Social and pedagogical climate for teaching english at 10th grade general high school francisco mora by Biblioteca "Licda. Etelvina Trejo de Palencia"

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTAD DE EDUCACION

TOPIC OF THE THESIS:

“SOCIAL AND PEDAGOGICAL CLIMATE FOR TEACHING ENGLISH AT 10TH GRADE GENERAL HIGH SCHOOL FRANCISCO MORAZAN, SAN SALVADOR 2009-2010”.

PRESENTED BY: MARISOL QUINTANILLA PAZ ROBERTO LEONEL LEMUS VILLALTA

TO OBTAIN THE DEGREE OF: BACHELOR IN ARTS SPECIALIZATION ENGLISH

APRIL, 2010 SAN SALVADOR, EL SALVADOR, CENTRO AMERICA

INDEX

CHAPTER ONE INTRODUCTION…………………………………………………………

1. OBJECTIVES…………………………………………………………

1.1 GENERAL OBJECTIVE………………………………………… 3 1.2 SPECIFIC OBJECTIVES……………………………………...... 3 2. BACKGROUND………………………………………………………

3. JUSTIFICATION……………………………………………………...

4. STATEMENT OF THE PROBLEM…………………………………

5. FINDINGS AND LIMITATIONS……………………………………..

6. CONCEPTS AND CATEGORIES………………………………...... 10

CHAPTER TWO 7. THEORETICAL-METHODOLOGICAL FUNDAMENTATION….

8. EMPIRICAL FRAMEWORK…………………………………………

9. MONOGRAPHY………………………………………………………

10. THEORETICAL AND METHODOLOGICAL RESEARCH FORMULATION……………………………………………………… 11. DEVELOPMENT AND THEORETICAL DEFINITION…………..

65 67

CHAPTER THREE 12. DESCRIPTION OF THE INVESTIGATION’S SUBJECT……..

13. PROCEDURES FOR GATHERING DATA……………………..

14. ESPECIFICATION OF THE TECHNIQUE TO THE DATA ANALYSIS…………………………………………………………..

15. CHRONOGRAME…………………………………………………..

16. RESOURCES……………………………………………………….

16.1 HUMAN RESOURCES……………………………………..

16.2 MATERIAL RESOURCES…………………………………

17. PRELYMINARY INDEX ABOUT THE FINAL REPORT………

18.BIBLIOGRAPHICAL REFERENCES……………………………

INTRODUCTION The following research is about Social and Pedagogical climate for the Teaching English at 10th Grade General High School Francisco MorazĂĄn San Salvador, 2009.

According to this project, it has observed the social and pedagogical climate and the factors that motivated the Teaching Learning Process like the use of techniques, resources and climate during an adequate class.

It is considered fundamental issues in each item such as intrinsic and extrinsic motivation and frustrations faced by students when learning a second language. Since it is understood that affective factors may not appear related to cognitive factors, which have traditionally been privileged in the classroom.

It is evident in the subject which is taught, if students have the desire to learn, they will get better results if they have to learn. Although there are many factors that influence both in the development of a class and studentsâ&#x20AC;&#x2122; learning.

The motivation is one of the fundamental elements in the language teaching, being regarded as essential, trying to use a language that is not their own one and do not command it, and at the same time learn about it. Therefore, in our research it is reflected that the primary task of teachers is to achieve that the students want to learn. This is the most difficult part, because each student has a personality, environment, learning levels, and the programming will be adapted to the previous characteristics focus on variables that holds our work: Teachers, Students and Climate.

Regarding to teaching methodology used by the teacher, as her or his relationship with the student is very important, students are influenced by its climate and teachers are influenced in both students and climate.

The first draft is divided into six parts: The first part are the Objectives in which is observed the social and pedagogical environment applied in the English Language Process. Besides we are going to identify the social climate used in the classroom. As well as, analyze the pedagogical competences and specific techniques used for teachers during the English Learning Process. The second part is the Background which consists on giving a brief historical and theoretical information about the research topic. The third part is the Justification in which it is backed up the importance to develop an investigation like this. The fourth part is the Statement of the problem in which it is established the problematic situation in General High School Francisco MorazĂĄn. The fifth part is Findings and Limitations in which it is mentioned the different authorsâ&#x20AC;&#x2122; points of view the ideas they share and the differences they have. The sixth part is Concepts and Categories in which it is found detailed concepts commonly used in this research.

In the second draft includes all the elements found within the object of study which is social and pedagogical climate for English language teaching, and finally in the third draft observe the procedures and techniques used for development of research topic.

1. OBJECTIVES

1.1

GENERAL OBJECTIVE To analyze the social and pedagogical environment applied in the English language learning process at General High School Francisco Morazรกn during the year 2009.

1.2

SPECIFIC OBJECTIVES To identify the social climate used in the classrooms to establish and to maintain a positive environment that facilitates classroom learning at General High School Francisco Morazรกn.

To appreciate the pedagogical competences and specific techniques used by the teacher to engage the students at the beginning and at the end of the English Learning Process in an adequate climate at General High School Francisco Morazรกn.

2. BACKGROUND The current times demand more skills and knowledge. Mastering a second language enhances our ability to learn and communicate each other and have the potential to become more competitive in labor and multicultural in our relations with people of different countries. The English language deserves special attention because it is highly diffused globally, allowing to expand our capacity to access to some knowledge generated by people, groups or institutions who speak English, regardless of their cultural origin. . A very brief historical record of English Language Teaching in El Salvador, The English Language Teaching was not always supported by the government, but in 1961, president Fidel Sánchez Hernández had a meeting with Japanese people about how to establish the English Language Teaching on TV. Later on, in October 18, 1963 they began to organize TV programs dealing with English Language Teaching to the act number 6643 of the MINED (Minister of Education).1

In 1964 the administrators of the MINED were formed by the first training on language teaching, then two years later the TV programs dealing with English Language Teaching were authorized. . In 1969 the systematic broadcast began with didactic printed guides written by English Teachers who were teaching seventh grade of junior high school in different institutions in the country.

In 1971 a number of 37,873 students were attending English classes, also in that year new programs were published.

Platero, Gloria Esperanza, Castillo Díaz, Maritza Haydee (1994). Analysis of the methodology used in the English Language Teaching in the seventh grades at the Francisco Morazán and Francisco Menendez National Institute. San Salvador, El Salvador: Universidad Pedagógica de El Salvador.

In 1972 the channels 8 and 10 were inaugurated. And later, a teachers' staff advisement was organized to promote the teaching of English through television. It was broadcasted, and the TV was used in classrooms, and then the MINED received 337, 492.700 colones from the government to support it.

In 1991, the Minister of Education Licda. Cecilia Gallardo de Cano, considered a good design of the English Program would improve the situation of the teaching and learning of English in the country.

Recent efforts by the Ministry of Education to Improve Teaching English Language (Compite Program) was designed in 1995. The Compete Program was created to promote English Language Learning that it was born at the end of 2004. The aims of this program were to develop students` competences in Junior High School and High School degree in the management of the English Language; such linguistic competency skills are four: speaking, listening, reading and writing. Linguistic competencies of teachers who were assigned the responsibility of teaching English at Junior High School and High School were improved. In addition, updating the techniques and methods that they could apply in the classroom.2

In 2008 was created the framework of the 2021 National Education Plan, The Ministry of Education is pleased to make this updated version of the English Syllabus for High School Education available . Its content is coherent with the constructivist, humanist and socially committed curricular orientation. At the same time, it incorporates the vision of developing competencies, making the principles of the policy “Currículo al Servicio del Aprendizaje” be put in practice.3

Ministerio de Educación de El Salvador (2003). Programa Compite (en línea) San Salvador, El Salvador: Recuperado el 05 de noviembre de 2009, de http://www.mined.gob.sv./2021/compite/descargas/compite/pdf 3 Ministerio de Educación de El Salvador (2008). English Syllabus tenth and eleventh grades High School by the Minister of Education, San Salvador, El Salvador: © Copyright Ministerio de El Salvador.

In 2009 none book was created for the uses of the different institutions, therefore teachers were obligated to work with English Syllabus.

3. JUSTIFICATION This research aims to observe the methodologies and techniques used by the teacher in the English Learning Process. Besides, the creation of pleasant or social climate that delivers the acquisition of new knowledge. It is worth mentioning that during this journey, it is also necessary to observe the students’ skills, their level of interest and development skills that each one of them possesses, achieving the goals by the teacher at the beginning of the course.

This research will display resources used in the center of studies, identifying the different components of learning the English language by highlighting the teacher´s task and her or his role in the classroom, fading away the possible frustrations faced by the students in the search for learning of a second language at “General Francisco Morazán” National Institute.

The result of these elements will enable teachers in this field (English language) to appreciate the pedagogical competences present in the learning process used in High School “General Francisco Morazán” in the year 2009.

Besides it is including important topics like the motivations considered that teachers are not responsible for their students’ motivation, but it is necessary to make a mix about social and pedagogical to develop the different skills in the students.

The use of specific methodologies, techniques and creation of an adequate climate by the teacher let to the students will obtain better outcomes of the English Language. Allowing them to complete their education with an acceptable level of the language.

4. STATEMENT OF PROBLEM This research would be influenced by two external factors: its climate and the teaching practice. Regarding to the climate, there are considered elements that belong to two different situations. On one hand, there are found the student's personal factors, as might be the way they perceive the foreign language and its culture. On the other hand, the study center and more particularly the group which it belongs; that is, both as the resources at its available study center and colleagues.

For a good education it is necessary to fulfill some important conditions. To bring up or raise students with certain values you need to stress not only pedagogical education but also relationships. In both cases, it is spoken about conscience and intentional learning. This means teaching students to be responsible and realize the causes and effects of their own actions.

The social climate can be considered as the set of general attitudes and from the classroom through training tasks carried out by the teacher and students, and define a model of human relationship themselves. So it can deduce that is the result of a lifestyle that creates relationships and interactions of behavior between the same members of the classroom.

So the social climate is conditioned by the type of practices carried out in the classroom, for their physical and climate conditions, by the personality and initiates of each of the members, and it is matching the right conditions for that social climate have an impact on an operational and effective of learning, according to the nature of their elements to catch the features that seems of interest with the aim of making the social climate be an allied, not an adversary during the teaching-learning process. Therefore, the purpose of this investigation is to answer the question is the social and pedagogical climate a determinant factor for Teaching English?

5. FINDINGS AND LIMITATIONS

5.1

FINDINGS AND LIMITATIONS

According to Jeremy Harmer’s book, he gives an excellent work in his book “How to be a teacher” for all people at the beginning of their teaching career, because it introduces some basic concepts, besides helping teachers to decide how to put teaching sequences and gives solutions for all problems that teachers face during the Teaching English Learning Process, this is the only book that considers a language classroom from all different aspects, but according to the purpose of Diane Larsen Freeman in her book “Techniques and Principles in Language Teaching” is to provide information for teachers and teacher trainees about the methods that they can apply in their classrooms. By reading and applying these methods, teachers will gain an understanding how to use them. Currently, it exist a variety of methods that teachers can use for their language teaching. However, the aim of this research is not to convince you of the superiority of anyone of them, but how they can be indorsed in Language Teaching. The limitations found in the book of Diane Larsen Freeman, might be that the teacher with the idea of innovating the classes applies the inadequate methods, generating confusions in students because he does not select the appropriate technique. However, John Fanselow´s book carries the same message (change the old methodologies by innovative methodologies) but sadly it is hard reading if you work through the way he suggests to do it, (if you are wearing dressing clothes you should wear jeans and a T-shirt, if you are dynamic, by the sudden, you could be quiet). In another hand, H. Douglas Brown makes important contributions in regard to different kinds of motivation, besides explains their differences inside of the classroom.

