i
CHAPTER IV Methodological Framework
lV-1 Kind of Investigation
This will be a descriptive investigation. According to Dankhe (Dankhe, 1986) Descriptive studies evaluate several aspects, dimensions phenomenon
or
components
of
the
to be researched. From a scientific point of view to describe is
to
measure.2
The matter of this investigation is to measure if the proficiency of the English Language in teachers of public schools in the metropolitan area of San Salvador wll improve in relation to the ACTFL scale rating or will remain the same. At the same time but not in close relationship, will be measured if the knowledge and use of methods and
techniques of teaching English plus teachers attitudes toward their students will rmprove.
lV-2-1 Population: This research will involve 243 teachers taking the diplomado for teachers of Tercer Ciclo in Public Schools in the metropolitan area of San Salvador. They are to be legally registred and accomplish the standard of attendance required by the institution wfยกich is administrating the training.
t
Roberto Hemindez Sanrpieri and Otlยกers. Metodotogra de la Inrestiga ciรณn, 1997
lรณ
- p. 61.
lV-z-Z Sample:
The Sample will be taken in an aleatory form from the whole universe, which consists of the teachers attending the Diplomado in the Central Zone. The central Zone has 6 different sites as follows:
3 Sections in Centro de Col. Quezaltepec, La Libertad 3 Sections in C.E. España, San Salvador 1 Sections in C.E. Angela
V
De Romero Apopa, San Salvador
1 Sections in C.E. Daníel Cordon Salguero-Soyapango, San Salvador
2 Section in C.E. Cojutepeque, Cuscatlán 1 Section C.E. El Coyolito, Dpto. de Chalatenago.
lv-z-3 Technique
The objective of this research is to determine which changes wll take place in terms
of proficiency level of the language and improvements in the use of teaching methods and techniques. So, the first step will be to determine the level of proficiency of the language and know4edge of teaching techniques at the beginning of the Diplomado and
to measure the same concepts at the end of the Diplomado to stablish a comparison and to measure the results.
t7
lV-24 Procedure
In order to measure the level at the beginning and at the end of the Diplomado some
questionaries will be administrated.
The quesĂźonnaires wilf be tuo: one, to measure the level of proficienry in the English Language by the population already defined and a second one to measure the same knowfedge of teaching techniques in the same popufation. Those questionaries will be administrated to a sample chosen is an aleatory way in the different sites where the Diplomado is being canied out-
l8
CHAPTER V Ahalysis and Interpretation of Data Question 1: \ยก/hich level of proficiency of the English Language are you in?
Writing
Test
CONCEPTS
1
j*
Basics
49
3,3
lntermediate
54
37.8
Advanced
EE
38.5
374 35
245
143
100
I
45
40 35 30 25
DT1
20
nT2
15 10 5
0
Comrnent: Normal trend in the results in the basic and intermediate level. There is a fowering in the advanced level-
l9
Speaking CONCEPTS
Advanced
50
45 40 35 30
trT1 ET2
25 20 15 10 5
0 Basics
lnterrrediate Adwnced
Comment: Normal trend in the basic and advanced levef. A level.
20
lo
ring is showed in the intermediate
Listening
,
Test
Test
CONCEPTS
45 40 35
30 25 20 15
10 5
0
Basics
lntennediate Adranced
Comment: Normal trend in the three; basic, intermediate and advanced level'
2T
2
Reading CONCEPTS
Test --'--- -;* F!alo
Test
1
2
38.5
lntermediate
57
Advanced
31
1Ă a t.+J
r
39.9
60
21.7
29
20.3
00.1
143
100
1
|
42.O
1
45 40 35 30
ĂźT1 ET2
25 20 15
10
5
!--
0
lnterrnediate Adranced
Comment: Normal trend in the three levels. Conclusion: In general, an improvement is showed in all the skills in the three levels. An exception is d in the advanced level in vwiting. The reason is because the people who dropped the course were in this level.
sho
22
Question 2: Mention the name(s) of the method(s) for the teachíng of English you are familiar with.
Test
CONCEPTS
2 o/o
iDo not recognize , Methods by their
names
93
6s.0
39
27.3
11
77
I
F=---
;Kecognrze Methods by
their
Confuse names of methods with titles of books
lTotal
100
120 100 óUl
nTi eT2
I
40
i-
¿u r-' i
n
Do not recognize Recognize Conl'use names of Methods by their Methods by their methods with titles of books
names
names
Comment:
The graphic shows that in the diagnostic test (test 1) a high percentage of teachers did not recognize methods or got confuse with methods and books. Test two shows that after the course the one hundred percent of teachers recognize most important methods and their techniques.
