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FACULTAD DE EDUCACIÓN ESCUELA DE CIENCIAS HTIMANAS Y SOCIALES
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,,EVALUATION OF TI{E PROIECT OF ENGLISH LANGUAGE TEACHING IN ELEMENTARY SCHOOL IN TI{E PUBLIC INSTITUTIONS OF DISTRICT A6-2A'' ' '.'r:
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ulllrunstnno Pt0A00ElcA 0t iL s¡.lTA$üfi
PRESENTED BY:
ffigffiLBffiTffi#& LIC, ÉTE'!ViiiA TRÉ.JC DÉ PP'L[iiCIA
SAN SALVADOR, EL SAI-VADOR,
ANA NOI{EMI GONZALEZ ZALDTVAR
San Salvador,
El Salvador, Centro América
C. A.
UNIVERSIDAD PEDAGOGICA DE EL SALVADOR
Diagonal Dr. Arturo Romero y 25a. Avenida Norte. San Salvado¡, EI Salvado¡, C.A.
.*
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,
PBX: 22tu061
FAX:
226_4-456
LIBERA
1 0 t 21
Mes:
Acta No.
Año: Dos mil Cinco
Febrero
En la Universidad Pedagógica de El Salvador, a las diecisiete horas y treinia minuios del doce de febrero año dos mil cinco, siencjo éstos el día y la hora señalados para la de la
,'EVALUACIÓI'I OEt- PROYECTO DE ENSEÑANZA DEL IDIOMA INGLES EN EDUCACIÓN BÁSICA EN LAS INST|TUCTONES PUBLICAS DEL DISTRITO 06-21", prese-ntada por la alumna, ANA NOEMI OONZAIfZ ZALDIVAR, para optar al grado de Licenciada en dEfCNSA dC IA tESiS:
Ciencias de la Educación, especialidad ldioma lnglés. El tribunal estando presente los interesados, despuás de haber deliberado sobre la defensa de su tesis, ACUERDA:
l-esis
ApRoBADA$
Presidente
RIVAS
Lic
rN-\ \-t--
'JosE RoQ!ño
2do. Vocal
ANA NOE
PCRT| LLO
3
1 0 | 21
LTNIVERSIDAD PEDAcÓcICA DE EL
SALVADOR FACIJLTA DE EDI]CACTÓN
LIC. LIJIS ALO].{SO APARICIO RECTOR
LIC. CATALII.{A MACHIJCA DE MERNO EAN ii\TG. LiiIS MARIOAPARICIO GUZMÁN
W
GE}{ERAL SECRETARY
¡f*r.lr;iilffi
DEDICATED TO:
lffififfiLflffiTffiffiAl I
.
llit
i'f,:ü;
il ü
d tT
t^ff ,,:",,fr'ñ:f tJ
-mighty Godfor gíving me lde and all people that surroand me. The AA
. My mother for being sll the time support all the time.
o My father who always udvised me. o
My brother who eneourüged
me to finish my
studies.
. All my friends.
Ana Noemí Gonailez Zaldívar
ACKNOWLEDGEMENT: tlr'irf EtistnAD
prue¡ctcl
sE
iimtifr
ffipffiL$ffiTffiSe
Lli ,El,.L,!.¡ii;A IReiC Dg pAlEt,,jClA s,qLsÁL!4rcn ¡i srLrelCr, c Á
AA the staff of the [Iniversidad Pedagógica de El Salvador for contributing in my studies.
o The advisor Lic. lr{arciso Velósqueu
o To all the schools, teachers and students who were the sample ta develop this research.
Ana Nohemí Gonzólez Zaldívor
NDEX PAGE INTRODUCTION CHAPTER I TI{EORETICAL FRAME WORK RESEARCHING ANALYSIS WHAT IS A}T EDUCATIONAL PROJECT?
ruSTtrICATION QUESIONS ABOUT Tr{E PROJECT LTNLITY OF THE RESEARCH FACTTBILITY THE RESEARCH ORIGINALITY OF TT{E RESEARCH DELIMITATION OF TIIE RESEARCH OBJECTTVES
APPLIED METHODOLOGY TECHMQI'ES USED IN THE RESEARCH
CHAPTER
4 6
t9
2l 22 ¿3
24 25 26 27 28
tr
SCHOOLS THAT WERE VISITED DATA ANALYSN GRAPHICS AND INTERPRETATTON
CHAPTER
1
37 38
Itr
RES{ILTS OF TI{E INFORMATION CONCLUSIONS RECOMMENDATTONS
BIBLIOGRAPI{Y ATTACHMENTS
58 60
6t 63
iilily[fist0Aü p[0Aüe $icÁ 0r
II\TTRODUCTION.
¡t-s¡tv¡tol
ffi$ffifuHffiTffiffiA LiC. L: L¡V. ETñI-V¡NA i Ci-V¡I\A TREJO I ñEJU !J: DE PÁLET{CiA ¡'ALLI{'¿iA SAN SALVADOR, EL SA.LVADCR, C.A.
Nowadays, our society has many expectations. One
of
them,
and
probably the most important is to develop an excellent education in order to
be incorporated in the new technological changes. Such an objective requires a better preparation in professional fields that contribute to improve all performance in the Educational area.
To achieve this goal, El Salvador's Government has decided to
apply
programs oriented to help and impulse the educational system one them is
to be reached through the project denominated: "ENGLISH LANGUAGE TEACHING IN ELEMENTARY SCHOOL TN THE expected
PUBLIC INSTITUTIONS." MINED'S plan invoives different areas and the most benefited
will absolutely
be the public institutions.
Today, English mastery has become a strong need to every professional,
and the best way, according to the Educational Minister, to get a solid iearning of it is to start from the most basic level: Elementary Schools. This represents a new challenge for our society, by this new way, more and better
opportunities are opened and there are more possibilities for us to achieve
our goals. Some of the programs previously mentioned are already ongoing.
They are being developed according to the technology and tools we all should handle.
ffi'#H Now well, Basic Education constitutes thd learning and
at once emphasizes the development of
structures and
intellectual abilities; therefore, it becomes the most meaningful stage of this social process. As educational areas,
we know
our counĂźry needs to be developed in many
for that reason, it's
necessary
to improve all
services
related to it.
Traditionally, when we make reference to Educational reforms or some new progrÂżm implementation
it's the purpose of helping this kind of processes,
but it includes reaching specific objectives. When a new programs is implemented, we have That is what
to observe
this investigation
its' procedures and analyze it's results.
pretends.
During these last years, the MINED has made many changes in different teaching processes, new methodologies have been implemented, but they have been carried out without much success, though education always needs to overcome every difficult, through the time and the process of the reform.
CHAPTERI
The language is the means of people's communication. When we express ourselves, we also use the expressions and the mimic which are auxiliaries
the
language. Language is a social
developed
- historical phenomenon
by the society as a normal process.
language when he interacts
with
of
that has been
A child assimilates
the
the ones who surround him; this way he
learns how to use language.
The language distinguished three very important facets: Phonetics, Lexicon and Grammar. "The Phonetics is assimilated during two first years of life."
(r) the interaction a boy has with adults heips to develop his mother When a new language pronunciation is acquired,
tongue.
it is clearly influenced
by
the Mother's. that's'why, according to researchers like Artiomov,(2) it's necessary to ieave out Mother tongue's influence;
aware comparison
it is necessary to make
an
of the articulation of the verbal sounds of a both
languages.
Lexicon
its
based on the significance of the words
, that are iinked with the concepts expressed in them. Even though the words for their sounds are similar, they have different meaning.t¡l
(l)
N. I Zhinkin, Psicologo Universidad de Moscr¡. Psicologia General.
(2) Artimiov, , Psicólogo Universidad de Moscu. Psicología (3) AN. Leontiev, Psicologia General @ry.29G91)
-1-
General(pag.289-91)
Grammar is based on the composition of the roots of a
word, and a system
of terminations. People can assimilate the system of a language without realizng
They even can speak
a
language
with accuracy without knowing
the
grammff and the history of the language. This is reflected because when one speaks ttre attention is concentrated in the meaning of what is
said.
If
before
speaking, think about grammatical rules, surely could not finish a sentence,
however, they should keep in mind the mles of the language to be able to speak sÂżrme
A
with accuracy. Since the English words are not always written in the way as they pronounced.
language has an exfraordinary stabilit],. since its changes are slight from
generation to generation. As
we
alreadl' know, there are three types of
trl that we daily use audito4'. visual and oral. , we can not pronounce a word if we have not listened to it previously, and this makes us languages
visualize what that word refers to. (For that reÂż$on teaching a foreign language an early age, should be leaded through transparences or drawings to make the boy reacf and relate the words with the figures. Pavlov)
rzt.
Visual language allows enlarging concepls. e fansmitted by written means. since
it is fundamental for the expression" written
language to developed an
oral base, so that the words that you hear md see to develop.
Oral language does not appear nor develop by
itselt it is necessary to form it
by that adults influence on children. Children 4 coordinate
- 5 years old cannot
a relation of drawings (3). If the teacher repeats some short
sentences and students are guided
by drawings, they can repeat those
sgntences, but the teacher cannot add anything.
a
When children enter school, they can already build some
sentences, and
topics they know very well; however, it is difficult to understand those of their school. to develop oral language, the teacher should ask questions with
describing objects known by
the
students. This helps them
to build their
own sentences.
The English Teaching Project in elementary schools aims these children to
assimilate the new language
at
an early age through words that could be
familiar to them. When children start pre-school, their dynamic is perceptibly
in the direction of the language, and they are to assimilate a new vocabulary and other particularities.
ln this stage, children pay attention toward language
sounds, and correct
pronunciation, that's why psychologists affi¡m that at this point they are able
to learn the grammatical sffucture of a language. The Minister Education (IvflVED) pretends to help students
to
and facilitate the learning process.
l- Ushinski. Psicologia General, El Lenguaje, pag.292 2- Pavlov, Psicología Infantil 3- A. N. Leonüev, Psicologia General,
295
-3-
familiarize with a foreign language
ANALISYS OF THT' TMORIC BACKGROTTND, TI{AT STIPPORT OUR RESEARCII. The Ministry of Education in the Curricular Foundations of Basic Educatiorยก
search
that
emphasis
in
students adopts
a communicative
approach and make an
developing understanding and production
That Basic education is a leaming foundation and
of oral expression.
it is for
implementation of a foreign language teaching in this level,
that
the
will make
a
change in the cognitive development students,
Elementary School helps the student to establish a relationship between the language and the culture,
it is that English Language
teaching approaches
knowledge of the language like culture characteristic.
The MINED's objectives pretend the students to be better expression, and when they get to
in
oral
middle school then they could read,
understand and speak English easily.
Elementary School intends
to
values and capacity to help
contribute
to the
achievement
of
abilities,
to others students. Also it will help to
the
development of the capacity of constructing their own knowledge, through a
new language. The MINED wants, with the implementation of this project to strength the possibility to communicate through another language.
The first years in elementary school, (according to the curricular foundations
of
basic Education), assists
to the students in their cognitive
development psychometrics, their creativity and
project is to help way using
a
the
stages,
abilities,
boys and identity the
of learning how to oriented that way an oral
new vocabulary that allows them their lexicon.
-4-
The second years at Elementary school guides the student to focus himself
in a social character, that by interaction new ideas and experiences
are
fansmitted to him; experiences he can use as a tool to better and increase the
new language vocabuiary. Besides that,
it
becomes
a habit to
work
cooperatively in order to achieve a better tearning. This new alternative will
allow teaching, in the
first and second level of education, to benefit the
whole s-vstem. This level ileas: listening, speaking reading, and writing. Starting from this bases helps the students to familiarize with a new language
and to develop it by means
of
conrmon topics like the family, the school,
the community and atl those elements around them . Their learning is going
to be easier according to reality. For this reason, the Principal of Education
Mr.
Quintanilla (1) says that the boys are involved in different activities specifically where one can use the language, rn daily activities such as,
going to the supermarket , afbus station.
This new project it is expected the students will achieve the objectives that the MINED has outlined.
To learn a new language in a natural form.
To development oral communication. To develop the main skills of a language listening, speaking,
Writing and reading
t- Directorof Projects MINED
.
