000			03478nam0a22003370i04500
001			UTC-124488
005			20240326112758.0
008			240325s2023####ec#####grm####00####spa#d
082			_aPROYECTO 370 C1174st
100			_aCabrera Chicaiza, Johanna Elizabeth
245			_aStrategies to teach the English language at the preschool level in a context of a public education _cJohanna Elizabeth, Cabrera Chicaiza y Karen Estefany, Rios Coro.
264			_aEcuador :
264			_aLatacunga ;
264			_aExtensión Pujilí ; _bUniversidad Técnica de Cotopaxi ; _c2023
300			_a96 pàginas ; _c30 cm
336			_atexto _btxt _2rdacontent
337			_ano mediado _bn _2damedia
338			_avolumen _bnc _2rdacarrier
500			_aIncluye CD-Rom y Anexos.
502			_aProyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Abata, Fanny; Dir.
505			_a1. 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
506			_aLOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.
520			_aThe 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.
526			_aCarrera de Licenciatura en Pedagogía de Lenguas Nacionales y Extranjeras ;
526			_aEspecialidad en Inglés
526			_aIngles
650			_aIDIOMA INGLÉS EFL _aESTRATEGIAS _aPERCEPCIONES _aNIVEL PREESCOLAR
700			_aKaren Estefany, Rins Coro
856			_uhttp://repositorio.utc.edu.ec/bitstream/27000/9858/1/PP-000178.pdf _yDocumento
942			_2ddc _cTES _n0
999			_c20066 _d20066