Language Evolution

Language Evolution Academic articles directed to professionals on the English field

Volume 2

May 2016

PRESENTATION Welcome to the second Edition of “Language Evolution” magazine, a significant project created at Sección de Idiomas through Facultad de Humanidades.

For students from “Licenciatura en Lingüística del Idioma Inglés”, and professors, it is a pleasure to present the readers the result of a team work, in which the ideas and points of view of the writers about different topics that are considered as important in the educative field are shared with the readers.

Language Evolution was elaborated with the purpose of sharing and informing about these different points of view to engage the readers. It also has the intention of setting a new pathway which allows future students to express their own ideas with freedom. The magazine shares information in both languages, English and Spanish in order to engage more readers in the different languages. “Language Evolution” is also a contribution to our beloved country and educational community wishing to inspire and generate feelings of change through society to the world.

Editorial Review board M.A. Esther Tezaguic

The best techniques for learning. Pag. 13

M.A. Luisa Fernanda Ramos

MÓNICA DIÉGUEZ

teaching English

M.A. Héctor Palala Lic. Ana Lucia Estrada

Consequences of learning English language at early age and advanced age. Pag. 15 NOHEMI MORALES

Articles Some reasons why women learn a language easier and faster than men. Pag. 1

The importance of teaching English at elementary public schools. Pag. 17

MARIA DEL CARMEN GÁRCIA

NITZA PAMELA MUÑOZ MONZÓN

Fun activities subconsciously.

to learn Pag 3

English

How literature influences foreign language acquisition. Pag. 22

ALEX ESTUARDO CRÚZ HEREDIA

ESTEPHANIE ALBERTO

Learning disabilities on EFL students.

Linguistic parts of English. Pag. 26

Pag. 5

WILLIAM ARGUETA

KARLA GABRIELA SOSA Emotions and second language teaching.

Think in English? Pag. 28

Pag. 7

CARLOS ALECIO

RUDY RENATO CHIC ARRIAZA Homeschooling. Pag. 30 The application of the multiple intelligences in the learning of English language. Pag. 9 ESTEFANÍA BATÉN

EMELY COROY

Behaviorism influence in language. Pag 34 MARÍA LOURDES RODRÍGUEZ SANTIZO

How to reading Pag. 11

optimize your comprehension.

ELSA MONZÓN

An outline of the history of the main schools of language grammar. Pag. 36 LIC. JORGE GUSTAVO LÓPEZ RUIZ

Written by: Maria del Carmen Garcia.

“SOME REASONS WHY WOMEN LEARN A LANGUAGE EASIER AND FASTER THAN MEN” Abstract: Learning a language can be a challenge for everyone, however women a sometimes can develop certain skills to achieve this goal faster and easier than men and it is because they are very communicative people, men are also good at it, but they need a little bit more of effort to get into it.

Key words: LANGUAGE

COMMUNICATION

LEARNING

SKILLS

TECHNOLOGY

Language is a communication system to express ideas and feelings through different ways as speaking, writing and other conventional signs. A language is an important issue in the world, however learning a second language is not a simple thing, it can be easier for some people and harder for others, and it depends of course on different factors.

A common belief is that women are better at languages than men, but the fact is that women have linguistic skills more developed because of their needs, women look for communication, relationships, and interactions with people around them, and women tend to be more outgoing in relation to language learning, men on the other hand look for competitive skills, sports, Mathematics, and technology and they tend to be shy and perfectionist, they do not like to make mistakes.

Men and women are just different and it is impossible to generalize that women are more intelligent just because learning a language results a little easier for them, men are intelligent too but their interests are less communicative and normally a man wants to learn a language for a specific purpose like job or studies while a woman is just trying to communicate in simple daily life with others.

Learning a language has nothing to do with gender, it is about brain structure, social education and preferences. Both can learn a language in different ways, the results will be different and also the time to accomplish it will be different but it is possible. Before taking a decision about learning a new language is important to consider aspects like: “environment, context, culture, exposure to the new language, attitude and motivation” all these aspects can be handle well and adapt to people´s needs to be able to make it works.

Also, to make this situation more interesting there are some scientific studies that have shown how learning a language has helped to avoid Alzheimer and handle better a depression.

Learning a language can be fun, it depends on the way a learner handle it and the personal interests about the language. Go ahead and start learning a new language!

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Escrito por: Maria del Carmen García

“ALGUNAS RAZONES POR LAS CUALES LAS MUJERES APRENDEN UN IDIOMA MÁS FÁCIL Y RÁPIDO QUE LOS HOMBRES” Resumen: Aprender un idioma puede ser un reto para cualquier persona, sin embargo, las mujeres a veces pueden desarrollar ciertas habilidades para lograr esta meta de una forma más rápida y fácil que los hombres, y esto se debe a que las mujeres son personas muy comunicativas, los hombres son buenos también en esto, pero necesitan un poco más de esfuerzo para conseguirlo.

Palabras clave: LENGUAJE COMUNICACIÓN APRENDIZAJE HABILIDADES TECNOLOGÍA El lenguaje es un sistema de comunicación para expresar ideas y sentimientos a través de diferentes maneras como lo son el habla, la escritura y otros signos de lenguaje convencional. Un lenguaje es un asunto importante en el mundo, sin embargo, aprender un segundo idioma no es cosa simple.

Aprender un idioma puede ser más fácil para algunas personas y más difícil para otras, todo depende por supuesto de diferentes factores.

Una creencia común es que las mujeres son mejores para los idiomas que los hombres, pero el hecho es que las mujeres tienen habilidades lingüísticas más desarrolladas debido a sus necesidades, las mujeres buscan comunicación, relaciones e interacciones con otras personas alrededor de ellas y tienden a ser más extrovertidas en relación al aprendizaje de un idioma. Los hombres por otra parte están buscando habilidades de competitividad, deportes, matemáticas y tecnología y tienden a ser tímidos y perfeccionistas, no les gusta cometer errores.

Los hombres y las mujeres son simplemente diferentes y es imposible generalizar que las mujeres son más inteligentes solo porque el aprendizaje de un idioma les resulte un poco más fácil, los hombres son inteligentes también, pero sus intereses son menos comunicativos y normalmente un hombre quiere aprender un idioma por un propósito específico ya sea de trabajo o estudios, mientras una mujer solamente está tratando de comunicarse con otros en su simple vida diaria.

Aprender un idioma no tiene nada que ver con el género, es cuestión de estructura cerebral, de educación social y de preferencias. Ambos pueden aprender un idioma de diferentes maneras, los resultados serán diferentes, así como el tiempo para cumplirlo, pero será posible. Antes de tomar la decisión de aprender un nuevo idioma es importante considerar algunos aspectos como: “entorno, contexto, cultura, exposición al nuevo idioma, actitud y motivación”, todos estos aspectos pueden ser bien manejados y adaptados a las necesidades de las personas para hacer que resulten.

Además, para hacer esta situación más interesante hay algunos estudios científicos que han mostrado como el aprendizaje de un nuevo idioma ha ayudado a evitar el Alzheimer y a manejar mejor la depresión. Aprender un idioma puede ser divertido, depende de la manera como un aprendiz lo maneje y de los intereses personales que tenga en el idioma. ¡Ánimo, es tiempo de empezar a aprender un nuevo idioma!

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Written by: Alex Estuardo Crúz Heredia FUN ACTIVITIES TO LEARN ENGLISH SUBCONSCIOUSLY Abstract Teachers should attempt to make their English classes fun and interesting, this way students will learn English subconsciously. An easy and creative approach to make this possible is to carry out a series of activities that are aimed at subconsciously learning. The most effective way of learning English as a second Language is by acquiring it subconsciously. Students who learn English subconsciously learn faster than students who learn in the traditional way. Carrying out fun activities focused in subconscious learning in the classroom during the teaching learning process is of great importance and students will love it. Here are some activities that can be carry out in the classroom.

Key words:

FUN

SUBCONSCIOUSLY

MOVIES

SONGS

GAMES

Realia. It is a good technique to make an English lesson fun and interesting. This technique allows teachers to bring Real objects to the classroom; this way students studying English as a second language can create a mental bridge between the object and the meaning of the object. It is very useful when introducing new vocabulary to students, for example it can be used when teaching about fruit and vegetables or when teaching cleaning habits.

Students will be able to connect the new words with the object the next time they see it.

Movies. They are frequently used in English class lessons because students are exposed to mother tongue English. Movies teach students how to speak English naturally and master new vocabulary, phrases, grammar and pronunciation. It would be necessary to watch the movie by scenes and for the teacher to explain and have the students comment the scenes.

Students will be able to relate the new words and phrases when they watch any other movies.

Music/Songs. Many students learn by listening to music or by singing songs, this develops their listening skills. Playing modern music in a classroom captures the students’ attention and if it is a popular song they will almost immediately recognize it and begin to participate.

These type of activities not only develop listening skills but also speaking and pronunciation skills.

Games. There are a number of games that can be used to teach grammar. Games have the advantage of allowing the students to practice vocabulary, grammar and structures.

Problem solving and task based games always drag students’ attention and while playing the game the students are focused on the activity acquiring the language subconsciously.

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Escrito por: Alex Estuardo Crúz Heredia ACTIVIDADES DIVERTIDAS PARA APRENDER INGLÉS SUBCONSCIENTEMENTE. Resumen La forma más eficaz de aprender inglés como segunda lengua es adquiriéndolo inconscientemente. Los estudiantes que aprenden inglés inconscientemente aprenden más rápido que los estudiantes que aprenden de la manera tradicional. Realizar actividades divertidas en el aula durante el proceso de enseñanza aprendizaje enfocadas al aprendizaje subconsciente es de gran importancia y a los estudiantes les va a encantar.

Estas son algunas de las actividades que se pueden realizar en el aula.

Palabras clave: DIVERSIÓN JUEGOS

SUBCONSCIENTE

REALIA

PELÍCULAS CANTOS

Realia. Es una buena técnica para hacer una lección de inglés divertida e interesante. Esta técnica les permite a los profesores llevar objetos reales al aula; De esta manera los estudiantes de inglés como segunda lengua pueden crear un puente mental, entre el objeto y el significado del objeto. Esta técnica puede ser muy útil cuando se introduce nuevo vocabulario a los estudiantes, por ejemplo, se puede utilizar en la enseñanza acerca de las frutas y verduras o en la enseñanza de hábitos de limpieza. Los estudiantes serán capaces de conectar el significado de las nuevas palabras con el objeto la próxima vez que lo vean.

Películas. Las películas se utilizan con frecuencia en las lecciones de clases en inglés, porque los estudiantes están expuestos a la lengua materna Inglés. Las películas le enseñan a los estudiantes a hablar Inglés de forma natural, a dominar el vocabulario nuevo, las frases, la gramática y la pronunciación. Habría que ver la película por escenas y el maestro tiene que explicar y hacer que los estudiantes comenten las escenas. Los estudiantes serán capaces de relacionar las nuevas palabras y frases aprendidas cuando ven cualquier otra película.

Música / Canciones. Muchos estudiantes aprenden escuchando música o cantando canciones, esto desarrolla sus habilidades de escucha. La reproducción de música moderna en un salón de clases capta la atención de los estudiantes y si es una canción popular casi de inmediato es reconocida y los estudiantes comienzan a participar. Este tipo de actividades no sólo a desarrollar la habilidad de escuchar, sino que también las habilidades hablar y las habilidades de pronunciación.

Juegos. Hay un sin número de juegos que se pueden utilizar para enseñar gramática. Los juegos tienen la ventaja de permitir a los estudiantes practicar nuevo vocabulario, la gramática y las estructuras. Los juegos de resolución de problemas y basadas en tareas siempre capturan la atención de los estudiantes y durante el juego los estudiantes se centran en la actividad, la adquisición de la lengua es subconscientemente.

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Written by: Karla Gabriela Sosa LEARNING DISABILITIES ON EFL STUDENTS Abstract: Learning disabilities are neurologically-based processing problems. The affected student makes evident difficulties at basic abilities such as, concentrating, associating, long or short term memory and reasoning. The consequences of misunderstanding a learning disability might have a big impact on the individual´s life; therefore, there within the appropriate treatment the scholar can have a regular life.

Key words: LEARNING DISABILITY

PARENTS STUDENT TREATMENT SPECIALIST.

Learning disabilities are neurologically-based processing problems. The affected student make difficulties evident at basic abilities such as, concentrating, associating, long or short term memory and reasoning. For teachers and parents, it is important to understand that learning disabilities can affect individual´s life beyond academics, interpersonal relationships and emotions; and this fact is unfortunately not recognized most of the times as well.

The consequences of misunderstanding a learning disability might have a big impact on the individual´s life; self-esteem problems are on the list of complications, as well as letting the student´s potential out. A learning disability cannot be cured but it can be treated correctly if it is identified.