6. CONCEPTS AND CATEGORIES Social Climate is an acceptable environment in which a class need to be motivated, exposed to language, and give chances to use it, applying ESA elements (Engage, Study, and Activate) Engage is where the teacher tries to arouse the studentsÂ´ interest, thus involving their emotions with different exercises. Study is where the students are asked to focus in on language and how it is constructed, and Activate describes exercises and activities which are designed to get students using language as freely communicatively as they can with different strategies (plan or method for achieving something) used inside of classroom called seating arrangement such us Orderly rows, Horseshoes, circle and pairwork. Orderly rows is when the students sit in row in classrooms, Horseshoes the teacher will probably be at the open end of the arrangement, Circle makes quite a strong statement about the relation between teacher and student, Pairwork starts working on a problem talking about something in couples developing the different willingness. Willingness is when a person is available to do something using some method (a way of doing something, especially a planned or established way) in the teaching learning process for example Grammar Translation Method, Direct Method, and Suggestopedia. Grammar Translation Method used with the purpose of helping students read and appreciate foreign language literature, Direct Method No translation is allowed, Suggestopedia helps students eliminate the feeling that they cannot be successful.

Pedagogical Climate is when the teacher uses the best methods, strategies and techniques in the development of the Teaching English Learning Process (ELP) English Learning Process is when the teacher is looking for a way how to promote the studentsÂ´ interest with value component believes about the importance and value of task-learning and affective component personal emotional resources to the task-learning

CHAPTER II 1. THEORETICAL-METHODOLOGICAL FUNDAMENTATION The study has as a purpose to analyze the different areas, and dimensions of social and pedagogical climate according to the degree of acceptance or rejection inside the classroom at tenth grade General High School Francisco Morazán. So this is a work called descriptive–comparative, so it tries to show that it is of great importance, there is a good social and pedagogical climate for getting an adequate teaching learning process among students, because if teachers pretend to improve these factors, they must consider many variables that they can be external or internal which are connected with the study of the research.

SOCIAL CLIMATE Social Climate sometimes is referred to as the learning environment, as well as by terms such as relationship and personal development. The Impact of Social Climate on students and teachers can be beneficial or a barrier to learn. The concept of social climate implies the intent to establish and maintain a positive environment that facilitates classroom learning, but in practice, the social climate can be a range of hostility which can vary daily and over the school year. The Social Climate is seen as a major determiner of classroom behavior and learning style, understanding how to establish and maintain a positive climate is seen as basic to improving schools. ESA (ENGAGE, STUDY AND ACTIVATE)1 What elements are necessary for a successful language learning in classrooms? Jeremy Harmer suggests that in the classrooms the students don‟t have the same kind of learning. Besides, he gives a theory about the successful elements in the English Learning Process.

Harmer Jeremy (1998). How to Teach English, Edinburgh England: Addison Wesley Longman Limited.

Engage This is the point in a teaching sequence where teachers try to arouse the studentsâ&#x20AC;&#x; interest thus involving their emotion. Most people can remember lessons at school which were uninvolving and where they switched off from what was being taught them. Frequently, this was because they were bored, because they were not emotionally engaged with was going on. Such lessons can be contrasted with lessons where they were amused, moved, stimulated or challenged. It seems quite clear that those lessons involved not only more fun but also better leaning. When students are engaged, they learn well than when they are partly or wholly disengaged.

Study Study activities are those where the students are asked to focus in on language or information and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect in a long text; from an examination and practice of a verb tense to the study of a transcript of informal speech to discuss spoken style.

Activate This element describes exercises and activities which are designed to get the students using language as freely and communicatively as they can. The objective for the students is not to focus on language constructions and / or practice specific bits of language (grammar, pattern, particular vocabulary items or functions) but for them to use all and any language which may be appropriate for a given situation or topic. Thus activate exercises offer students a chance to try our real language use with little or no restriction a kind of rehearsal for the real world. If students do not have a chance to activate their knowledge in the safety of a classroom, they may find transferring language acquisition and study into language use in the real world far more problematical.

STRATEGIES A strategy it is a plan of action designed to achieve a particular goal, so it can be defined as the best way to achieve the desired objective at the beginning of some situations. SEATING ARRANGEMENT2 In many classrooms around the world students are sat in orderly rows. Sometimes, their chairs have little wooden palettes on one of the arms as surfaces to write on. Sometimes, the students will have desks in front of them. It is not unknown to find the chairs bolted to the floor. At the front of such classrooms, frequently on a raised platform (so that all the students can see them), stand the teachers. In contrast, there are other institutions where you can find students sitting in a large circle around the walls of the classroom. Or you may see small groups of them working in different parts of the room. Sometimes they are arranged in a horseshoe shape around the teacher. Sometimes, it is not immediately obvious who the teachers are ORDERLY ROWS, HORSESHOES, CIRCLE, PAIRWORK.

Orderly Rows Orderly rows imply teachers working with the whole class. Some activities are especially suited to this kind of organization: explaining a grammar point, watching a video, using the board, demonstrating text organization on an overhead transparency which shows a paragraph, for example. It is also useful when students are involved in certain kinds of language practice. If all the students are focused on a task, the whole class gets the same messages.

Circle and Horseshoes In smaller classes, many teachers and students prefer circles or horseshoes. In a horseshoes, the teacher will probably be at the open end of

Harmer Jeremy (1998). How to Teach English, Edinburgh England: Addison Wesley Longman Limited.

the arrangement since that may well be where the board, overhead projector and / or tape recorder are situated. In a circle, the teacher‟s position where the board is situated is less dominating.

Pairwork Give the students chances for greater independences. Because they are working together without the teacher controlling every movement, they take some of their own learning decisions, they decide what language use to complete a certain task, and they can work without the pressure of the whole class listening to what they are doing. Decisions are cooperatively arrived, and responsibilities are shared.

WILLINGNESS The ability is an innate skill, talent or ability that holds a person to carry out successfully and of course particular activity or work, so that learning a second language should be contemplated which are detailed below:3 A willingness to listen: good learners listen to what‟s going on not just in the sense of paying attention, but also in terms of really listening to the English that is being used, soaking it up with eagerness and intelligence. A willingness to experiment: many good learners are not afraid „to have a go‟ they are prepared to take risks, to try things out and see how it works. Of course, not all successful language learners are extroverts, but the urge to use language (loudly of quietly) is an important one. A willingness to ask questions: although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, they urge to find out why is part of a successful learner‟s equipment. Good teacher frequently invites students to ask if they don‟t understand something. Good learners do this, judging when it is appropriate and when it is not. 3

Harmer Jeremy (1998). How to Teach English, Edinburgh England: Addison Wesley Longman Limited.

A willingness to think about how to learn: good learners bring or invent their own study skills when they come to a lesson (and/or when they study on their own) they think about the best way to write vocabulary in their own wordbooks, for example, the best way to read a text (slowly, translating

every

word?

quickly,

trying

get

general

understanding?) the best method of drafting and re-drafting a piece of writing. A willingness to accept correction: good learners are prepared to be corrected if it helps them. They are keen to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constructive criticism rather than punish them for being wrong. Giving feedback involves praising students for things they do well, and offering them the ability to do things better where they were less successful. It involves teachers in judging their student‟s responses to correction so that they can act accordingly. According to Jeremy Harmer in his book “The Practice of English Language Teaching” A preoccupation with learner personalities and styles has been a major factor in psycholinguistic research. Are there different kinds of learners? Are there different kinds of behavior in a group? How can we tailor our teaching to match the personalities in front of us? All depends of the adequate social and pedagogical climates to achieve the Teaching Learning Process.

GRAMMAR TRANSLATION METHOD The grammar translation method is a foreign language teaching method derived from the classical method of teaching Greek and Latin. The method requires students to translate whole texts word for word and memorize numerous grammatical rules and exceptions as well as enormous vocabulary lists. The goal of this method is to be able to read and translate literary masterpieces and classics.4 4

Ministerio de Educación de El Salvador (2008). Compite Training Program and Linguistic Certification for Methodological Competences for MINED Teachers 2008. San Salvador, El Salvador: Copyright ® Ministerio de Educación de El Salvador.

Translation is the easiest way of explaining meanings or words and phrases from one language into another. Any other method of explaining vocabulary items in the second language is found time consuming. A lot of time is wasted if the meanings of lexical items are explained through definitions and illustrations in the second language. Further, learners acquire some short of accuracy in understanding synonyms in the source language and the target language. Communication between the teacher and the learners do not cause linguistic problems. Even teachers who are not fluent in English can teach English through this method. That is perhaps the reason why this method has been practiced so widely and has survived so long. According Diane Larsen Freeman this method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better, but not improve their fluency.

DIRECT METHOD

The direct method of teaching foreign languages, sometimes also called the natural method, refrains from using the learners' native language and uses only the target language. The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language. Second language learning must be an imitation of first language learning, as this is the natural way humans learn any language (Baby never relies on another language to learn its first language). The Direct Method has one very basic rule: No translation is allowed.

SUGGESTOPEDIA Suggestopedia is a teaching method which is based on a modern understanding of how the human brain works and how it is learned most effectively. At the beginning of the session, all conversation stops for a minute or two, and the teacher listens to the music coming from a tape recorder. The teacher waits and listens to several passages in order to enter into the mood of 16

the music and then begins to read or recite the new text, his or her voice (teacher) modulated in harmony with the musical phrases. The students follow the text in their textbooks where each lesson is translated into the mother language.

PEDAGOGICAL CLIMATE A pedagogical climate is the environment that is established through a series of learning situations in which there is effective interaction between the teacher, and the person who constructs knowledge (the student), resources and strategies for achieving adequate methodological of significant learning. Pedagogical settings are also marked by the identity, for the management of their own cultural identities and what is the possibility of building relationships of solidarity, understanding and mutual support and social interaction. The environment is a space where students project their lives, experience confidence and make group experience. A place where happiness is the result of the positive assessment of the existence, in which trust and affection are the background atmosphere of familiarity between teacher and students.

ELP (ENGLISH LEARNING PROCESS) Research in the field of language indicates that there are many things you can do to become a successful learner. Some people may have special abilities linguistically, but most of us can "learn to learn" language effectively. Curiosities about language and culture, daily study, and the commitment to use English in every possible situation while in an English-speaking environment, are very important conditions for success. Learning a foreign language is an inexact process. Very few people learn to use a foreign language as well as a native speaker does. Fortunately, very few people need to learn English like a native English speaker in every skill area. English programs are aware of the wide range of approaches and curriculum available.

VALUE COMPONENT AND AFFECTIVE COMPONENT

Students believe that having control of their behavior in learning and who think they can influence the environment (not the reverse), tend to achieve 17

higher levels of learning. Those who believe in their internal sources of control (his conviction, his need) they execute better their work. The role of these beliefs in the good outcome and only one is responsible (self-efficacy) leads students to have higher expectations for success and a better persistence to achieve it.