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WHAT IS AN EDUCATIO¡{AL PROJECT?
We
will talk about an Educational Project, to have
an idea about what
it is.
How to evaluate an Educational Project? This is the objective of
the
research.
The formulation of Projects has been an important activity during the last
yeffs and its effectiveness has been validated inside the educational field. We know, which is the importance
of
the evaluating a project for the people
who are part of this kind of situation; we will also see the types of evaluations
of the different Projects, according to their characteristics
and
aspects they stand out.
is about
This research
"Evüh¿otion
of the Proi
Laneuage Teachine in Elementarv School in the Public Institutions of the
Distrito a6-20."
To develop this process we
regarded different aspects
like:
academic,
adminisfrative, community education, and others. This helped trying to solve probiems and to innovate and promote actions oriented to benefit the whole educational community And we reached to the conclusion that.
changing some aspects
in the c¡-¡:ricúu development, it's possible to
improve the educational services.
at
a local level are guided to satisS demands and necessities
of
the members of a community and also to support ttre specific requirements
of
The projects
a
school program.
An Educational project should have the following characteristics:
- INTEGRAL: It should
agree
with factors that influence education and its
projection to the community.
-6-
-PERMANENT AND CONSTANT ACTIONT
It
should improve the
educational development.
The community also demands, an active participation rn behalf of the scholar institution members to have space and opportunities to express their opinions and'support the projects that benefit their children.
- FLE)ilBLE ACTION: There must be an exchange of ideas, opinions and experiences befween
the coordinators and executor of the project.
All these characteristics
are always expected to respond to the reality that all
of them want to satisff.
The project
will contribute to let us reach objectives like:
* To enrich the crยกrriculum
and
to adjust it to the real necessities of
educational community.
* To improve the acting of the educators ones involved in the project. * To develop origlnal pedagogic experiences. * To make effective the qualrty of the Educational System. * To promote the pmticipation of the educational community. * To impel the areas to cooperate in benefit of education. * To elevate the efficiency and effectiveness of the processes (organization, administration, resources, etc.)
-7-
the
The projects should respond to politics and objectives iike:
a) To respond to real problems, real necessities in real sifuations.
b) To identiff the benefits that we all want clearly to obtain.
They also should be prepared for demanding not only to foresee in the moment that this research is carried out, but in the teaching of the English language
in the public institutions where 50 schools have been taken into
account as pilot plan, and schools, me
if
the demand continue existing in all Public
they prepared to respond to this demand? The project
should
have the capacity to take advantage and to use the available resources in the
right way. Every day there is a big interest in the formulating projects in different areas such as: social and educational, since this elevates the quallty of life and it improves the processes of effectiveness.
The prdects have been able to be classified according to the objectives of the
following
aspects
: Curricular, Admini 5tative and Social.
-8-
PROJECTS OF CURRICULAR DEVELOPMENT
This has as objectives: a) To develop experiences of curricular innovation. b) To apply new explanations to didactic evaluation. c) To experiment the curricular adaptation.
Analyzing the objectives of this model's project evaluation work of a CURRICULAR PROJECT.
The projects are classified according development like in
to the responsibility of
their
:
RESOURCE OF TFIE PTIBLIC AREAS: Since resources are assigned at central or regional level through the budget to assist the specific objectives
of
the project. The project is evaluated and classified inside the Resource of the
Public Schools.
,,THE PROJECT OF ENGLISH LANGUAGE TEACHING IN ELEMENTARY SCHOOL IN THE PUBLIC INSTITUTIONS OF DISTRITO 06-20'. is a CURRICULAR PROIECT. REVIEW OF TI{E PROJECT: This project began as a pilot plan in 50 public institutions and pretends to benefit the educational community . The teaching
of a new language @nglish), in Elementary school (lst'2n4:ra 4ú'5ú, 6ü;, is an effort of the MINED. By this moment, the project is being implemented in
eighty-four public schools.
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BENEFITED POPULATION
The benefited ones
in different ways
will
be the educational community, this can be classified
.
A : the first phase took part when the MINED selected the 50 public schools to develop the project the, second phase was during the development of project.
B ' In this case, principals the
and parents of the 50 schools took part executing
first pilot phase. FTIN'DA]!{ENTAL ACTTWTruS ABOUT TIM PROJECT
All the actions will
be completed inside the project.
Here there is a sequence step by step, before, during and after of the project's development. There is a chยกonogrร lm to follow.
Two
QUESTTONS THAT
wE AsK otTRSELvES ARE: WHAT
AR-E
THT PURPOSES OF THIS PROJECT? TO WHOM WILL SERVE THT EVALUATION OF THIS PROJECT ? This evaluation will be good to give some contributions especially to community evaluation
it
will
is related
with. planning,
achievement and development of the
open to different aspects for example:
-1i-
the
. lt will allow us to knorry il' the outlined ob.jectives have been achieved.
o o
What
r,vas
the result of'the Project?
'l-o Compare the elfects of a program with the goals proposed to the
beginrring.
o
hnprove the new activities in a ftiture project.
'I'he EVALLJA'I'ION is a substantial knowleclge it represents the technical characteristics
of
the educational
lield.
lnsidc the etlucational proiects the
evaluatiolt can be considered as. "'l'he branch of the science that is in charge
ol'the analysis and efl'iciency carried out before, during concluded the
Âżurd
after having
pr crject. "
'['he evaluation of'educational projects can also be coltsidered as: "A process
guided
to
determine systematically
and objectively the
efitctiveness artcl irnpact of all the activities.
-12-
relevancy,
-l'he
evaluation inrplies the fbllowirrg as¡rects:
- Deternrinatiotr of the ob-fectives of the evaluation - Application ol-scientil'ic nrethcld ancl its design.
- Ifelinritation of objectives, goals and activities. - ldentification oIsources of infbrnration. (ln this research the selection of the information was gotten puhlic school.)
-
Selectiort of- teclruirlues ancl instrunrertts.
(ln our invesLigatiott, we
previously specify the technique to be used as designed questiorrnaires.)
- Use of the results (it is already nrentioned in the utility of tlris research) T'he evalr¡ation
of an educational pro.ject should be a participative process ol'
gathering infbrmation
IMPORTANCE OF THB I'VAI,T1A'I'ION OF AN F]DTICA'T'IONAL PIIOJIiC'I' l'he evaluation is irnportant lbr:
* Responsible ltesearch Departlnellt. 'l'hcy are ¡rrovicled to tlre reliable antl o¡r¡rortutte irtlorrnalion lh¿rt rvill scrve Lo lbrrnulate lhc pro-ject.
*
["'or Supervisors artd coorclinators tu su¡rport l.he pro.iccts.
-
t3-
'fhis is very inrportant
because the prolrlelns aud especial
situations
are
given to know and also shared rvith the responsitrle persorrs. Also it ltelps to
enrich the sciences of education, contributirtg to knowleclge, ntetltods alld techniques. 'fhis contribution to develops a viable plannirrg to:
- Make decisions adapted in the nrotnent of-formulating a pro.iect - Analyze partial results.
-
ldentily problents or situations, tlrat intelf-ere in the develoยกrlueltt of tlre
pro.f ect.
- Prclpose suggestions
to overcome olrstacles and to achieve all the g<lals.
I;or the educational cornrrrunity the EVALUA'l'lON is also
irtrportatlt
llecause:
o lt allows rnaintaining the comnrunity infbrmed atrout l"he advauces and
r
results of the project.
It stinlulates to the corlrrnunity to continue participatirtg tasl<s
in diverse
of'lhe proicct.
o To strengthen leaming's ways and nrechanisnrs of delnocratic conviction.
-14-
TYPES OI7 ET/ALUATIOIV
W[qt
lrcgiltrring rvith this evaluation ol- thc l'}ro.iect of'the ltnglish Lattgtragc
'l-eaching
in public schools, we expected that this hind ol'evaluatiolt
rvere
used as an answer to the fbllowing aspects:
a) l,ixternal
b) Internal c) Mixed d) l']articiยกrative
'l'he evaluation is coltsidered as a disciplille rvhiclt can he applied in rnany \,vays according
to the obiective, the kind of'the project, the way horv it
acceptecl out and tlte tnealts
is
it is executed by.
'l'he external refbrs to the f-act of- being carried out with eflbctiverless fioln, other nteans that are llot involvecl ilr llte exectltitllt alttl atlnrinistratioll tll'the pro-iect,
in this
case the Coordinators
of the Directiorl of- Illucational
Devclopnteltt ol' the Ml Ntit).
lll the irrternally,
tl-ris evaluatiorr is
in charge of the persortltel responsible lor
the proiect: lor ilrstance the Depar-trtrent of- C'oordiltatitln attcl lltvestigation ol' the MINEI).
-
t5-
'l'he nrixed, is the factor that is designed and
is
applicable to those who
belong to the internal antl external pzu'ticipants.
'l'he participative this evaluation is the integration bcl.rveeu the advisor attcl thc bcnclitctl population. lt allows firrcling collcctivc allswcl's altd hclps to elevate the level ol- social consciousness and tlte populatiotr's ctltlltttittees rvith its theirs educational necessities. 'l'his research carries ont a I'}AR]'lClll'}A'l'tVlr tTVALLIA'l'lON, sitrce we
tal<e
illto account the dif ferent im1;ressiorrs of the educational aspects artd stuclents involved in the project. It pernrits to benef
its
the conrnrunity. 'l'he pro.iects
are carried out according to their rnagnitude at National, Itegiotral, [,ocal alld
lnstitutiorral level.
LOCAL PROJIIC'|': When the project is evaluated by sectors
respottsible
for the project. In this case, they include directors, supervisors,
studetlts,
parents and C.D.E.
NA'I'IONAL t'llOJEC't': All the local
pro.jects are evaluated to consolidal"e
the national policies.
RIiGIONAL PIIO.IEC'f: 'l'he patrons are tltose tltat takc care of cvaltlitting tfte Project ill alr area or certain regiort where the proiect has lreell l-regurl.
-
t6-
'fhis research rvill evaluate a LOCAL PRO.IEC'I- fbr it is carried out in a specific place (district 06
'l'he evaluatioll
- 20 Soyapango).
will be an aid lbr the ยกlro-ject participants :
stuclenl.s,
principal, and the whole educational cotnrnunity in general.
TO WFIOM WILL BE SENT ]"I_{E RESULTS OF l'HtS EVALUATION?
o
'['o the Superior authorities: ]'he Ilducational Development ofllce of-
the r
MINED.
'l'o the Department ol Coordirration and lnvestigation of the MINED who will
revise
and analyze the inf'orrnation about the pro.iect artd tlte
irnpact ill the cducatioltal cottrmultity.
.
'l-o Lhe responsible of- Lhe projcct, rvho rvill del.ails antl rnake the adjustrnents
to infbrnr
irt ordcr to
about thc
tnoclerttize
all
the
irnportant aspects ittsitle the project.
.
'fo the technical personnel rvho are to support all the aspects that stop or accelerate the process they utalyze r,vill also tlte resulting data of the infurnlatiott.
o 'fo the E,clucatiorral comrnunity (organizations, principals of' the Educational Centers) . 'l'hey require a clear ancl obiective inlorrnation
in relation to the conceptiolt altd setting the process of'the pro.iect.
-17-
PTIASES
T'his
OF -ttIB I'RO.IECT'
work was carried out during
the phase of execution of the project, to
give cottsisteltt altd reliable infbrnration of- the success of Lfiat this project has the indispensable coherence
it. lt is expectetl
to assure the established
otrjectives.
l'he evaluatiort is always helplul to know the reality about the irnportance and success of the project. Also, it is important to take into accounL who carries
it out in order to make it valid and, in lhe ntean, tirlre, to know
its
efficiency in the comnrunity
'l'his can be helpful to improve the resources that are taking into account
not orlly the humans ones but between lesson
also the materials ones. The relationship
plans, aud prograrns with the project; it rvill
allow
authorities, principals, teachers, students, and the whole colnmunity to get all Llte processed and atralyzed
inlonnation according to their part"icipation the
project.
'Ihe information that will be given to the appraisers rvill help to integrate
a
global and coherent vision with the respective approval or disapproval of'any suggestions in taking the decisions.