Types of learning disabilities: the most common are: Dysgraphia: affects a person’s handwriting ability and fine motor skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time.

Dyslexia: affects reading and related language-based processing skills. Dyslexia can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders.

Learning processing disorder: there is difficulty attaching meaning to sound groups that form words, sentences and stories. LPD can affect expressive language and/or receptive language.

Educators and parents must be aware of students’ routine at learning a foreign language, after identifying symptoms and abnormal class performance at home and at school to refer to a specialist if necessary, observation, deep analysis and the proper treatment may prevent catastrophic consequences, ensure language acquisition and provide a comfortable atmosphere.

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Escrito por: Karla Gabriela Sosa PROBLEMAS DE APRENDIZAJE EN ESTUDIANTES DE IDIOMA EXTRANJERO Resumen Los problemas de aprendizaje son problemas de proceso neurológico. El estudiante afectado hace evidentes sus dificultades en habilidades básicas, tales como: concentración, asociación, memoria a corto o largo plazo y razonamiento. Las consecuencias de no comprender un problema de aprendizaje pueden tener un gran impacto en la vida del individuo; por lo tanto con el tratamiento adecuado, el escolar puede tener una vida regular.

Palabras clave: PROBLEMAS DE APRENDIZAJE, PADRES, ESTUDIANTES TRATAMIENTO, ESPECIALISTA. Los Problemas de aprendizaje son basados en dificultades de procesamiento neurológico. El estudiante afectado hace evidentes dificultades en habilidades básicas como concentración, asociación, memoria a corto y largo plazo y razonamiento. Para docentes y padres, es importante entender que los problemas de aprendizaje pueden afectar la vida del individuo más allá de lo académico, relaciones interpersonales y emociones; desafortunadamente este hecho no es reconocido la mayoría de las veces.

Las consecuencias de no entender un problema de aprendizaje pueden tener un gran impacto en la vida del individuo; los problemas de autoestima están en la lista de complicaciones, así como dejar de lado el potencial del alumno. Un problema de aprendizaje no puede ser curado sin embargo, de ser identificado si puede ser tratado correctamente.

Tipos de problemas de aprendizaje; los más comunes son: Digrafía: afecta la habilidad de escritura y motricidad fina. Los problemas pueden incluir escritura ilegible, espaciado inconsistente, planeación espacial en papel, déficit en deletreo, y dificultad para la compostura de la escritura así como pensamiento y escritura al mismo tiempo.

Dislexia: afecta la lectura relacionada a las habilidades de procesamiento de lenguaje. La dislexia puede afectar la fluidez en lectura, decodificación, comprensión lectora, escritura, deletreo, y algunas veces el dialecto y puede estar relacionada a otros problemas.

Desorden del procesamiento del aprendizaje: existe dificultad al adjuntar significado a grupos de sonido que forman palabras, oraciones e historias. El desorden de procesamiento del aprendizaje puede afectar el lenguaje expresivo y receptivo.

Educadores y padres deben estar atentos a la rutina de los estudiantes en el idioma extranjero, luego de identificar los síntomas y un desempeño anormal en casa y establecimiento, referir a un especialista de ser necesario, la observación, un análisis profundo y el tratamiento indicado puede prevenir consecuencias catastróficas y provee una atmosfera agradable.

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Written by Rudy Renato Chic Arriaza EMOTIONS AND SECOND LANGUAGE TEACHING Abstract: this article is directed to teachers that work with students of second languages, not only English teachers. It intends that they have a wider idea about how to promote feelings’ expression inside the classroom.

KEYWORDS: CLASSROOM, TEACHING, COMMUNICATION, FEELINGS, ESL. Learning a new language from the heart -Hi, how are you?

I am fine thanks, and you?

-I am fine too…

If everyone is fine: why do people, ask that question if they already now the answer?

When learning English (and not only English but other new language), most of the teachers educate students to use a “standard answer” for this huge and interesting question: “how are you?”. Reinforcing with this, the paradigm of the strong and brave person, which has been taught since children and continue guiding the lives of the people nowadays.

The previous situation supports a conduct based in a model of thinking, where is reduced the way of perceive ourselves as human beings, humans that feel, that face troubles everyday, that have disappointments and achievements, that are for nothing perfect and that can improve their way of exist on this place called “The Earth”.

Learning a new language is an opportunity to reflect on the own communication habits (and also the other people’s habits), because the evaluation of traditional ways to communicate is necessary and it allows meeting new structures and new ways of expressing thoughts, feelings and emotions. Moreover, by learning a second language, it is better understood the first one. It is here where recognizing emotions from learning a second language is functional, because it allows to evaluate the own communication practices related to emotions and feelings, then: "How are you?" ceases to be an easy question and with only answer, therefore, people are able to answer "I feel frustrated ..." or "I feel sad ..." and this is related with a more human and emotions based communication.

According to the research done by Glasgow University, the human behavior can be divided into four basic emotions: happiness, sadness, disgust/anger, surprise/fear. Disgust and anger in the same way that surprise and fear, shows similar gestures, so that is the reason they combine them. Emotions are energy, so it’s necessary to identify them, accept them and and transform them. Emotions are useful part in everyday life and that’s why they are present in all the text books that help to teach a new language. Emotional intelligence is necessary for establishing healthy human relationships. Emotional intelligence is the ability of managing emotions adequately without hurting or offending others or ourselves.

There is a great challenge in the English classroom, with the English students; everything can start by arising the emotional vocabulary and learning how emotions work in our bodies. It is a huge need, to go back and evaluate why humans are forgetting their emotional dimension. Teaching a new language opens a very important opportunity to learn more about ourselves.

Teach English, teach a new language, teach from the heart.

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Por Rudy Renato Chic Arriaza EMOCIONES Y LA ENSEÑANZA DE UN SEGUNDO IDIOMA Resumen: este artículo está dirigido a profesores que trabajan con estudiantes que están aprendiendo un segundo idioma, no solamente para profesores de inglés. El artículo pretende proporcionarles una idea más amplia sobre cómo promover la expresión de los sentimientos dentro del salón de clases.

PALABRAS CLAVE: CLASE, ENSEÑANZA, COMUNICACIÓN, SENTIMIENTOS, INGLÉS COMO SEGUNDO IDIOMA. Aprender otro idioma desde el corazón -Hola, ¿cómo estás?

Estoy bien, gracias, ¿y tú?

-Estoy bien también…

Sí todo el mundo está bien: ¿por qué la gente hace esa pregunta, si ya “conocen la respuesta”?

Cuando se enseña el idioma inglés (y no sólo el inglés, pero cualquier otro idioma), la mayoría de los maestros, acostumbran a los estudiantes a utilizar una "respuesta estándar" para esta pregunta enorme e interesante: "¿cómo estás?". Con esto refuerzan el paradigma de que se debe ser una persona fuerte y valiente, lo que ha sido enseñado desde niños y continua guiando y dirigiendo las vidas de las personas hoy en día.

La situación anterior apoya y fortalece la conducta basada en un modelo de pensamiento racional, donde se reduce la manera de percibirnos a nosotros mismos como seres humanos, seres que sienten, que enfrentan problemas y dificultades todos los días, que tienen decepciones y logros, que no son del todo perfectos y que pueden mejorar su manera de existir en este lugar que llamamos “Planeta Tierra”.

Aprender un nuevo idioma es una oportunidad para reflexionar sobre los hábitos propios de comunicación (y también los hábitos de las otras personas), debido a que la evaluación de las formas tradicionales de comunicarse es necesaria y permite conocer nuevas estructuras y nuevas formas de expresar pensamientos, sentimientos y emociones.

Por otro lado, mediante el aprendizaje de un segundo idioma, se entiende de mejor manera el primero. Es aquí donde el reconocimiento de las emociones y el aprender un segundo idioma es funcional, ya que permite evaluar las prácticas de comunicación propias relacionadas con las emociones y los sentimientos, y luego: "¿Cómo estás?" deja de ser una pregunta fácil y con única respuesta, por lo tanto, las personas son capaces de responder "Me siento frustrado ..." o "me siento triste ..." y esto se relaciona con una comunicación más humana basada en las emociones.

De acuerdo a una investigación realizada por la Universidad de Glasgow, el comportamiento humano se puede dividir en cuatro emociones básicas: alegría, tristeza, asco/ira, sorpresa/miedo. El asco y la ira de la misma manera que la sorpresa y el miedo, muestran gestos similares, por lo que esa fue la razón para combinarlas. Las emociones son energía, por lo que es necesario identificarlas, aceptarlas y transformarlas. Las emociones son parte útil de la vida cotidiana y es por eso que están presentes en todos los libros que usamos para enseñar otro idioma. La inteligencia emocional es necesaria para el establecimiento de relaciones humanas sanas. La inteligencia emocional es la capacidad de gestionar las emociones adecuadamente sin lastimar y ofender a otros o a nosotros mismos.

Hay un gran desafío en la clase de idioma inglés, con los estudiantes de inglés; todo puede empezar aumentando el vocabulario emocional y aprendiendo cómo las emociones trabajan en nuestros cuerpos. Es necesario regresar y evaluar por qué los humanos están olvidando su dimensión emocional. Enseñar un nuevo idioma, abre oportunidades muy importantes para aprender más acerca de nosotros mismos.

Enseña inglés, enseña un nuevo idioma, enseña desde el corazón.

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Written by Estefanía Batén

THE APLICATION OF THE MULTIPLE INTELLIGENCES THEORY IN THE LEARNING OF ENGLISH LANGUAGE Abstract: On the following article you will find the main information about multiple intelligences.

According to Gardner all humans are different, so they have different learning ways. You will understand how each intelligence work and how apply them in each student. Most of the people have the beliefs that English is too hard to learn, with the multiple intelligences you will understand that is wrong because you can develop different skills.

KEY WORDS: INTELLIGENCE, MULTIPLE INTELLIGENCES, ABILITY, LEARNING. According to Howard Gardner, “there are eight intelligences that human beings can develop.

Students possess different kinds of minds and therefore learn, remember, perform and understand in different ways” (1,991).

Each person has an individual way to learn and different perception of life so they will develop different intelligences.        

Linguistic Intelligence involves spoken and written language. It is the ability to learn languages and the capacity to use language.

Logical-Mathematical Intelligence analyzes problems logically, detect patterns, reason deductively and think logically.

Musical Intelligence appreciation of musical is the capacity to recognize and compose musical pitches.

Bodily-Kinesthetic Intelligence potential of using one´s whole body or parts of the body to solve a problem.

Spatial Intelligence recognizes and use the patterns of space and is associated with one´s visual capacity.

Interpersonal Intelligence capacity to understand the intentions, motives and desires of other people.

Intrapersonal Intelligence capacity to understand oneself, to appreciate one´s feelings fears and motivations.

Naturalistic Intelligence abilities or the flora and fauna of one´s environment.

Learning English with multiple intelligences An extensive study and willingness are necessary to implement multiple intelligences in class. A teacher needs to recognize the talents, likes, skills, and weaknesses of every single student and use various teaching methods in order to have successful classes not only for teachers but also for students. The usage of multiple intelligences requires a lot of motivation especially on the teacher who is the person in charge of organizing a set of activities that will enhance the students´ capacities and promote a significant learning.

It is certainly a challenge for teachers because he-she will need to be aware of the needs of every single student and get more involved in their lives which at the same time will create a better environment and a happier school life.

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Escrito por Estefanía Baten LA APLICACION DE LAS INTELIGENCIAS MULTIPLES EN EL APRENDIZAJE DEL IDIOMA INGLÉS Resumen: En el siguiente artículo encontrarás la información principal acerca de las inteligencias múltiples. Según Howard Gardner todos los seres humanos son diferentes así que ellos pueden aprender de diferentes maneras. Entenderás como funciona cada una de ellas y como aplicarlas en cada estudiante. La mayoría de las personas creen que el aprendizaje del Inglés es difícil pero con el uso de las inteligencias múltiples se darán cuenta que no es así ya que con ellas podemos desarrollar diferentes habilidades.

PALABRAS CLAVE: APRENDIZAJE.

INTELIGENCIA,

HABILIDADES,

INTELIGENCIAS

MÚLTIPLES,

Según Howard Gardner, “existen ocho inteligencias que el ser humano puede desarrollar. Los estudiantes poseen diferentes estilos en los que pueden aprender, aplicar, recordar y entender” (1,991).

Cada persona tiene una manera individual de aprender y diferente percepción de vida por ello pueden desarrollar diferentes inteligencias entre ellas tenemos las siguientes:        

Inteligencia Lingüística envuelve el lenguaje de forma hablada y escrita. Es la habilidad de aprender idiomas y utilizarlos.

Inteligencia-Lógica Matemática analiza problemas, razona deduce y piensa lógicamente.

Inteligencia Musical apreciación musical, tiene la capacidad de reconocer y componer melodías.