23
Question 3: Mention the name(s) of the method(s) you work with in the teaching of English.
specificl
i zs.g i ', a7 lir
ds
Do not apply soecific Apply some methods but
method not
95 11
tqs I
roo
66.4 77
160
140 120 100
!T1
80
tT2
60 40 20 0
Apply specific meürods
Do not apply specific meütd
Comment:
The trend is much alike as in question 2.
21
.Appfy sorne
rnehods h¡t not often
Question 4: Mention the technics that, in your opinion, better work in you classes.
CONCEPTS Mention the names of specific ,
technique_s__]___
crL^. -. -^-¡. .^:^confusion Show lbetween names of techniques and titles of books
:
;
44
techniques and
No answer
143i
iTotal
70
6050 40 30 20 10
üT1
ar2
0
Mention the narnes of specific techniques
Show confusion betr¡rcen
names of techniques and titles of books
Show
No ansr¡er
confusion between techniques and methods
Comment:
Iest 2 shows a great ímprovement fn the recognition of the technjes for the teaching af English.
25
Question 5: Please locate the techniques you mention in numeral 4 in its respective Methods.
120 100
80
TT1
60
gT2
40 20 0
Wrong
Comment: The figures show an improvement in the recognition of Techniques in their respective method in test 2.
26
Question 6: For future trainings, in which area would you Suggest to update the courses?
CONCEPTS
Linquistics Didaclic of the English Language Evaluation Total
Test
z
F
a/o
F
%
76
53.1
110
76.9
o¿
¿+J,J
12
8.4
C
?ñ
21
14,7
143
999
143
100
Test
1
90 80 70 60 50 40 30 20 10 0
i
trT1
aT2
Linguistics
Didactic of the English Language
Comment: Most of the interviewees consíder necessary to be updated in linguistic aspects. For example, pronunciation and writing.
27
Written Test (Elaborated by the MINED) Test 2
Test Scores
10 "e
i9 -!-lt-:
"
i6,i '--*--la,
i53
'1i2
,37.1 19 6
'18.9
9.8 4.2
28 1.4 1.4 1 00.1
40 35 30 25 20
DT1
Bj2
l5 10
5
0
109
8 7 6 5 4 3 21
Comment;
The
itten test administrated by the MINED did not show drastic results in test 2 in relation to test 1.
28
CHAPTER VI Conclusions and Recommendations
Vl-1
Conclusions From the very beginning of the Diplomado that is being evaluated, it was
stated that the benefits reached by the teachers who were participating in it would depend on the level of proficiency in the English Language they have (see p.1S.ch.lll).
The Diplomado was planned to be developed in English because it vrยกas supposed that all the participants were proficient enough in the Language
What happened was different. in about the 90% of the sites the lectures in the Diplomado were dictated in Spanish. The teachers who participated in it did not understand oral English. This drew the reality very clearly.
From that point, can be concluded that the benefits in respect to the acquisition of
English as the target language were as usual; very low. This statement can be supported by tables on pages 20,21,22 and 23 where the graphics do not show representative changes in the level of proficiency at the end of the Diplomado. The point
is better illustrated on the graphics presented on page 29. The graphic aforementioned represents the s@res obtained by the participants on the test administrated at the beginning and at the end of the Diplomado. The results do not show the expected progress.
29
A different panorama is drawn in respect to methodology and techniques to teach English, where a good progress is displayed, though there is a difference betr¡,een wfiat the teachers know and what they apply in the classroom.
On page 24, Ihere are some graphics which represent the knowledge about teaching technics the teachers had at the beginning of the process and the progress
they reached at the end of the process. On this respect, the results are satisfactory enough.
However, taking into consÍderation that the proficiency in the Language is very low, it would be quite difficult to apply any methodology in the teacher's own process.
In conclusion, the Diplomado did not reach the goals expected because of the following reason:
a)
Ai least 75oÁ of the teachers wfro participated in the process did not meet the level of proficiency in English required to teach
b)
it.
Many of the participants expected to learn English in the Diplomado. The Diplomado was not planned to teach English to the participants.
c)
Even though an important progress is showed in respect to methodology, ¡t will be
difficult to apply the tecfrniques, which were studied with a low proficiency in the target Language.
A different panorama is drawn in respect to methodology and techniques to teach English, where a good progress is displayed, though there is a difference between what the teachers know and what they apply in the classroom.
On page 24, lhere are some graphics which represent the knovĂźedge about teaching technics the teachers had at the beginning of the process and the progress
they reactred at the end of the process. On this respect, the results are satisfactory enough.
However, taking into consideration that the proficiency in the Language is very low, it would be quite difficult to apply any methodology in the teacher's own process.
