Enfoque multisensorial como práctica de enseñanza de una lengua extranjera en niños de 5 a 6 años.

Abstract

The following descriptive study had a general objective to identify the teaching practices in the teaching of English as a second language with a multi-sensory approach, in a classroom of Educación General Básica Preparatoria bilingual. The main focus of the investigation was to identify the teaching practices with a multi-sensory approach of a teacher, at a school with an English immersion program. It was an investigation with a mixed approach, where quantitative and qualitative research tools were applied. The research tools were the interview, observation, log, and a checklist created by the researchers. The checklist was applied to a sample of 17 five or six-year-old students, from a school located in Samborondón, Ecuador. The results showed an increase in the vocabulary in English of the sample of students. Additionally, it was noted in the teaching practices a multi-sensory approach applied by the teacher. Nevertheless, other factors that influence the increase in the vocabulary were identified, such as the English immersion program, the exposition time to the language and the teaching practices applied by the teacher