Inteligencia Cenestésica tiene la capacidad de utilizar el cuerpo entero para solucionar problemas utilizando habilidades mentales.

Inteligencia Espacial reconoce y utiliza patrones de espacio.

Inteligencia Interpersonal es la capacidad de entender las intenciones, motivos y deseos de los demás.

Inteligencia Intrapersonal es la capacidad de entenderse a uno mismo.

Inteligencia Naturalista es la habilidad de reconocer la flora y fauna de nuestro ambiente.

Aprendizaje del inglés con múltiples inteligencias Un extenso estudio ha demostrado que es necesario el implemento de inteligencias múltiples dentro del aula. Un docente necesita reconocer los talentos, habilidades, gustos y debilidades de cada uno de los alumnos y utilizar varios métodos de enseñanza para tener una clase exitosa no solo para los profesores sino también para los alumnos.

El uso de las inteligencias múltiples requiere de mucha motivación, especialmente por parte del docente quien es el encargado de planificar diferentes actividades que contengan Inteligencias Múltiples que promueva el aprendizaje significativo dentro del aula. Sin duda, es un reto para los maestros ya que ellos tendrán que estar al tanto de las necesidades de cada estudiante y obtener una mayor participación en sus vidas, que al mismo tiempo va a crear un mejor ambiente y una vida más feliz dentro de la escuela.

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Written by: Elsa Monzón HOW TO OPTIMIZE YOUR READING COMPREHENSION Abstract: the reading comprehension is an important technique that helps readers to optimize the ability of understanding about what they are reading. It is not complicated if it is applied correctly; some of the main techniques are underlined, draw and summary, they really help to analyze and understand any reading.

Key words: TECHNIQUES, UNDERLINED, DRAW, SUMMARY, READING. .

Have you ever read an article and you think you have not learned nothing about it, or simply you can´t remember nothing interesting about such article?

So, how can you improve your comprehension if you don’t understand what you read?

Don´t worry you are not the only one with this problem, there are many people having the same problem. This article will explain you how to improve your reading comprehension in just three simple techniques.

The three basic techniques for reading comprehension are: underlined, Draw and summary.

Underlined. This technique mean that you need to draw a line into the main idea of a whole paragraph, if the article has four paragraphs you need to underline each of them.

Draw.For this technique is necessary to synthesize and write the main idea gotten from the prior step, it’s really important to apply correctly own language skills, in other words the reader has to be careful with the language used to synthesize. This process should be done in the left margin of each paragraph.

Summary. The last technique is to select the essential part of whole text.

But how to do this part? Well this will be throughout the two techniques developed priory, they were Underlined and Draw, The synthesis of draw will be the summary, but to build such summary four conditions have to be considered and they are:    

Accuracy: the quality of being near to the true value.

Briefness: a condensed of short statement.

Clarity: the quality of being coherent and intelligible.

Conciseness: given a lot of information an in a few words brief but comprehensive.

Why is the summary the most important part in the reading comprehension? Because in a summary you will give a complete illation since the first until the last paragraph, the summary is the synthesis of all the main ideas in the whole article, the summary will be the reflect of the entire article.

I invite you to practice the reading techniques and you will discover how easy is to analyze an article.

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Por: Elsa Monzón CÓMO OPTIMIZAR TU COMPRENSIÓN LECTORA. Resumen: la comprensión lectora es una técnica importante que ayuda a los lectores a optimizar su habilidad de comprensión acerca de lo que están leyendo. Esto no es complicado si es aplicado correctamente, algunas de las principales técnicas son el subrayado, el sintetizado y el resumen, que realmente ayudan a analizar y a comprender cualquier lectura.

Palabras clave: TÉCNICAS SUBRAYADO

SINTETIZADO

RESUMEN

LECTURA.

¿Alguna vez has leído un artículo y piensas que no has aprendido nada al respecto, o simplemente no puedes recordar nada interesante acerca del mismo?

Así que, ¿cómo puedes mejorar tu comprensión si no entiendes lo que lees?

No te preocupes, no eres el único, hay muchas personas con el mismo problema. Este artículo te explicará cómo mejorar tu comprensión lectora en sólo tres técnicas sencillas.

Las tres técnicas básicas para la comprensión lectora son: subrayado, sintetizado y resumen.

Subrayado. Esta técnica significa que debes dibujar una línea en la idea principal de cada párrafo, si el artículo tiene cuatro párrafos es necesario hacer hincapié en cada uno de ellos.

Sintetizado. Para esta técnica es necesario extraer y escribir la idea esencial de la etapa previa (subrayado) es muy importante aplicar correctamente habilidades lingüísticas propias, en otras palabras, el lector debe tener cuidado con el lenguaje utilizado para sintetizar.

Este proceso se debe hacer en el margen izquierdo de cada párrafo.

Resumen. La última técnica es seleccionar la parte esencial del texto en conjunto.

Pero, ¿cómo hacer esta parte? Bueno, esto será a través de los dos métodos establecidos anteriormente que fueron: Subrayado y Sintetizado, la síntesis de todos los párrafos será el resumen.

Para construir dicho resumen, debes tomar en cuenta estas cuatro condiciones:    

Precisión. Exactitud en el uso del lenguaje.

Brevedad. Una declaración corta.

Claridad. La cualidad de ser coherente e inteligible.

Concisión: Ofrecer mucha información en pocas palabras, frases breves pero completas.

¿Por qué es el resumen es la parte más importante en la comprensión lectora?

En un resumen se da una ilación completa del primero al último párrafo, es la síntesis de todas las ideas principales de todo el artículo, el resumen será el reflejo de todo el artículo.

Te invito a practicar las técnicas de lectura para que descubras lo fácil que es analizar un artículo.

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Written by: Mónica Diéguez

THE BEST TEACHING TECHNIQUES FOR ENGLISH LEARNING Abstract: As it is known English has had a great impact worldwide. That is why when learning a new language, in this case English, it is very important to apply the appropriate teaching techniques.

KEYWORDS: ENGLISH LEARNING TEACHING TECHNIQUES. Sometimes English teachers tend to stick to one teaching technique, maybe the one they were taught with, and their classes turn to be tedious. Nowadays there are plenty of new ideas to transform tedious into ¡FUN! According to the merriam- webster dictionary the definition of teaching is: “The job or profession of a teacher, Something that is taught: the ideas and beliefs that are taught by a person, religion, etc.” (© 2015 Merriam-Webster, Incorporated) And the definition of technique is: “a way of doing something by using special knowledge or skill, the way that a person performs basic physical movements or skills” (© 2015 Merriam-Webster, Incorporated) In very simple words to teach is to show someone how to say, write or do something. And technique is the way to teach.

Visual Aids These are a great tool to improve vocabulary. If there isn´t a specific classroom for the English course, do an expander with at least ten pictures of vocabulary related with the recent topic.

Game Boards Game boards are terrific for teaching, like lotto of sounds, memory, Hedbanz, etc. The lotto of sounds can be played first by listening the sound and find the picture but to make it a bit difficult, it can be played by listening the sound and find the word that represents the picture. Hedbanz is so useful to practice asking questions; it is perfect for the topic Question Words.

Old Tools, New Learning It is unbelievable how whiteboard markers are the hit now. If there is a surface where it can be stained and then cleaned, you are done. Not only children have fun by writing or drawing on the board, teenagers also enjoy it. So if there are a lot of windows in the classroom try to ask students to write sentences on them to practice the tense they are learning. Or if there is ceramic floor, give it a try!!

Teachers should try to avoid using common techniques so their teaching would be more interesting and fun. And the students learning will be acquired in an easier way.

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Escrito por: Mónica Diéguez

LAS MEJORES TÉCNICAS DE ENSEÑANZA-APRENDIZAJE PARA INGLÉS Resumen: Como se sabe el inglés ha tenido un gran impacto a nivel mundial. Por eso la gran importancia que tienen las técnicas de enseñanza-aprendizaje que se utilicen para adquirir un nuevo idioma que en este caso es el inglés.

PALABRAS CLAVE: INGLÉS, APRENDIZAJE, TÉCNICAS DE ENSEÑANZA-APRENDIZAJE. Algunas veces los profesores de inglés tienden a quedarse estancados en una forma de enseñanza, talvez con la que a ellos les enseñaron, y sus clases se vuelven tediosas. Hoy en día hay un sinfín de nuevas ideas para cambiar lo tedioso en ¡DIVERTIDO! Según el diccionario Merriam-Webster la definición de enseñanza es: “El trabajo o profesión de un maestro; algo que se enseña: las ideas y creencias que se transmiten por una persona, religión, etc.” (© 2015 Merriam-Webster, Incorporated) Y la definición de Técnica es: “la forma de hacer algo utilizando una habilidad o conocimiento especial; la forma en que una persona desarrolla movimientos físicos básicos o habilidades.” (© 2015 Merriam-Webster, Incorporated) En simples palabras enseñar es mostrar a alguien cómo hacer, decir o escribir algo. Y técnica es la forma como lo enseñas.

Recursos Visuales Estos son una grandiosa herramienta para enriquecer vocabulario. Si no hay un salón específico para el curso de inglés haz un acordeón con diez imágenes del vocabulario relacionado con el tema que se está impartiendo.

Juegos de Mesa Los juegos de mesa son fantásticos para enseñar, como la lotería de sonidos, memoria, Headbanz, etc. La lotería de sonidos se puede jugar escuchando los sonidos y encontrar la imagen, pero para hacerlo un poco más difícil, se puede jugar escuchando el sonido y buscar la palabra que representa el sonido. Headbanz es muy útil para practicar preguntas; es perfecto para el tema: Partículas Interrogativas.

Viejas Herramientas y Nuevo Aprendizaje Es increíble como los marcadores para pizarra son lo nuevo ahora. Si hay una superficie que se pueda manchar y limpiar, estás hecho. No solo los niños se divierten dibujando y escribiendo en la pizarra, los adolescentes también lo disfrutan. Si hay muchas ventanas en el aula, pídeles a tus alumnos que escriban oraciones en ellas para practicar el tiempo que están aprendiendo. O bien si hay piso cerámico, ¡inténtalo!

Los maestros deben tratar de evitar usar técnicas comunes y sus clases serán más interesantes y divertidas; Y el aprendizaje de los estudiantes será adquirido de una manera más fácil.

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Written by: Nohemi Morales CONSEQUENCES OF LEARNING ENGLISH LANGUAGE AT EARLY AGE AND AN ADVANCED AGE Learning a foreign and new language involves an obvious amount of effort for anyone, either a child or an adult; there are many good consequences when people learn English.

When still babies, their mind is being constructed and structured every day in order to understand the stimulus that they get from the world around them.

Experts say that children who learn a language before their teenage years are more able to learn likely than older learners to achieve native-like pronunciation.

Furthermore, research has found that kids have an innate ability to acquire the rules of any language – an ability that disappears by adulthood. Adults instead of learning easy and fast, they use to get frustration and sometimes desperation.

According to adults´ experiences, it is more difficult to learn English when they are adults than kids who are always paying attention to learn new things. People say it is kind of tired to learn a new language when they have been talking a same native language since they were kids.

Now let´s see some differences of teaching and learning between 2 ages. 

Children a. Appropriate fun and not traditional English Methods. b. While younger the more creative they will be. c. Discovering that they are able to communicate with foreign people will boost their self-esteem, autonomy and confidence.



Adults a. Proper and traditional methods for adults b. Older learner stereotypes. c. Possibilities and opportunity to develop and refresh their brain.

Although children’s minds are known for being “like a sponge” which absorbs everything, it is recommended to give them enough time to acquire and fully understand one language before introducing another one. Otherwise, they might go through a confused time in which they won’t actually know how to express themselves. As for adults it is a little bit more self-conscious and the greater will be their satisfaction.

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Escrito por: Nohemí Morales

CONSECUENCIAS DEL APRENDIZAJE DEL IDIOMA INGLES A UNA TEMPRANA EDAD Y AVANZADA EDAD Aprender un nuevo idioma requiere un obvio esfuerzo para todos, ya sea para un niño o un adulto, hay muchas buenas consecuencias cuando la gente aprende inglés.

Cuando los niños aún son bebes sus mentes esa siendo construida y estructurada cada día para entender los estímulos que ellos adquieren en el mundo alrededor de ellos.

Expertos dicen que los niños que aprender un nuevo lenguaje antes de su adolescencia son más capaces que los estudiantes adultos para lograr una pronunciación como los nativos. Además otras investigaciones han encontrado que los niños tienen una habilidad innata para adquirir las reglas de cualquier idioma como habilidad que desaparece en la edad adulta. Los adultos en vez de aprender rápido y fácil ellos suelen frustrarse y algunas veces desesperarse.

De acuerdo a las experiencias de los adultos, es más difícil aprender inglés cuando ellos son adultos ya que los niños siempre están prestando atención para aprender nuevas cosas. La gente dice que es un poco cansado aprender un nuevo lenguaje cuando ellos han estado hablando un mismo lenguaje desde que eran niños.

