Strategies to teach the English language at the preschool level in a context of a public education Johanna Elizabeth, Cabrera Chicaiza y Karen Estefany, Rios Coro.

By:

Cabrera Chicaiza, Johanna Elizabeth

Contributor(s):

Karen Estefany, Rins Coro

Material type: Text

TextEcuador :Latacunga ;Extensión Pujilí ; Universidad Técnica de Cotopaxi ; 2023Description: 96 pàginas ; 30 cmContent type:

texto

Media type:

no mediado

Carrier type:

volumen

Subject(s):

IDIOMA INGLÉS EFL ESTRATEGIAS PERCEPCIONES NIVEL PREESCOLAR

DDC classification:

PROYECTO 370 C1174st

Online resources:

Documento

Contents:

1. General information. 2 . Problem statement. 3. Objectives. 4 . Activities and task system in relation to the objectives troposed. 5. Justification. 6. Scientific and technical foundation. 7. Methodology. 8. Analysis and discussion of results. 9. Research impacts. 10. Conclusions and recommendations. 11. References. 12. Annexes

Dissertation note: Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Abata, Fanny; Dir. Summary: The teaching of the English language at the preschool level is essential so that children during their early childhood can acquire the English language as a foreign language (EFL) with the use of strategies such as games, songs, and routines. The study aims to describe the perceptions of future English teachers about the use of strategies to teach the English language to students of Initial I-II at the ´Numa Pompilio Llona´ school. The approach used was qualitative, the method is descriptive and action research. The technique was data collection through a checklist to know the perceptions of future English teachers about children at the preschool level and a reflection guide to describe the experiences of future teachers. The population was twenty-eight students of Initial I-II. The main exhibitions showed that the children acquired a foreign language after the implementation of the different strategies. The results showed that by implementing games, songs, and routines as strategies at the preschool level, students will be able to acquire language naturally. The songs and games allowed them to acquire vocabulary, structures, and pronunciation in a natural way to produce the foreign language. The routines strategy contributed to remembering patterns to be able to interact with the teacher in class and answer some personal questions. In conclusion, there were positive results in children such as participation, entertainment, foreign language learning, and motivation with the help of strategies in preschoolers. The researchers suggest implementing these strategies into lesson plans for teaching English at the preschool level so that children acquire the language in a fun and natural way.

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Holdings
Item type	Current library	Collection	Call number	Copy number	Status	Date due	Barcode
Tesis	Biblioteca Pujilí PEDAGOGÍA DE LOS IDIOMAS / PUJILÍ	Colección / Fondo / Acervo / Resguardo	PROYECTO 370 C1174st (Browse shelf(Opens below))	Ej.1	Available		PP-000178

Incluye CD-Rom y Anexos.

Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Abata, Fanny; Dir.

LOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.

The teaching of the English language at the preschool level is essential so that children during their early childhood can acquire the English language as a foreign language (EFL) with the use of strategies such as games, songs, and routines. The study aims to describe the perceptions of future English teachers about the use of strategies to teach the English language to students of Initial I-II at the ´Numa Pompilio Llona´ school. The approach used was qualitative, the method is descriptive and action research. The technique was data collection through a checklist to know the perceptions of future English teachers about children at the preschool level and a reflection guide to describe the experiences of future teachers. The population was twenty-eight students of Initial I-II. The main exhibitions showed that the children acquired a foreign language after the implementation of the different strategies. The results showed that by implementing games, songs, and routines as strategies at the preschool level, students will be able to acquire language naturally. The songs and games allowed them to acquire vocabulary, structures, and pronunciation in a natural way to produce the foreign language. The routines strategy contributed to remembering patterns to be able to interact with the teacher in class and answer some personal questions. In conclusion, there were positive results in children such as participation, entertainment, foreign language learning, and motivation with the help of strategies in preschoolers. The researchers suggest implementing these strategies into lesson plans for teaching English at the preschool level so that children acquire the language in a fun and natural way.