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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN
ENSEÑANZA DEL INGLÉS
“ANALYSIS OF THE CROSS-LINGUISTIC
INFLUENCE IN THE PROCESS OF
TEACHING AND LEARNING ENGLISH AS A
THIRD LANGUAGE ON NGÄBE INDIGENOUS
11TH GRADERS AT LICEO RURAL EL
PROGRESO, COMTE BURICA, 2018”
MARÍA DE LOS ÁNGELES AZOFEIFA COTO
SETIEMBRE, 2018

2. JUSTIFICATION
In Costa Rica, the levels and quality of education differ from one
place to another. This variation is attributed to the geographical and
technological access one zone can have in comparison to another.
There is a low promotion of 11th graders at indigenous high schools
from Costa Rica due to different factors, but specially, the lack of
good teaching and learning strategies.

3. PROBLEM STATEMENT
How does cross-linguistic interference affect the process of teaching and
learning English as a third language on indigenous 11th graders at Liceo Rural
El Progreso, Comte Burica during 2018?

4. GENERAL OBJECTIVE
To analyze the influence of cross-linguistic interference in
the process of teaching and learning English as a third
language facilitating the English performance of Ngäbe
indigenous 11th graders at Liceo Rural El Progreso,
Comte Burica, 2018.

5. SPECIFIC OBJECTIVES
• To determine the general characteristics of Ngöbe indigenous 11th graders
for developing an inclusive English teaching and learning process.
• To identify the methods used by Ngäbe indigenous 11th graders for the
English learning process for facilitating the acquisition of a third language.
• To determine the ways in which cross-linguistics interference affects the
teaching and learning process of English as a third language in Ngäbe
indigenous 11th graders for improving their education process.

6. • To recognize the impact of previous languages knowledge at the English
learning process for understanding the complexity of learning English as
third language.
• To develop a Proposal of English teaching strategies for promoting
inclusive cultural English classes.

7. VARIABLES
•General characteristics of Ngäbe indigenous 11th graders.
• Methods used by Ngäbe indigenous 11th graders for learning English.
• Third language acquisition.
• Ways in which cross-linguistic interference affects the teaching and
learning process of English as a third language in Ngäbe
indigenous 11th graders.
• Impact of previous languages knowledge on English learning process.

8. THE INSTITUTION
 Liceo Rural El Progreso is a public high school located in Puntarenas,
at the south of Costa Rica in the indigenous community of Progreso,
Comte, Golfito.
 It was established as a Liceo Rural in 2013. A Liceo rural is a kind of
High School that is located in areas with difficult access. Its
curriculum is based on the intellectual, personal-social and socio-
productive areas.
 At this High School, there are 72 students. There is one group of each
level. Each group has from 10 to 16 students approximately.

9. THEORETICAL FRAMEWORK
• The right to education is established as a human right. This right
to education ensures access to quality and accessible education
to all students.
• Nonetheless, most indigenous students in Costa Rica have a
limited access to education due to geographical, social and
economical factors.

10. According to Gillis and Ravid (2009):
“The study of language acquisition is a
multidisciplinary enterprise, in which various
disciplines meet. Linguistics is a first discipline in this
context: linguists describe children’s language in
terms of the structural characteristics of the child’s
language production and try to capture the
commonalities shown by children acquiring different
languages as well as differences in the acquisition
process” (p. 201).

11. Leung (2007) indicates:
“Third language (L3) acquisition was once subsumed
under the field of second language acquisition (SLA) in
which a ‘second’ language meant any nonnative
language acquired beyond the first. In recent years, a
number of researchers have started to look seriously at
the phenomenon of L3/multilingualism as a separate
domain of inquiry” (p. 95).

12. Cenoz (2008) states:
“Cross-linguistic influence in second language acquisition
has been related to the learners’ level of proficiency in the
target language and their use of the different languages in
their linguistic repertoire. Other factors that can determine
the presence of cross-linguistic influence are related to the
specific sociolinguistic context in which oral interaction
takes place as well as the interlocutors and the topic of
conversation” (p. 221).

13. METHODOLOGYCAL FRAMEWORK
• EXPLANATORY RESEARCH: It is the initial research into a hypothetical and
theoretical idea. It focuses on the discovery of ideas and insights as opposed to
collecting statistically accurate data.
• DESCRIPTIVE RESEARCH: It is related to quantitative nature. It is also
preplanned and structured in order to collect inferred information.