-
t8-
JUS'I'IFICA'I'ION English language has been taught grades, but
OII'I'fIE RI'SEAITCII
in public lnstitutions since 7t" , B"' ancl 9'l'
since 2002 it lras been inrplententcd irr elcrncntary scltool. 'l'hc
Inain purpose is to achieve a urajor reach in rnakirtg stt¡dents itcc¡uire
l.lte
basic knowleclge of it.
Nowadays
we know
it is important to learn a ltew lattguage, to be
competitive to the society's dernanding
a
clenrattds, day
by clay, this now cltattgc is
better preparation. MINED, has impulse cotumunicatiott
abilities in a second languages it is intended to lbment colnt-uunication and
so
rvhen these students
the midclle school, they
will read, cotrrprehettcl,
and
speak English easily.
'l-he Ministry
by the Curricular Fouttdations of Basic Education, wants to implenrent a cotnmunicative focus basecl on an integration
of
Education,
of innovative a methodological cotnurunicative focus pretends
to
carry out different ways to integrate education in a loreign language learning
the resnlts ol this evaluation will help schools to itnprove
their
methodological process of teaching.
'l'his will be a positive reinforcement in the areas of leanling in elementary schools. l'herelbre, MINED has inrplemettted this project lo benefit studelrts f'rom first to sixth level.
I'hére are two main aspects to be considered: first, it is a pilot ¡rro.ject, and second the teachers who are developing this project are not well prepared. lt
llealls they are not specialists and consequeutly, it is necessary to evaluate the pr<rject in order to kttow how usef ul it is going to bc. -
t9-
Up to llow, this project had not been evaluated because it was itrrpleurerrted one year ago.
EVALUA'|ION
as process is seen as an interestiltg ntatter lry
teachers, students, and sclciety.
It
errcourages teachers to do a diagnose to
motivate, and guitle students to irnprove tlte teaching
- learning process.
ln a dyrarnic society , like ours evaluation will establish a pernlanetrt and '['his participative dialogue in which all those people involved will take ÂĄlarl. tlernands teachers to be updated nrainly Ă?br those who are preparirrg ltlture teachers.
l'herefbre, we do not know lrow this project is working, aucl there ltasn'f
been any search about it therefbre, the researcher can uot make any judgment yet. we have asked some cluestions that will be uselul in this evaluation.
'l'his project will be the aim ol' our evaluation. We rvill observe its advartages antl disadvantages and the benefits rnethodologies
*Clhapter
Ill,
Reconlellclations
-20-
that will help to develop
tterv
0UESTIOÂĄĂş,S ABOUT THE PROJECT-
l-here are soure inportant aspects that ought to be coltsidered lbr the tlnglislt Lauguage'l-eaching Project evaluatioll these are:
lJow is the English
language-teaching project
held
ilt
the
Lllenrentary
School?
llow
are the sLudetrts resportding to this process?
tJow is the project being developed in the classroom'/ I
low will the students
llow
,
react wlten they get to tlte Middle School'/
are the teachers being prepared to do this job'/
'l'his questions will help to analyze the MIN[.rD's otr-icctivcs and al. llte sallte tilne it will be useful to know the students' progress as well as perlormatrce. least 84 teachers are involved in this prqiect; sott'lc of- Lltenr are not specialized in the English area and also some of them don'[ even speak it
At
.
(t)
l. El Diario
de
tloy, l0-06-03
-21-
TTIE UTILIT'Y OF I'HIS RESIIARCII {e-fhis study can serve as reference material in the library of'the LJniversidacl I)eclagรณgica de El Salvador, as lvell as in
the schools where tlte research
Was held.
{6lt can be good for the Ministry of Education to reorietrt its study progralns in the language teaching at'eas
.
{elt will help to increase the bibliography regarding to Englislt teaching
.
'I'his evaluatiou rvill be a tool to those that are involvcd ilt the project, its 'I'he cvaluation ยกrlanning, perlorrnance ancl developntent.
lvill be lbcused
to
different aspects such:
ยก r o
'l'o allor,v us to know if the outlined obiectives have lreelt achieved.
What the result ol'the Project. 1'o compare the eflects of a program with the goals proposed at the beginning.
o
'fo irnprove the activities in a f-r"ยกture project.
'['he research is important because it helps to discover and sltare knowledge acquired through experiences gathered during tlte investigation, which is all irnportant aid fior readers. I'his
will
also
helยกl to l-uture getteratiotrs accordiltg
to the new global technologies of education, It
will allorv lraving alt approach
and a contact with the educational system sometimes ignored and this will enbourage people about their reality, so that it
.,.,
rvill
be understood by them.
FACTII}ILITY
I'his study contains the uecessary bibliograpltical resources that will serve as a support in this research.
lnstitutional resources: the researcher's participatiort, principals, teaclters, stutlents, advisor, arrd juries . all the ones who urade possible to carry out the evaluation.
The collaboration given by thern was the lnost inrportartt to develop this research in a besl way.
'l'he hurnan resources and the researcher are indispensable as well as the
dillerent bibliographical rnaterials as: Curricular foundatiotts of lllelnetttary School
fioยกl
Minister llducation its supported the research helping us
carried it conectly.
'fhe research advance will be conducted by lneans of all these resources
-23-
ttr
ORIGINAI,ITY OIi TTIE RI'SEARC[I 'l'he research is based on gathering data directly fronr the students in their educat ional env ironment.
hl the thesauri ol'the Universidad Pedagรณgica there is not arty topic sirtrilar
to this work. Whelt this lrew project was inrยกrlernertted
it
was a rtovclty bccausc rve
were adding sonre benefits to the national education.
Until this moment, there isn't any idea or infbn-nation about an evaluatiou to the project.
We will also see the advantages this new project presented to us ancl the form in which was carried out.
It
break traditional outliltes.
Nowadays two curricula have been created accordirrg to the necessities of the system.. 'fhe Principal
of Developrnent of'Education firancisco Quintanilla
(*), he says that there are two progralns fion-r the MINED called . "Etrglislt Program for the First and Second Cycle o1'Basic llducatiolt" '['ltese two will serve to formation
of
children frorn I't to 3'd and the other ones frotn 4'l'to
6th.
'flris proiect origirrality helpcd us to itttprovc tltc ttew lltcl"hotlologies tltat arc being implemented in the English language teaching process in all tlrese levels, like the curricular proposal. locused olt tlte lrclectic Approaclt (l'his
method refers to collection of the best techniques of the dil'ferent nlethocls and their applicatioll in the classroom like listening, speaking, reading artd
writing.) * Coordinator ol Departrlrent Developlttent , MINED
-24-
DELIMITA'I'ION OF'TH E RI'SARCI
I
'I"his researclt was carried out in the second senrester ol- the year
2003 year
with the students fiom 6 Public Schools of the district 06-20 of Soyapango.
The District 06-20 has been selected, for the accessibility the researcher has
to establish conrrnunication with it will allow the research to ltrake a better analysis
o[ the illlorrnation. J'he District, belongs to the Institul,ions of' tlre
municiยกrality of Soyapango and its surounding areas.
It ltas been planned to visit the diffbrent Public Sclrools Soyapango get a lot
of
informatiott for this research. 'l'here were taken
lbur or six studellts
according instructious lroln one responsible teacher of' every grade 1l'r to 3'd and 4tl'to 6rl'.) gathering a total 60 students; and 6 leachers .
This project will serve in the future. When its observations be irnplernented, the purpose to make it better
will help public schools.
-25-
OBJI'C'I'IVES
GBNBRAT, OBJBC'I'IVBS
rF
'fo find out how tlte pro.iect is being developed since it began.
{e To analyze its
el
ctiveltess or deficiency.
{r
I'o lnake sollte suggestions in order to improve its irnplelnentation
{T
T'o cooperate r,vith this research to luture sirnilar prqects.
SPBC
I
FIC OBJ EC'I'I
V
t'S
ile 'Io observe horv teachers and students are getting involved in the project development.
{e To get the liest possible infonnation (studerrts and teachers) atrout its eflbctiveness.
{e I'o suggest specifically which skills need to be intproved e.g. speakitrg, listening, reading, etc.
{e To provide specific infurnratiott oll how to educational proiect.
-26-
evaluate alty kincl of'
VTET'HODOLOGY AND I'ROCEDT]RES OF'I
T'he research was carried
out qualitatively. l'he
III
INVES'I'IGATION
results r,vill be described and
analyzed by conrparing them with the positions ol'MINET), expressed on its
dillerent bibliographies like the Curricular l;oundations ol'l]asic Eclucation.
l-he rnethodology
will allow us fo r,vork with diflerent teachers who
participated in the project and students who were involved in it.
As we previously mentiouecl the researcher visited public schools tltat have been takerl
illto accountto develop the project. We will analyze sonte of'the
texLs used in several classes. We also itrtervier.v some oI students involved in the project closely about the di[flculties and advantages gained until uorv"
We will observe the curricular proposals that the MINEI) has elaborated, since tltese ltave beeu thoughL about the rnethodology to develop
in the
teaching of the English and the irnplementation of-tlris new project.
J'hese proposals have been developed and received participated, many times in this project.
-27-
by the
Leachers that
'IBCHNlQtrES AND INSTRtiMENTS t]SED.
Administrated interview with the responsible teachers who were developing
of this project, as well as diflerettt interviews to children that were
it.
The diffbrent instruments to use were
Questionnaires
to teachers with
sLudying
.
cÂĄuestions abouL: methodologies, use
resources. into class (annex I )
Questionnaires to students wĂtlt questions about: learning, motivation inside
Classroorn, use it resources in the classroom. (annex 2)
Besides the direct presence,
were being developed.
it was observed lhe monrent in rvhich the facts
We
listened the opportr-rrrity
to
analyze with
accuracy the students behavior.
We were able to have contact with teachers and students insicle and outside
the classroom we listened to their opinions with respect to interviews designed
by the researchers. '['hese interviews were applied with
objective of knowing the reality in which
the
the project was developed. In this
stage we could discovered the restrictions, the advantages, and disadvantages
that this project had; and the different opinions of those lhat were involved in
diiferent institutions, besides to kllow their expectations.
-28-
This allowed us an approach with the rvhole eclucational conrnrunity
ancl
helped us gathering enough information.
As it is kltown, dif'ferent Public Schools were visitecl it
r,vas ยกlossible to
observe teachers and students interacting in the classroorn. 'l'hese visits pentritted
[o recognize the fieldwork and helped to clevelop lhe
research..
-l-he meetings were according to the difftrent
schedules
that the school
to
carried out the
authorities cottsidered ltrore convenient; they allowed research
in the best possible way, and it didn't interfbre to the teachers'
work.
A chronogram was made liorn the beginning to the end, in orcler to organize the visits to tlte different public schools as well as the rneetings with Leachers and students.
All
above mentioued
facilitated an inl"eractive commulrication
teachers and students as human resources.
-29-
r,vith the
CHAPTER
II
SCIIOOLS VIST'I'EI)
The first institution We visited was Cenlro
Escolar Reparto Guadalupe del
Distrito 06-20 Soyaparrgo San Salvador. Its population is about 800 stuclents and its divided in two shifts morning and evening.
In this institution we observecl the students of Elemerrtary Sclurol I't to 6tl' in
order to verify
the
English teaching learning process. They were given
questionnaire (annexes
2) to explore their acquaintance level; in the
way there was given a questionnaire to the teachers (annexes
l)
a
sanle
{o knor,v
their own suggestions related to the strengthens and weaknesses about the project.
Also, in this visit it was observed the rnethodology that the teachers uses
irr
different classrooms. (Communicative Ap¡lroach) method
The secontl insLil.utiort we visitetl was Cletttro Iiscolar 1948 de Soyapango, San Salvador. J-here
we
l4 tle diciernbre de
observed how this project was
developed. Accordirrg to the [)rincipal, tltis is l"hc firsL ycar tltat thcy're implementing the teaching of English l-anguage
'l'he resporrsible teacher the
l'r
ir-r
lllen'rentary School.
gracle expressed that
hc uscs cliflbrellt
rrrel.hodologies to teach the contents; as well as his experieltces
Ile
enrphasizes that this project
in the
will have great atlva¡tces, if'they
¿lrea
can get the
right resources as text books and students' books. In the satne way, mqntioned that the Ministry
o[
.
he
Education did not provide the clidactic
resources to develop their work..