Ahora veremos algunas diferencias de enseñanza y aprendizaje entre las 2 edades.

Niños *Diversión apropiada y no métodos tradicionales *mientras más joven más creativo será *Descubren que son capaces de comunicarse con gente extranjera que aumentara su autoestima, autonomía y confianza.

Adultos *Apropiado y tradicional método de enseñanza para adultos *Estereotipos de viejos *Oportunidades, posibilidades para desarrollarse y actualizar sus mentes.

Aunque la mente de los niños es conocida por ser como ¨una esponja¨ la cual absorbe todo, es recomendable darles tiempo suficiente para adquirir y entender un lenguaje antes de presentarle otro. De cualquier otra manera ellos podrían encontrarse en un tiempo difícil en el cual no se podrían ni expresar ellos mismos. En cuanto a los adultos son un poco más conscientes de sí mismos, entonces mayor será su satisfacción.

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Written by: Nitza Pamela Muñoz Monzón

THE IMPORTANCE OF TEACHING ENGLISH AT ELEMENTARY PUBLIC SCHOOLS Abstract On the following article you will find the main points about how the Guatemalan culture is, we are already a bilingual country, but we need to improve on a lingua franca language, which is the English. Our kids which are the future to our society need improve their knowledge, in general, but mainly on the English education not just on private schools but on rural public schools too. Each year there are many job losses opportunities because of the English lack.

As a summary you will have the opportunity to read some percentages about out level of illiteracy people, and because we need to reduce this, how improving this language not just for the capital but on rural areas too.

KEYWORDS: BILINGUAL EDUCATION SCHOOLS MANDATORY BENEFITS

CULTURE ENGLISH LANGUAGE PUBLIC AND PRIVATE BUSINESS

COMPREHEND HOW THE POPULATION´S CULTURE IS  Guatemalan roots According to the World Bank, Guatemala has a population of nearly 15 million people. It is the most populated country in Central America. It is also one of the poorest. Most of the population lives below the poverty line and the rest lives in extreme poverty.

As a proportion of its total population, Guatemala’s indigenous population is one of the largest in Latin America, alongside that of Bolivia (Layton & Patrinos, 2006). Approximately 33% of the population ages 7 and older reports speaking an indigenous language, usually a Mayan one (the estimates are from a nationally-representative household survey, the ENCOVI, collected in 2000). These individuals are disproportionately located in rural areas, where 43% report speaking an indigenous language.  The literacy Rate in Guatemala According to the “Reading Village” site, the literacy rate of Guatemalans over the age of fifteen is just 74%, apart from Haiti, this is the lowest literacy rate in the Western Hemisphere. What´s more, social and cultural prejudices and barriers such as racism, gender discrimination and poverty, show up plainly in these literacy statistics: males 80%, are more likely to be able to read than females 69%, and Ladinos 82% are better off than their indigenous peers 58%. It means, indigenous women are the most marginalized in the country.

The lack of awareness; the benefits of bilingual education can bring to the village The English Language has become the “lingua franca”. It is not a secret that to speak an international language is the key to the world. The language as we all know helps us to communicate with each other, to share ideas, to share feelings, even more, to make business. Guatemala is a multicultural country, which is attractive to many foreign people, who come to know more about our culture, our fauna, our villages, and to buy our products. Bilingual children (English language) with the help of technology will help in a short future, to bring to their families more business, and as a result better incomes.

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 The ability of acquiring different languages like their mayan languages The Mayan language compared with the English language, is totally different. They have different amounts of morphemes, graphemes etc. Even if it is not scientifically proved, all Guatemalans know that because of the way of pronunciation, indigenous people acquire the English language faster than a Ladino one.

UNDERSTAND HOW THE PUBLIC SCHOOLS WORK Comprehend why the English as a second or third language isn´t mandatory for elementary public schools According to AVIVARA site, after the break of dictatorship on the late of 1940s, the Ministry of Education focused into trying to have a better and globalized educational curriculum. One of its main goals was to focus on a globalization and multicultural affairs. Starting in secondary school, students learn about other cultures and nations, including their Latin American neighbors. 

On private schools, the English language is compulsory because of the society´s demand. We have many schools which offer bilingual education and even more we have schools managed with the American system.

The private schools want to be on vanguard because of the work demand on bilingual positions is increasing since many years ago. The reason why it is not mandatory for public schools is because the structure of the education systems is weak, we have the English language, as optional. If the Ministry of Education does not make an effort to have better work environment for the actual teachers, it won´t invest on qualified teachers to teach English on elementary. Even worst, it won´t modify the educational system on elementary to add the English as mandatory.

The benefits of having bilingual young teens It is scientifically proved, that the best years of acquiring English is on the elementary time or preschool, but it does not mean that on high school they cannot acquire it. The acquisition happens on every age time, earliest the best. If English were mandatory on elementary, with qualified teachers, the students on high school would have a best development on the language and so on.

We have graduating students who do not know nothing about English, and day by day, they are losing many job opportunities because of their lack of English language knowledge.

The English high school teachers usually make big efforts to move their students from a beginner’s level to an intermediate one. But teenagers usually feel frustrated because it is too much content to learn.

As it was mentioned before, on the rural areas, to have bilingual teenagers will bring work demand to their own villages equal too, better incomes, as a result, more education and better economic situation to all those people.

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Escrito por: Nitza Pamela Muñoz Monzón LA IMPORTANCIA DE ENSEÑAR EL IDIOMA INGLÉS EN EL NIVEL PRIMARIO DE LAS ESCUELAS PÚBLICAS Resumen En el siguiente artículo encontrará los principales puntos acerca de cómo la cultura actualmente es, ya somos un país bilingüe, pero tenemos que mejorar en un lenguaje mundialmente conocido, que es el Inglés. Nuestros niños que son el futuro de nuestra sociedad necesitan mejorar sus conocimientos, en general, pero sobre todo en la educación bilingüe en inglés, no sólo en las escuelas privadas, también en las escuelas públicas rurales. Cada año se registran pérdidas de oportunidades de trabajo debido a la falta de dominio en inglés.

A continuación tendrá la oportunidad de leer algunos porcentajes aproximadamente del nivel de analfabetismo, y como tenemos que reducir esto, debemos mejorar el dominio en este idioma, no sólo para la ciudad capital, sino que primordialmente en las zonas rurales también.

PALABRAS CLAVE BILINGÜE ESCUELAS PÚBLICAS Y PRIVADAS

EDUCACIÓ CULTURA IDIOMA INGLÉS LAS OBLIGATORIO BENEFICIOS NEGOCIOS

COMPRENDER COMO ES LA CULTURA DE LA POBLACIÓN  Raíces guatemaltecas De acuerdo con el Banco Mundial, Guatemala tiene una población cerca de 15 millones de habitantes. Es el país con más población en América Central. Así mismo es el más pobre. La mayoría de su población vive bajo la línea de pobreza y el resto en extrema pobreza.

Una parte de su población total, es indígena, y es la más grande en América Latina, junto a Bolivia, de acuerdo con (Patrinos, 2006). Aproximadamente el 33% de su población es de edades comprendidas entre 7 años de edad y más, los informes indican que hablan una lengua indígena, por lo general una lengua Maya (las estimaciones son de una encuesta de hogares nacionalmente representativa, la ENCOVI, recogidos en 2000). Estos individuos están desproporcionadamente ubicados en zonas rurales, donde el 43% informan que hablan un idioma indígena.  La tasa de analfabetismo en Guatemala De acuerdo con el sitio “Reading Village”, la tasa de analfabetismo de los guatemaltecos en la edad comprendida de quince años, es del 74% comparado con Haití, esta es la tasa más baja en el Hemisferio Occidental. Los prejuicios sociales y culturales son algunas barreras que enfrentan los guatemaltecos, así mismo el racismo, la discriminación por género y la pobreza. De acuerdo con las estadísticas el 80% de los jóvenes tienen más acceso a leer que las mujeres, las cuales solo aprenden el 69% de ellas. Las personas ladinas un 82% y los de menos oportunidad son las personas indígenas en un 58%. Esto significa, que las mujeres indígenas son las más marginadas en este país.

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

La falta de conciencia de los beneficios que la educación bilingüe puede traer a cada aldea.

El idioma Inglés se ha convertido en “lengua franca” (idioma universal) en los últimos años.

No es un secreto que hablar un lenguaje internacional es la llave para comunicarnos con el mundo. Como todos sabemos el lenguaje nos ayuda a compartir ideas, compartir sentimientos, y mejor aún nos ayuda a hacer negocios. Guatemala es un país multicultural, atractivo para muchos extranjeros, que vienen a conocer más de nuestra cultura, flora y fauna, nuestras aldeas y a comprar nuestros productos. Niños bilingües, de la mano de la tecnología, ayudarán en un futuro no tan lejano, a traer más negocio a sus familias, tendrán mejores ingresos y como resultado familias en mejores condiciones.  La habilidad de adquirir diferentes idiomas parecidos a los idiomas mayas.

Los idiomas mayas comparados con el idioma Inglés, son totalmente diferentes. Contienen diferentes cantidades de morfemas y grafemas etc. Aunque no está científicamente comprobado, todos los guatemaltecos sabemos que por la forma de pronunciación, a las personas indígenas se les facilita la adquisición del inglés, mejor que a los ladinos.

ENTENDER COMO LAS ESCUELAS PÚBLICAS TRABAJAN 

Comprender, por qué el idioma Inglés como segundo o tercer idioma no es obligatorio para el nivel primario en las escuelas públicas De acuerdo con el sitio web, AVIVARA, después de la caída de la dictadura en los cuarentas, el Ministerio de Educación, intentó tener un mejor y globalizado curriculum educacional. Una de sus principales metas era enfocarse en la globalización y en los asuntos multiculturales. Iniciando en el nivel básico, los estudiantes aprenderían acerca de otras culturas, naciones, incluyendo sus países latinoamericanos vecinos. En los colegios privados, el idioma Inglés es obligatorio por la demanda social. Tenemos muchos colegios que ofrecen educación bilingüe y mejor aún, tenemos colegios que se manejan con el Sistema Americano.

Los colegios privados quieren estar siempre a la vanguardia en educación, debido a la demanda laboral bilingüe que actualmente existe para los graduandos. Una de las razones por las cuales el idioma Inglés no es obligatorio es porque la estructura del Sistema Educativo es débil, y existen diferentes intereses comerciales que impiden que este mejore. El Ministerio de Educación no hace un esfuerzo en garantizar material de apoyo para los maestros actuales ni un buen ambiente laboral para los mismos. De igual forma no invertirá en maestros calificados para enseñar el idioma Inglés en el nivel primario porque el presupuesto no es “suficiente”. Peor aún, si las personas a cargo no reconocen la necesidad de aprender un segundo o tercer idioma, en el nivel primario, el Sistema Educativo no podrá ser modificado.

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 Los beneficios de tener jóvenes y adolescentes bilingües.

Está científicamente comprobado, que los mejores años para adquirir un idioma es en la primaria o en el pre-escolar, sin embargo esto no significa que en básico no lo puedan realizar.

La adquisición sucede en cada edad, de diferente forma, pero cuanto antes mejor. Si el inglés fuse obligatorio en el nivel primario, con maestros calificados, los estudiantes que alcanzan el nivel básico, tendrían un mejor aprendizaje y un mejor desenvolvimiento en el idioma y así sucesivamente.

Tenemos estudiantes graduandos quienes no cumplen ni con el nivel principiante, y día con día, se pierden posiciones laborales a causa de la deficiencia del conocimiento y la fluidez del idioma.

Los maestros del nivel básico usualmente hacen grandes esfuerzos para promover a sus estudiantes de un nivel principiante hacia un intermedio, pero mucho adolecentes se frustran por la cantidad de contenido que deben aprender.

Cómo se mencionó anteriormente, en el área rural, tener adolecentes bilingües de la mano de la tecnología traería demanda de trabajo a sus aldeas, sus propias familias, mejores ingresos, más conocimiento y como resultado un mejor futuro para todos los de su entorno en su departamento.

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Written By: Stephanie Alberto

HOW LITERATURE INFLUENCES FOREIGN LANGUAGE ACQUISITION Abstract On today’s world literature is so vast that English teachers have the opportunity to expose their students to different styles and genres, to increase their competence and confidence to speak, and become more confident to present ideas in the foreign language.

KEYWORDS LITERATURE LANGUAGE

ACQUISITION

ENGLISH

READING

Human beings have a need to express themselves, either through words, images, or sounds, with their own bodies or through any material and we all enjoy and learn from it.

The world has evolved extraordinarily fast over the last hundred years. Easy and fast communication, business and academic reasons have encouraged people all through planet earth to learn new languages. It is said that there are more multilingual people than monolingual.