14. • QUANTITATIVE APPROACH: Herbst and Coldwell (2004: p. 15) mention that
quantitative research “describes, infers, and resolves problems using numbers.
• QUALITATIVE APPROACH: Herbst and Coldwell (2004: p. 13) claim that
qualitative research “is based on words, feelings, emotions, sounds and other non-
numerical and unquantifiable elements”.
• MIXED APPROACH: The mixed research is the combination of the qualitative and
quantitative approaches. It shares characteristics from both approaches and
involves collecting, analyzing and integrating quantitative elements.

15. • POPULATION: The population of this study is the 11th graders Ngäbe
students as well as the English teacher. The eleventh level is formed by
one group of 10 Ngäbe students from 17 to 18 years old.
• SAMPLE: In this research, there is not a sample because the
population is very small.
POPULATION AND SAMPLE

16. ANALYSIS OF THE OBSERVATION
 Ngäbe elements presented on the high school and at the
classroom.
 Vocabulary provided only by the teachers.
 Students do not speak English during class time.
 Cooperative learning method, direct method and translation method
were used by the teacher.

17. ANALYSIS OF THE INTERVIEW
 The teacher only provides vocabulary for Bachillerato test. He
uses cooperative learning, repetitive drill and a communicative
approaches.
 Students do not participate and talk during class.
 There is an influence of another language over English. It can be
Ngäbe or Spanish.

18. ANALYSIS OF THE QUESTIONNAIRES
GENRE OF THE STUDENTS
10%
90%
Women Men
Source: Chart N°1

19. ETHNIC PRIDE FOR BEING NGÄBE INDIGENOUS
100%
Yes No NR
Source:Chart N°2

20. DAIRY REVISION OF MATERIAL STUDIED AT CLASS
20%
80%
0
Yes No NR
Source: Chart N°3

21. SPEAKING OF NGÄBE LANGUAGE
60%
40%
0
Yes No NR
Source: chart N°4

22. INFLUENCE OF NATIVE LANGUAGE
40%
50%
10%
Yes No NR
Source: Chart N° 5

23. INFLUENCE OF SPANISH LANGUAGE
50%
30%
20%
Yes No NR
Source: Chart N°6

24. INFLUENCE OF NGÄBE LANGUAGE WHEN SPEAKING ENGLISH
20%
60%
20%
Yes No NR
Source: Chart N° 7

25. INFLUENCE OF SPANISH LANGUAGE WHEN SPEAKING ENGLISH
60%
30%
10%
Yes No NR
Source: Chart N° 8

26. INFLUENCE OF PREVIOUS LANGUAGES WHEN LEARNING ENGLISH
50%
20%
30%
Positive Negative NR
Source: Chart N°9

27. CONCLUSIONS
 Students do not use the target language in their English classes.
 Students have a very low level and proficiency.
 Students learn vocabulary and repeat the words.
 The translation method is used for translating the vocabulary.
 Some students are influenced by grammatical structures and
pronunciation of their native tongue when they try to use English.

28. GENERAL CONCLUSION
 11th graders at Liceo Rural El Progreso have a deficient
English level that can interfere with the Bachillerato test.
 Students do not speak the target language.

29. COST OF THE STUDY
Source: Azofeifa, María (2018)
Note: Exchange rate established at 570, 29 colones per dollar by BCCR on July 06th, 2018
Professional hour Colypro rated at 13600 colones July 06th, 2018
ITEM QUANTITY
UNITCOST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Photocopies 800 50 40.000 70,82
Professional hours 150 13.600 2.040.000 3610,80
Transportation 15.000 30.000 53,12
Food and beverages 10 3.000 30.000 53,12
Lodging 2 14.400 28800 25, 50
Total 2.168.800 3 839,95

30. RECOMMENDATIONS
 To take culture as a part of the teaching and learning processes for
increasing culture and developing more inclusive classes.
 Teachers can use and apply methods and materials that includes culture
learning while they learn English.
 To take into account the background of the students in order to understand
their development and the learning process they get throughout.

