Total physical response como metodología de enseñanza de inglés como segunda lengua en nivel inicial ii, english as a language learner

Abstract

Currently, educational institutions choose to provide an education that includes learning English as a second language from levels of Initial Education (Ortíz, 2017). Therefore, the following research was carried out with a mixed approach, which seeks to describe the practices employed by teachers in the classroom, corresponding to the Total Physical Response methodology and identify whether they favor the acquisition of English as a second language, specifically in oral language macro skills, listening and speaking in children of Initial Level II. To know the perceptions of the teacher based on their practice, interviews were applied to the teacher evaluated, observations and logbooks were also made. A checklist was applied to know the level of learning of children in two specific times, the pre test and the mid test. Thus, the increase in children's learning in relation to vocabulary and comprehension could be analyzed. It was found that children's learning increased due to the program used by the institution and not by the teacher's methodology. Also, it was determined that the teacher uses a teaching practice that favors the learning of English as a second language, finally, it was found that motivation plays a fundamental role in children's learning.