One of the most wonderful inventions ever made is the writing, the letters best known as the abc’s. It is remarkable how many beautiful creations have been made using letters and even more so how much we are able to learn through the written system; which is how many citizens of the world have accomplished to learn a language different from their mother tongue.

It is only perfectly normal and logic that any person looking to learn a new language, or anyone looking to teach a language uses literature to do so. When learning English, reading is what will help any student to improve vocabulary, understand and relate to the language. Students get more familiar with the language meaning that they get to acquire idioms, colloquialisms and syntax. But we are not talking about boring old books, although there are many titles that never get old or boring for that matter. There are many texts and strategies that are used when incorporating literature as a way to ease acquiring the English language to new learners. One of the methods is Content-Based Instruction which focuses on meaningful input rather than learning the grammatical form of a language, according to Krashen (1982).

The evolution of the human species occurs primarily on a cognitive level. Students who are encouraged to read more, inevitably will develop intellectually, they will build vocabulary, increase their competence and confidence to speak, and become more confident to present ideas in the foreign language; as a result they will acquire the critical thinking ability so necessary not only for academic purposes but life in general.

On today’s world literature is so vast that teachers have the opportunity to expose their students to different styles and genres and trough guided instruction as to what to read depending on school level and English level (beginner, intermediate or advanced) students develop reading comprehension, an essential skill -again for success in school and in the real world.

English teachers intending to use literature as a way to accomplish English language acquisition may make use of the tens of reading strategies so popular for fun and interactive ways that make the reading assignment easy and interesting like predicting, inferring, questioning, etc. Also to have a rough idea of what certain students should be reading there are some teacher’s guides like the Common Core “Lexile” score in which books are measured by “complexity [with] a painfully literal algorithm of sentence length, word choice, and syntax.“ That way teachers are able to choose books that better adapt to what their students might be interested in and to what the teacher is looking for the students to learn.

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We all should consider including more reading at home and in the classrooms. We don’t have to start big and complex but rather short and simple like a one-page story or even comic books.

“Books give a soul to the universe, wings to the mind, flight to the imagination, and life to everything” ~Unknown author Reference and more information at:

1. http://iteslj.org/Techniques/Shang-CBI.html 2. http://www.newrepublic.com/article/115393/common-core-standards-makemockery-novels-complexity 3. https://lexile.com/about-lexile/el-sistema-para-leer/spanish-lexilecodes/(inSpanish/en español)

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Escrito por: Stephanie Alberto

¿CÓMO INFLUYE EN LA LITERATURA APRENDIZAJE DE LENGUAS EXTRANJERAS? Resumen En el mundo de hoy la literatura es tan vasta que los profesores de inglés tienen la oportunidad de exponer a sus estudiantes a diferentes estilos y géneros, para aumentar su capacidad y confianza al hablar, y se vuelvan más seguros como para presentar sus ideas en la lengua extranjera.

PALABRAS CLAVE

LITERATURA

IDIOMA

ADQUISICIÓN

INGLÉS

LECTURA

Los seres humanos tienen la necesidad de expresarse, ya sea a través de palabras, imagines o sonidos, con sus propios cuerpos o con cualquier material y todos disfrutamos y aprendemos de ello.

El mundo ha evolucionado extraordinariamente rápido en los últimos cien años. La comunicación fácil y rápida, y por razones de negocios y académicas la gente a todo lo largo del planeta se ha visto incitada a aprender un nuevo idioma. Se dice que hay más gente multilingüe que monolingüe.

Una de las invenciones mas maravillosas jamás hechas es la escritura, las letras mejor conocidas como el abecedario. Es admirable como muchas creaciones magníficas han sido hechas utilizando letras y aún más lo es el hecho de poder aprender un idioma a través del sistema de escritura, que es la forma en que muchos ciudadanos del mundo han logrado aprender un idioma diferente al de su idioma materno.

Es normal y perfectamente lógico que cualquier persona buscando aprender un nuevo idioma, o cualquier persona que quiera enseñar un idioma, use la literatura para lograrlo.

Cuando se esta aprendiendo inglés, leer es lo que ayudará a cualquier estudiante a mejorar su vocabulario, comprender y relacionarse con el idioma. Los estudiantes se familiarizan con el idioma, lo que significa que adquieren modismos, coloquialismos y sintaxis. Pero no estamos hablando solamente de libros viejos y aburridos, aunque existen títulos que jamás pasaran de moda o que serán aburridos. Hay muchos textos y estrategias que se usan cuando se incorpora la literatura como una manera de facilitar la adquisición del idioma inglés con nuevos estudiantes. Uno de los métodos es la Instrucción Basada en Contenido que se enfoca en el “aporte significativo” en lugar de aprender la forma gramatical de un lenguaje, según Krashen (1982).

La evolución de la especie humana ocurre principalmente a un nivel cognitivo. Los estudiante que son motivados para que lean más, inevitablemente se desarrollaran intelectualmente, van a ampliar su vocabulario, incrementaran su competencia y seguridad en si mismos para hablar, y tendrán más confianza a la hora de presentar sus ideas en un idioma extranjero; como resultado de esto los estudiantes adquirirán la habilidad de

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pensamiento critico que es tan necesario no solo para propósitos académicos sino además para la vida.

En nuestro mundo actual la literatura es tan vasta que los maestros tienen la oportunidad de exponer a sus estudiantes a diferentes estilos y géneros, y a través de una instrucción guidada a cerca de qué leer dependiendo del nivel escolar y el nivel de inglés (principiante, intermedio y avanzado) de los estudiantes para que desarrollen comprensión de lectura, una habilidad esencial –nuevamente para tener éxito en la escuela y en el mundo real.

Los maestros con la intención de usar la literatura como una forma de lograr la adquisición del idioma ingles pueden hacer uso de las decenas de estrategias de lectura, tan populares para lograr de una forma divertida e interactiva que hacen que la asignación de leer sea más fácil e interesante, como por ejemplo predecir, inferir, cuestionar, etc. Además para tener una idea a grandes rasgos de que deberían están leyendo ciertos estudiantes existen guías para el maestro como la de los estándares comunes de calificación del “Lexile” (en inglés) en el cual los libros son evaluados con respecto a “complejidad (con) un algoritmo dolorosamente literal de la longitud de las oraciones, selección de palabras, y sintaxis.” Con esto los maestros pueden elegir libros que se adapten mejor a lo que a sus alumnos puede interesarles y a lo que el maestro busca que sus alumnos aprendan.

Todos deberíamos considerar incluir más la lectura en casa y en los salones. No es necesario empezar con libros grandes y complicados sino mas bien simples y cortos como por ejemplo historias de una página o incluso comics.

“Los libros le dan alma al universo, alas a la mente, vuelo a la imaginación y vida a todo. ’’ ~Autor desconocido Referencias y más información en:

1. http://iteslj.org/Techniques/Shang-CBI.html (in English/en inglés) 2. http://www.newrepublic.com/article/115393/common-core-standards-makemockery-novels-complexity (in English/en inglés) 3. https://lexile.com/about-lexile/el-sistema-para-leer/spanish-lexile-codes/ (in Spanish/en español)

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Written by: William Fernando Argueta Vásquez LINGUISTIC PARTS OF ENGLISH Abstract. Linguistics has many theories or parts as phonetics and phonology which scientific studies have tried to explain, specifically how to use them in real life, using a system to organize sounds and grammar.

Key words. Linguistics, grammar, speech, language, phonetics, phonology.

Humans know at least a language that they can use to communicate their thoughts with other people. Although Linguistics is the science of language which includes the sounds, words, and grammar, like Lyle Campbell (2004) says “Linguistics is the ultimate origin of human language and how it may have evolved from non-human primate to call systems” (page 3). Other important parts of linguistics are phonetics, and phonology.

Linguistics is an important area that it is referred to use it well. The dictionary Longman (2006) defines it as “Linguistics is the study of language in general and of particular languages, their structure, grammar and history” (p. 942), phonetics is other part to speak well.

Phonetic is the ability to move our throat´s muscles to pronounce sounds. James McQueen mentioned by William. J. (2009) describes “how the recognition of spoken language involves the extraction of acoustic-phonetic in information from the speech signal” (p. 4), another ability is phonology.

Phonology is a system on how to organize sounds focused on the throat, nasal and trachea. Heinz J. Giogerich (2003) explains it as “Most speech is produced by an airstream that originates in the lungs and is pushed upwards through the trachea (the windpipe) and the oral and nasal cavities” (p. 1). And differential sounds are heard.

Linguistics is a science, phonetics and phonology are part of a system to pronounce each sound well and give a right meaning. .

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Escrito por: William Argueta LINGÜÍSTICA DEL IDIOMA INGLÉS Resumen: La lingüística tiene muchas teorías o partes como la fonética y fonología cual el estudio científico ha intentado explicar cómo usarlos en la vida real, utilizando un sistema para organizar los sonidos y la gramática.

Palabras Claves: LINGÜÍSTICA, GRAMÁTICA, IDIOMA, FONÉTICA, FONOLOGÍA. El humano sabe al menos un idioma que ellos pueden usar para comunicar sus ideas, pensamientos con otras personas. Aun que la Lingüística es la ciencia del idioma cual incluye los sonidos, palabras, gramática. Lyle Campbell (2004) menciona “Lingüística es el origen del lenguaje humano y como ha envuelto de primate no-humano a llamarse sistemas” (pág 3). Otras partes de la lingüística son la fonética y fonología.

La Lingüística es una importante área que es referido a usar lo bien. Diccionario Longman (2006) es dicho como “Lingüística es el estudio de la lengua en general y lengua en particular, su estructura, gramática e historia” (pág 942), La fonética es otras parte para hablar bien.

La fonética es la habilidad de mover nuestros músculos de la garganta para pronunciar los sonidos. James McQueen mencionado por William. J. (2009) “como reconocimiento del lenguaje hablado, la extracción de la fonética-acústica en información del habla” (pág 4).

Otra habilidad es la fonología.

La fonología es un sistema de cómo organizar los sonidos enfocados en la garganta, nariz y tráquea. Heinz J. Giogerich (2003) dice, “la mayor parte del habla es producido por una corriente de aire que origina in los pulmones y es presionado hacia arriba a través de la tráquea y la cavidad oral y nasal” (pág 1). Y diferentes sonidos son oídos.

Conclusión. La Lingüística es una ciencia, la fonética y la fonología son partes del sistema para pronunciar bien cada sonido y dar un correcto significado.

Reference Campbell L. (2004). Historical Linguistics: An Introduction. Edinburgh University Press: 2nd edition.

Heinz J. Giegerich. (2003). English Phonology: An Introduction. United Kingdom University, Cambridge.

Lunella Mereu. (1999). Boundaries of Morphology and Syntax. University of Roma: 3rd edition.

Person Education. (2006). Longman Contemporary English. 8th edition.

William. J. (2009). The handbook of Phonetic Science. British Library 2nd edition.

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Written by Carlos Alecio THINK IN ENGLISH? ABSTRACT: English has become an important part of almost every educative system, which makes English teachers one of the bases of these educative systems. Teachers must take consideration of many different aspects which makes the learning or acquiring of the language. Also is time to let behind different ideas and traditional methods that only makes our students reject English. Believe that what you are is the most important part of a process, a learning and teaching process which is called Education, and that you are models, at every time, at every moment, at every situation.

Key Words: TEACHING METHODS TECHNIQUES PROCESS

MOTIVATION

LEARN ACQUIRE

Latin American countries where the teaching of English Language has become fundamental part of the educational processes from private and public schools, different teaching strategies are implemented, which could be from the most effective ones to the old and traditional ones. During our preparation to become certified teachers we have been learning lots of methods and techniques, same ones whose objective is to take students to a real learning, and even more, a real acquisition. Now, which is the correct strategy to follow? Which way is the right to make our students learn? How many advantages and disadvantages we have as latin American countries confronting a globalization of the English language? What common mistakes are we making during our teaching? And the list may continue, but the real fact could be that we assume that students have to adopt a total different thought as the one they have. It’s necessary to eliminate the teaching mistakes, taking the advantages we have, and make sure that our students know how easy the acquirement of the language is. All these through experience and what the environment offers.

How many times have heard about a teacher who ask students to “think in English”? the question is: Is that possible? Just imagine yourself studying mandarin and receiving instructions by your teacher, asking you to “Think in Chinese”. The point is, that teachers sometimes are the responsible ones of presenting to their students the first obstacle, asking them to have a different thinking than the one they have, let´s give them something different that makes them to see in a different way the learning of English, why don´t we change that in “communicate in English”, notice that you are asking your students to communicate not to think. Those little details in the process of teaching will enhance them to be open and have a real acquirement of the language.

Another factor is the mem0oristic learning, which have taught students grammatical structure, but hadn´t taken them to an acquirement, in order to change the situation, as English teachers we are the responsible of every day being updated with different techniques and different methods which are going to help our students; provide tools, provide environment, give the students the opportunity of communicate, of make mistakes, give your students objective homework, and above all that, eliminate the techniques of translation and traditional grammar.