-30-
F{e suggested that this
kind pro.ject should be inrplernented in all public
institutions because the students were respondĂng positively.
It was observed that the students in the lower grades are mole spontaneous during the class's activities such as sitrging, reading, and so on. ( Natural
[,earning Mefhod) The students of 4'l' grade have some dif'ficult in pronounce. Irr resporrse to this situation, the teacher takes as strategy the repetition drill during thĂŠ class period.
The teacher of this school suggests
that
there should be a special classroom,
a laboratory to do their practices.
"I
considered that
it is very inrportant to take into account this kind of
recommendafion in order to irnprove the learning process of the Bnglish
Lnnguage" he said.
After this talk with the teacher, he and the students were given questionnaire (annex
l) with
questions related to the research.
hr addition, the students were given a questionnaire (annex 2) the one had questions related with the sarne research.
-3
l-
-l'he
l"hird scltool visited
was
C-entro Escolar "Leonardo Azc(uraga".
[n
District 06-20, Soyapango. 'l'his institution is lor girls ancl they
the
were
illterviewed about this prtrject. Liker,vise, a l"eacher said l"hat the first grade students are nlore
skilllul for learning and nrenrorizing while they
solne words altd inrmetliately assinrilate the r,vortl rneanirrg. Approach) Method 'l'his school is holding diflferent kind ol'activities.'l-he
with
(
repeat
Iiclcctic
st.uclents are involved
a real envirorunenf so that they acquire vocabulary in a direct way.
In this year, MINED has not provided any prograrn for cleveloping English classes. In that scltool, the diflferent Lopics developecl are easily ultclerstood by studenLs.
One typical exalnple is "The colnmunity" where stuclents fumiliarize with words they frequently use
, for instauce: banks, schools, parks, lrospitals,
etc.
'fhen, the teacher, elaborates sentences by using
are encouraged
to learn those sentences.
Lhose words, ancl students
T'his methodology
is
vely
important, the students add to their learning process, worcls daily use.
Consequently, they are rnotivated for acquiring the nerv language knorvledge.
Motivation is possible through dyranrics and other activities. The experiences lived in schools have been collected since they are of'vital importance to develop the English Teaching Project in public schools.
-32-
'Ihe English leanling is easier iu elementary schools because childreu
are
curious and enl"ltusiastic due to their age, and show more interest for the language acquisition. '['he use of colorlul drawings attracts the children attention, so motivation is higher and
it
allows an easy learning. Because
first grade studeuts can't read teaclters use drawings in order to illustrate words. Students repeat rvords and at once they observe drawings.
After that a questionnaires (annex I ) was admirrisLrated to the teacher, the sal'ne procedure was applied even
with
diflerent quesl"ionnaires to
the
students (annex 2).
l'he lourth visit took place in Certlro llscolar Los Santos N"2 de Soyapango.
In
where we could observe the teacher and studenLs are particiยกration.
In l" to 3'.d grade classrooms to know how the students and teachers were doing their jobs.
The institution had space to hold about six hundred students. The building is
srnall. The teacher in charge experiences, about
of the English
area talked to us about his
this project and explained that he likes to work in
Elementary Schools, even the students do not have the same ability to leanr. F{e enjoys the great experience a
o[ teaching English at this level because it
is
wlay to learn.
l'he students were experimenting a trew rvorld in the learning process and the teacher helps
them to
strategies. One
of
better acquire the krrowledge using di{I-erent
them was the use of drawings Lo represent some habits
such as health, cleaning and vocabulary. Method
Approach)
-33-
( 'l'he comrnunicative
Relating to the sanle persottal objects such as denLal brush, towels, shower soap,
,
etc. the students calt draw this objects in order to precise the teaching-
leanting process. Besides tltat, he expressed his satislaction lbr sharing the knowledge he has
in Iinglish with the students
Afler, a questiounaire
(annex
l)
ancl future generations.
was completed try the teacher in order to
find out what were his strengthens and weaknesses. 1he same procedure was applied to the students (annex 2)
.
'l'he fifth School visited was Centro Escolar "lteino cle Dinamarca" en -fhe Soyapango. principal stated that this project rvill support the comtnunity (fathers, teachers arrd students) and adcled that is importaÂĄt tg keep it and to hold it in other schools. T'he English teacher stated her opinions and how's the project held
in
her
school.
She applied lnethodologies according with the stuclents' level because of their rnotivations and acquisitions. When the teacher into
the
('t'otal Physical
classroom, she greeted
traditional song and students responded
Lo
Response)
the
students by singing a
stilnulus.
FIer methodologies are based on rvords repetition ancl games
( l"
2''d 3'd )
she applies altol"her metltodology with l"he other levels because her students have different learning process. Some the techniques are. cross word, puzzles
useĂ?bl to each uew vocabulary on.1 4tl' 5'l' 6tl' )
-34-
Students practiced short dialogues
and get material to draw according to the
content developed, for instance, to the topic "The city", sfudents draw their city, and then, they wnte the places in Engiish (market, park, bank etc.) Method (The Communicative Approach)
According with the teacher
,
the students are interested in learmne the
language.
The teacher suggests that the best way to work with the students is that the,v have their own didactical resource, a workbook for example. On the other
hand. MiNED should edit a book according to students level. and also teachers
a
book. This will help to improve the teaching process.
Finaliy. the teacher was asked to answer a questionnaire (annex 1) to know her expenences about teachrng. The students also answered a questionnaire (annex 2 ) to gather information about their learning process.
The sixth school visited was Centro Escolar Agustin Linares de Soyapango,
this Center is small.
It
has capacity about six hundred students. The teacher
who gave us the information mentioned is being developed and the way it.
The teacher involved students to practical situations deveioped a series of topics though he didn't have a program or a didactic guide to hoid class in eiementa4, school.
-35-
The teacher is very kind to students even though this is her first experience
u,ith
elementary sfudents. She identified the obstacles students had during
the learning process.
The teacher worked focusrne the daily activities to obtain and effective participation so, children had a good relation with the environment. Students were 7 and
8 year old ( 1" 7nd 3rd grades). They deveioped their
skills for reading and writing. use interactive class with the teacher. which helped them another language.
(The Audio-Lingual Method)
The methodologl' consisted some
short
sentences
in English and the
students caught the marn idea.
After shared some impressions with the teacher, a questionnaire (annex 1) was given to him.
ln addition, the students were given
a questionnaire
-36-
(annex2)
.
DATA ANALYSrc
The next part
the data that \4/ere anaiyzed as a result of the
presenm
questionnaires completed b1,the students and teachers at the schools.
students and teachers questionnaires based
of
on
different educational rnstitutions completed the the project. These results gave us essential
information in our work of evaluation to knou, the different aspects of the teachrng learning process.
some teachers agreed with the rmplementation of this project, others suggest that more resources should be provided to achieve the objectives. The students were satisfied with their educational process and their cognitive development. It could be observed the environment in which the students receive their English classes. To support most of the sfudents, information. they expressed that this was the first experience to take Engiish classes; this is an innovative educationar project in this aĂ?ea. It was an enriching experience to know teachers' point of view. Th.y were shown satisfactorily. They showed good receiptiness to the imptementation of this project in all publics schools, and their expectation to the MÂĄNED are to continue implementing projects to benefit the educationar communif, in order to make job a better and get a better education.
-37-
CHART NO 1 CEI\TRO ESCOLAR REPARTO ..GTJADALUPE"
QUESTIONS
1
i¡,te
gusta
Ia materia
i
PERCENTAGE (%)
IO STUDE¡{TS
Affirmative Negative lAffirmative Negative Answer Answer Answer lAnswer
00
de ingles?
Con que frequencia recibes clases de linsles? 1¿
c Que has aprendido en la clase de
¿Habias recibido clases de ingles en tu
escuela antes? ¡óUsas material de apovo en tu clase de
i
iineles? i Lióro de texto. diccionano u otro. laHabla ingles el maestro durante la t
1
I
i
l0
ojrca%
10
0
100%
0.0
5
5
5AV',o
50o/o
5
5
sa%
5Ao/o
l0
0
100%
0.0
82"/.
18"/o
I
0.0
clase?
7 ¿Te gusta como desarrolla la clase de ingles tu maestra?
8
, Te deia tareas
de ineles tu maestro?
9 |
¿Recibes ayuda para hacer tus tareas de
lingles? 10 ¿Te sientes motivado durante la clase de
insles?
PORCENTAJE
-38-
I
¡
i
i
Percentage
rNt¡rFgrcD{o(ga oocreooooooo
SSSSSS>eSSS;e
@ O-Ooo u 5lo\o(D
-l 3'
ú O\
d^.0c -E
€x4 H' E ;ñ e ; uH¿l.)
5.X É.)á ií .'r
O' ¡' !l
dr-*. 41
A
v)
O
F¡
iJ.
6 { HJ t'iJ F? É ?rrü ¿c)¿ ñ $¿a )
Fi.
A)
r+.
-.F'qa goaá
=trr(D ó'..D6 sfnoé3
a Et g
3l' i'5(D
iJ
s-
lso
bp(D XeH ;v\d
dH
uO
3 *d8 a
t-r,
-.NO 5h ^otD ()H
J.
i# fñé.D
o
s6 L.
.)
ñi V,5 -a dF (D a) F¡ é
U) rD
¿ a
9¿
.p/
Fo.
€ F
0q(D:: óoa
.:; ',: rY
O-¡ o cg,
T'
ól1.,É +Ob)
¡i-
-Tl d= Tto Pz *o
F
ño-O É
Fo a)
Eil
g
6Ed
F# (DH.rD +H
o rn a o
CL
PH'd (rx y9,3 i-:'g
d f--
¿ a
q,. c)
iádq3
t
o
o a
CIIART CIIN'I'RO IISCOLAR 14 Dti DICIIIMBRII DB 1948
NO
IO S'TIIDEN'I'S
la materia
PIIRCEN'I'AGlt ('2")
Negative Affirnrative Negative Answer Answer Answer
QUES'rrONS ¿,Te gusta
2
de ingles?
0
100%
00
t00%
il)
¿,Con que lrecuencia recibes clases de
ilelm? Que has aprendido en la clase de insles?
¿
¿,1latrías
recibido clases de irrgles err tr-r
escuela antes? ¿,Usas nraterial de apoyo en tu clase de
ingles? Libro de texto, diccionario u otro. 0
6 ¿f
labla ingles el rnaestro durante la
clase?
l0
7
ó'-
¿Te gusta como desarrolla la clase de
insles tu nraestra?
s Tq {qB _tq_ees 49,¡ngleq_1u,]nq9{I_g
?
9 ¿Recibes ayuda para hacer tus tareas de ineles?
t0 ¿'l-e sientes rnotivado durante la clase de
ingles?
PORCENI'AJE
80o/"
-40-
Percentage
JN(.r¡(,tct{6(oo
J
ooo(fooooooo sssssssssss
u
"C, Oo
s 8F l'Dt
Fl J
6
Hag
=,cnÉ €Há (Da!(DL o-áo
H
P
rn
fJa€ (DEits.
o o
oax'5 9qr¡d ¿niT (D6rla 9H¡D'
J.
tr¡
F.l,á )0a?
*'e.8 5HE' é@
8pF
53
*ñ'
(]4 (D
é5f-t (Do;-.
J J
x
cr
dH.
dPE Orri3 oc'' rf96
6
.¡
(0
|J"do-
ts.
Bts\o a(D{\
"5oo éd
.2d AFD -.. dg
\¡/
So 'o¡ ñ'N
+d-o6drD
o H9
H
U
(DhH NP(N
c,E.o
5 o
r..1.
(D
A
o
o
(D
É a¿.
fDé o, =. ts.
5
é f (D (D D)
t
¿
5'
(I()
s
@
CIIAR'T NN 3
CENTRO ESCOI,AR LIIONARDO AZCT]NAGA
N
o
QU ESTTONS
l0 s't'trDttNl's
Affirnlative Negative Answer
I
t
PR,RCIBN'I'AGE ('X')
ir" grft" l; *át..i".It*gi"rt
l0
Answer
-ó
- 0---
100%
Con que l'recuencia recibes clases de inr¿les?