2. EMPIRICAL FRAMEWORK MONOGRAPHY I. Geographic Data.5 The Department of San Salvador has a land area of 72.25 km2, divided into 19 municipalities, the municipality of San Salvador is bounded on the north by Cuscatancingo, Mexican and Nejapa, on the east by Soyapango, Ciudad Delgado, San Marcos, on the south by San Marcos and Panchimalco, and on the west by Antiguo Cuscatlan and Santa Tecla. The political party that governs the town today is the rightist party Alianza Republicana Nacionalista (ARENA) represented by Dr. Norman Noel Quijano Gonzalez, the municipality of San Salvador has 8 cantons and 47 hamlets, the population is about 316.090 inhabitants, the percentage of men is composed by 144.217 and female percentage is about 171.873. II. Historical Data6 San Salvador is the capital's political, economic and spiritual lives of the Salvadoran nation. Around April 1, 1525 and in the vicinity of Cuscatlan, Captain Gonzalo de Alvarado, under orders from his brother, Peter Allen, founded a Spanish colony, with the title and name "Villa de San Salvador", Diego de Holguin was the first mayor. By June 1526, the colony was attacked and burned by the warlike Pupils. On 1 April 1528 Captain Diego de Alvarado founded the colony in the valley of La Bermuda, near and south of Suchitoto. The valley claims made against Captain Martin Estete, fierce Pedrarias agent, who pretended to incorporate these territories to the Government of Tierra Firme. Shortly after, many of its neighbors accompanied the advance of Don

Almanaque 2009. Estado de Desarrollo Humano en los Municipios de El Salvador. Programa de las Naciones Unidas para el Desarrollo (PNUD). San Salvador, El Salvador. Fundacion Dr. Manuel Ungo FUNDAUNGO. 6 Instituto Geografico Nacional Ing. Pablo GuzmĂĄn (1990). MonografĂa del Departamento y Municipios de San Salvador. San Salvador, El Salvador. Instituto Nacional de Turismo de El Salvador

Pedro de Alvarado in his two great nautical expeditions: one to Peru and another to the Moluccas. In 1539 ended the brave resistance Cuzcatlecos and some families of the valley were transferred to the La Bermuda at Acelhuate left outside. They built a village called "The Village" which gradually became more important than neighborhood and village itself. In 1545, with permission from the royal audience of inmates. San Salvador was rebuilt in the valley Zalcoatitan and became the outline of the city, with center the town square or "Plaza weapons", Freedom Park today.

In 1551 was founded the convent of Santo Domingo, in 1574 was San Francisco and in 1625 was La Merced. Cradle of independence of Central America, so in that city was the first cry of independence on November 5, 1811. On January 24, 1814 another insurrection broke out. On September 21, 1821 was signed on the porch of the chapter, the Act of Independence of Central America. On June 3rd 1822, the Imperial Column, under the orders of the General Manuel JosĂŠ Arce, defeated the invaders, after eight hours of bloody fighting in the Battle of Mexicans; San Salvador was submitted by the imperial armies under the command of General Vicente FilĂsola.

Fallen Empire Mexican, Central America was established in Federal Republic and El Salvador on one of its States, June 12, 1824 San Salvador was built in the state capital of El Salvador. From March to September 1828, resisted the place the federal army imposed. San Salvador was the capital of the Central American Federation from 1834 to 1839 and was destroyed by the earthquake of 16 April 1854. Resisted to the sacrifice and heroism copy until October 1863.

III. Demographic Data7 The population is 316,090 inhabitants according to 2007 census, the

area is 72 km2, the metropolitan area is about 568 km2 and the rate of population growth is 1.69% of the population density is 2067 inhabitants per km2.

IV. Hydrographic Data8 The main rivers of the municipality are the river Acelhuate that it is located 2.2 km from the city and the river Lohuapa at 5.2 km and also the rivers like: Matalapa, The Garrobé, San Antonio, Urbina and Casa de Piedra. Among the streams are the Garrobo, Sirimullo, The Quebradona, the lame, Las Lajas, El Manguito, La Lechuza, pets, San Felipe, Tutunichapa and Mexicans.

V. Data Recognition9 1) Map of San Salvador

Instituto Geografico Nacional Ing. Pablo Guzmán (1990). Monografía del Departamento y Municipios de San Salvador. San Salvador, El Salvador. Instituto Nacional de Turismo de El Salvador 9

Alcaldía Municipal de San Salvador (2010). San Salvador, El Salvador : Recuperado el 10 de diciembre de 2009, de http://www.sansalvador.gob.sv/?page_id=3392

2) General description of spaces and symbols10 The City Hall was established on January 1, 1855 and since that year to date has worked in all activities that belongs to the municipalities as the Civil Registry, Public Works, Cadastre, Management, etc. But until July 1998 that incorporates the work of City Planning in the city giving priority to their rescue both urban and architectural history and cultural and until May 1999 that is intended to create a museum in the city with the idea of adding other important equipment educate and influence culturally. Besides, enhancing their wealth because it is considered a unique city in the country.

The symbols of the city are the shield, flag, hymn and stick built. The first three came at the initiative of a contest launched in 1943 the shield was designed by the painter Jose Mejia Vides, shows four quarters both in the upper right and lower left oblique carrying blue and white (representing the federal and national flag); the upper left panel shows an emerald necklace, a symbol of Cuscatlan and the remaining bell of the Church of La Merced which is awarded to José Matías Delgado have had it in the independence movement of 1811. The flag was designed by initiative Hymn of the authorities was elected as elaborated by Carlos Bustamante the word and Ciriaco de Jesus Alas the music.

The municipal sticky in turn shows a series of figures and symbols relating to local history from the top down these images are representative images of native breed, first mayor Don Diego de Holguin, Carlos V of Spain, Royal Decree which named San Salvador City by Mayor Don Antonio Gutierrez, in 1811 Presbitero Jose Matias Delgado, Seal of Liberation 1811 and Seal of Independence 1821. Currently, Shield Municipality and National Emblem God, Union and Freedom.

Alcaldía Municipal de San Salvador (2010). San Salvador, El Salvador : Recuperado el 10 de diciembre de 2009, de http://www.sansalvador.gob.sv/?page_id=3392

3) Basic housing structure11 Homes and their characteristics. The houses in the municipality of San Salvador are built with cement, blocks, bricks and duralite, many of these have fine finishes especially in the colonies of middle-class family and there are very few high marginal areas in the capital, and a little old infrastructure.

VI. Economic and Social Structure, according to their access of services 1. Basic Services. Public services which account the municipality of San Salvador are: telecommunications, electric lighting, train washing facilities, drinking water, and sewer systems. Among the local resources are: markets, hospitals, health units, clinics ISSS, clinical care, Red Cross, nursing homes, rehabilitation institutes for handicapped, hearing and speech centers, major central government offices and bank branches. Concerning the educational aspect of many centers serving government and private education, several schools of basic education, secondary, high school and universities. 2. Indicators of Educational Services:12 11

Instituto Geografico Nacional Ing. Pablo Guzmán (1990). Monografía del Departamento y Municipios de San Salvador. San Salvador, El Salvador. Instituto Nacional de Turismo de El Salvador 12

Alcaldía Municipal de San Salvador (2010). San Salvador, El Salvador : Recuperado el 10 de diciembre de 2009, de http://www.sansalvador.gob.sv/?page_id=3392

The educational system of the municipality of San Salvador is composed of 95 schools ranging from kindergarten-, 168 basic education, 16 secondary education, 18 institutes, 26 rural centers and 747 institutions of public and private education, 10 universities, some detailed below, the cup school in the municipality as regards the nursery sector is 55.4, cup of primary schooling is 102.4 and the rate of average schooling is 75.6. Instituto Nacional Francisco Morazán Instituto Nacional Francisco Menéndez Instituto José Alberto Camus Universidad Tecnológica de El Salvador Universidad de El Salvador Universidad Centroamericana “José Simeón Cañas”

3. Health Services Indicators. In relation to health services in this municipality has 5 tertiary hospitals, 7 health units, 65 red cross and a wide range of private clinics, laboratories and pharmacies, available mainly in Colonia Medica and its environment. Below are some of them. Hospital Nacional Rosales Hospital Bautista Hospital Militar Central Hospital de Especialidades del ISSS Hospital de Maternidad 4. Economic indicators.13 According to economic indicators such as labor supply are the manufacture of food products, soft drinks and beverages, textiles, garments, leather goods, wood and metal furniture, mattresses, soap, chemicals, pharmaceutical, rubber products asbestos, cement, appliances, bottle caps, aluminum products,

Alcaldía Municipal de San Salvador (2010). San Salvador, El Salvador : Recuperado el 10 de diciembre de 2009, de http://www.sansalvador.gob.sv/?page_id=3392

silverware, jewelry, string instruments, placards, signs, advertisements, vegetable oil, assembling appliances. According to local trade there are hotels, restaurants, nightclubs, stores, bookstores, pharmacies, entertainment centers, grocery stores, bazaars, markets, banks, savings and loan associations, miscellaneous stores and sales of all kinds. Its marketing is done with the interior of the country and neighboring nations.

5. Cultural Indicators With respect to family structure are 2 types of nuclear and extended. Where there is more nuclear family in urban area, whereas the rural area is made up of extended families because they live parents, sons, uncles, grandparents, etc. b) Local costums Salvadoran families celebrate their feast from August 1 to August 6, which are dedicated to the Divine Savior of the World, days of national holiday. This time the main events are the parades of floats through the town, and a religious procession, the fifth day culminating in a ceremony that represents the transfiguration of Jesus and a principal Mass on Nov 6, in front of metropolitan cathedral.

SOCIAL AND PEDAGOGICAL CLIMATE FOR TEACHING ENGLISH AT GENERAL HIGH SCHOOL FRANCISCO MORAZAN.

The General National Institute Francisco MorazĂĄn was founded on February 18th 1950, by professor RubĂŠn H. Dimas who being Minister of Education had the initiative of creating an institution exclusively for young girls in the face of the necessity to rescue moral values and to avoid internal conflicts in the mixed institutions. The concern of Professor Ruben H. Dimas and his wife Melida Dimas by the dropout rate was due to unwanted pregnancies

The institute started functioning in an old building where the kindergarten is currently located Decroli Garden, a modern building built later.

In 1951, it was moved on to the 3rd Street East # 415 behind the San Jose Church, because the students population grew and was moved in 1952 to the 9th Street East # 415 currently used Eucharistic school.

In 1954 the Minister of Education Dr. Reynaldo Galindo Polho and the Principle Clementina Valdez Piche's widow, became interested in constructing a building for the institution itself on 1st Street West and 23rd North Avenue # 1250, where it currently works. It is the history of this institution one of the factors that motivates to study applying instruments and interviews both teachers and students which allows to meet the social and pedagogical reality at General High School Francisco MorazĂĄn.

SOCIAL CLIMATE

The social climate is a structure related to the interaction of the whole set of factors that interfere in the learning process, including physical and architectural features, organizational factors, both teachers and studentsâ&#x20AC;&#x; characteristics are determinant elements of a climate class. The complexity of the social climate of the classroom highlights the need of elaborating instruments that facilitate its mediation.

The classroom is the human physical environment in which formal education takes place. Its form determines the lives and behavior of subjects in its act. The subject learns a continuous process of assimilation and accommodation of the environment to him or her. The space occupied by members of the classroom is the reality in which they live, develop, demonstrate their interaction on it and, above all, it is the trace of symbolization. According to Jeremy Harmer, classroom studentsâ&#x20AC;&#x; do not usually get the same kind of exposure or encouragement as those who are picking up the language. But that does not mean they cannot learn a language if the right 26

condition apply. Like language learners outside school, they will need to be motivated, and exposed to language, and given chances to use it. Therefore it can say what elements need to be presented in a language classroom to help students learn effectively. These elements can be called “ESA” they are Engage, Study, and Activate.14 Teachers have an important part in the learning students‟ process. They have to look for a strategies of how to engage the students at the beginning and at the end of this process. How can students be motivated? Through games, music, discussions, stimulating pictures, dramatic stories, and amusing anecdotes. All these activities are going to permit the teacher to engage them with the topic. Another way to engage them is to ask ideas about the entire topic, students will give many opinions and the teacher will write them on the whiteboard.