In conclusion, the Diplomado did not reach the goals expected because of the following reason:
a)
At least 75% of the teachers vrfÂĄo participated in the process did not meet the level of proficiency in English required to teach it.
b)
Many of the participants expected to learn English in the Diplomado. The Diplomado was not planned to teach English to the participants.
c)
Even though an important progress is showed in respect to methodology, it will be
difficult to apply the techniques, which were studied with a low proficiency in the target Language.
Vl-2
Recommendation
The Diplomado for teaclrer of English of Tercer Ciclo of basic education of Public Schools in El Salvador was a great experience for all the people who participated in it. However, the following recommendations will improve the results of future trainings and,
in addition, the benefits of the teaching and leaming process of English. lt is expected
these recommendations are taken in consideration by the people to vrñom they are addressed.
To The Ministry of Education
a- To strengthen the area of English at a national level. Up this moment, there are only turc people in the Ministry who take care of the teaching of English at
a national level. They are not enough if it ís considered the fact that they have other functions, also.
b- To establish, for future
trainings, a minimal of requisites for the people
w,l'ro
participate on them. To point out from the beginning that these trainings are
not supposed to teach basic Engfish for beginners. Participants should be teachers of English at an advance level of proficiency.
c-
To re@mmend to the principals of schools to observe what it is established by the regulations of the law of the teaching career, which in its article 36,literal "i" states: "The head of schools must:
-¡
Organize his/her staff assigning them with classes agreement
or courses
to the staffls own preferences, experiences,
attitudes and abilítíes." -1
I
in
aptitudes,
d- To supervise that the teachers working in public schools meet at least an 80%
of the profile described in the normative of the MINED and w'l-ยกich in its literal "C" states that a teacher should have a wide command of all the subjects that
he/she has to teach. (See ch.ll p.13). Along this line, the MINED must evaluate the proficiency of the English Language of teachers who work wrth this subject in afl the public scfยกool of El Salvador. e-
To evaluate periodically the programs for the teaching of English and
to
ensure that all the teachers teaching English either in public or private schools have that document.
To Universities \Mrich Train Teachers of English
a- To strengthen their curriculum in order to enrich the acquirement of
the
English language in all the future teachers of English.
b- To continue requiring a final research work (thesis) in order to
graduate
students. But, in addition, they might require a proficiency test at the end of the career. This test may be a TOEFL; ALIGU, MICHIGAN; or any other which measure the level of command of the Language of the future professionals.
To offer to public schools, training for teachers of English in methodology and
the Language itself. This may be done to fulfill the requisite of volunteering (social hours), to get their diploma as teachers (or Licenciados).
32
To the Principals of Schools
a) To assign the teaching of Englislr to teachers who are speclalists of the subject as it is established in the law of the teaching career in the article 36.
b) To improve the necessary resources such as tape recorders, books and dictionaries to better benefit the students.
c) To provide training for all the teachers but specially for the teachers of English.
JJ
BIBLIOGRAPHY
Amato, Patricia, Making lt Happen, Longman, 1988.
Bynes, Heidi and Others, Oral Proficiency Interview The American bounc)) on lhe Teaching of Foreign Language, 1989.
Brisuela, José Elio, Tesis de Grado, Oral Proficiency Level Reached by Students ...
September 1994. UPES,
Cortez Névalo, Guillermo Alberto, Tesis de Grado, Evaluation of Selected English Instructional Strategies March 1994, UPES.
Escoto Umaña, Carfos and Other, Tesis de Grado, Evaluation of the Methodological Strategies Used ... 1999. UPES.
Hernández Sampieri, Roberto, and Other Metodología de la tnvestigación 1997.
Ministerio de Educación, Normas y Orientaciones Curiculares para la Formación Inicial de maestros, Primer Volumen
-
MINED. 1ggg.
Ministerio de Educación, Programa de Estudio de Inglés de tercer Ciclo de Educación Básica, MINED 1998.
Morataya MelĂŠndez, Mirian Haide and Arreaga Rene, Proposal of lmplementation of the English Language ... Tesis de Grado, 1997 UPES.
Omaggio, Alice C. Teaching Language in Context Proficiency Oriented Instruction, University of lllinois. 1986.
ACTFL:
Active Council of Teachers of Foreign Language.
COMMAND:
Performance and Competence in a Specific Language
MINED:
Ministry of Education
oPr:
Oral Proficiency Interview
PROFICIENCY. Skill or branch of know,ledge with expert correctness. An idealized level of competence and performance attainable by experts through extensive instruction.
PROFlLE:
Stock of charaderistics defining a person or a professional.