00
Que has aprendido en la clase de insles?
¿
0.0
t00%
¿tlabias recitrido clases de ingles en tu escuela antes? 200/,,
¿Usas material de apoyo en tu clase de
ingles?
Libro de- texto"-,::::-diccionario u otro. ¿,llabla ingles el maestro durante la clase?
7 ¿,'l'c gusta corno
dcsarrolla ln clnsc dc
qglg¡lggaeslrgl 8
s0%
¿'Ie deja tareas de ingles tu lnaestro?
500,/o
9 ¿Recibes ayuda para hacer tus tareas de
t0 ¿"fe sientes rnotivado durante la clase cle
ingles?
PORCI'N'TAD
12"4,
-42-
Percentage
.aN(,rr(,lo\¡@@3 ooooooooooo
sssssssssss
x\j ^3 # oo'> 3 a *-OOFI o\
OLJ F'rn ahg
e.d dñ u^!
oo
d OrD
A @
J]
o
c) rn
f.+
U-
ñ. i &H il0q * ;ts d E; F F É l'¡ g ñ É
in
F+ f á
a ?á
5'[ B p i-j. úA.ú év!
s
().)
lh
s1 -iJ trÉ
¿9
E' ?D
11
s
oalDQ
F o-
Éí-il oP A)S.Fo l¡,óFt
rrJ
a o
gtr ai
rDO. É,o u
o
rn
v,
o
OA rir t¡,
!¡ -r -t qt Ftt ¿D5
oñ'
3¿ -lo tt"l o
Fo
tsl
c J
!t
GI
qK
9)
B3 v)5 D)
=-* 6F)
J
N
a t
OO CF tsr
o
SL
0q
¿ (D H (!
CT{ART \'" 4
CE¡üTRO ESCOLAR LOS SANTOS N" 2
QtiESTTONS
PERCENTAGE (%)
IO STT}DEI{TS
Affirmative Negative Affirmative iNegative Answer
Answer
Answer
609
i4 i
o
?
6A%
recib^ido crases ingl en iu clases oe de lngles ¿rtaDras reclDloo i¿fiuUras escuela antes? 0
0.0
10
¿Usas material de apovo en tu clase de ingies? Libro de texto. diccionario u otro.
l6 I
t' I
4A%
1
5 i
40.0,6
m
¿Con que frecuencia recibes clases de
ineles
i
Answer
1
1000Á
)
I
:i
10
0
100%
0.0
10
0
l\}a/o I
0.0
6
+
60%
6
4
6Aot'a '
¿Habla ingles el maestro durante la clase? ¿Te gusta como desarrolla ia ciase de insies tu maestra?
8 i
; Te deia tareas
i
A
4Aon
de ineles tu maestro??
9
4A9'o
i
¿Recibes ayuda para hacer tus tareas de insies?
I
I
8
10
80%
?
¿Te sientes motivado durante la clase de
insles? I
-44-
2A%
Percentage
rN(.,F('tO)\¡O(od 9eQooooooo('
¡eS;e;eS¡eSSSS¡e
o\
uJ
3B o\ o\
'-l H
fd
T F,E €H 5'
qh' (D5
E
o- ii
o€
qQrD
"B
ñe
B.a ¿c)v) rñ(D ;?. (Di' PH.¿
5 E' ¡g ':
<oc
E
E':a
ru
dB Elcn
3 !r (D
o- rrl
g,H r
s
Lrr¿O=-
6!r
;{- ts.
I
sr
É.
o9.
ia.D
HH p!
ñ.H dr <É' o-O ooF) ú J
.H
-d dO
t?D'¿
AbJ o ¿
l, ¿
o { o P.l
I
o g X
F ó
s b a
a ¿
U)
o
o J
F+
a
o rn
8c) gil
!tE a E
¿
bo az
s-: J
a.+
o a
zo N
C]IIAR'I' N'5
CENTRO BSCOLAR RETNO DE DINAMARCA
ñ[- I
¿T'e gusta
2
¿
eursrroNs la
IO S-I-TJDBNTS
Affi rnrative | Ñegative Alrsrvel' I Ansrn".
materia de ingles?
Con que frecuencia recibes clases de ingles ?
3 ¿
Que
1
PERCBNTAGB
('Zo)
ffirnrative | Ñegative A¡lswer lAnsrver A
7
-1
70%
30%
l0
0
l00o/o
0.0
7
3
70%
30%
0
l0
0.0
7
t
70%
30%
l0
0
100%
0.0
t0
0
100%
0.0
6
4
6l)tlt
40ot1,
6
4
60%
40%
7
J
70o/o
3096
70'%,
3A'%,
has aprendido en la clase de
ineles?
4
I
00%
¿l{abías recibido clases de ingles en tu escuela antes?
5 ¿Usas material de apoyo en tu clase de
ingles?
Libro de texto. diccionario u otro. 6 ¿ ¿Habla ingles el maestro durante la
clase??
7
I
¿'fe gusta como desarrolla la clase de ingles tu maestra? 'l'e deia tareas de insles tu maestro?
9 ¿,Recibes ayuda para hacer tus tareas de ingles?
l0 ¿Te sientes rnotivado durante la clase de ingles?
POITCtrNTAJE
-46-
Percentage
ooo-¡
sss UJ
--¡
ss,ó OO+
¡\)
t¿¡sors){6(oÉ oc)crooooo
ssssssss
F-]
Pu)A 5ñu) itÉÉ, ;ñ-É ¿L
xes
Xr/)o ==l
á'É ,E g.+H ¿(eH' ru lll ñ5
e'q1
ñ
J
r-1.
^5-(D Oó).
=.trx rrr Y -(n
b-r-7, q9. d¿ á'
rrl
-_E !H
g-oit ü35' aoo 5
\¡
É* (D d
AP i5 a.i ,DN e
5: oa
o (D
r
(rq A)
0q (D
X' o
t
(D
poa lD
c)
o
\./
D)
¡.
o m a o qt-
go ao¡ ng oJ. 5'o oz o.o o
I
J 0¡
J
q¡
-¡ o q¡
crr
CIIAR'T C]BN'[R0 IiSCOt,AII AG[IS'I'I
NO
N
IO STTIDENT'S
LINATIBS
QUES'r'IONS
Affirmative Answer
¿'l'e gusta
la materia de ingles?
PE,RCII,N'IAGti (%,)
ñ¡e;t¡*
Affirnrative Negative Answer Ansrver Answer IOO'1,-
-
00 00
¿Con que lrecuencia recibes clases de ineles ? ¿Qué has aprendido en la clase de inr¡les? 50o/o
¿Ilabias recibido clases de ingles en tu escuela antes? ¿Usas rnaterial de apoyo en tu clase de
ingles'/
Libro de texto" diccionario u otro. 6 ¿Habla ingles el maestro durante la
clg¡el 7
f-
t
¿Te gusta como desarrolla la clase de ingles tu rnaestra'l ¿
lq!913
tary,?¡_99_ Utg! eq
tqtlqeqqql
¿,ltecibes ayuda para hacer tus tareas de
tnsE!?
r0 ¿'[-e sientes rnotivado durante la clase de
ingles?
PORCENT'AJD
7(t"1,
-48-
Percentage
.¡Ntqrrgtg){crr(o3 ooocro('ooooo
;RS¡e¡eSSS¡eSbe;e i'l \¡
AC^ .9ro o\ o.
p.a
tg
Ír g6' HP
Fl hl
ñ
E
,s
F r*
::5 0g6 BS i'o
ó
i. rtg-
8-
€ E
r¡
r+
Ea,
ñ ?
Oo
6
rn
HP
B.f g!' 'tD
F'o Oro
F'
s
d=l
5 \o
!tÍ od g ' vXa í'\ 5p?
F,f ct J
rn
8o sñ s!t
t-rl
o
a)
(t,
c)
o 5 F} .l o
tÉ.
(D
O-U CbD *.d
-rF
Ez Ao
ss) f 3 a
qt
a o a
*tn
l,t (D+ (D ,_t
(D
¡\nswer of T'eachers
Answer of Teachers
o ot o tr o (, o
o_
'Ihe graphic show us the results go,lr"r",l ,r¡rl,
*o"lr""t ttrr-r-"t.- tt*l* *
83"/n ' l'hey ex¡lected that with new project learning English language in our country develop basic skills lilie: reading, writirrg, listening and s¡reahing. 'I'o irrcrease the cognitive capacity of students. 17 n/" answeretl negative They said: o'!Ve shoultl a ¡lrevious
thistt.
fraining to tlevelo¡l a ¡lroject like
'I'hcy ntentioned that flllNlil) ditlrr't ¡lrtvide thc rlidnclic resourccs (books, text boohs antl others) to tlevelo¡r their worh. -50-
r\nsrYer of Stude¡lts
School Centres
-Ansrver nil" -
Q, E._$.gp_ar !9_Q g a clq ! y pe_
C.E. 14 de D_icrer¡rbrlql_e l9!:8 C.E. Leonarclo Azcurtaga
s,g"ii
E. Bgpgtlqlq!_S.ltqs l!: ? Q. E. ¡e!gje_piq4¡¡41 ca
g?ite
ooo./ ()() /O
C.
-7VY: 760r/o
!,-EJeqq!-!¡t-l.l!eryl 't'o1'AL
Ausrver
-ñ¡;?9Yv 1 1()./ lz/o
_
38.4
--
_
?92í 24"r/u
tot;
80"r'"
Answer of Students
o
ct, aú
c 0,
o o
o-
ts fs €? gE* fiH ;I 5g uÉ EH
o
E
oo JO'
ot: <E
u:f o
Questions n Negative
n Afirmative
'I'his gra¡rhic shorv us results gatlrered rvith students lionr sclrools that rvere visited in the research. 80oA"the studellts are nrotivated firr acquiring the new language knowledge. 'fhe studelrts are experirnenting a ¡rew rvorld ill the learrring process. 2096'l'he students dort't like lJnglish sub.iect and they dcxr't -5 t-
like do honlework
QUESTTONARY APPLTBD TO .I'BACIMRS 6 QTJESTIONS
NN
t- FIow long you been teaching
TI'ACIIERS
PERCEN'I'AGB
(,U,)
Affirnrative Negntive Affirnrative Negativ Ansrver _---d--
Ansrver
'-
-0-
Ansrver
t¡to%
Artswer
- - 0¡-
Errglish larrguagc'/
.,
D"-yr" thint-ttrat *fhe P.oF¡t ;i
trit
the teaching the English language
in Elernentary School"
lhat MINED had impelled at the rnonrent in the ¡lublic lnstitutions is good or
6
0
l0u%
bad?
3
What are the perspectives that you have rvhen you are serving the learning and teaching the English language in the Elementary School ( l*t ót" grade)
1000Á
00
100%
00
6
0
Do you think the irnplernentation of the English l.anguage teaching in the Elernentary School should include developnrent of basic skill?
6
0
['low is developing inside their classroorn the project of teaching English language in the eletnentary school. What kind rnethodology
6
0
1009/n
00
00
4
5
ttse?
6
l'low are responding the students to this project good or bad?
6
0
t009i,
7
Have receive sorne training courses to develop this project?
3
3
30%
I
l{ave you been provide with text books or another rnaterial to develop their class of English elenrentary school?
0
6
00
It)096
()
0
00
l00o/n
6
0
0.0
l00o/n
(t'3'h,
33'%,
I l0
Are you satislled with your profession as Enelish teacher ? Which the following resources MINED should provide to school: books, DVD, T.V. text books, others?
PEI(CEN'TAGB
-52-
10i,"
QUESTIONATRB A ppt,rED'r'O TttACTTDRS
HOW LONG YOU BEEN TEACITING trNGLISH? 1-5 Y[,ARS 5-TO YTJ,ARS
IO- I5 YE,ARS
QtrES't'toN N'
From the six teachers questionetl
I
all of thenl are
QUESTION
English 'l.eacher
N'2
DO YOU TIIINK TIIA'T *'f}IE PROJECT OF''I'III 'DACIIING 'I'IIB IINGLISÍI LANGI'AGE TN ELOMENTARY SCIIOOL'[IIA'I' MINIiD IIAD IMPBI,LBD A'I''I'ITE I\TOMENT IN THE PUBLIC TNS'TITUTIONS IS GOOD OR BAD?