Students can be focused on grammar points of the target language and how it is constructed; taking into account that every single student learns in different ways, that is, a teacher cannot use or apply the same methodology in the same group or even next year. For example, some students learn faster than others and love experimenting new things and, however, other students prefer to be more reserved and just listen and understand before speaking. Some teachers think that studying grammar is an important step for them to establish a framework that really helps them in the learning process. If the teacher presents a variety of techniques, students will have a different style of learning and become more familiar with the new words that are presented on texts or dialogues. How can teachers active the students‟ interest? Through exercises and activities that are designed to give the students the opportunity to communicate each other freely. One point that teachers must emphasize on students‟ perspective is that his/her class is not only focused on grammar but also how

Harmer Jeremy (1998). How to Teach English, Edinburgh England: Addison Wesley Longman Limited.

they could acquire it in specific bits of language (grammar, pattern, particular vocabulary items of functions). There are strategies that can help teachers to develop a better communicative class: role plays is one, in this way students are going to feel they form part of any activity where they can act out such as: dialogues, presentations, debates, discussions, and story and poem writing. If students do not feel comfortable using any of these strategies the teacher should try to find out another strategy or alternative to get his/her attention because if they are bored or tired they are not going to assimilate any topic.

MOTIVATION

Motivation is the key to all learning. Lack of motivation is perhaps the biggest obstacle faced by teachers, school administrators, and parents. Behavioral problems in the classroom often, or always, seem to be linked to the lack of motivation. Intelligent students are often out-performed by less bright students with high motivation. If a student is motivated enough he or she can accomplish learning of any scale.15

Intrinsic Motivation The main idea of motivation is to capture the student's attention and curiosity and channel their energy towards learning. Intrinsic motivation is motivation from within the student. An intrinsically motivated student studies because he or she wants to study. The material is interesting, challenging and rewarding, and the student receives some kind of satisfaction from learning. For instance, one student is a senior at high school. She never misses homework, is always using her dictionary when a word comes up she does not know, and as a result of these kinds of habits she always does well on her tests. The teacher can see if the students had their homework done or not. She prefers tasks that are moderately challenging. She demands more effort from herself and has a need for deep understanding. To have an intrinsically motivated student is the goal of all motivational development. 15

Brown H. Douglas (2002). Teaching by Principles and Interactive Approach to Language Pedagogy second edition, EEUU: Addison Wesley Longman.

Extrinsic Motivation An extrinsically motivated student studies and learns for other reasons. Such a student performs in order to receive a reward, like graduating or passing a test or getting a new shirt from mom, or to avoid a penalty like a failing grade. Here is a description of one extrinsically motivated student, she is a very good student, and actually shows signs of being intrinsically motivated, but in general she is inclined to put forth the minimal effort necessary to get the maximal reward. When the teacher gives an assignment in class, she often tries to chat with her friends or fails to get started, but if the teacher says this will be taken up and graded, she is often the first one finished. Her intrinsic motivation shows when the material is of great interest to her, or something she feels strongly about. Also, if the teacher can get her curious about something, without her being distracted, she works hard at it. She performs well, as with many of my students who are extrinsically motivated, if the teacher gives her a task where she has control, the task is very clear, and she is involved in the dynamics of the class. It seems that when intrinsic motivation is low or absent, extrinsic motivation must be used. Although extrinsic motivation can, and should, be used with intrinsically motivated students, too. If students are not given a reward or credit for their efforts and no feedback is given to the student, then most students' intrinsic motivation would begin to decrease.

WHICH IS THE SEATING ARRANGEMENT IN CLASS?

In many classrooms around the world students sit in orderly rows, but in the case at General High School Francisco Morazรกn, some other methods are used by the teacher in the Learning Process such are: Orderly rows, Horseshoe, Pairwork, and Circle.16

Harmer Jeremy (1998). How to Teach English, Edinburgh England: Addison Wesley Longman Limited.

Orderly rows When the students sit in rows in classrooms, there are obvious advantages. It means that the teacher has a clear view of all the students, and the students can see the teacher in whose directions they are facing.

Horseshoes In a horseshoe, the teacher will probably be at the open end of the arrangement since that may well be where the board, overhead projector or tape recorder are situated.

Circle The teacherÂ´s position, where the board is situated is less dominating. Classes which are arranged in a circle make quite a strong statement about the relation between teacher and the students. If, therefore, teachers believe in lowering the barriers between themselves and their student, this kind of seating arrangement will help to the English Language Learning Process.

Pairwork This technique gives to the student independence, because they are working together without the teacher controlling every move.

WHAT CHARACTERISTICS DO A GOOD CLASSROOM LEARNER

Inside the classroom, some learners seem to take advantage of whatÂ´s going on more than others. It looks as if they are more engaged with the process of learning than their colleagues. Teachers are aware of this too. They will frequently say that successful students possess some or all of the following characteristics.17

A willingness to listen A willingness to experiment 17

Harmer Jeremy (1998). How to Teach English, Edinburgh England: Addison Wesley Longman Limited.

A willingness to ask questions A willingness to think about how to learn A willingness to accept correction

HOW TO BE A GOOD TEACHER? According to Fanselow John, suggests that, both for the teacher‟s sanity and the students‟ continuing involvement, teachers need to violate their own behavior patterns. If a teacher normally teaches in casual clothes, he should turn up one day wearing a suit. If a teacher normally sits down, she should stand up. If he or she is normally noisy and energetic as a teacher, he or she should spend a class behaving calmly and slowly. Each time teachers break one of their own rules, they send a ripple through the class. That ripple is mixture of surprise and curiosity and it is a perfect starting point for students‟ involvement.18

One of the greatest enemies of successful teaching is the same routine. If we ask to different students this question, many of them will answer with different proposal. A good teacher is who makes her/his lessons interesting. A good teacher is who has a lot of knowledge. A good teacher is who has a positive sense. A good teacher is someone who has an affinity with the students A good teacher should try and draw out the quiet ones and control the more talkative ones. A good teacher should be able to correct people without offending A good teacher is someone who helps rather than shout. A good teacher is someone who knows the students‟ names. A good teacher is someone that looks for the best methods to reach students‟ learning. A good teacher is an entertainer.

John F. Fanselow (1987). Breaking Rules. EUA. Longman Abril 29 2009, de http://www.tttjournal.co.uk

A good teacher is someone who motivates the student to talk and practice the new language and gives security during the class. A good teacher is someone who makes funny a boring class.

PEDAGOGICAL CLIMATE

Knowing how much control it would take on the situation and personal perceptions of efficacy in the English learning language. It should be achieved to add or to put in the same direction the (A) Control beliefs + (B) Efficacy beliefs to succeed in quality learning. The personal experience in this one as in other learning itâ&#x20AC;&#x;s should indicate what level, and the possibility of realizing it to start a new learning, carrying out it successfully. Of course, at the beginning of the course, it should experiment on communication skills, to raise awareness of the abilities and possibilities of the new student.

Values are perhaps the clearest aspect of the whole process of learning: that is, studying languages is necessary. And that's why people return once and again, perhaps we fall down into the same method, and pay for the same failure. But the human interest, social and labor is so strong that oneself continuous in the determination. But when students do not perceive the relationship between action and results, when they thought to reach or to receive (If we say to them that they must learn English to communicate and give them grammar exercises in Spanish) they become passive, anxious, have a lack of effort; therefore, their success is minor, lower, or void. When we repeat course after course the same scheme of learning it goes over to the following position, we would call it "learned hopelessness". We say learned because it is due to the repeated experience of that frustration for not being able to go so far as to his goal, to speak / to understand English to communicate.

When a stable pattern of allocation of many elements to uncontrollable causes (eg, the teacher, the Ministry of Education), leaving the individual with the belief that there is not opportunity for the change or for the learning he/she wants to realize. He/she believes that he/she has no control over these causes and then does an effort to learn. These students do not believe they can "do 32

something" to do things differently in their environment or situation, basically it does not respond to his/her actions. This situation denies any possibility of learning and changing. How many of our young people have this position towards the learning of a second language? after many frustrated years of learning English and the same administrative and pedagogic system. But, how to remove years of this experience, that 'learned hopelessness'? Affectivity: the message of these models is that a pattern of perception of a good internal control, safe, high self-esteem, low anxiety (a little afraid to make mistakes, a little embarrassed, a little perfection to speak), derives in positive outcomes; while the perception of internal void or negative control, the perception of external or unknown controls, low self-esteem and high anxiety, derives in negative results, minor or void achievements. This can be seen daily in our classes. In addition to the intellectual coefficient, exist affective factors (motivation, self-esteem and anxiety) that contribute, although they are not the cause, to learn a second language. The difference in the results in this learning is not both in the studentsâ&#x20AC;&#x; intellectual coefficient and effective factors in the different studentâ&#x20AC;&#x;s attitude states in relation to the learning process of the second language.

Thinking only in the student's Intellectual Coefficient, an aseptic IQ, some teachers might think that what they teach come directly, completely and without changes to the student. With a little experience, teachers would not think like that, affective factors always present change in the reception, the message given by the teacher. To ensure a good IQ, requires that the motivation level for the process will be high and a confidence level in them (self-esteem) of the student will be strong and an anxiety level (fear or embarrassed, of perfectionism) will be minimal.

When emotions make the concentration difficult, its functioning becomes difficult capacity that scientists named 'working memory', the ability to keep in mind all the relevant information for the task that it is carrying out. At the time of speaking in another language, the vocabulary does not come to the mouth; 33

there are committed simple errors of structural formations that in a normal state would never do having a psychological barrier, a state of blockade which does not allow developing the natural abilities to speak in another language. The brain region responsible for processing the 'working memory' is the prefrontal cortex, the same region where feelings and emotions are intersected. Therefore, the emotional stress compromises the proper functioning of the 'working memory' through limbic connections that converge in the prefrontal cortex, making difficult any possibility of thinking clearly, building correct sentences and conversing in an easy way. Students know so much as they can express and understand so much as they can say. Reducing the stress of every day leads a good learning and a better life. The first lesson is to know how to be relaxed and remove the anxiety when speaking, or giving more safety, more calmness at the time of talking in English.

On the other hand, it is considered an important role that redeems the positive motivation linked to some feelings such as enthusiasm, perseverance and confidence about the performance at the time of speaking. According to studies being done in this area, "the Olympic athletes, world-famous composers, and the great masters of chess share a high motivation and a rigorous training routine.

This perseverance depends fundamentally on emotional factors, such as the enthusiasm and tenacity against all types of setbacks". These attitudes are essential even if teachers want to do or put, language teachers (teaching language), but do not count directly with the psychological state of the learner, who learns (and do not do it frequently), and could teach, to the air, but it will not be received by the student, there will be no learning. Learning an interactive language requires working in pairs or better in groups. The emotional state of the group (the teacher must be within the group) is vital for learning a language.

TRADITIONAL LANGUAGE TEACHING19 The grammar Translation Method, the Direct Method, and the Audio Lingual Method have been included not to give a history of language teaching, but because they still strongly influence English instruction in many parts of the world. A fundamental principle in teaching is moving from the known to the unknown. In this case, it means taking into account students‟ previous experience and using some of the activities from methodologies they feel comfortable with, at least in the initial stages.

Grammar Translation Method In a typical Grammar Translation Method class the main focus is on reading and writing, with little attention being given to speaking or listening. Usually, passages are selected from any text-book or author. These passages are read and then comprehension questions are asked and answered, first orally, then in writing. Grammar is taught deductively, through presentation and study of the rules, followed by practice through translations and exercises. Vocabulary selection is based on the reading text used. Words are taught through bilingual lists and memorization. Students are often asked to write the new words in a sentence.