Let students to structure their ideas in their mother tongue, let them think and process the information, and then make them use English to communicate, that wouldn´t block their mental process; the idea is to make students understand that communication in English is possible and it is simple, obviously with the proper grammar structures previously taught. In our hands, we have the possibility that students will acquire or not English, let´s make our students open the door of their mind, and observe the wide variety of possibilities they have by using another language to express their ideas. One important part is to eliminate the grammar centered classes, and try to use methodologies which give them the opportunity of really speak and communicate in a natural way.

Paul Sieguson mentions in one of his books, that one of the advantages latin american people have is the richness of our language, as a result our brain is more prepared for the acquisition of another language, the challenge is to make the learners understand that the advantages are huge, so their acquirement would be easier. Let students have total and free access to his mental process, where everything he wants to communicate in Spanish, would be simple to communicate in English, students need to be capable of doing that process of translation and communication in seconds, torn down that wall that is called “think in English” that is the challenge. Make sure your students have a natural and comfortable environment of learning, as a teacher make your activities interesting, and meaningful, so would be easy to build up the acquirement of your students. It is clear that as English teachers, we have more advantages than other subject’s teachers. The amount of techniques and methods English teachers can use is immense, and the opportunities we can offer to our students, is something we cannot miss. Get out from that comfort zone, like other teachers who always use the same methods and techniques, let´s investigate, lets believe that our job is the best in the world, as a matter of fact it is. Just by understanding the importance of our labor, we are going to prepare better students. Love what you do, love your job, love your students, always be worried about their learning, don´t forget we are models, and that our main objective is that the students acquire the language, let’s make the difference, remember, English teachers are the best!

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Escrito por: Carlos Alecio ¿PENSAR EN INGLES? Resumen: Inglés se ha convertido en uno de los más importantes aspectos de la educación en la mayoría de países latinoamericanos, por lo que pensar y estudiar diferentes técnicas de enseñanza se vuelve fundamental para los que nos preciamos de ser profesionales de la enseñanza del idioma.

Palabras clave: ENSEÑANZA METODOS TECNICAS PROCESO APRENDIZAJE PROFESOR PROCESO ZONA DE CONFORT

MOTIVACION ADQUISICION

Muchos Países latinoamericanos donde la enseñanza del idioma Ingles se ha convertido en parte fundamental del proceso educativo de escuelas públicas y colegios privados, diferentes estrategias de enseñanza se han implementado, en donde podríamos mencionar las más efectivas hasta las tradicionales y no modernas, las cuales buscan únicamente la adquisición del idioma. Durante el tiempo de preparación para convertirnos en profesores de enseñanza media en inglés, se han venido aprendiendo diferentes métodos y técnicas, las mismas cuyo objetivo es llevar al alumno a un aprendizaje real, y los lleva a un mundo bilingüe en donde los alumnos muchas veces se ven inmersos en una manera incorrecta. Ahora bien, muchas preguntas aparecen, ¿Cuál es la estrategia correcta a seguir? ´ ¿de qué forma hago que mis alumnos aprendan más? ¿Qué ventajas y desventajas afrontamos como países latinoamericanos frente a la adquisición del idioma? ¿cuáles son los errores que cometemos como profesores? Y la lista continua, pero la realidad es que nuestros alumnos se ven forzados a adoptar un pensamiento diferente al de ellos, todo esto con el propósito de adquirir otro lenguaje, lo que nos lleva a la conclusión de que estamos tratando de presentarles a los alumnos un universo totalmente diferente, desconocido, donde el proceso se vuelve tedioso y difícil, y muchas veces imposible para algunos.

Es necesario eliminar los errores de enseñanza, tomando en cuenta las ventajas que tenemos, y asegurarnos que los alumnos sepan lo fácil que es adquirir otro idioma. ¿Cuántas veces hemos preguntado, o hemos escuchado a otro profesor pedir a los alumnos “think in English”? hagamos una pausa y tratemos de analizar qué es lo que en realidad pedimos a los alumnos. Es posible “pensar en Ingles” pretenda por un momento el estar estudiando mandarín, y su profesor le da indicaciones para expresarse aduciendo al “piense en chino”. El punto es que muchas veces como maestros somos los responsables de presentarle al alumno los obstáculos, pidiéndole que piense de un modo diferente. Eliminemos del vocabulario ese “think in English” y démosle algo diferente, algo que haga que su actitud frente a la enseñanza sea diferente, cambiemos esa frase por “comunícate in English” al fin y al cabo todos debemos comunicarnos, el simple hecho de cambiar la presentación hará que los alumnos perciban de una manera diferente la adquisición del idioma. Una de las propuestas de enseñanza es que partamos de la lengua materna, en este caso español. Dejemos que los alumnos estructuren sus ideas, su comunicación, en su lengua materna, para así alcanzar comunicarse en otro idioma, eso no bloqueara su proceso de pensamiento; el propósito es dejar que los alumnos entiendan que la comunicación en inglés es posible y simple, obviamente bajo la adquisición de las estructuras gramaticales. En nuestras manos tenemos la posibilidad de que el alumno adquiera o no el Idioma, hagamos que nuestros alumnos abran las puertas de su mente, y tengan acceso a ver la gran variedad de posibilidades que tienen con tan solo comunicarse en otro idioma. Tratemos la manera posible de utilizar metodologías que les dé la oportunidad de comunicarse y usar el idioma de manera natural.

Paul Sieguson menciona en uno de sus libros, que una de las ventajas que poseemos como países latinoamericanos es la riqueza de nuestro lenguaje, como resultado nuestro cerebro esta más preparado para la adquisición de otro idioma, el reto es hacer que los estudiantes entiendan esas ventajas, para que su adquisición sea más fácil. Dejemos a los estudiantes con un acceso total a sus procesos mentales, donde todo lo que quiera comunicar en español sea capaz de comunicarlo en Ingles, ese proceso de traducción en segundos se bloquea cuando deseamos que los estudiantes “piensen en Ingles”., y como profesores planificar actividades interesantes, con sentido, para ayudar a la construcción mental y adquisición.

Esta más que claro que como profesionales de la enseñanza del inglés tenemos muchas ventajas frente a otros profesionales de la educación. La cantidad de técnicas y métodos que podríamos usar es inmensa, y las oportunidades que les ofrecemos a los alumnos también es grande. Salgamos de la zona de confort, no como otros maestros que se apegan a una sola técnica o método, investiguemos, creamos que nuestro trabajo es el mejor del mundo, porque de hecho lo es. Solamente al entender la importancia de nuestra labor haremos mejores estudiantes. ¡Amemos lo que hagamos, amemos nuestro trabajo, nuestros alumnos, preocupémonos por su aprendizaje, nunca olvidemos que somos modelos para ellos, y que nuestro objetivo es la adquisición del idioma, hagamos la diferencia, y recuerden que los profesores de inglés somos los mejores!

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Written by: Emely Coroy HOMESCHOOLING Abstract: Learning is a process of life, however, due to different situations presented in life, people do not follow the formal education system and instead, some other options are seek to meet this process. Homeschooling is a new methodology that uses technology to teach without being outside and as everything in life it has a positive and negative perspective in which a formal or deep research has not been made but the final purpose is to meet the education or learning to become better person and therefore to build a better society.

Key Words: LEARNING METHOD STUDENT COMFORT HOMESCHOOL FORMAL - EDUCATION The need of education is something that all the population of a country has, however due to different situations, parents are not able to take children to formal or traditional schools or sometimes, homeschooling is a solution for bullying, in the case of public schools, security is one of the major reasons on why parents give importance to homeschooling. According to Libertopolis.com homeschooling is: “A method of teaching-learning process that is personalized without eliminating the socialization to educate future generations� but it is a method that does not have a popular practice in Guatemala because people tends to be traditional and are afraid to try out new methods. According to Revista D in an interview to Dr. Carlos Aldana, pedagogist from San Carlos University, homeschooling is a trend that is continuously growing world-wide as a result of the information society and is centered in individualism.

The term E-learning is also known and it stands for electronic learning which is similar to homeschooling, however, e-learning is usually used to describe learning management systems and these can be for enterprises, businesses or educational organization it is not focused only in education. The ones that are commonly used or known are Edmodo, Moodle, Social networks (however not fully), and others.

Marjorie Barahona is a fifteen year old girl, who has studied all the elementary school in Hebron School in the method of homeschooling, but in the first year of Jr. High School, she is studying in a traditional school, as far as it could be observed, the student adapted very well to the traditional system, she is very responsible and is not shy at all, she is an outgoing person and is even popular among the school against all predictions that were made when she first applied for the school. She says that at the beginning, it was difficult to change the routine that she had had for the last seven years, and it was also difficult for her mom because they were very close, but when time passed by, all the family got used to the new routine that they were living. She also comments that between formal education and homeschooling, she prefers being in a classroom sharing with her classmates all the experiences that traditional education can provide.

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As everything in life, homeschooling has a positive and negative aspect, one of the advantages that is found in this method is that student learns at his own pace, learners are not pressured by any person, meaning partners or teachers, about completing a task in a certain time, it is also useful when a student owns some kind of disability that can be treated or taught with special didactics, students also take the responsibility to actually learn and not just to make what a teacher requires and somehow the auto-didactical ability is acquired; free time is also a decision that students must take, practicing in that way decision making.

Another advantage that is worthy to mention is that most of the time this method requires the company of a relative that is taken as a mentor or monitor and this activity strengthens the existing relationships within the family. On the other hand, people who does not have enough knowledge about the system argued that socialization is the most important concern since students are “alone� must of the time, however, this field is worthy to research because some people think that even though students do not share experiences with actual classmates they look for other activities where they can socialize since they own more free time than some other students.

At the end this is all about students comfort in order to get the common goal which is learning.

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Escrito por: Emely Coroy ESCUELA EN CASA .Resumen: Aprendizaje es un proceso de vida sin embargo debido a diferentes situaciones presentadas en la vida, la gente no sigue el sistema de educación formal y en su lugar algunas otras opciones son buscadas para cumplir este proceso. Escuela en casa es una metodología que usa tecnología para enseñar sin estar afuera pero como todo en la vida tiene una perspectiva positiva y una negativa no se ha hecho una investigación formal o profunda pero al final el propósito es conseguir una educación o un aprendizaje para convertirnos en mejor persona y de esa manera una mejor sociedad.

Palabras Clave: APRENDIZAJE – MÉTODO – ESTUDIANTE – COMODIDAD – ESCUELA EN CASA – FORMAL – EDUCACIÓN La necesidad de educación es algo que toda población de un país necesita, sin embargo debido a diferentes situaciones algunos padres no les es posible llevar a sus hijos a una escuela formal o tradicional. Algunas veces escuela en casa es una solución para el abuso, en el caso de las escuelas públicas, seguridad es una de las mayores razones de porque los padres dan importancia a Escuela en casa. De acuerdo con Libertopolis.com Escuela en casa es: “Un método de enseñanzaaprendizaje que es personalizado sin eliminar la socialización para educar futuras generaciones” pero es un método que posee con una práctica popular en el país de Guatemala porque la gente tiende a ser tradicional y atemorizada a tratar con nuevos métodos. De acuerdo con la Revista D en una entrevista expuesta con el Dr. Carlos Aldana pedagogo de la Universidad San Carlos De Guatemala, escuela en casa es una tendencia que continuamente crece mundialmente como resultado de la sociedad de información and centralizada en individualismo.

El término E-learning es también conocido y significa aprendizaje electrónico lo cual es similar a escuela en casa y es usualmente utilizado para describir el manejo de los sistemas de aprendizaje y éstas pueden ser para entidades, negocios u organizaciones educativas, no está enfocada solamente en educación. Las plataformas que comúnmente se conocen en educación son: Edmodo, moodle, redes sociales, (no totalmenete) entre otras.

Marjorie Barahona, una chica de quince años de edad, quien estudió todo el nivel primario en la Escuela Hebrón en el método de enseñanza en casa, pero el primer grado de secundaria lo está estudiando en una escuela tradicional, tanto como pudo ser observada la estudiante se adaptó muy bien al sistema tradicional, ella es muy responsable y no es tímida para nada, es una persona extrovertida y es popular en la escuela en contra de todas las predicciones que fueron hechas cuando solicitó este tipo de escuela. Ella dice que al principio fue difícil cambiar la rutina que había tenido por los últimos siete años y que también fue difícil para su mamá porque ellas eran muy unidas pero mientras el tiempo pasaba la familia se acostumbró a la nueva rutina que estaban viviendo. También comenta que entre la educación formal y escuela en casa, ella prefiere estar en un salón de clase compartiendo con sus compañeros todas las experiencias que la educación formal puede proporcionar.