'I'OT'AI, 'I'BACIIORS
BAI)
From the six teachers questionerl
all of them thinh that the Project is goorl
-53-
QTJES'ilON N.3
-'J
WIIA'I'ARE TII EPf, RSpEC'r'rVtrS 1'rrA'r you HAv[ WHEN yori ARri SI,RVING'I'TTE L[ ARN TNG AND T'EACTITNG THE ENGLISTT I,ANGUAGE IN THE ELB NTENTARY SCHo_eI.{lsr 6rrr cRAU[,) ---
G0()r) PERSPECTIVBS
-T- --r--+----r-_r_',/, Nncn'nvr
I I
I
ANSwER
tllt =--l{--r---l *l 0 I
-l-r I
I
I |
'r'ornt-'r'EACuERS
,yo
|
l''ul 6
I
I
Froln the six teachers questioned all of them hnve good perspectivc's nbout this project, 'fltcy expected that with new project the students antl teachers to develop original pedagogic cxperiences. 'fo enrich the curriculum of this pro.iect and to atljust to fhe reยกrl necessities of the educational community.
QUBSI-ION N'4 DO YOU TITINK TIIA'T THI IMPLEMEN'I'ATION OF 'I'I"IE ENGI-ISH LANGUAGE T'EACHING IN'I'IIE ELEMEN'I'ARY SCIIOOL SHOTI I,D INCI,tI DE DEVtrLI,PMINTOF BASIC SKILL ?
'TO'[A[, 1'BACIIIiRS
AFFIRMATIVE ANSWER
From the six teachers questioned all of thern snid that objectives of learning English language in our country is develoยกrnrent basic skills lilie: reading, lvriting, listening and spenhing. 1'o incrense the cognitive capacify of students.
-54-
QUEST"|ON
N'5
HOW IS DEVELOPING INSTDI TIItrIR CLASSROONT'T'Ă?TE PRO.IEC'I'OF TEACHING ENGLISII LANGTIAGE IN "I'TTE EI,EMIiN'TARY SCIIOOI, WTIAT KTND MI,'THODOLOGY USE?
'fO.fA[,'I'EACIIBRS
o/ ,/o 100
0.0
* llronr thc six teachers quesfiorrerl ali ,ri tiren, nnswcre(l Al|Otl'l' t'll0 Methodology used lihe: 'I'he nudio-lingual rnethod, 'I'ofal Physical ResponserThe communicative Approachn Natural Learning Method.
QI.IES'|'ION N" 6
NOW ARE RBSPONDING TIIB
S UDIN'I'S'I'O'T'IITS
BAI)
PITOJIIC'I'GOOD OR I}AD
?
TOTAT, T'EACIIE,RS
From the six teachers quesfioned all of them ansrvered affinnative tnd expressed: o''l'he students are motivated firr acquiring the new lnnguage hnowledge ". The students are experimenting a new world in the
Iearning process.
-55-
QUIS'ร 'ION
N"
7
ttAVE RECnIVtrJOME TEAINTNG COURStrS TO DtiVtrLOp'r'uts pnoJECT?
AFFIRMA't'ยกvti I ,n I NEGAIIVE ANSwriR
T'O'I'AT,
'[I'ACIIERS
ANSWf,R
From the six tenchers quesfioned all answered negative. T'hey "we should a previous training to develop a project litre this"
QU[sT'tON N'8
IIAVA YOU BEEN PROVTDED WI'I'II TIIX BOOKS OTT ANO'I'IIER II,IA'[I|RIAI, .TO Df,VELOP TTItrtR CLASS OF f,NGLISII IN ELETIIENTARY SCIIOOL? AFFIRMATIVE
NEGAT'tvn
ANSWTiR
00.00
nnswnn
[ "
lt'o'l'.tt, IEACnE,RS
(t
From the six teachers questioned all of them answeretl negative. 'l'hey lnentioned that MINED rlitlnot provide the dirlactic resources (bool<s, text boohs and others) to tlevelop thcir rvork.
-56-
QtIlisI'tON
N' 9
ARtr YOU SATNFMD WI'TH YOUR PROFFESTON AS
AFF|RNfA't'tV[,
I
NEGA'I'IVE, ANSlVIiR
"/,,
t//tt
ANSWER
0
0.0
E N_q_LIS_r
rr'
trA
crr
ER?
TO'I'AL 'I'EACII IiRS
6
lirom thc six teachers questiorrerl all of thenl nnswered allirmalive about your profession as English T'eacher. They enjoy great experience of teaching llnglish.
QUESTION N' t0
IVHICH TIItr FOLLOWING RESOURCES MINtrD STIOULD PITOVIDI 1'O
"A
'r'0'r'At-'t'tlACIr IRS
INE(;A'I'IVE ANSWER 0
Frorn the six teachers quesfioned all of tltenr gave suggesf ions to MINIit) shoukl provide resources to teachel.s lil<e: Books,'l'.V. D.V.D, and others.
-57-
: CHAPTER
III
RBSLIL'I'S OF INFORI,IA'I'ION
According to lhe results obtaineil liorn the sul'vey adnrillisteretl to all teachers involved itt research the l.eaclters anslvered:
Educational projects slurulcl be f ull with rlrethodological and techrricยกues, in addition to the participation of the whole educatioual cornmunity.
Also, in the adrninistrative area, they suggested that there should be exact infumration ftir each person involve projecls.
in the cleveloprnenf ol' this kincl of
At the sanle tirne, they should have
nature' of'the
a good design to respond to the
project. 1-hey should have trust rvorthy data as consistent as to
nlake decisions in a hrture tirne.
Analyzing the f'ollowit-tg, the teachers expressed
:
-l-hey should have good relationships and organization rvith coortlinator's
sl"afl-
lhe
of thc projcct.
-The curricular area should have a good arrangernent
of the contents,
activities and resources fbr those l"ltat are developing the proiecl". -'['[re chronograrn of this project should be checked liecluently in their ยกrhases
(belore, cluring alter) and analyze the results of-the
pro.jecl".
-Receive reporL of the variables that aflbct to the project (student desertion, skxv acadelny progress, relaliorrship sc:hool - parenls) - Constant observation about the participation. - Give a sequence belbre, during, antl after the inrplenrentation of'the project.
-58-
- Responcl to the real necessities of'the School
Cenl.er.
- They should get a previous training, to develop a project like this. - '['hese proiecLs should be a constant activity to improve tlre ethlcational systetn as well as students and teachers perlonnance the teaching learning pr0cess.
'['his encouraged to coÂĄltiltue working and to bencfit the etlucÂżrLional
community and that the MINED continue doing effbrts to develop this class
ol'projects. It also impulses to overconre
Lhe
del'iciencies presentecl and tg
achieve a better participation. And developrnent of'the educational comrnupity. 1'his helped us to ltave dil'ferent point of view on the success of'the project,
this way we catl evaluate the educational denrancl based on the necessiLies
of the colnlnunity in a qualitative alld quantitative way.
All this gelteral arrallgenlents could help us to reduce the social inequalities inside the education systetn. l-hese aspects facilitate the knowledge of'the
reality
.
'l-he observations are taken in account to enrich olrr relationships in the educational environment.
-59-
CONCLUSIONS
After finishing this research, it obvious that this project was
a rrew impact
in the whole educรกtive cotrtrnunity. The students were satisfied with their educational process and their cognitive development.
In this work, we have concepfual elements that are presented to know methodologicat aspects and techniques that are part of the rnotivation of this
project. This information presents an approach of what should
be an
evaluation cif iur educational project, and it considerate types, characteristics, applications, and approaches to the institutional environment. We hope this work
will
be useful for all those that we have a comprornise
suppofiing the educational developrnent.
At the end of this work we will have an idea of what is an Educational Project Hoyy {o evaluate a project. And the utility of an evaluation of an Educational Project. This reseaยกch helps us to use the resources rnuch better in order to get the community to improve in education.
This project has a concrete nature and in short term, we can see the operative plans and the initiatives of the participants.
As we already said , they should respond to problems and necessities of the educational community . They should also present innovations and changes
like in the implementation of new projects.
All this helps us to have new educational
experiences and to satisS the
demands and students'needs. The evaluation of the projects also allows us
to give solutions to outlined problems.
-60-
RECOMMENDATIOI{S
After anal.vzing and evaluating the Project of the of the Engiish Language Teachurg in the Public Institutions suggestions tirat can be of
of
the Distrito
06-2A." We pian some
utiliq, for people that are associated
r.r.'ith the
development of these projects. hke the Department of rnvestigations, Supervisors and Coordinators of the MINED.
*lncrease the reach of the project at national level.
* To develop programs (Curricuium) for Elementa4'School with emphasis in
the English area.
* To get better administrative relation with coordinators of the project.
* To improve the traimng and work of teachers who develop projects.
* To motivate the participation of the Educative communitv in this class of projects.
f To improve
the necessaqยก resources for the development of the project.
-61-
';'
The teachers should receive some training to develop those projects.
* There should be created a special classroom for the Engiish
class.
* Teachers must update rvith the current teaching methodologies. * They should get a previous description about the experiences the,v
are had.
To continue impelling this sort of projects so that benefit to the educational communit-l'. and to make efforts to achieve the best educational quali6,in all the leveis.
-62-
L{TERAR}- REFERENCES
Evaluación de Proyectos Educativos Documento rmpreso por PNIID. Modulo [V, Edición 2000
GutiérrezHuezo, Cerda Elaboración de Proyectos Educativos Impresos Litográficos de C. A. ^ Edición 2000 Jeremy Harmer The Practice of English Language Teaching Logman, Editors, Third Edition 2003 USA. Joma, Susana "Enseñanza del Idioma Ingles llega a los niños de primer grado" El Diario de Ho-v, Martes 10 de junio del 2003
Kniveton Julie Jigsaw, Book Macmillan Publishers, E,dition 2AA2
Ministerio de Educación Fundamentos Curriculares de Educación Básica Edición 2001-2042 Ministerio de Educación Fundamentos Curriculares de Educación Básica Edición 1999-2000 Smirnor', Rubinstein , A. Leontiev, B.M. y Tieplov
PSICOLOGí{ GEI\ERAL Editoriales Grijalbo. España Edición 1999
-63-
ANNEX
QLIE
S
NIO 1
TI O].ü{ARIE S TO THE
ENGLISH TEACHERS
Qrr[.sTroNAR-Y {ANNIX t]
UNIVEITSTDAD PEDAGÓGICA DE T'L SALVAD$R.
N¿Ltu{E:
DEGREE R.ESPONSIBLE: SCHOOL CENTEII:
OBJECTII/E: To collect írtformafíon related to feaclrcrs performance, aqtefience level Of ktrowleclge, technical and pedagogicol aspecf, tuith relafíon at our searclt Nact present sonrc qaestiotts wkíclt wíll be apprecíaterl yoil ttrlswers
f
-
For horv iong lrave you been tcaching English
?
2-What is your o¡rinion atrout thc I'rojcct of tcachirrg thc l)nglish l.a¡gu¿ge irr [',lg¡crrlar-r, School that the MINI:D had irnpelled at the moment in the Publics schools? A) COOti Oii BAD
3. \dhat are the perspectivcs that you lrave lvhen ¡,ou are serving the learning and leaching tlre English language in the Elernentary School ( l" 6tr' grade) ? A) Students will learn speak Englislr B) Dcvelo¡l ¡lcdagogiccxpcricnccs C) To enrich curriculum and adjust to real necessities the educational cornmunity
4-Do you tirink that the Project should be the include develop of basic skills like? A) Listening B) Reading C) Writing D) Speaking
5-How is developing inside their classroom the Project of teaching English language in Elernentary School?
6 - Horv are respo¡1ding thc students to this Project
'7
7- Have receive some training courses .to develop tiris project.'/
8-Have You been provided .with text books or another material to devclop their class in Elenrentary school?.