Direct Method The four language skills are taught from the beginning, but a special emphasis is placed on speaking. Classes often start with the reading aloud of a specially graded text which introduces the lesson‟s vocabulary and grammatical structure. Practice follows with exercises such as guided conversation, where the teacher asks questions on the text and the students answer using full sentences. Students will then ask each other similar questions. Other practice exercises include fill-in-the-blanks, dictation, controlled composition or listening comprehension exercises. Grammar is taught inductively, that is to say, language patterns are presented and practiced, but he rules are not explicitly 19

given. In the Direct Method, teacher uses mime, demonstration, and visual aids to help students grammar and vocabulary.

Audiolingual Method (ALM) In the Audiolingual Method, skills are taught in the natural order of acquisition: listening, speaking, reading and writing. Audiolingual classes begin with a dialogue which introduces the lesson‟s sentence patterns. The students memorize this dialogue, then practice grammar patterns in drills such as listen and repeat, substitution, chain, and transformation. Accuracy in pronunciation is emphasized and fostered through minimal pair drills where students learn to differentiate between sounds such as the vowels in “ship” and “sheep,” “hit” and “heat,” and “bit” and “beat”. Lessons are sequenced according to grammatical complexity. Translation, considered to cause interference from the mother language, is not allowed. Learning is tightly controlled by the teacher, who follows the text closely.

Communicative approach The emphasis is placed on using the target language to accomplish a function such as complaining, advising, or asking for information. Attention is also paid to the social context in which this function takes place. For instance, different language will be used when complaining to teacher than when complaining to a close friend.

All four language skills are taught from the

beginning. In speaking skills the aim is to be understood, not to speak like a native. Group work is basic to this demonstration. But you may face difficulties in the logistics of organizing your groups. Lack of space, or complaints from other teacher about the noisy moving of desks, might feature in your first few weeks of asking your class to divide into groups.

Total Physical Response (TPR) and the Natural Approach TPR is a language teaching method built around the coordination of speech and action it attempts to teach language through physical activity. The natural approach shares with TPR an emphasis on exposing the learner to hearing and understanding the language before requiring the learner to speak. Language skills are taught in the natural order of acquisition: listening, speaking, reading, and writing. Both the Natural Approach and TPR focus on the importance of listening comprehension as the basis for language acquisition. Both approaches believe that language is acquired, not learned. In other words, learners acquire a language through an unconscious process which involves using the language for meaningful communication. Learning, on the other hand involves a conscious process which results of knowledge about the rules of a language, but not necessarily in an ability to use the language. The learnerÂ´s mother tongue is seldom used. Meaning is made clear by mime, drawing, etc. Great attention is paid to reducing learner anxiety. The Natural Approach stressed that self-confident learners with high motivation are successful learners and that teacher should create a learning climate which promotes self-confident.

Competency-Based Approach The competency-Based Approach focuses on acquiring life coping skills while developing the language to perform these skills. This approach is based on theories of student learning which states that for effective learning to take place, students need to know that what they are studying will improve their lives. The learnerÂ´s needs dominate the Competency-Based Approach. Language skills and grammar and vocabulary are sequenced according to the learnerÂ´s needs. Translation is used only if necessary for communication. Context is used and the learner is encouraged to practice the language by performing real tasks outside of the classroom, such as giving a message to another English speaking teacher.

Innovative Language Teaching These innovative approaches have been included in this research because of the language training that teachers may have been taught by language trainers using Silent Way, Community Language Learning, or Suggestopedia and teachers may have asked themselves which elements of these approaches could be used in his or her class. People who have learned languages in these approaches tend either to love or hate them. Regardless of the feelings in the matter, the important task here is to examine the language learning experience and determine what implications they may have for you as a teacher of English.

The Silent Way In the Silent Way learners are actively responsible for their own learning. Learning a language is seen not as a process of habit formation, as is advocated by the Audioligual Method, but rather a process whereby the learner discovers the rules of the target language and then applies those rules to understand and use the language. In other hands, learning is more effective if learners discover the rules for themselves, rather than just remembering and repeating what is to be learned. A basic premise of the Silent Way is that the teacher should talk as little as possible and should encourage the learner to speak as much as possible. Mistakes are considered part of the process of discovering the rules, and the teacher should not interfere in this process by correctly the learnerâ&#x20AC;&#x;s mistakes.

Community Language Learning (CLL) The focus is initially on listening and speaking. Grammar rules are explained and translations are used when necessary to give learners a sense of security and control over the situation. CLL is a method which works best in small groups and which requires special training for its teachers. But, this method contains useful principles which teachers can easily implement in his or her lessons. CLL encourages learners to produce their own materials. By helping to the students to write short stories which are then published in the school magazine, organizing them to write and act plays or skits, and developing project work or school, teachers will accomplish two goals: they will 38

give to the students a sense of ownership and pride and teachers will sidestep the problem of trying to teach with few or inadequate textbooks.

Suggestopedia It is believed that language learning can be made more efficient if the psychological barriers to learning are lowered. Learners raise these barriers and limit themselves because of a fear of failure. In order to make better use of learners‟ capabilities, it has developed a process of “desuggestion,” which it has applied to language learning. This process is designed to promote a relaxed frame of mind and to convert learners‟ fears into positive energy and enthusiasm for language learning. In Suggestopedia, great attention is paid to the environment and teacher‟s role is always calm as students are reassured that language learning is easy and fun. At the beginning of the lesson, the teacher briefly presents the vocabulary and grammar. The text for the day is given to the students‟ mother tongue. The teacher reads the text, while music plays in the background. The students relax, close their eyes and listen. During these activities, students are invited to use their imaginations and to take on new names and new personalities in the target language.

SUGGESTIONS

FOR

USING

SELECTED

LANGUAGE

TEACHING

TECHNIQUES

Grammar Translation Method and Audiolingual Method; if students feel that they must know the rule for a certain feature of grammar, try this adaption of the Grammar Translation and Audiolingual Methods. Tell to the students that they are going to discover the rules themselves. Then they have to work through a set of audiolingual pattern drills which illustrate the feature. After, they have done the drills, ask for volunteers to try to state the rule. If they have trouble expressing the rule, ask leading questions to guide them.

Direct Method and Audiolingual Method; conversations, dialogues, or short narratives can be used to exercise the students‟ ability to guess meaning from context. Ask students to listen for one or two specific words, play a tape recording of a short passage (two to three minutes at most) and ask for guesses 39

about the meaning of the words. Conversations and dialogues are also an excellent way to practice conversational formulas such as greetings and leave taking, simple requests, invitations, apologies, compliments, and the like. Such materials are particularly useful in one-on-one tutoring situations.

Communicative Approaches; one of the distinguishing features of the various types of communicative language teaching is that they emphasize the use of language is realistic ways. As you go about your daily routines, be on the alert for ways in which you use English to carry out simple tasks: for example, taking a phone message for a friend, or interpreting for someone who speaks English but does not know the local language. Adapt these tasks for classroom activities which will motivate your students and allow them to demonstrate their use of English in real life tasks.

Total Physical Response; you can introduce new vocabulary to students using this method. It is especially effective with young learners but also useful in action sequences with adults. For example, any time you teach directions, have your students act them out, both with and without repetition of the directions. This will improve both comprehension and retention. TPR activities are also a good way to break up a session in which students have been sitting a long time.

Natural Approach Borrow some techniques from the Natural Approach for the teaching of vocabulary. Decide on key vocabulary terms to be taught during the presentation phase of the lesson and plan how you will put across the meaning of each of the words.

Silent Way; adapt techniques for teaching pronunciation and basic literacy skills. If there is no sound-color chart available, make your own. Ask students to pronounce key words or to repeat sentences from the words that you or one of your students points to.

Competency-Based Approach; To help your students see how much they are learning, introduce real tasks or competencies and ask them to complete

these. For example, see if they can read a bus schedule and choose the best bus to take. Have them order a piece of equipment from a catalogue.

Community Language Learning; if teachers want to encourage more of a team spirit in his or her class, they can borrow some of the activities from Community Language Learning. These also promote real conversation.

Suggestopedia; these techniques can be used to lower the anxieties of the students to increase their ability to be ready to take in language, especially vocabulary. Teachers might also try such a session during review before exam time to show learners how much they actually know.

TRADITIONAL METHODS USED FOR THE ENGLISH TEACHING LEARNING PROCESS IN HIGH SCHOOL FRANCISCO MORAZAN.

According to, Diane Larsen-Freeman, the purpose of her book Techniques and Principles in Language Teaching, it is provide information to teachers about eight methods of foreign language teaching and one of the principles in these methods is based on techniques associated with each method.20

At school exists diversity of Language Teaching that is traditional applied by teachers like: Grammar Translation, Direct and Suggestopedia Methods. In the first one, Grammar Translation Method is focused on reading and writing, with little attention given to speaking or listening. Teachers provide the students some passages about a specific topic (grammar focus). These passages are read by the teacher and students repeat after him/her and then, comprehension questions are asked and answered. Grammar is taught and practiced through translations and exercises. In some cases, the teacher makes up a vocabulary list where students pronounce and memorize every single word.

Larsen-Freeman Diane (2000). Techniques and Principles in Language Teaching Second Edition. EEUU: Oxford University.

In the Direct Method the four language skills are taught, but a special emphasis is placed on speaking. Some teachers who teach in this way believe or argue that the target language could be taught without translation or use of the learner´s native language. The teacher often provides the students text readings and they should try to read it aloud. This method is focused on dialogues or conversations where students can interact each other. Then, the teacher starts to ask the students some questions and they answer orally. The grammar focus can be taught through mime, demonstration, and visual aids to help students understand grammar and vocabulary.

In Suggestopedia, a great attention is paid to the environment for having a powerful impact on their learning. There are many components that can affect the students‟ attention, among them: comfortable seats, the lighting has not to be harsh, and music plays in the background. Teachers can present them some colorful posters or charts that contain grammatical information which students will absorb (grammar focus) without conscious effort. The teacher´s tone must be calm in order to gain students´ confidence and students are invited to use their imagination using pictures of famous people around the world where they take on new names and new personalities in the target language.

TECHNIQUES FOR AN ACCEPTABLE CLASS To achieve the students‟ participation teachers must present them an attractive material and follow the following steps.  The lesson should be well structured and set out, although the teacher should be flexible. If the activity does not work, the teacher should have alternative and creativity material to try to resolve the situation.

 Tasks should have a level of difficulty that fits to the student`s learning level if they are very easy, the students will be bored and this causes the distraction, fitting noise, etc. It should establish a task goal as clearly as possible. 42

 Activities and texts should be about issues that concern the students‟ needs, experiences and interests. It is interesting that sometimes there are chosen topics in which they are 'experts', that is, they can demonstrate their knowledge and value.  The language function is a tool that allows to communicate, teachers should perform communicative activities, which focus on functions and meanings, not just exercises on grammar.  In case, any student does not pay attention or does not want to perform an activity, we should analyze the situation to find out the problem. This requires students should know whether they have a bad day, have problems with the activity itself (very easy / difficult / not interesting), with the subject, family problems.  Teachers should help students to develop self-esteem and learning strategies, and promote the cooperative learning in class. If students are happy with themselves and see their progresses, the relationship between them will also improve and there will be a pleasant environment in the classroom.

To obtain motivated students seems like utopia. Obviously, teachers will not motivate all students in this learning, but will motivate a large number of them. If teachers practice these steps, at the first moment it is possible not obtain visible results. Students have to get accustomed to this approach and teachers as well as. Be gradually making changes in their attitudes and outcomes. At the end of the course, teachers will be able to appreciate the evolution of the students and this will inspire to the teachers to continue in this way.

