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Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.
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Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.

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  • 1. LICENCIATURA EN CIENCIAS DE LA EDUCACIÓN DE PRIMERO Y SEGUNDO CICLO CON ÉNFASIS EN INGLÉS UNIVERSIDAD LIBRE DE COSTA RICA DEFENSA DE LA TESIS PARA LA CARRERA JULIO 30 DE 2009
  • 2. “Using Applied Linguistic to teach English as a Second Language to fourth graders at Colina’s Elementary Public School, Second Cycle, Circuit 02 of the Regional Educative Direction of Limon 2008” Sustainers: Shanny Glaston Kester Guiselle Weelkly Williamson NAME OF THESIS
  • 3. Have you ever stop to think for a while on the attitude of the birds amids adversities? Day by day its preparing its nest, with joy and songs of praise in its heart; sometimes bringing materials from long distance; all to secure its little ones. Reflection
  • 4. And finally when its about to lay its eggs; the inclemency of time; natural disasters, animals and even human beings themselves, destroy its hard work. But what does the bird do? Stays paralyze watching? Abandon its work? NO!!
  • 5. It starts to build over the little lovely nest for its chicks to born and even with the little ones inside; comes a child, a natural disaster, or someone to destroy the little nest, but this time with the animals inside. Does it stop? NO!! It continues singing and rebuilding another nest for its eggs’ security.
  • 6. That is PERSEVERANCE, LOVE, and COURAGE. What do you believe? Try the same attitude with the students which are place in your hands and you will discover that great experience, all in Jesus’ name, He loves you and desires the best for You.
  • 7. Interaction between humans have always been important and effective communication is not an exception either. This interaction was manifested in eighteen seventy two with the arrival of the immigrants, foreigners who traveled from Jamaica and the West Indies to the Caribbean Coast of the Province of Port Limon. Justification
  • 8. Their arrival were with contracts to build the Railroad from the Atlantic to the Pacific Coast of Costa Rica, and later to work into the banana plantation of the United Fruit Company.
  • 9. There is evidence that the first Afro-Caribbean generation did not adopt the Costa Rican citizenship.
  • 10. Bases For The Creole’s Language History Cultural Language Interaction E N G L A N D E N G I N E E R S J A M A I C A N S’ C R E O L E W E S T I N D I E S C R E O L E P I D G I N O R I G I N
  • 11. Develop Applied Linguistic to teach English as a Second Language to fourth graders at Colina’s Elementary Public School, Second Cycle, Circuit 02 of the Regional Educative Direction of Limon 2008.
  • 12. 1.Select and observe Creole fourth graders problems in English classes at Colina’s Elementary school acquiring information and studies related to their problem given proper solutions. Specific Objectives
  • 13. 2. Build and apply methods along with procedures to help fourth grade students accomplish their learning process in the Second Language . 3. Determine the improvement of Applied Linguistic methodologies for the Creole students to acquire English as a Second Language.
  • 14. Qualitative Quantitative Descriptive
  • 15. Background of the Problem Mother tongue (Creole) interference when speaking is required in Standard English. Neglect their speech and their culture.
  • 16. Division of the Preoperational Period
  • 17. Subjects of Investigation Parents: Creole students’ parents. Students: Creole fourth grade students. Retired and Actual English Teachers Instruments Questionnaires for students, teachers and parents.
  • 18. Patterns to acquired a Second Language Age Environment Meaningful characteristic s of the learner Methodology used
  • 19. Stephen Krashens’ Five Hypothesis Input Hypothesis Acquisition/learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Affective Filter Hypothesis
  • 20. Oral Theory of Language Structuralism Theory of Learning Behaviorism Natural Theory of Language Communication Theory of Learning Krashens’ Theory
  • 21. Personality Factors Situational Level Global Level
  • 22. Krashen’Affective Filter Hypothesis Motivation Self Confidence( good self-image)  Anxiety
  • 23. Linguisti c
  • 24. Automaticity Meaningful Learning Anticipation of Reward Intrinsic Motivation Strategic Investment Cognitive Principle
  • 25. Language Ego Self-Confidence Risk-Taking Language Culture Connection Affective Principle
  • 26.  Native Language Effect Inter language Communicative Competence Linguistic Principle
  • 27. Recommendation Respect Students’ Culture Expose relevant aspects of the mother tongue Eclectic Method Increase actual lesson time
  • 28. Include authentic Creole writing materials. A special assessment day. Cooperative Learning among students. Creative Teachers using a (Plan B) Establish rapport with students. Genuine Praise for students.

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