9 -Are you satisfied whit your profession as English Teacher?
l0-What suggestious can you rnake to this project rvhat the It¡lfNED is ilnplernerrting.
of Englislr
.¿.íti.l$::1..
tJUE-STIONARy
i,'r*ot ..";'l:t
ilfffi#ffim €,-*{u\,!r.^ '__ Next present some questions $,hicil
*
I
For now
long
will
t(i;d iiÉf-$j_ 5,
\.i*,í&:sL# \-TLrrsm##v
,.r\,.rrri:W¿)
be appreciatecl vou answers
have -vou been teaching English
? y' n4rLa-ty I
abo.t rhe Proje* orreaching trre Elgli¡h Lansrragc in Eremcnrarv mr e t rrn g u t h en' o * *ni L ii. i,-u r i., ;h;.¡;i-,, "
illfftü';l:fJ iliP9l """
;',*'':r::2r ::1 t¿
3. Wrat arc lhe perspecfives that -vou have wheu are ser tlterEnSlislr t*:r**. inrrre etenréniiau';.t,ool ( -vou lo,
'Tr
Lr-'{-ill."
,, ) ¡ - .\..t,1r iC{,+ L t
6u, É.rade) , 'á¿( ,i .
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_.
,reacrring
-t!-
cLctk-t*.iL-L<t !}¿.,
,,
.,.L{ A4.r.r_
O-*,.U ,nould be the objectives oI learn. learnlng the English ':" ""J""t;cs of ,'A language in our countn,.) o- ./ ., L* ..i ,/-r.-aoe ./txu-|,{- , L() tzr*lt .n_t¡ ,
" r:':^/t7-:""-,i
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.¿-.,,fu.¿rr¿..6.-;<
lo*"
(/ U-
ay_ re;nonciing
ilre srudenrs to this projecr ? X* {J' g-t-Lr-Lt-r-<
-r-" ,üuu,
lltquy f).\&(-t*u I
.
7- Have received so¡:re t¡ainirg courses t0 deverop trris project..l
7L4
, ). jlr;.
3#fi:;i"t;,Hil1#::;1$
¡-r,,Fn ui"^j*
.
with text bqoks or anoüer materiar to develop their ciass of/ / .t
r.tD, clLl', ^"J2,:;:u!!Íor}'
*,
*cA^*1
9 -.Are you satisfied rvhit you. p.ofersion as Englislr Teachefl ¿t
,.4't;vo't.-ú' l¿'t'
c''f{- ¿'i I
,!
í) "o'
c
lO-\&har suggesrions; can -you make to ilris projecl what the l\{INED is irn_plelnentrng. '¡ _¿-
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(}UESTIONARY NAME:
tla
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Next present some questions which will be appreciated you answers
i
-
For"how long have -you been teaching English
2-\4{lat is your oniruon áhr¡r,r rl,o n-_.: . s' I or úi ;r; r','íiil; 3
U.J fffr lT: Yvv
2 ¿et-t<
'
i:
i:ilHl i l[ ?iii',:l ff*',:Íe
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3. Wirat are the persr - Eür, si ü:;
ü,
"¿;ü:u_e ü:li: iü ti:Íldl#,1!u.1'u _a^4) il';i r
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s
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n
E r em en r a
ry
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¡o are erv i, i'iü.,. ";:i:l*r"':.
6 - FIow are responding ilre sruclenrs ro rhis project
i
Ie*nring ard reacriing
-8n"'-"- ,'^d)at")
2 -l¿q, /er+rAce)
J #.4,
/á_4-e--
7v-¿+¿
,.xmnrebainingcoursestodeveloptltisproject.?.Y1.&|¿*,)-t/¿") 8-Haved you been
n
*'j1* oranorher the r mar material riar to develop
text books Engl English i sh in EI "^"Tj Elementaillll*"*ith emenui, r.iri
j r"'
l9o
o
'T* t ffit¿¡ 1*rr., o -€-"-¡rü l^ ^t-.',--^'""') A-v{-ne/an_J.J
tr:r#
e
ll)nl¿¡D
9 -'{fe you satisfied whit your profession as English Teacher-a
l'-\&'hat suggestions
can
you
make
r* llris pro¡ecr
their ciass
of
, .t-rr-o /" ro-L"-l-
"t*t, &@
whar rhe MINED is irnprenre,ting.
QUESTIONARY
DEGREERESPONSIBLE: n¿rt' 'CENTER SCIIOOL: lf 4<, .uQ, ,, ,,,b"
s:-,tCJ-ll4
Y
Next preseut sotne questions rvhich will be appreciated you atrswers
i-
For how
ic;lg
*lI
have vou beell leaclting English
,.t
?
UU.' 'f *'tt f
t",l
"
2-What isyouropirriorr abour tlle Prtrject oIteaching the Englislr [.arruuage in [:lentenltn' School that the lvllNED is impelling at the moment in the Publics schools'l --l--
r,,rir'r('({ is, ,\l''r \l\i ,wf,,',t,f .':. .'rL , {]'
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3. What are üre perspectives that you ltave whert you are serving the leanting anrl teaching the English language in the Elernelltary School ( l '' 6th grade) ?
'l (,0- (ír,r]rl\t,{'r' ¡,'l'\/q r'., .{,'uu\o¡'r \[t,,r¡rf li,vttl l[,,-t', Ci.,. l,r\(-],y.(.,,. \,,.rr,,1.,,r\rr,'\
(.'(
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l/.,,,/
-Wich slrould be the ob-iectives oileamiug thc Englislt language in our couutn'?
l)uvt'\tl 1,\\r'l/ 1\<,t\ [.],'tt trrul,r,.f ,, y.(r¡r<{i,,cf ,l; rlt.rr ,r,¡
)
)r\t((rt(,ttt\
5-llou' is developiirs inside their classroo¡n the Project of tbaclring English language in Elementary School?
["\ ¡r
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4, ,,(
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6 - How are responding the students to this Pro.iect
!oa'dr \t)rne s\,,.\ t,rl\
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[
11
I
¿"',l(,if't-'.
prcr.iect.? , J..'1 ltno^', ,,,vc' ,,
7- Have received some trainins courses to develop tlris
üo+, [.-1 Prrr'¡[ó
r {o
r r r r /.,V.r,
'' ¡
/'(t {l?)
8-Haved You been provided with rext books or anotfrer nratenal to develop their class of' English in Elernurtary school?.
'U
o
/
cl ,.
-;
\'vr ¿1
-/*' ' ' t.-'( "
9 -fue you satisfied whit your profession as English l-eachefl
-fut,
L rlcrrL\Jc,
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.r'rr
u-.
-/rrtS rr.,, ,Á ir<¡
lO-Whal suggestiotts can you make lo tlüs projec{ what the N4INED is irnplernenting
PtrU6D ¡t,ll{/f¡¡
n^L{ú
|
lrrUJ+
ilstf ]eul' bo,llts ,','rl/r/a ,..,c,r /rirr-¡ I (ti.t ¡,t ¡),r., / ,t/l
fr-ov,
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r
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ANI{E,X J{" 2 QIJtrSTIONNARItrS TO STIJDTNTS
cuEsTIoNARro
(ANNEX 2)
uxrynnsmAD pnn¡cócrcA DE EL sALvADoR
cüEsTroNARrO
(ANNEX 2)
Nombre: Grado: Centro Escoler: OBJETIVO: Obtener infor¡nación relacionada con el desenvolvimiento de los estudiantes que están involucrados en este proyecto. Cottocer las difeuites impresiones acerca del aprendizaje del idioma ingles en Educación Básica
A continuación te pr$entamos algunas preguntas y nos gustarfa que nos las respondieras.
1- ¿Te gusta la materia de
Inglés? Si n
No f:l
porque?
I
2-
¿Con que frecuencia recibes clase de Ingtés?
3-¿ Que has aprendido en la clase de inglés?
4-¿Anteriormente habías recibitlo clases de inglés en tu escuela?
Si
No
5- ¿Usas material de apoyo para tu clase de inglés? (diccionario, libro de texto, u otro ) especifique.
6- ¿ Habla ingles el maestro
(a) durante la clase?
1- ¿Te gusta como desarrolla la clase tu maestra (o)? 8- ¿ T e deja tareas de inglés tu maestro (a)?
9-
Quien te ayuda hacer tus t¿reas de inglés papá o mamá
10-¿ Te sientes motivado
durante la
clase de inglés?
#
CUESTIONARIO
C-€útroEscolffi
A continuación tepresentamos algrmaspregrmtas y nos gusEía que nos las responüerasI r¡' ^'t. : ,+ ,j, 1 '
I-¿Teguo lamateriade Ingtes?
@
uWT,-ry-m_ No
2- ¿Cuantas veces a la semana recibes clase de Inglgs| 3-¿ Qrre es lo que
hs
aprendido en
h
clase de
I
ingles?
Porque?
P-\4/1I/
Y4 Y, n^j'4*
4-¿Anteriormente habías recibido clases de ingtes entu esureh?
5- ¿Usasmmuial de
'
*.**"
@
q|Q-/W
No
nho dels:úo'u
:
G ¿ Tu m¡esua (o) E
7-
hbh
en
ingle dr¡ra@
l¿ clase?
¿Tegush como desa¡olla laclaseümaesha
&.¿ flacesueasde ingled?
(tY @
@
9-' quien te ayuda hacer
tus tareas de
l0-¿ Te ci€aesmotñ,ado
dúaffi la clase deingles?
ingtes papá
o
4v"Uv
frs.-n/y<Á-¿
mamá
@
jt-
tl*"
úo
)
CUESTIONARIO
:H A continuación te presentamos algrmas preguntas y nos gustaría que nos las respondieras.
l-
¿Te gusta
h
mat€ria
ds
Inglel li_
No
Porque?
2-¿Cuantasvecesalase,manarecibesclasedelngles?,'.
3-¿
@e
es lo
ul'15. V€Z- \ l h 9:úfÑ¡
qe has aprendido en Ia chse de ingles?
ingles en tu escuela? É-¿Anteriormente habías recibido clases ds
5-¿Ussm¡teriel de
Si
No
paa tu dase de ingtes? (diccionnio, li[bro de tc¡m, u otro )
especinque
G ¿ Tumama (o)te hbla
7- ¿Te
&
en
ingls durmte
gusta como desamlla Ia clase
¿flaaesfreasdeinglcs?
9-
l¿ clase?
¡* W_W"UV_
tuuaestra (op
W
Quien te ayuda hacerh¡s tareas de ingles papá o mamá
l0-¿Teúemesmotivado
drrare l¡ chsedeingta?.
ll
CUESTIONARIO
;ffi
¡*6
Nmbre:41 Grado: Z>q Centro Escolr:
A conrinuación tepresentarnos algunas pregrmtas y nos gustaría que nos las respondieras.
l-
¿Te gusta
laüsteria de Ingle$
No
Porque?
c.lLtr-ls rui,4¡-.Lr c,lat-!,t:. raJ4 r. .{t r)._T q* ,,"Á)ü f-,:rrpu#fr* !).1'ó'r) fl)r:¿Ltf a#e;t 7lt;' . ü-*.tx J_.t ¡
2- ¿Cnmtas veces a la semana recibes clase de
4
3-¿ Qrre es lo
,
a.-rJJ-f-;-
Gj,fr'
CL
que
has aprendido en la clase de
*t.(íu:
L*l.4. u
Ingies?
^
5- ¿Usasmmial de apoyoparaün clasedei
¿Tumaestna
(o)tehbh
gn
-
&
"L/,
¿Tegüsta como desarrolla la clase tu maestna (/&,t
CUf¿
j',^4
¿ tlaces tueas de ingles'?
Ñ \)
No
(dicciona¡io, h:ho detcrffi, u otro )
inds duruel¿clase?
4'[u¡ie:-q'enfr, 7
¿-tq*W ! t ÜJ
.,1 -,-l ingles? t-tW/-.;" +,,;--'' / "t
4-¿Anteriormente habías recibido clases de ingles en tu escuela?