COMPONENTS TO LEARN A SECOND LANGUAGE Any student who tries to learn another language has the following components:

Expectation Components: beliefs about capacity or personal ability to carry out this task and learning students will wonder themselves: Will I be able to speak this language? (Objective, purpose: the end attracts, leads to the task to obtain it) so all students are wondering when starting to study a language. The speaking goals, is very clear, perhaps in this field where the objective is clearer.

Value Components: beliefs about the importance and value of tasklearning. The student says: it is very important; I would like to speak very much and to know this language, this culture... about my job, personal improving and pleasures, my friends, or for living in the United States. These values are also insured. It would be a closed-mind person, living in an isolated situation and would not feel this need to speak and understand other languages.

Affective components: feelings about themselves, personal emotional resources to the task-learning. All students think: Am I usually persistent, constant in my job? My affective filter lets me use the best skills to learn a language? My personality is going to allow me to speak and communicate in another language. On the other hand, it will be a barrier that will not let me talk. Will I be able to speak a target language?

WHAT’S THE TEACHER’S TASK? Since the student is not the only one responsible for his or her motivation, the teacher must do everything possible to help them and to wake up their curiosity.  First of all, the teacher should develop certain attitudes with their students: teachers should offer affection and respect to their students

and give some margin up of choice. Students will respect better the norms and will be more attentive during class if they have participated in their development or whether their views were taken into account.  Secondly, teachers must believe that their students are able to realize a successful course and each student also has some ability that makes her or him special. Teachers should be able to transmit this confidence to their students. It is clear that the teacher should have confidence in himself/ herself in order to pass it to their students. If the teacher is not motivated, it is difficult that her or his students will be. It is also important to help students do not fall into a circle of unmotivation.

TECHNIQUE AND DATA ANALYSIS In the field visits made at the General High School Francisco Morazán. It was investigated about the existing population at 10th grades General High School and later pass the survey and interviews related to the study. Once it was obtained the first results from interviews to the teachers, it was proceeded to conduct the research with the survey comparing the data given by both teachers and students and determining in that High School there is no a correct process of English learning teaching, because the methods used by each teacher are not unified. Therefore, there are not adequate social and pedagogical climates for a good English language acquisition.

10TH GRADE GENERAL HIGH SCHOOL FRANCISCO MORAZAN SAN SALVADOR 2009. No. 1 2 3 4 5 6

NOMBRE ACOSTA GUERRERO ROXANA ELIZABETH ACOSTA MILAGRO GUTIERREZ AGUIRRE SALINAS ANA MARGARITA ALFARO ALARCON CLAUDIA VANESSA ALFARO GUTIERREZ CLAUDIA CAROLINA ALVARADO RAMIREZ DENISE SARAI

No. 78 79 80 81 82 83

NOMBRE LEMUS BESSY CAROLINA LOPEZ KARLA PATRICIA LOPEZ MEDINA KARLA MARICELA LOPEZ MENDOZA EVELYN XIOMARA LOPEZ V. KATHERINE ALICIA LOVO PORTILLO NORMA JAQUELINE

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

ALVARENGA HERNANDEZ BEATRIZ MORENO ALVAREZ NOYOLA SANDRA BERFALLY AMAYA CARMEN VERONICA AREVALO R. KRYSIA STEFANNY ARGUETA MARTINEZ KAREN ELIZABETH ARGUETA MOLINA ROSEMARIE ELIZABETH ARIAS AGUILAR WENDY EDITH ASCENCIO GRANADOS ALEXANDER ASCENCIO REYES KARLA ALEXANDRA AVALOS BONILLA KENIA LARISSA AYALA RAMIREZ ALEXANDRA AYALA VILLEDA OLGA LISBETH BADO MARLENE ISABEL BAÑOS AMANDA BARAHONA BOLAÑOS FLOR DE MARIA BARAHONA HERNANDEZ ADRIANA BEATRIZ BARBOSA R. FIDELINA BEATRIZ BAUTISTA CRUZ ANDREA BENITEZ PEREZ STEFANIE SARAI BUENDIA SANCHEZ IRIS ABIGAIL CALLES CARTAGENA IRIS MARLENE CAMPOS CHACON JENNIFER AZUCENA CANIZALEZ VASQUEZ MILENA STEFANY CASTILLO MIXCO ROCIO NATALIE CASTILLO ROXANA ELIZABETH CHAVEZ JIMENEZ MARIA NORA CHAVEZ MARTINEZ BEATRIA ABIGAIL CONTRERAS BERRIOS BLANCA AZUCENA CRUZ CARPIO JESSICA LORENA CRUZ CASTILLO FATIMA VIRGINIA CRUZ NATALIA YAMILETH DIAZ YANCY YAMILETH DONIS CECIBEL DOÑAN REBECA ELIAS MARROQUIN KAREN ELIZABETH ESCOBAR ARDON GABRIELA MARIA ESCOBAR DURAN ELIZABETH CRISTINA FERMAN ELAINE YAMILETH FERNANDEZ BLANCO LILIANA MARGARITA FERNANDEZ HERNANDEZ WENDY STEPHANIE FLORES GONZALEZ JOCELYN ILIANA FLORES MIRA ERIKA ANDREA FLORES SANTOS IRMA YANIRA FUNES ALEJANDRA GALVEZ JENIFFER GUADALUPE

84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128

MANZANO PORTILLO KAREN ALEJANDRA MARROQUIN HERRERA YAJAIRA VANESSA MARTINEZ ALVARADO NATALY BEATRIZ MARTINEZ ELIZABETH MARTINEZ HERNANDEZ LESLIE GABRIELA MARTINEZ PAULA YAMILETH MARTIR HERNANDEZ YANCY ALEXANDRA MEDRANO VELASQUEZ SILVIA CRISTINA MEJIA NERIO YENCY YESENIA MELENDEZ FLORES SONIA BERELICE MELENDEZ MARTINEZ ANA CRISTINA MELENDEZ ROMERO DINORA ALEJANDRA MENDOZA VERENICE MERINO MARTHA JEANNETTE MIRON BELTRAN INGRID MARLENE MORALES KATHERINE ELIZABETH MORENO CAMPOS JENNIFER PAOLA MUÑOZ KARLA PATRICIA OSORIO DIANA JAZMIN PACHECO ERAZO JOSSELYN VANESSA PAYES ACOSTA CLARA REGINA PEÑATE RIVAS JULIA MARICELA PEREZ DELGADO KAREN LISSETTE PINTO ALVAREZ AZUCENA ABIGAIL PLEITEZ HERNANDEZ KATHERINE GISELLE POLANCO BERMUDEZ ALEJANDRA PONCE RUBIO MIRIAM JUDITH RAMIREZ HERNANDEZ LAURA MARIA RAMIREZ SANDRA NOHEMY RAMIREZ ZELAYA MERY STEFANIE RAMOS ROSA IDALIA RAUDA COTO JOSELYN YAMILETH RAUDA COTO MELISSA YAMILETH REYES MARQUEZ MARIXA ESMERALDA REYES PEREZ KATHERINE GABRIELA RIVERA LOPEZ YANIRA ESPERANZA ROBLES RAMOS MAURA LORENA RODAS MENDEZ LIZETH ARACELY RODRIGUEZ PEREZ MAURA JUDITH RODRIGUEZ RUTH DAMARIS ROMERO FATIMA ELENA ROMERO PAIZ LAURA TERESA ROSALES VASQUEZ BRENDA CAROLINA RUANO REYES BRENDA STEPHANIE SALINAS LANDAVERDE ANGELA GUADALUPE

52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77

GALVEZ LOPEZ FATIMA ABIGAIL GARCIA CINTHYA JAQUELIN GARCIA CLAROS KARLA VERONICA GARCIA ESCOBAR KAREN EUGENIA GARCIA LAZO EVELYN FATIMA GARCIA MELISSA ERCILIA GARCIA QUINTANILLA LAURA GABRIELA GOMEZ MEJIA INGRID SUSANA GONZALEZ F. CLAUDIA MARIBEL GONZALEZ PORTILLO STEPHANIE GRANDE COREAS CLAUDIA LORENA GUARDADO MARTINEZ DIANA VERONICA GUARDADO MELGAR MAYBELLE ARELY GUERRA M. NORMA CAROLINA GUZMAN ASCENCIO LILIANA ABIGAIL GUZMAN GIRON ROXANA NOHEMY HERNANDEZ ALEJANDRA HERNANDEZ ARIAS DEBORA ABIGAIL HERNANDEZ FABIOLA HERNANDEZ TORRES JOCELYN VANESSA HERNANDEZ VAQUERANO PATRICIA ABIGAIL IRAHETA SANCHEZ GABRIELA NOEMI LAINEZ VELASQUEZ BRISEYDA ROXANA LANDAVERDE SILVIA YANETH LARIN ALVARENGA BRENDA NOHEMY LEIVA CRUZ MARIA EVA

129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154

SANCHEZ QUINTEROS EVELYN CATALINA SANCHEZ RODRIGUEZ JACQUELINE IVETTE SERPAS MOLINA ESTEFANY YAMILETH SIN NOMBRE SIN NOMBRE SOLORZA HERRERA INGRID JUDITH SORTO MEJIA MIRIAM ELIZABETH TAMAYO CRUZ WENDY LIZBETH TEAS RAY GABRIELA DENISSE TEREZON ARROYO TRACY CAROLINA TORRES PASCASIO NANCY BEATRIZ URQUILLA FLORES ESTER ABIGAIL URQUILLA FUENTES MARIA ELENA VALLE FIGUEROA SHARON ELLEN VALLE HENRIQUEZ VERONICA BEATRIZ VANEGAS CORVERA MONICA LISSETH VASQUEZ CASTILLO KARLA LORENA VASQUEZ DERAS KARLA MARISOL VASQUEZ JACQUELINA GABRIELA VASQUEZ MELENDEZ MARCELA VEGA CATHERINE VELASQUEZ FLORES LISBETH KATHERINE VICHEZ NERIO SILVIA GUADALUPE VILLALTA BARRERA JACQUELINA STEPHANIE VILLANUEVA VASQUEZ VANESSA GUADALUPE ZAYAS ANDREA

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR SURVEY OF THE INVESTIGATION: SOCIAL AND PEDAGOGICAL CLIMATE FOR TEACHING ENGLISH AT 10TH GRADE GENERAL HIGH SCHOOL FRANCISCO MORAZAN, SAN SALVADOR 2009. STUDENTÂ´S NAME: ___________________________________________________________ 1. According to your criterion which will be the best way to line up the desks in the classroom Semicircle Lines Pairwork Others 2. Describe the characteristics that a good teacher should have. Respectful and with capacity to impart the matter Honest, Tolerant and Respectful Dynamic, amusing and compressive All the Previous ones 3. Do you consider that is important to maintain a good relationship between student and teacher, for a good social climate? Yes

4. Can you observe that the teacher uses different techniques, dynamics and teaching methods? Yes

5. Do you recognize the difficulties that prevent you to learn the English language? I don't pay attention in classes Difficulty with my teacher I don't have difficulties The pronunciation and the grammar 6. Do you consider that the teacher tries to innovate his classes or maintains the same methodology? Yes

7. Has the teacher ever presented motivational techniques? Yes

8. Do you consider that the methods used by the teacher are suitable for your learning? Yes

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR INTERVIEW OF THE INVESTIGATION: SOCIAL AND PEDAGOGICAL CLIMATE FOR TEACHING ENGLISH AT 10TH GRADE GENERAL HIGH SCHOOL FRANCISCO MORAZAN, SAN SALVADOR 2009.