Como todo en la vida tiene un aspecto positivo y negativo, una de las ventajas que se encuentra en este método es que el estudiante aprende a su propio ritmo, no es presionado por ninguna persona, refiriéndose a compañeros o maestros, acerca de completar una tarea en un tiempo determinado,

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también es útil cuando un estudiante posee alguna clase de discapacidad que puede ser tratada o enseñada con didáctica especial, estudiantes también toman la responsabilidad de aprender en realidad y no solo hacer lo que el profesor les solicita y de alguna manera ellos adquieren la habilidad auto-didáctica, tiempo libre también es una decisión que ellos deben tomar practicado así, la toma de decisiones. Otra ventaja que es válida de mencionar es que la mayoría de tiempo este método requiere el acompañamiento de un familiar que es tomada como un mentor o monitor y esta actividad refuerza las relaciones existentes en la familia. Por otro lado, quien no tiene conocimiento acerca del sistema puede decir que la socialización es la más importante preocupación ya que los estudiantes están “solos” la mayoría del tiempo sin embargo este campo vale la pena investigar porque algunas personas piensan que aunque los alumnos no comparten experiencias reales con compañeros de clase ellos buscan otras actividades donde ellos pueden socializar dado que poseen más tiempo libre que otros estudiantes.

Al final todo esto se trata de la comodidad del estudiante para que de esa manera llegar a la meta en común que es el aprendizaje.

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Written by: María Lourdes Rodríguez Santizo BEHAVIORISM INFLUENCE IN LANGUAGE Abstract Nowadays it is important to know other language besides the mother tongue. It can be said that it is essential for people at work and school. That is the reason why schools are concerned to provide another language to students since they begin, and even though some students learn faster than others, all of them acquire some words or phrases by drilling.

Key Words: BEHAVIORISM, LANGUAGE, LEARN, STUDENT. Behaviorism is known as a movement in psychology, philosophy and the theory of learning that is not concerned with emotions or internal thoughts. It is a synonym of experimentation, meaning that learning is a result of habits formed through trial and error.

According to Ivan Petrovich Pavlov, a physiologist and psychologist “the human behavior could be understood and explained best in physiological terms rather than in mentalist terms”.1 Language Acquisition It could be defined like the way children develop ability in a language, a subconscious process, where language acquirers are not usually aware of the fact that they are acquiring a language but are only aware of the fact that they are using the language for communication.

Nowadays, in schools are reflected many students’ attitudes to acquire another language, those are consequences of the behaviorism they have been lead with since they started in pre-school. Activities that make the students color pictures and label objects, sing songs, using greetings, and more.

Sometimes they just follow the patterns because they have to, but unconsciously they are acquiring the language. For example, at kinder garden kids sing songs and interpret them with mimics; teachers make the students repeat the songs until they already sing it well and then recognize children´s effort. Even though, children do it just for fun or the prizes, they are acquiring the language.

1

Cullen Kairen, (2011) Introducing Child Psychology: A Practical Guide, The Keg House, Minneapolis.

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Escrito Por: Lourdes Rodríguez LA INFLUENCIA DEL CONDUCTISMO EN EL IDIOMA” Resumen Actualmente en la sociedad es importante saber otro idioma además de la lengua materna.

Se puede decir que es esencial saber otro idioma para las personas en el trabajo y estudio.

Esa es la razón por la cual los colegios se preocupan por impartir otro idioma a los estudiantes desde que ellos inician su vida escolar, y a pesar que algunos estudiantes aprenden más rápido que otros, todos aprenden algunas palabras y frases gracias a las técnicas de repetición.

Palabras clave

CONDUCTISMO, IDIOMA, APRENDER, ESTUDIANTE.

El conductismo es conocido en psicología, filosofía y la teoría del aprendizaje, como un movimiento que no se preocupa por las emociones o pensamientos internos. Es un sinónimo de significado experimental en que aprender es el resultado de hábitos a través de prueba y error.

De acuerdo a Ivan Petrovich Pavlov un fisiólogo y psicólogo “la conducta de los humanos puede ser entendido y explicado de mejor manera en términos fisiológicos que en términos mentales”.1 Aprendiendo el idioma Se puede definir como la forma en que los niños desarrollan habilidades en el idioma, u n proceso subconsciente, donde quienes aprenden el idioma generalmente no se dan cuenta que están aprendiendo, solamente que están haciendo uso del idioma para comunicarse.

En la actualidad, en los colegios se ven reflejadas muchas actitudes de los estudiantes adquiriendo otro idioma., como consecuencia del conductismo que ellos han tenido desde que iniciaron en pre-primaria. Actividades que hacen a los estudiantes colorear dibujos y nombrar objetos, cantar canciones, utilizando formas de saludos y más.

Muchas veces ellos simplemente siguen las normas porque tienen que hacerlo, pero inconscientemente están aprendiendo el idioma. Por ejemplo, en el jardín de niños, los estudiantes cantan canciones y las interpretan con mímicas, los maestros repiten con ellos las canciones hasta que ellos las cantan correctamente, y luego los premian por su esfuerzo. Aunque los niños lo hacen por diversión o por los premios, están aprendiendo el idioma.

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Cullen Kairen, (2011) Introducing Child Psychology: A Practical Guide, The Keg House, Minneapolis.

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Written by: Professor: Jorge Gustavo Lopez Ruiz

AN OUTLINE OF THE HISTORY OF THE MAIN SCHOOLS OF LANGUAGE GRAMMAR Abstract : This paper outlines the main schools of grammar from the Greeks and Romans, the medieval period to structuralism and transformational grammar. It seeks to emphasize the principal fundaments of each school related to the science of linguistics and the work of the grammarian on explaining the perception and production of utterances and sentences by any speaker of a language community. It is also remarked the great influence of these schools of grammar in the fields of language study, language teaching and methodology, and more importantly the study of linguistics in general.

Key words TRADITIONAL GRAMMAR, RHETORIC, DIALECTIC, PHRASE-STRUCTURE, IMMEDIATE CONSTITUENTS, TRANSFORMATIONAL GRAMMAR, UNIVERSAL LINGUISTICS, UNIVERSAL GRAMMAR. Introduction Linguists assume that human beings all possess an innate language faculty, which is part of their biological system and which enables them to acquire the grammar of their own native languages well, quickly and without any instruction.

The language faculty is present in the human brain, but it is not accessible to the own human´s consciousness. It consists of what Noam Chomsky called technically universal grammar, a specification of the structures and rules which are possible in human language. During early childhood the language faculty combines with the raw data of the child’s surroundings to give a mental grammar of this language (a subset of universal grammar with specific settings for certain models).

The central concern of the linguistic theory is the problem of how grammar structures come into existence in the speaker's mind that has not been taught any grammar rules, yet without no grammatical instruction from the countless oral sentences he has heard and understood will abstract a certain notion of structure sharp enough to guide him in forming his own sentences.

The Grammarian specific occupation is to determine the nature of the abstract entity connecting that links the world of ideas and the world of sounds. Determining how a particular language solves the problem of connecting the worlds of sound and ideas, and a deeper level of analysis is the field of a linguistics which seeks to establish the general principles governing these systems. A linguistic grammar study tries to uncover the great underlying grammars of all languages principles.

Grammar is defined as “the formal study of the structure of language and describes how words fit together in meaningful constructions” (Williams, 2005, p. 2).

From this context, the purpose of this paper is to identify from the research developed on James D. Williams´ The Teacher´s Grammar Book, among others, the different approaches of grammar along history, emphasizing what the idea of it has been in each time based on Edward Sapir´s assumption that each language reflects the consciousness of the speaker´s world as well as both the linguistic focus and the pedagogical view.

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Grammar in Greece In ancient Greek, the development and use of writing was the cornerstone of linguistic erudition is attested by the history of the word Grammatikos. Until the period of Plato and Aristotle inclusive, this term simply meant that the one who knew of letters, grammata, and the one who could read and write, and techne grammatike was the art of reading and writing. Before Homer, the education was run by the Greek state and according to Williams: “Young students were taught by a grammatistes, who provided instruction in the alphabet (grammata), reading, writing, and grammar. A grammastistes also gave instruction in other subjects, such as music and mathematics. When students were proficient readers and writers, they were deemed grammatikos, or literate.

At this point, they began studying literature in earnest. Plato wrote in Protagoras that “when the boy has learned his letters and is beginning to understand what its written, as before he understood only what was spoken, they [the teachers] put into his hands the works of great poets, which he reads sitting on a bench at school” (II, 325-326). (Williams, 2005, p. 3).

Later, the study of The Iliad and The Odyssey were part of highly education as both determined a moral code prescription inside which profiled the sole of a literate Greek citizen.

Regarding the Greek grammar emphasis, “Greek education developed a prescriptive stance with respect to language and grammar, defining notions of “correct” and “incorrect” language use in terms of adherence to literary norms that characterized Greek hundreds of years in the past (Williams, 2005, p. 3).

Besides the study of grammar, ancient Greek linguistics also took into account the study of rhetoric which tried to complete the education of Greek leader’s speaking ability. This study focused on the called “five offices”: invention, arrangement, style, memory, and delivery. (These steps are considered in the contemporary field as part of the writing composition process). Thus invention referred to the process of developing topics and arguments; arrangement regards the organization of a speech; style focused on “the tone or voice of the speech, formal or informal”; memory fulfills to memorize long speeches delivered without notes (Demosthenes, the great Greek orator, is a good example of this ability); delivery related to style was more oriented to make gestures and postures. Thus Ancient Greek study of grammar formed part of dialectic and rhetoric.

Ancient grammar focused on the word as the central unit of language. Modern scholars have characterized the ancient artes grammaticae. One prominent manual of grammar of this time is Art of Grammar (Techne grammatike) written by Dionysius Thrax (170-90 BC). William states that this manual has “set the standard for all grammar books until the 20th century”. He established the most know eight parts of speech: noun, verb, participle, article, pronoun, preposition, adverb, and conjunction. (Williams, 2005, p. 5).

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Grammar in Rome In Rome the study of grammar was the adaption of Greek grammar. The principal interest was on morphology, specifically on the parts of speech, on the form of nouns and verbs. The most prominent Roman linguist was Varro (116-27 BC) His De Lingua Franca was a multiple work of 25 volumes. The grammar of Donatus’ Arts grammatica (4th century AD) and Priscian’s Institutiones grammaticae (6 th century AD) influenced the grammar studies of the Middle Ages.

Williams referred to other important studies of this grammar stage: One of the foremost teachers during the Roman period was Quintilian (circa 35-95 AD), who wrote The Education of the Orator (Institutio de oratoria), a collection of 12 books on education from childhood through adulthood. Quintilian described an educational program that was clearly Greek in almost every respect, with the grammar instruction in the early years, followed by logic and rhetoric. This three-part taxonomy came to be called the trivium. (Williams, 2005, p. 6).

Quintilian’s linguistic work was prescriptive. He defended strongly the correctness of language, for him, “the study of grammar would enable students to produce error-free speech and writing.” (Williams, 2005, p. 6).

Grammar in the Middle Ages (500-1400 AD) During this time Latin was in Europe de Lingua Franca. “Roman Education concentrated on what is known as the seven arts of the trivium (grammar, logic, and rhetoric) and the quadrivium (music, arithmetic, geometry, and astronomy).” (Williams, 2005, p. 7).

From Williams’ words, the line of grammar taken during this period is summarized by this way: The significance of the Greco-Roman education system with respect to grammar was twofold. As the Empire expanded, it provided schools or modified curricula in existing schools to meet Roman standards. Grammar instruction throughout Europe therefore had a coherent orientation that emphasized adherence to a literary norm. however, after the Empire collapsed, the fragmented European societies had a new Golden Age—the time of the Empire—and Latin was their bridge to a more civilized and sophisticated past. (Williams, 2005, p. 7).

Both Greek and Roman grammars belong to the traditional grammar also called prescriptive since its objective is the norm of the correctness of language. However, nowadays its terminology is applied to describe the parts of language and also it still a way of teaching grammar. Williams explains that “Noun comes from the Latin word, nomen, for name; verb comes from the Latin verbum, for word; predicate comes from the Latin word, praedicare, to proclaim”. (2005, p,. 54)

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Phrase Structure Grammar The linguistic and anthropological studies on American tribal languages of Franz Boas (1852-1939), Edward Sapir (1884-1939), and Leonard Bloomfield (1887-1949) began the American structuralism linguistic movement in the end of the 19th century. These studies began to change the views of traditional grammar.

While traditional grammar was focused on “linguistic universals” which assumed that all languages have the same features of the Latin language such as subject, predicate and so on, American structuralists led by Franz Boas defended the idea “that every language is unique, with its own structure and its own grammar.”

The new grammar they proposed was called Immediate Constituent Analysis (ICA). (Williams, 2005, p. 99).