31. PROPOSAL OF ENGLISH
TEACHING STRATEGIES
FOR PROMOTING
INCLUSIVE CULTURAL
ENGLISH CLASSES

32. JUSTIFICATION
Through culture, students can learn vocabulary Most teachers are
concerned about vocabulary and develop the four skills of the language
during class time.

33. GENERAL OBJECTIVE
To propose different strategies that English teachers can use for
promoting inclusive cultural classes.

34. SPECIFIC OBJECTIVES
• To develop a set of activities guides that teachers can apply in the
English class.
• To create self-culture awareness through the learning of different
facts from others cultures.

35. PROPOSAL DEVELOPMENT
PHASE 1:
SEARCHING AND DESIGNING GENERAL
STRATEGIES FOR INCLUSIVE CULTURAL
ENGLISH ACTIVITIES
WRITING
RECIPES
PLAYING A
SPORT
RELATED TO A
DIFFERENT
CULTURE
READING
COMPREHENSION
ABOUT THE
TRADITIONS OF
ANOTHER
CULTURAL GROUP
HAVING A
CELEBRATION
FROM
ANOTHER
CULTURE
LISTENING TO
CULTURAL
HISTORIES OR
FOLKTALES
ACTIVITIES

36. WRITING RECIPES
 Recipes can allow students to learn vocabulary about food, cooking verbs,
kitchen utensils, among other related vocabulary which is necessary to
know for understanding the Bachillerato tests.
 Pictures of traditional recipes from another country. Then, the students
work in pairs or small groups writing a traditional Ngäbe recipe and
illustrating it with drawings or pictures. Finally, the students present the
recipe in front of the class. This activity is useful for evaluating writing and
speaking during class time.

37. PLAYING A SPORT RELATED TO A DIFFERENT CULTURE
Choose a sport and play at the high school. The students can learn
about the strategies and vocabulary related to it. They can also
create a comparison chart about the similarities and differences this
sport has to the ones played at their region or at the country.

38. READING COMPREHENSION ABOUT THE TRADITIONS OF ANOTHER
CULTURAL GROUP
•Texts for practicing reading comprehension for Bachillerato test.
• Vocabulary about holidays, celebrations, customs and traditions.

39. HAVING A CELEBRATION FROM ANOTHER CULTURE
A cultural fest can be done to celebrate a tradition or activity from another
country. It will provide vocabulary related to the specific celebration as well
as general vocabulary. Other students and groups of the high school can be
invited. Students can show and explain the meaning of the celebration.

40. LISTENING TO CULTURAL HISTORIES OR FOLKTALES
• Short stories from other countries can be used by the teacher. he
tells the stories and students do exercises such as listening
comprehension.
• For this activity, the story or folktale is told by the teacher, the
students pay attention to the narrator and then, students
demonstrate the understanding of the story by answering some
questions, doing exercises like true or false. This activity will help
students to improve their listening and pronunciation skills.

41. COST OF THE PROPOSAL
ITEM QUANTITY
UNITCOST
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Photocopies 40 50 2.000 3,53
Professional hours 15 13600 204.000 359,68
Transportation 15.000 30.000 53,12
Food and beverages 10 3.000 30.000 53,12
Lodging 2 14.400 28800 25, 50
Total 264.800 804,96
Source: Azofeifa, María (2018)
Note: Exchange rate established at 570, 34 colones per dollar by BCCR on August 1st, 2018
Professional hour Colypro rated at 13600 colones August 1st, 2018.

42. SWOT ANALYSIS
STRENGTHS
•Application of new teaching activities.
•Acquisition of new vocabulary.
•Improvement of language skills.

43. WEAKNESSES
• Reduced amount of lessons per week.
• Lack of technological devices.
• Limited access to different resources.
• Limited economical conditions to afford materials.

44. SWOT ANALYSIS
OPPORTUNITIES
• Improvement of the quality of the education.
• Awareness of the own culture.
• Introduction of new activities.

45. THREATS
• Lack of time.
• Lack of motivation by students.

46. IMPACTS OF THE PROPOSAL
ACADEMIC IMPACT: Improvement of the teacher and students teaching
and learning processes.
SOCIAL IMPACT: Cultural awareness.

47. OTHER STUDIES DERIVED
• Cross-linguistics influence in pronunciation.
• Cross-linguistics influence in grammar.