TEACHERÂ´S NAME:_OSWALDO ILDEBRANDO SEGURA ORTIZ________________

1. What type of method(s) uses during the development of your classes? Audio Lingual Method Translation and Interpretation Suggestopedia 2. What are the tools you use during the class? Record-Tape, CD-Player, Chart, Book, Dictionary 3. How are the desks arranged? In semicircles and lines are preferred when the groups are large. 4. In the classroom, is there English material? In previous years there was an English room, which was equipped for this purpose; at present no material used on walls unless there is an exhibition. 5. What is the book used in class? Side by side 6. How many hours a week do you teach your subject in each classroom? 3 hours during the week of 45 minutes per hour 7. What is the percentage of language that you consider your students have? It is estimated that one out of 20 speaks English. 8. What is the type of assessment that you make to your students? Listening, writing and oral tests 9. How many English teachers are working with the tenth grade General High School? 2 English teachers at General High School

10. How many students are there in each classroom has? Among 30 and 45 students 11. In what year was enabled the labor placement program? In 2009 12. What languages are taught to the students? English and French 49

13. What are the motivational techniques that you perform during the language learning? Songs from the 80Â´s and 90Â´s 14. The institute has distractions that prevent you for making the teachinglearning process? Sounds of cars, congestion, have enabled windows muffs, but there's leaking.

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR INTERVIEW OF THE INVESTIGATION: SOCIAL AND PEDAGOGICAL CLIMATE FOR TEACHING ENGLISH AT 10TH GRADE GENERAL HIGH SCHOOL FRANCISCO MORAZAN, SAN SALVADOR 2009.

TEACHERÂ´S NAME:_OSCAR ADALBERTO SANCHEZ_________________________

1. What type of method(s) do you use during the development of your classes? Grammar Translation Method Direct Method 2. What are the tools you use during the class? Record-Tape, Chart, Book, Dictionary, Marker and MINED Program 3. How are the desks arranged? In lines because there are approximately 50 students 4. In the classroom, is there English material? According to the task allows the material stays a week on the wall 5. What is the book used in class? Any one. 6. How many hours a week do you teach your subject in each classroom? 3 hours during the week of 45 minutes per hour 7. What is the percentage of language that you consider your students have? The percentage is low and the incidence is one student per class, because they acquired the language in another country or by taking courses in private institutions. 8. What is the type of assessment that you make to your students? Listening, writing and oral tests 9. How many English teachers are working with the tenth grade General High School? 2 English teachers at General High School

10. How many students are there in each classroom? 50 students 11. In what year was enabled the labor placement program? In 2009 12. What languages are taught to the students? English and French 51

13. What are the motivational techniques that you perform during the language learning? Dynamics like hot potato, divide the class into teams to create competition. 14. The institute has distractions that prevent you for making the teachinglearning process? Sounds of cards and congestion

RESULTS FROM SURVEY / 2009 According the field visits made at the General High School Francisco MorazĂĄn. This was the results obtained in the survey pass to the students of 10th Grade General High School. No. 3

7 8

No. 1

DONâ&#x20AC;&#x2122;T ANSWER

QUESTION

YES

Do you consider that it is important to maintain a good relationship between student and teacher, for a good social climate? Can you observe that the teacher uses different techniques, dynamics and teaching methods? Do you consider that the teacher tries to innovate his classes or maintains the same methodology? Has the teacher ever presented motivational techniques? Do you consider that the methods used by the teacher are suitable for your learning?

151

QUESTION

ANSWERS

According your criterion which will be the best way to align the desks in the classroom?

Semicircle

Lines

Describe the characteristics that should have a good teacher.

Respectful and

Honest,

with capacity

Tolerant and

to impart the

Respectful

D/A

Pairwork

Others

Dynamic, amusing and compressive

All the

Previous ones

matter

Do you recognize the difficulties that prevent you to learn the English language?

124

I don't pay

Difficulty with my teacher

I don't have

The

difficulties

pronunciation

attention in classes

and the grammar

READ DATA 1. According to your criterion which will be the best way to align the desks in the classroom SEMICIRCLE

LINES

29.2%

27.9%

PAIRWORK 42.2%

OTHER 0.6%

45.0% 40.0% 35.0% 30.0% 25.0% 20.0%

Series1

15.0% 10.0% 5.0% 0.0%

SEMICIRCLE

LINES

PAIRWORK

OTHER

READ DATA The graphic above shows the result from the answers obtained in question 1: 29.2% (forty five) of the students selected the option SEMI-CIRCLE, because they considered that the teacher is able to see all the students in the classroom, and the students are able to see the whiteboard and the teacher, as well as each other. 27.9% (forty three) chose LINES, because students considered that the teacher stands in the front of the room and all the studentsÂ´ desks face the teacher and controls all the movements. 42.2% (sixty four) selected PAIRWORK, because every student would have a partner to work with and can fading away the possible doubts during the development of the class, and 0.6% (one person) chose OTHER. It means that she did not have a clear definition of seating arrangement.

2. Describe the characteristics that a good teacher should have? Respectful and with capacity to impart the matter 10.4%

Honest, Dynamic, Tolerant and amusing and Respectful compressive 3.9%

5.2%

All the Previous ones 80.5%

All the Previous ones Dynamic, amusing and compressive Honest, Tolerant and Respectful

Series1

Respectful and with capacity to impart the matter 0.0% 20.0% 40.0% 60.0% 80.0%100.0%

READ DATA

The graphic above shows the result of the answer obtained in the question 2: from teacher can be RESPECTFUL AND WITH CAPACITY TO IMPART THE MATTER, 3.9% (six) answered HONEST, TOLERANT AND RESPECTFUL, 5.2% (eight) chose DYNAMIC, AMUSING AND COMPREHENSIVE, and 80.5% (one hundred twenty four) selected ALL THE PREVIOUS ONES. Most of the students considered that a good teacher must have all the detailed qualities in the survey, also show a high respect for student displaying behavior that is difficult to break.

3. Do you consider that it is important to maintain a good relationship between student and teacher, for a good social climate? YES

98.0%

2.0%

120.0% 100.0% 80.0%

60.0%

Series1

40.0% 20.0% 0.0% YES

READ DATA

The graphic above shows the result from the answer obtained in question 3: 98.0% (One Hundred Fifty One) selected the YES option and 2.0% (three) students replied NO. According to the students they considered that for reaching better achievement it is necessary a good relationship between student and teacher, because the teacher is responsible for creating a good social climate catching the studentsÂ´ attention, achieving in this way the appropriate technique of teaching and make the perfect union between the social and pedagogical.

4. Can you observe that the teacher uses different techniques, dynamics and teaching methods? YES

NOT ANSWER

57.8%

41.6%

0.6%

NOT ANSWER

Series1

YES

0.0%

20.0%

40.0%

60.0%

READ DATA The graphic above shows the result from the answer of the question 4: 57.8% (Eighty nine) selected the YES option, 41.6% (sixty four) of the students replied NO option, and only 0.6% (one person) did not answer the item; observing in the environment one of the teachers is monotonous during the development of the class, and the another uses different techniques, but never check if the students understand. According to the manifested by the students it is necessary that exist in the institution teachers with vocation to teach the subject and students expect that the institution supervises teachersÂ´ performance in the development of the class.

5. Do you recognize the difficulties that prevent you to learn the English language? ANSWERS

NO ANSWER

1) I don't pay attention in classes

2) Difficulty with my teacher

3) I don't have difficulties

4) The pronunciation and the grammar

5) No answer

12.3%

31.2%

8.4%

38.3%

9.7%

5) No answer 4) The pronunciation and the grammar 3) I don't have difficulties

Series1

2) Difficulty with my teacher 1) I don't pay attention in classes 0.0% 10.0% 20.0% 30.0% 40.0%

READ DATA The graphic above shows the result from the answer of the question 5: 12.3% (nineteen) considered that DO NOT PAY ATTENTION IN CLASSES, 31.2% (forty eight) chose DIFFICULTY WITH THE TEACHER, 8.4% (thirteen) answered I DO NOT HAVE DIFFICULTIES, 38.3% (fifty nine) considered THE PRONUNCIATION AND THE GRAMMAR, and 9.7% (fifteen) NO ANSWER. 38.3% of students manifested that one of the teacher only speaks in English and never checks whether they understood the directions, in spite of that the teacher knows that students do not possess an advanced level in language he always focuses on those students who have an intermediate level in language creating an unpleasant and disagreement environment because they feel excluded of the class.

6. Do you consider that the teacher tries to innovate his classes or maintains the same methodology? YES

54.5%

45.5%

YES NO

READ DATA The graphic above shows the result from the answer of the question 6: The 54.0% (eighty four) of the students selected YES option and the 45.5% (seventy) of the students replied NO option.

According to the survey the

students require that the teachers do some changes in the methodologies and use different techniques considering the different level of English in the students applying the appropriate techniques for the development of the class.

7. Has the teacher ever presented motivational techniques? YES

NOT ANSWER

52.6%

46.8%

0.6%

60.0% 50.0% 40.0% 30.0%

20.0% 10.0% 0.0% YES

NOT ANSWER

READ DATA The graphic above shows the result from the answer of the question 7: 52.6% (eighty one) students considered the YES option, 46.8% (seventy two) chose the NO option and 0.06% (one) student DID NOT ANSWER. Some students reported that teacher lacks of creativity and always uses the same book without changing the technique; besides students considered that they do not learn anything when they are doing exercises without an adequate explanation of the teacher, because they make a copy of the partner book. Besides they considered that the use of different techniques help students to engage a second language in a better way.

8. Do you consider that the methods used by the teacher are suitable for your learning? YES

NO ANSWER

55.8%

42.2%

2.0%

NO ANSWER

YES

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

READ DATA The graphic above shows the results from the answer of the question 8: 55.8% (eighty six) students considered the YES option, 42.2% (sixty five) chose the NO option and 2.0% (three) students NOT ANSWER. According to the students one of the teachers should change his methodology, be more respectful and check whether they have understood the class and never begin a new topic in the next class without do a review of the gained learning. Some of them considered that was necessary to reinforce the last topic taught.

THEORETICAL CONSIDERATIONS According to the analysis of the different instruments of this research, it has concluded that for maintaining an adequate social climate in the classroom students have to work in Pairwork. Besides, the teacher must possess a personality with the capacity of inspiring respect, trust, tolerance and ability to teach the subject among others, these are good qualities for a teacher to provide adequate social climate; also, the teacher must use different techniques during the development of his classes and does not be monotonous, even whether he uses different techniques and dynamic. He is obliged to verify whether students have gained understanding of content and will correct them in a respectful way, taking into account all opinions, whether the students have or not an advanced level, in order to discover the different difficulties language learning that they face in the classroom.

In relation to the pedagogical climate in which concern closely to the teacher and the institution, it has been observed that teachers use different methods and the institution does not monitor the progress of students, so it is recommended to standardize the methods used by each teachers, which will allow students who are at a low level to catch up with the students who have some level of fluency in the language.

In addition, the institution should provide adequate space, textbooks, laboratories, recorders and CD-Players updates and in the absence of financial means to implement these techniques, the institution should monitor the methods, techniques and treatment of students are in the appropriate parameters for the proper development of a social and pedagogical climate.

9. THEORETICAL

AND

METHODOLOGICAL

RESEARCH

FORMULATION The classrooms at General High School Francisco Morazรกn are the human physical climate in which teaching takes place; its form determines the lives and behavior of subjects in its act. The subject learns a continuous process of assimilation and accommodation of the environment for him. The space occupied by members of the classroom is the reality in which they live, develop, demonstrate their interaction with him and, above all, it is the trace of symbolism that has for them.

