STEP 4. FINAL EXAM LANGUAGE AND CULTURE

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UNIT 2: TEACHING CULTURE IN THE EFL / ESL CLASSROOM

STEP 4: FINAL EXAM

NAME: CRISTHIAN EVERLY TORO.

CODE: 1.121.893.467

COURSE: LANGUAGE AND CULTURE

GROUP NUMBER: 551036_28

TEACHER: OLGA LUCÍA FIERRO

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

SCHOOL OF EDUCATION SCIENCES DECEMBER 08TH OF 2018

THE CULTURAL APPROACH AS TEACHING METHOD FOR FIRST AND SECOND LANGUAGE FOR THE CHILDHOOD
RESEARCH PROPOSAL
DESCRIPTION OF THE PROBLEM
It is necessary to develop an investigation that allows finding the possible causes of such difficulty as the foreign language learning; it will be possible to establish pedagogical strategies of solution and mitigation of the problem and if the culture can be a possibility of improvement, with the intention of motivating the students and avoid apathy for the English language learning through the cultural awareness.
Design pedagogical strategies of solution and mitigation of apathy of foreign language learning to facilitate the apprehension through the culture in the first grade learners.
GENERAL OBJECTIVE
To highlight familiar and school context factors that facilitate the foreign language learning in first grade students.

To create teaching strategies that attract students and motivate them to learn English language through cultural activities.

To investigate what type of web 2.0 tools contribute to the learning of English language, to apply them as a method of school education involving cultural aspects.

SPECIFIC OBJECTIVES
The guidance of the teacher is crucial, as are the strategies used to apprehend spelling and phonemes as a habit and not as an obligation or burden (Goodman, 2003).

Goodman (1986) refers to language as a way to exchange experiences, experiences and learn orally; It also refers to the cultural heritage of a certain region and of different periods, this being the starting point and evolution of a culture.

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THEORETICAL FRAMEWORK
"Reading is a process by which written language is understood. In this understanding the text intervenes, its form and its content, as well as the reader, its expectations, its previous knowledge, to read we have to have decoding skills and contribute to the text our objectives, ideas and previous experiences ". (Solé, 1987, p.18).

Edelsky (1986) "confirms that the child, when he enters school, breaks the link between natural language and literacy, and from there they convert language into an abstraction."

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THEORETICAL FRAMEWORK
Duarte (2003) mentions that an individual learns through an active, cooperative, progressive and self-directed process, which aims to find meanings and build knowledge that arise, as far as possible, from authentic student experiences. and real situations. The student's position changes, since he must progressively take responsibility for his own learning processes. It changes the position of the teacher, who lets be the only source of information and becomes an active participant in the learning community, because it defines a stimulating climate on the intellectual level, which functions as a model for the definition and solution of problems (Duarte , 2003. p.4-5).

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THEORETICAL FRAMEWORK
The type of research selected to develop the project is: Qualitative field research, which has been developed in a class of specific classes, such as the first degree of Centro Educativo El Convenio from the municipality of Lejanías - Meta. This is the reason why they have found records of the subject, photographic research, surveys, interviews, books and documents to sustain and obtain results of the subject to investigate.
METHODOLOGY
The research paradigm is constructivist. In the same way, constructivism has the purpose of investigating and constructing the previous reality (Guba and Lincoln, 1994) with the clear intention of establishing, specifically what type of factors influence the learning of the written language in the selected group of students.
METHODOLOGY
SCHEDULE OF ACTIVITIES
2018
The importance that culture gives to the second language acquisition is born of the usefulness into the classroom and outside of there. It is a fact, the students that have a close up contact with the culture of some foreign lands; they develop good English language skills. Moreove, they can develop great language abilities to can communicate with English language speakers. The culture used as teaching method is a benefit because the daily lessons will be more attractive and very significant for the learners, strengthening the English lessons and going further because not only the teacher strengths the speaking and listening skills, but the students can be learning about foreign culture and exchange of the own culture. Culture must be a fundamental part of education because it makes training a globalized exchange, between language and culture.
CONCLUSIONS

STEP 4. FINAL EXAM LANGUAGE AND CULTURE

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