6
&u,/-:-
(o[
t
41
9- Quienteayudahacertustarcasde ingfes paÉ
omamá
14$N\b
10-¿Te sirmsmotivado
tunte
la
clase
deingles?'e544¡t** ?fu
{-ezftc1
AN}{EX
ยก{o 3
QIJESTIONINARTES
TO TFIE MINED'S COORDINATORS
I.JNIVERSIDAD PEDACCCIC.z'. NOMBRE '. h") -. ,, t?1 u, ,, , - t,1 CENTRO DE TRABAJO: O ,¿.i.q^
CARGO: (c,¡!,nulo,.
D: 3L ShL\rhDOR
/, Ctt.¡,¡li,
(
ort
¿u¡n"
A colttittuación le presentanros algunas pregulltas las cuales le agradecerenlos nos responda.
l-
¿.Cuales son los objetivos que tiene el "Pro.vecto de enseñanza del idicma ingles en educación básica er1 las instituciones publicas.?
l:,
l',rÍ,,v.i^-r li-r.r1rrr¡.
9\''c-\,
/-¿
,J,r''u^
^"'¡.
íor¿-ír,r,
l,
,:(
C¿-¡. l,t
J^,'
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;¿r''1"\'rL)
,-,1"^.^í'1
f
''Cu.,r1"
rI
{-'-
+
!o
)"'"ol!'
r"
t . . nni-
I
2.¿Cuales son las expectativas que tienen los coordilladores de este Provecto?
a,
i .t r
J.
lo
,'n!
f ,r,r,1^ Lrí '¿.,^1.).
¿(
:.ra.c¿l*,.
¿.-t.'l-l
n--c;.cc
y
ftt'ctt')'-)¿
l-L
i
3-¿.Responden ios objetivos del proyecto a las necesidades de la comunidad
9, ,
00,
Educativa'l 1"' , -l^
l'-
l^\^L,, /-
¿Los objetivos
)'
/, /- L
I
LA\
-
metas están fonr-rulados de acuerdo
Lr.,
problemas identificados? c9;r't;",' (cl r^aL^ - /-,,
L.l
,-J(",
f1
cA
r'cue
4 L e,'
f;t,-t
{, I
arirL,
¡ot, ( 2'z ¿'n'e1 (¿rv.'l-/,n y t éu¡-";aa 6u't;ru
,t
"c
a
situacjones
iw¡'tlr-^
l-
acuerdo a las necesidades de
5,,
i
h¡,r,,.,-^ Jc
c\lcct-^
*,.,.
-
cl'
é^ L
( trt,'r,lt lr,
o
'ncr'/'rPaQ
-
5'¿ Los contenidos de los currículos son irlnovadores y están diseñaclos L"
1.
f
,!;06"'.
i^
4-
9C )x¿/e't^"-",,í' /*
cle
la población beneficiada?
f ¿, (l.nítlrrrnics-
n-,
r.^
l-!
.t-/t{c
n.i-1 *r-Tr)o(r;;..-z
^
Es un provecto financiado por recursos del sector publico o tienen aporte de otras instituciones? ( prestanlos BID, ONG u otros) Lt''¡ 1.-'''t' ¿'( rnryoit'^ t>-,rio ct í"^tn' Fo^ L', /'r¡ ' !!|o"t, l -,, 6-¿,
\^¿etl,-l^ f,nut''t)^f¿
' e-r
&iO.
l,l
7- ¿Se han tomado en cuenta los niveles de formación y experiencia de los que llevaran acabo la e.jecución de este proyecto? ún
ítn
¿{'"¿
¡tuuí,','
l-
!tn-
L'T,}o¡ilu,,^on
¿'
t7n-ltez-
8- ¿Se cuellta con recursos para el desarrollo del proyecto? (material didáctico como libros de texto , equipo corllo vhs, grabadoras ofros.) (;' ¿' l'72 ¿'¡7' ls¡-¡rrlt-Ln ¿/a t(ctizr' h¡¡r,o'' ¡-la-^ít f, l* ünr'.n. l^ ¿"/1 ir^ul.t J- *-í"-t,' y i- f ,,.r,.^ tttLv-r¿t,,tw
j'^
./j.
/- J t¡
á'^i'
9: ¿,élariÉ'Ji,i¿ el inrpacro que ha tenido el proyecto en su primera fase.? ,rtact/.¡tr-Lr .)xg ¿-r'uLl, l'¡-r,r^í¡ (^ L( ,f,.rtt;z/ )_ ¿^tt,i-.i H-
?-
t .',
,n,tt!-
lO-¿En las instifuciones en donde se esta ejecutando el proyecto se cuenta con un salón equipado para del desarrollo de las clases de ingles? t*o'¡ c''' '
L
/-¡
l1^t'
-.
1l- ¿Es el mismo maestro de ingles quien
atiende primero, segundo
y tercer
ciclo de educación básica?
S
ol,
L
L
-r:*n,
tp)
!')
.
'A'g"
r'r*-L*'**í'
L
"l f4'l
la., L-tt)
¿\r
^ aroa
bJL
l2-¿El MINED ha capacitado los docentes que están e.jecutando este proyecto? ¿- t^l¡--i T,-",¿'1 /c/ bt.\ f,',-'¿o, S, A-^ Lu*rr'll .b 3 jot: r*l-,
-l
fcr¡t^é,
I
rtn ¡-
0'*. futl¡T7¡
0.\¿.
v
),
ttu,
13- ¿ Cual es su opinión personal sobre este proyecto?
fr,
y'^E
t-,.^-
-.-t-r'eae,+,
(-"t
l,t
c¿..Trt1
0'L,ro,.
)'r
bctt'
Gracias por cu colaboración¡
-¡n"1
^t,
L.]NIVERSIDAD PEDAGÓGICA DE EL SALVADOR NOMBRE: CENTRO DE TRABAJO. CARGO:
A continuación le presentamos algunas presuntas las cuales le agradeceremos nos responda.
objetivos que tiene el "Provecto de enseñanza del idioma ingles en educación básica en las instituciones publicas.? 1- ¿Cuáles son los
2-¿Cuáles son las expectativas que tienen los coordinadores de este Proyecto?
3-¿Responden los objetivos del proyecto a las necesidades de la comunidad Educativa?
4- ¿Los objetivos y metas están formuiados de acuerdo a
situaciones o
problemas identifi cados?
5-¿ Los contenidos de los currículos son innovadores .v están diseñados de acuerdo a las necesidades de la población beneficiada?
6-¿ Es un proyecto financiado por recursos del sector publico o tienen aporte de otras instituciones? ( prestamos BID. ONG u otros)
7- ¿Se han tomado en cuenta los niveles de formación 1' experiencia de los que llevaran acabo la ejecución de este proyecto?
8- ¿Se cuenta con recursos para el desarrollo del proyecto? (matenal didáctico como libros de texto . equipo como vhs, grabadoras otros.)
9- ¿Cuál ha sido el impacto que ha tenido el proyecto en su primera fase.? ;
10-¿En las instituciones en donde se esta ejecutando el proyecto se cuenta con un salón equipado para del desarrollo de las clases de ingles?
11- ¿Es el mismo maestro de ingles ciclo de educación básica?
quien atiende primero. segundo y tercer
IZ-¿EI MINED ha capacitado los docentes que están ejecutando este proyecto?'
13- ¿ Cuál es su opinión personal sobre este proyecto?
Gracias por cu colaboración¡
A]..INEX
l{o 1
LETTER TO TI{E SCHOOL'S PRTNCIPALS
UNIVERSIDI\D PEDAGOG¡CA D= EL SA!-VADOR Diagonal I)r. Arturo Romcro I' 25a- Avcnida Nortc. San Salvaclor, El Salvador, C.A.
PB\: 3ñ{fiSl :26-|ltlñ
;--1-\:
'AINA Y LIBERA
I{M It-ch'-2001
La inft-asct-it¿r L)irectora Acadénrica tle la Universidacl Pedasósica de El Salvador'. FIACE CONSI-AR QLJE: ANA NOEN,IÍ GONZALEZ ZALDI\,ÁR'. ., ulu,nna de esra Linivcrsitiad eri la cafi-cf¿r de Liccnciai"ura crr Ciencias de la EdLrcación, cspecialidad ldio¡ra I
ngl ós.
el cual investigan el tenra: "E,r'aluación de provecto de enseiranza del idioma ingles en educación básica en Ias instituciones públicas del distrito 06-20". para dar solidez científica a su investigación. requieren que usted. les pennitan hacer la investigación con relación a dicho tema. Q-ue se encuentra realizando su proyecto de tesis, en
Y para los usos que los interesados estime convenientes se extiende. firma y sella la presente en la ciudad de San Salvador a los veintiún día del mes agosto dei año dos nlil tres.
San Salvador,4
de Diciembre del 2003
Licenciado Francisco Quintanilla Director de Desarrollo Educativo Ministerio de Educación . Presente.-
Deseándole éxitos
el
frente de sus gestiones educativas, me su valiosa colaboración en lo siglente:
drijo a
usted
respetuosamente para solicita¡le
So1' estudiante de la Uruversidad Pedagóglca de El Salvador, en la carrera de: Licenciatura den Ciencias de la Educación, con especiaiidad en idioma inglés, actualmente estoy trabajando en un proyecto de investisación sobre la implementación de proyectos educativos a nivel nacional, (anexo copia de constancia de la Universidad).
Y recientemente leí un artrculo que publico el diario de Hoy de fecha martes 10 de junio del presente año, en el cual se detaliaba la implementación de la enseñanza del idioma ingles en educación básica en las instituciones publicas.
En dicho articulo se menciona la creación de dos currículos uno para la formación de niños de I " a 3o grado y otro para los de 4o a 6o grado, por lo que me seria de mucha utilidad, si usted pudiera proporcionarme una copia de esos curriculos, para mi trabajo de investipnción. Esperando una respuesta favorable a la presente, me suscribo de usted.
Atentamente,
Ana Noemí Zaldivar
ATTACHA,{E]VTS
SCHOOLS \TISITED
SCHOOLS \TSITED
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lil l)¡¿ttt¡ dt li¡n : N1ilr't('s l(i
\irirri0NA l'ro),er:Lr¡
L,
F:i.S-Ti3i:,3 ilolo dn'igiút ti it() (:ettlt'o.t (.\(olor(.\
f
En$eñan z&deE ñsrgnés HÉegm a ¡os n¡ños de pntxsrel'' SHed* l'ot' yrrttttt't';r
vez-, f)
r¡ril est'olares tic ¡rri rrrero,\' .segrrr rrlo <'iclo tle [rírsica
;r¡rrerrrlcn irrgl(:s err
t'l sistelna ¡rúlrlit'o Susana Joma
l)l l)iarío dc liolt
"(lxrtl aflernrnn.
teaclrer-.
L¡rs aiurrrrros tle }larvulari¡ <larr rtna es¡rontáner bicrrvcnitla a la ¡rrofcsora de irrglés rlei corl¡rlcjo edr¡cat ivo ca id¡litrr Sa n Ántonio. sit uarlo en l¡rcarretcra a I'anchir¡r:rl<rr. S¡¡l Salratlo¡. Iisl c es rr ¡ro <le los ccntros
njlDlr'. clcAi(lo f)o1lac attlo-
l irl¡<lcs <le F,lrrcrrci,irr, ¡tar a
irrr¡rartir cl aprendiza.ic dcl itlionra inglés tles<ie el ¡rri-
nrer grado.
Crrriosanrente. esla escncl;r ts ¡rarle <lcl sclet'to
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¡rraladmenteVictoria Mercedes de PazCorno esta escuela, otr¿s
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parte del esfuerzo contra reIt,i que Educación haceEn la actualidad, este idioma es'exclusiro" de los
alr¡mnos del tercir cickr y hachillerato. El licenciado Fraucisco Quint¿nilla, director de Des¡rrollo Educativo, afi rnró <¡re para llo'ar adelante €sta iniciativa crearon dos cr¡rriculos: trno riirigido a la fornració¡r de los niños de prinrer a tercer gradosy otm para los rlc crrarlo.r sexlo gratlos. lJna vez quc la crrrrícrila sea validad¿ y finaiice Ia fase piloto. lo crral ocrrrrir¡i es-
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rtrx:ir>ttts
El ¡rrolet'lo pilolo lictrc un coslo inici¡l dc 5(l nlii rlírlarcs 1'hvolucc ¡ un.rs
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