Traditional Grammar analysis was focused on words and cases while structuralism sought to identify the syntactic relationship between adjacent constituents next to each to other without any other element between them. This analysis is applied into content words and sentences.

Traditionalists approach language and its grammar starting with words and then moving to phrases, ending with the sentence. Unlike traditionalists, structuralists start with sounds (phonemes) and then move to larger linguistic elements till they reach to the sentence level.

For example the immediate constituents of the word “unreadable” are divided in this way:

un read able The base of the word is read. The first cut is on the prefix –un so that the first two layers is readable remained with meaning; the second cut is on the base read and the suffix –able also remained with meaning.

From the structural ICA analysis the basic seven syntactical sentence patterns of the English language (Stageber, 1985 ) are classified by this way: 1. SV (subject + verb); Mary runs.

2. SVC (subject + verb + subjective Complement); My father is a manager.

The food tastes delicious.

3. SVA (subject + verb + adverbial); The books are in the box.

4. SVO (subject + verb + direct object);

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The girl sent a letter

5. SVOO (subject + verb + Indirect Object + Direct Object); The girl sent her mother a letter.

6. SVOC (subject + Verb + Direct + object + Objective Complement); The committee elected Mr. Brooks president.

7. SVOA (subject + Verb + Object + Adverbial)

We keep our dog outside.

Noam Chomsky and Transformational grammar (TG) Into the linguistic intellectual field Chomsky’s Syntactic Structures (1957) represents a revolutionary approach to the study of language since it carries a conception of a grammar as a theory of a language and a theory of the mind. He has argued that a knowledge of language, or more accurately, grammar is innate.

Williams summarizes the great attempt Chomsky achieved on Syntactic Structures contrary to the one done by structuralism that

Phrase-structure grammar could never be a viable intellectual enterprise, offered a new grammar to replace it, reasserted rationalism as the sine qua non of linguistics, and established language study firmly as a branch of psychology. It vitalized the emerging field of cognitive psychology, gave birth to a new area of language study called psycholinguistics, influenced philosophers working in the philosophy of language, and gave English teachers a new tool for helping students become better writers. (Williams, 2005, p. 162).

The most important Chomsky’s criticism on phrase-structure is that it focused on corpus of attested sentences already produced by native speakers rather than its production of them. This corpus of sentences is described by phrase-structure analysis so they are finite attested expressions while his proposal is mostly based on an infinite production of sentences which implies a speaker’s creative factor. This point of view differs Chomsky’s linguistic theory from structuralism.

Williams point out that

the ability to look into the history of a sentence gives a grammar a generative component that reveals something about language production—about how people connect strings of words into sentences—but it also, he argued, allows us to understand something about how the mind operates.

On these grounds, Chomsky developed a grammar that claimed a cognitive orientation because it focused on the transformation of mentalese into actual language. His goal was to develop a theory of language that provided a theory of mind. His theory of language was inherent in his grammar, which he called transformational-generative (T-G) grammar. (2005, p. 164).

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According to Chomsky the speaker’s competence is his knowledge of the language and performance is his actual use of the language in concrete situations. The knowledge that the speaker possesses is not conscious but is, rather, the ability he has to produce and understand indefinitely many sentences. In fact, Chomsky points out, a speaker’s expressed opinions about the presumed mechanisms by which he produces sentences can be quite mistaken, so that linguistics, taking a speaker’s competence as an object of study, is interested in what the speaker really knows rather than in what he thinks he knows.

For the linguistic theory, Chomsky remarks that: The problem for the linguist, as well as for the child learning the language is to determine from data of performance the underlying system of rules that has been mastered by the speaker-hearer and that he puts to use in actual performance. Hence, in the technical sense, linguistic theory is mentalistic, since it is concerned with discovering a mental reality underlying actual behavior. Observed use of language or hypothesized dispositions to respond, habits, and so on, may provide evidence as to the nature of this mental reality, but surely cannot constitute the actual subject matter of linguistics, if this to be a serious discipline. (Chomsky, 1965, p. 4).

In syntactic Structures (1957) Chomsky is particularly concerned to explain the nature of syntax and to show how this level of analysis is dealt with in various approaches to language. He therefore defined “Syntax” as “the study of the principles and processes by which sentences are constructed in particular languages…more generally, linguists have been concerned with the problem of determining the fundamental underlying properties of successful grammars.” (Chomsky, 1957, p. 11).

Chomsky can then view a grammar as a device of some sort for producing all of the grammatical, and none of the ungrammatical, sentences of a language. Such a grammar usually contains several linguistic “levels,” for example, phonemics, morphology, and phrase structure. These two are best considered as devices made available for the construction of grammars, that is, a as methods for representing utterances, term which “refers to anything we say including grammatically incomplete sentences, and to different ways of saying the same sentence” *(Kelly,2000, p. 3).

As a consequence, “We can determine the adequacy of a linguistic theory by developing rigorously and precisely the form of grammar corresponding to the set of levels contained within this theory” (Chomsky, 1957, p. 11).

Defining “language” as “a set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements” (Chomsky, 1957, p. 13), Chomsky points out that the notion “grammatical” with respect to sentences is assumed as intuitively in Syntactic Structures, and suggests in passing that one test of this is acceptability to the native speaker.

In Syntactic Structures Chomsky considers that the study of grammar is not dependent on meaning, although certain obvious connections between syntax and semantics cannot be ignored. Therefore it is more useful to develop a syntactic analysis that can support a semantic interpretation rather than beginning by basing syntax on meaning.

The description is simplified because kernel sentences can be reorganized, and sentences produced by further transformations can be examined according to the various kernels from which they can be produced.

Therefore for Chomsky, grammar should be tripartite, involving a phrase-structure component, a transformational component, and morphophonemic component:

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We consequently view grammars as having a tripartite structure. A grammar has a sequence of rules from which phrase structure can be reconstructed and a sequence of morphophonemic rules that convert strings of morphemes into strings of phonemes. Connecting these sequences, there is a sequence of transformational rules that carry strings with phrase structure into new strings to which the morphophonemic rules can apply.

The phrase structure and morphophonemic rules are elementary in a sense in which the transformational rules are not. To apply a transformation to a string, we must know some of the history of derivation of this string; but to apply non-transformational rules, it is sufficient to know the shape of the string to which the rule applies.

(Chomsky, 1957, p. 107).

Williams to this respect reflects that: Chomsky identified a basic grammatical structure in Syntactic Structures that he referred to as kernel sentences. Reflecting mentalese, or logical form, kernel sentences were where words and meaning first appeared in the complex cognitive process that resulted in an utterance. However, the overall focus in Syntactic Structures was syntax, not meaning. In fact, Chomsky indicated that meaning was largely irrelevant, as he illustrated in the sentence, “Colorless green ideas sleep furiously” (1957, p. 15). It means nothing but is nevertheless grammatical. (Williams, 2005, p. 166) As impressive as Syntactic Structures was, the idea that any theory of language could ignore meaning was difficult to accept. Chomsky (1965) responded to the criticism in Aspects of the Theory of Syntax, in which he abandoned the notion of kernel sentences and identified the underlying constituents of sentences as deep structure. Deep structure was versatile: It contained the meaning of an utterance and provided the basis for transformation rules that turned deep structure into surface structure, which represented what we actually hear or read. Transformation rules, therefore, connected deep structure and surface structure, meaning and syntax. (Williams, 2005, p. 166) Chomsky finds one way of appreciating what kind of knowledge the speaker may be presumed to possess by considering the conditions that must hold in order for a child to learn any language. When a child has learned a language Chomsky holds that he has developed what it can be described as an internal representation of a system of rules that determines how sentences are to be produced and understood.

This is a kind of theory of the child’s own language, and the data from which it was constructed can be presumed to be correctly and incorrectly formed sentences. Further, it can be assumed that unless a child already had a knowledge of language in some sense, he could not have learned a particular language: A theory of linguistic structure that aims for explanatory adequacy incorporates an account of linguistic universals and it attributes tacit knowledge of these universals to the child. It proposes, then, that the child approaches of a certain antecedently well-defined type, his problem being to determine which of the (humanly) possible languages is that of the community in which he is placed.

Language learning would be impossible unless this were the case. (Chomsky, 1965, p. 27).

As a consequence of these assumptions, Chomsky sees it as one of the main tasks of linguistic theory to develop on account of linguistic universals, that, on the one hand, will not be falsified by the actual diversity of languages, and, on the other, will be sufficiently rich and explicit to account for the rapidity and uniformity of language learning, and the remarkable complexity and range of the generative grammars that are the product of language learning. (Chomsky, 1965, p. 28) Williams points out the necessity to clarify linguistic universals and universal grammar, term associate to Chomsky’s linguistic theory:

We might be tempted immediately to conclude that universal grammar is identical to the linguistic universals associated with traditional grammar, but this would be a mistake. There is a connection, but a tenuous one. Linguistic universals refer to a relatively narrow range of shared features across

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languages, such as the fact that all languages have subjects and predicates, kinship terms, and a means of indicating when actions occur.

To this respect, William observes that universal grammar is different. In The Minimalist Program (1995) Chomsky states that: The human brain provides an array of capacities that enter into the use and understanding of language (the language faculty); these seem to be in good part specialized for that function and a common human endowment over a very wide range of circumstances and conditions. One component of the language faculty is a generative procedure … that generates structural descriptions (SDs), each a complex of properties, including those commonly called “semantic” and “phonetic.” These SDs are the expressions of the language. The theory of a particular language is its grammar. The theory of languages and the expressions they generate is Universal Grammar (UG); UG is a theory of the initial state…of the relevant component of the language faculty. (p. 167) (cited by Williams, 2005, p. 165).

To sum up, Chomsky’s linguistic theory parts of the hypothesis that human languages are genetically determined. A linguistic theory can be seen as a theory of biological background underlying the acquisition and use of language; in other words as a universal grammar theory (GU), a proposed term that names the biologically properties of human language. Understood in this way, the GU is the theory of human language faculty and any particular grammar follows the principles of UG. Therefore, the person who has learned a language has built a system of rules and principles (grammar) determining any relationship sound-meaning within an infinite domain. Grammar is a theory of competition that has been obtained, conducted by conventional idealization and most appropriate possible.

The general theory of grammar - called universal grammar (UG) - is a system of principles that determines what is considered a grammar, and how grammars work to generate the structural descriptions of sentences.

Conclusions The following conclusions of the three major grammar schools: traditional, phrase- structure and transformational that have been outlined on this paper are divided by the criteria of two groups: first those to have contributed to the science of linguistics and the second ones which have helped to the pedagogy of languages.

The formal approach to the study of grammar was found first in the work of Dionysius Thrax, whose pioneering approach shows the characteristics of all scientific work on languages. Thrax’s grammar is still a method of teaching a foreign and native language. His approach is ideal for teaching foreign languages.

The Roman adaptation of Greek grammar marked a basic deviation from Trax’s approach. This different approach has helped characterized traditional grammar. Instead of concentrating on form, as did Thrax, the Romans took the meaning categories used by the Greeks as basic to defining parts of Latin.

The Medieval period contributed little to the study of linguistic and continue the inherent work of Greeks and Romans. On this time, the study of logic began to be considered a study of the laws and thought.

The work of structuralists at the end of the 19 th century contributed to the study of the spoken languages and to the development of articulatory phonetics represented one of the most significant advances in the linguistic science.

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Transformational grammar has contributed to a theory of language and its cognitive domain, and also it has brought some terms quoted from mathematics and symbolic logic such as generate, node and transformations.

Regarding the pedagogical applications on the teaching of English, traditional grammar has proved to be worth for both native and nonnative speakers of English language.

Phrase-structure grammar is more appropriate for students of linguistics due to the deep approach of phonetics, phonology and syntax related to the immediate constituent approach.

Structural and traditional grammar succeeds in some extent mainly in advanced levels and specialized course such as advanced writing in particular and advanced courses in grammar in general.

Transformational generative grammar can be used for pedagogical purposes in advanced levels such as writing courses or advanced grammar courses and linguistic studies.

Both transformational generative grammar and structural grammar are technical and scientific which limit their use for teaching English as a foreign language but favors the linguistic study of it.

References Kelly, Gerald. (2000) How to teach Pronunciation. Malaysia: Pearson Education Limited.

Chomsky, Noam. (1957) Syntactic Structures. Mouton de Gruyter Berlin • New York. (2002) Chomsky, Noam. (1965) Aspects of the Theory of Syntax. Cambridge, Massachusetts. The M.I.T. Press.

Stageberg, Norman C. (1985) An Introductory English Grammar. USA: Holt, Rinehart and Winston.

Williams, James D. (2005) The Teacher’s Grammar Book. 2nd Edition. London: Lawrence Erlbaum Associates, Publishers.

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MISCELLANEOUS

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LANGUAGES SECTION

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2nd Class Licenciatura en Lingüística del Idioma Inglés Sección de Idiomas

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