According to the field of study that it was conducted in research on social and pedagogical climate for English language teaching in the first year at Francisco Morazรกn General High School, it was observed that many students are not in accordance with the teaching method used by one of the teachers because he tends to be very demanding and generates a tedious environment inside the classroom, since he only considers students who have prior knowledge of the language or those that show a real interest in language, excluding all the students who were not believed to have the ability to learn the language, disregarding the intellectual capacity of each student by not taking into account for the dynamics made. 21

Jeremy Harmer suggests that, a good teacher is who in spite of they

are feeling terrible (outside the classroom), they put on a good "teacher's face" when they enter the classroom, beside a good teacher is who has his own personality and interact with students showing respect all the time.

In the information received by the second of the teachers, it was discovered that he shows great respect for the students; however, his classes are monotonous and even predictable. It is understood that the study of the pedagogical climate is relevant when it comes to think about the role and functions of the teacher. The experience of the proposed research responds to

Harmer Jeremy, How to Teach English, Addison Wesley Longman Limited 1998, Pag.1

this concern in the sense of contributing the trainer a significant tool whose aims are to study the perceptions of students. Therefore, the teacher is obliged to make appropriate changes during the development of his classes in order to demonstrate the acquired knowledge by the students.

10. DEVELOPMENT AND THEORETICAL DEFINITION Speaking of the components found within the English learning involves many factors, but especially in this learning, it must remember the mix that should exist between the social and pedagogical, because any student who tries to learn another language has the expectations of component beliefs about personal capability or ability to carry out the task of learning and the role that teachers play. Students who believe to have the control of their behavior in learning and who think they can influence the environment and not otherwise, tend to achieve advantageous levels within the group.

Many students have this attitude towards learning the second language after so many fruitless years of learning English and within the same administrative and teaching system, which can be predictable, monotonous or demanding, and without opportunity to learn, if students do not have previous studies or a more prominent level within the group., but how to remove the experience of years, that learned hopelessness?

It is known that in addition to IQ, there are affective factors (motivation, self-esteem and anxiety) that contribute, although it is not the cause of learning a second language. The difference in results is not so much in the IQ of the students, as in the affective factors or in the different attitudinal statements of the student related to the learning process of a second language.

When emotions hinder the concentration, it would hinder the operation of cognitive ability that scientists call working memory, the ability to keep in mind all information relevant to the task you are doing. When practicing another language, the vocabulary does not come to the mouth, make simple errors of structure formation in normal condition never do. Students have a psychological barrier, a state of blockade, which does not allow them to develop their natural abilities when speaking another language.

There is a close relationship between both the environment group and work environment, acceptance of others, freedom, self esteem, relaxation to 65

speak and make mistakes and learning effectiveness. That is, the teacher should pay attention to this point in language learning, so teacher influences on learning and the sum of all these aspects is what makes the learning is good and successful and that the teacher is a professional in the field making a perfect combination between social and pedagogical.

CHAPTER III OPERATIVE FRAMEWORK 1. DESCRIPTION OF THE INVESTIGATIONâ&#x20AC;&#x2122;S SUBJECTS In this investigation can be observed that the institution has two different English teachers at 10th Grade High School who possess their own teaching style, generating in the students confusion, apathy and preference for the one who gives them the best treatment, no matter what his methodology is.

According to the interviews done to the two teachers, they had different opinions that motivated us to observe the field and the reality of the institution, determining with the field visit that students have apathy for the language. Besides, it was observed that a minimum percentage of students possess an intermediate level of the language and these students are those that have attended classes in private institutions. Summing up this investigation that a very high percentage of students is not able to hold a conversation in English, opposed to what one of the teachers manifested during the interview.

Forty percent of students manifest to learn the language it is mentioned that they are apathetic to the demanding teacher who seldom speaks them in Spanish, they also manifest that one of the teachers has inclination or preferences for those students who show a real interest or manage the language, generating a hostile climate during the classes, and the rest of students feel rejected or excluded during the dynamics. A high percentage of students also inform that one of the teachers do not change his classes making them monotonous and predictable, concluding that one of the important factors that motivate students to show interest in the language depends on the teacher and the techniques applied, and the respect showing to the student.

One of the points in which they are not agree with the students is that they require that only one teacher school them, since they cannot get used to the variety in pronunciation, being our recommendation that method should be unified by teachers, so that students be able to understand the contents with more easiness, being this an alternative to develop the four abilities of the English language.

2. PROCEDURES FOR GATHERING DATA It was proceeded to conduct a survey to the students of 10 th grade at General High School Francisco Morazรกn to make a poll of different views on students and teachers about the techniques used by each of them. They were also interviewed to corroborate the statement made by the students, observing the methodologies used and the whole deal that teachers give to students. At the beginning, it was marked apathy expressed by many of the students in one teacher who is disrespectful and the techniques used by the teacher are not appropriate because the students report that he does not bother to check whether the knowledge has been acquired in each one of the classes taught. In the second teacher, it was observed that he is very attentive and appreciated by the students; however, the methodology used by the teacher tends to be monotonous and predictable, generating in students conformism and optimal results are not displayed in his classes. Also, it was observed the different problems faced by students for learning a second language.

3. SPECIFICATION OF THE TECHNIQUE TO THE DATA ANALYSIS The technique used for develop this investigations was the descriptive the information obtained from books, interviews with teachers and surveys from students, allowed to obtain a study of the learning process of English language teaching at 10th Grade General High School Francisco Morazรกn. One factor which caught the attention of researchers was that in one of the interviews, one teacher said that a high percentage of students handled the different language skills and possessed great fluency. Being this the trigger to proceed with the research, sadly the data was corroborated by a survey applied to the students, the results were not very favorable, because students have the opportunity to attend private institutions and those born in other English speaking countries, are those who have advantages and this is a very low population in the institution.

RESOURCES 15.1 HUMAN RESOURCES

The Director, Mrs. Maria Elvira Navarrete, and the Sub director, Mr. Luis Ignacio Molina, who is currently directing the National Institute Francisco Morazán. Also, the students at Tenth Grade General High School Francisco Morazán and the English teachers, who provided information about the institution and their teaching, and they allowed to be interviewed and observed during the development of classes.

15.2 MATERIAL RESOURCES Different Textbooks in which it is found the adequate information for developing the topic, some of these books are: “HOW TO BE A GOOD TEACHER” by Jeremy Harmer, Addison Wesley Longman Limited 1998, “THE PRACTICE OF ENGLISH LANGUAGE TEACHING” third Edition by Jeremy Harmer, Longman Limited 2001, “TECHNIQUES AND PRINCIPLES IN LANGUAGE TEACHING” Second Edition by Diane Larsen-Fremman Oxford University Press 2000, “TEACHING BY PRINCIPLES AN INTERACTIVE APPROACH TO LANGUAGE PEDAGOGY” second edition, by Brown H. Douglas, Addison Wesley Longman 2001, and “COMPITE TRAINING PROGRAM AND LINGUISTIC CERTIFICATION FOR METHODOLOGICAL COMPETENCES FOR MINED TEACHERS 2008”. Where it is founded information about the different teaching methods, “INTERNET”. It was necessary to access to some browsers like Google, and some directions that enrich this investigation. SURVEY, in which students gave their different point of views and expectation of English language teaching, “INTERVIEWS” In which the teachers allowed to know about education provides students. “COMPUTER” was one of the most important tool in the development of research. “PRINTER” tool that allowed to materialize the characters and digital images.

PRELYMINARY INDEX ABOUT THE FINAL REPORT

CHAPTER I CONCEPTUAL FRAMEWORK In the first section it is found the introduction of this research: Social and Pegagogical Climate for Teaching English at 10 th Grade General High School Francisco Morazán, in which are considered fundamental issues like: social and pedagogical climates, intrinsic and extrinsic motivation, seating arrangements, traditional methods, component beliefs as value and affective, and so on. In the objectives are detailed the purposes of this project. In the background in which it is embodied a brief historical record of English Language Teaching in El Salvador, some changes undergone by the institution and the contribution of the authorities in concerning of language teaching. In the justification are observed the methodologies and techniques used by each teacher and the creation of pleasant climate that delivers the acquisition of the new language. In the statement of the problem are considered elements that can influence in the students´ learning and the perception of the foreign language and its culture as well. In the finding and limitations are rescued the most important contributions of such as those employed by Jeremy Harmer who does an excellent job with his book “How to be a teacher” because it motivates all those teachers who begin their teaching career, because it introduces some basic concepts, besides helping teachers to decide how to put teaching sequences and gives solutions for all problems that teachers face during the Teaching English Learning Process. Also, Diane Larsen Freeman, shows different techniques to use during the development of classes and without forgetting John F. Fanselow who motivates us to change the old methodologies with new techniques, plus all the

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contributions to this topic. Finally, Concepts and Categories, where they were listed the different concepts of the authors.

CHAPTER II THEORETICAL FRAMEWORK In the second section were developed the different components that are embedded within the issues social and pedagogical climate which are essential for the proper learning process of English language teaching including important points like monography where it is detailed the information nearby to the institution, after it is developed the information rescued to the different authors where it is explained how to obtain a good climate inside the classroom. It is necessary to make a mix of the social and pedagogical climate; therefore, it was given some important point of views for reaching an acceptable environment like motivation which is the key to all learning. It is mentioning the appropriate seating arrangement in class according to the students. Besides which characteristics do a good classroom learner and techniques for being a good teacher. Ending with the components of the pedagogical climate and different methods applied in the Teaching English Learning Process.

CHAPTER III OPERATIVE FRAMEWORK In the third chapter is mentioned the description of the investigationÂ´s subjects where can be observed the two different English teachers who possess their own teaching style, generating in the students confusion, apathy and preference for the one who gives them the best treatment, no matter what his methodology is. In the procedures for gathering data, it was proceeded to conduct a survey to the students and an interview to the teachers observing the methodologies used and the whole deal that teachers give to students. The specification of technique to the data analysis was obtained from books, surveys and interviews allowing to obtain a study of the learning process of English Language Teaching. In the Technique and Data Analysis was investigated about the existing population in this institution and later pass the survey and interviews related to the study obtaining the first results from interviews and surveys making a comparison by both teachers and students. 71

Finally, in analysis and comments data was observed that teachers use different methods and the institution does not monitor the progress of students, so it is recommended to standardize the methods used by each of teachers, which will allow students who are at a low level to catch up with the students who have some level of fluency in the language.

17 BIBLIOGRAPHY REFERENCES  Harmer Jeremy (1998). How to Teach English. Addison Wesley Longman Limited 1998.  Harmer Jeremy (2001). The Practice of English Language Teaching. Pearson Education Limited 2001. Longman.  Diane Larsen-Fremman. Techniques and Principles in Language Teaching Second Edition. Oxford University Press 2000.  John Fanselow. Breaking Rules The Teacher Trainer-Back Articles recovered in April, 29 2009 http://www.tttjournal.co.uk  http://www.mined.gob.sv/2021/compite/descargas/compite.pdf  Platero, Gloria Esperanza, Castillo Diaz, Maritza Haydee (1994) “Analysis of the methodology used in the English Language Teaching in the seventh grades at the Francisco Morazán and Francisco Menendez National Institute”  Brown H. Douglas, Teaching by Principles an Interactive Approach to Language Pedagogy second edition, Addison Wesley Longman 2001  Compite Training Program and Linguistic Certification for Methodological Competences for MINED Teachers 2008