L]N I VERS IDA D PE DA
G O GI
CA
DE EL SALVADOR FACULTAD DE EDUCACION ,4REA DE IDIOMA INCLES
CUESTIONARIO
Objetivo:
Detenninar el nivel de proficiencia en el idloma in*clés así como tarnbión el do¡rinio rretodológico de enscrlanza del idiorna cn maestros dcl tcrccr ciclo de enseñanza básica de las escuelas públicas del área lretropolitana de San Salvador.
Indicación: Conteste, por favo¡ el siguiente cuestionario. Centro Educativo en el cual labora: Nlunicipio I
-
Deparlamento
¿En qué nivel de proficiencia del idioma inglés se ubica usted?
ESCRiTO
ORAL
AUDITIVO
LECTURA
D Básico E Inten¡edio D Avanzado
fl Básico
D Básico O Inten¡edio
fl D B
2-
3-
4-
E
fl
Inten¡edio Avanzado
fl
Avanzado
Básico Intennedio Avanzado
¿Cuáles son los nombres de los métodos de enseñanza del idior¡a Inglés que usted conoce?
a)
e)
b)
0_
c)
o\
d)
h)
¿Puede mencionar el nombre del (o los) rnétodos de enseñanza del idioma inglés que usted anlica en su aula? a)
e)
b)
tl
d)
s) h)
¿Puede mencionar las técnicas que a su criterio, le producen rnejores resultados cn sus clases? a)
b)
!/
fl
-c)
5-
¿Podría ubicar las téc¡ricas que rnencionó en el numeral anterior dentro de su rcspcctivo método?
TECNICA
6- ¿En qué área considera usted necesario actualizarse?
7- Comentarios u observacrones
METODO
MINISTERJO DE EDUC¡\CION CENTRO N.{CTONAL DE DESAITROLLO PROFESIONAL DE EDTICADORES Y EDLICADOR{S.
DE PRUEBA DE r\'JODULO ll ^PROVECHiU\'llENTO FLDíCTI ONAL CB.AMtvf AR I
:
CURSO DE ACTUALIZACIOI\i i'AR,A IvIAESTROS/AS DE INGLES Daie.:
PART
l
(1-596)
Follorving yuo rvill find .5 sentences s,ith one s'ord ¡¡nde¡lined. \Vrite in the space provided the pari Of speech tha'r ^r-hai rvord represenis. Exanrple: \Ve plan to sell our house. Subiect pronoun
l. 'Is
the paper bag strong enougir for this ce¡ton of nrilk?
2
You must bc very careful s'ith rvath I'ou say to him
J
The casliier rviil refund the mone¡'io )'ou
( \
f\
4.
'fhe young man left his home because he l'¡rnted to be independenl
5.
The proposal rvas ltot accepteci
\..
./"-),(
PART 2 (\s%I the verb "Be" fonn required
Fill in
Stuyi¡g fbreign ju
v'/
becoming a pressing need thcse da1,s Iipeopls
'ir¡fo¡med these dal's, they must knorv one or sev nccd to communicate in the iast more.
¿l
foreign
language
i0 yeais or so thai ülis necessity
he.s
t-
gror
/'-'--- considcrcd
-g-fq-
to be
PART
3
Re¿rd thc
(30'/")
folloq'ing fragment of a rrervs slory'. Writc 4 <¡ue5tigns }'ou rvouici ask about intbrmal.iorr
r:ot given iu tlrc story.
Protes
violent 4l a¡Tesied -sets Bv Birnev Jan'is
.{bout 200 anti-rryar demonstr¿tors g'ent crazy 1'esterda¡', invading storcs, knocking pedestrians, aod br$king before police moved in to nr¡e-st tirem
-,ri\en Ji5 i\
I
2
uJ{^
tn('(z
*j.,.,j
'
l',o r¡
l'--""1*Lr
eJ:? I
s?
4
PART 4 (1oW Write thc corrcct vcrb form on the bla¡i¡s.
tr\nrLs
José (rvork)
i
Rosa iVís¡ia (like, neg)
Diüe (drhk) (rvant)
c
Do
¿t ¡ ri-ií¡otn i ¡1.'.
- .,/'
,,rr\/
yau
(¡icie) fiJ - i I m sorry, \Ve (have, n.$ Ln'|, (h/vc lvír. -r¡d i\,f¡s. Flashimi
ñ
sFte
.,,curc.lmcra'/
ü:eir tric,vcles in the park nou, uny
*n""ig
¡icKets let1.
\
(bc)
(J
N,ía¡cos (s'atch,
ti -\ nrg¡ i.nI uo\.hinü/rV. t/.
I
il
{--':
!'ñ;l
4 ^F
He is stucil,ing ,,I ('\
anl'hclP'i
dou'n