Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.

1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN ENSEÑANAZA DEL INGLÉS
TESIS DE GRADUACIÓN PARA OPTAR AL GRADO DE
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
“DETERMINING THE PROBLEMS TEACHERS FACE
WHEN PLANNING AND TEACHING A MULTI-LEVEL
LINGUISTIC ENGLISH CLASS AT COLEGIO TÉCNICO
PROFESIONAL SANTA ANA, 2017”
TATIANA SIBAJA MONTERO
SAN JOSÉ, SETIEMBRE 2017

2. PROBLEM STATEMENT
How do multi-level linguistic backgrounds interfere
with the EFL teaching environment at CTP Santa Ana?
2-27

3. GENERAL OBJECTIVE
To determine the way multi-level linguistic backgrounds
interfere with the EFL teaching environment at CTP Santa Ana
with the purpose of supporting the work of the teachers.
.

4. SPECIFIC OBJECTIVES
 To describe the multi-level linguistic backgrounds students have for a better
identification in the new students at CTP Santa Ana.
 To summarize the most common teachers issues they face when teaching
multi-level linguistic students for giving solutions.
 To list some teachers planning strategies that may help teachers in their
daily work.
 To propose a diagnose procedure for identifying the English level of new
students at CTP Santa Ana.
4-27

5. VARIABLES
 Multi-level linguistic background of 10th graders.
 Teaching issues when teaching multi-level linguistic 10th
graders
 Planning strategies of the teachers
5-27

6. POPULATION AND SAMPLE
COLEGIO TÉCNICO PROFESIONAL DE SANTA ANA
6 TEACHERS OF ENGLISH
6-27

7. THEORETICAL FRAMEWORK
 A Multi-level ESL class (background, personalities, goals, age,
access with the language)
 Considerations of the teachers when having a multi-linguistic
class (assessment, planning, variety of styles)
 Teacher strategies
 Common European framework
7-27

8. RESEARCH METHOD
QUANTITATIVE: Explanation of a phenomena by collecting and
analyzing data.
QUALITATIVE: Study of things in their natural setting using
some techniques.
MIXED : Quantitative and Qualitative

9. TECHNIQUES TO COLLECT DATA
Interview:
Teachers
issues
Questionnair:
Students levels
Observation:
Teachers
techniques
and students
behavior
9-27

10. Positive
The teacher spoke only English most of the time.
The students behaved politely and paid attention most of the time.
The students with low level reacted fine to the instructions of the teacher
and the activities.
The teacher asked all the students to participate by calling them
individually.
TEACHERS OBSERVATION
FIGURE #2
10-27

11. TEACHERS OBSERVATION
FIGURE #2
Negative
All the activities the teacher did were for low level of English knowledge.
The teacher translated some words.
The teacher did not group the students according their level of knowledge.
The teacher had to call the students to participate.
Most of the students with high level seemed to behave passive and
careless because the topic and the activities were very simple for them.
11-27

12. TEACHERS INTERVIEW
FIGURE N°3
Teachers Strategies
• Individual attention
• Review of past contents
• Peer tutoring
• Extra practice
Teachers Issues with Multi-
level Groups
• Time consuming
• Challenge
• Difficult to teach
12-27

13. STUDENTS QUESTIONNAIRES
GRAPH Nº 2 LEVEL OF ENGLISH KNOWLEDGE OF THE STUDENTS
13-27

14. GRAPH Nº 11 OPINION OF THE STUDENTS ABOUT
APPLYING A PLACEMENT TEST BEFORE ENTERING TO
THE CTP SANTA ANA
It would help
87%
It would not help
13%
It is uncertain
7%
14-27

15. GRAPH Nº 12 OPINION OF THE STUDENTS ABOUT
WORKING WITH CLASSMATES WITH THE SAME
LEVEL OF ENGLISH
15-27

16. CONCLUSIONS
The students from CTP Santa Ana have multi-level English
knowledge.
a. Large groups b. Students with lack of basic knowledge
c. Time d. Special material
No special strategies used

17. RECOMMENDATIONS
Identify students weaknesses and strengths
Keep small groups
Assignation of tutors

18. CHART N°13. COST OF THE STUDY
DESCRIPTION QUANTITY
COST PER UNIT
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Professional hours 20 13.602,60 270.000 468,14
Ink cartridge 2 12.000 24.000 41.61
Paper sheets block 2 3.500 7.000 12.13
Food 8 2.500 20.000 34,67
Transportation
30 bus fair
1.500 45.000 79,76
Total 62 33.000 366.000 636,31
Source: Tatiana Sibaja (2017)
Exchange Rate BCCR: May 12th, 2017. Sell ₡576.74/ Purchase ₡564.14
Professional hour was calculated from Colypro for a Bachelor degree (2016)

19. PROPOSAL FOR APPLYING AN ENGLISH PLACEMENT TEST
GENERAL OBJECTIVE:
To design a diagnose procedure for identifying the English level of new students at CTP
Santa Ana helping teachers with the leveling procedures or techniques.
SPECIFIC OBJECTIVES:
To prepare a placement test for diagnosing the new English level comers.
To group the new students based on their level of English obtained that favors the work
of the teachers and the learning of the students.
To develop leveling techniques based on the results that help teachers when teaching
heterogeneous students.

20. PROPOSAL DEVELOPMENT
PHASE 1
• INFORM
ABOUT THE
PLACEMENT
TEST
PHASE 2
• DESIGN OF
THE
PLACEMENT
TEST
PHASE 3
• STRATEGIES
FOR THE
APPLICATION
OF THE
PLACEMENT
TEST
PHASE 4
• ASSESSMENT
OF THE
PLACEMENT
TEST
PHASE 5
• GROUPING
BASED ON
ENGLISH
LEVEL

21. ENGLISH PLACEMENT TEST
21-27

22. CHART N°14. COSTS OF THE PROPOSAL
Source: Sibaja Montero Tatiana (2017)
Exchange rate: BBCR: March 22th, 2017. Sell ₡ 564,04 / Purchase ₡ 551,44
Professional hour was calculated from Colypro for a Bachelor degree (2016)
DETAILS QUANTITY
COST PER UNIT
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Colypro Professional hours 20 13.500 270.000 478,68
Exams for 90 students 90 90 8.100 14,36
Pens for 90 students 90 50 4.500 7,96
Erasers for 90 students 90 25 2.250 3,98
Paper Sheet block 2 3.500 7.000 6,2
Candies for 90 students 90 35 3.150 5,58
Bottles of water for 4
teachers
4 450 1.800 3,18
Total 386 17.650 296.800 519,94

23. IMPACTS OF THE PROPOSAL
Academic Impact
• Learning based on knowledge
and skills
• Groups with similar English level
• No boring classes
• Planning and material based on
one English level
Institutional Impact
• The CTP will become appealing:
Learning with people with the
same level
• More student population
23-27

24. SWOT OF THE PROPOSAL
STRENGTHS
• To revolutionize the English teaching in public schools.
• To group students based on their English knowledge.
WEAKNESSES
• The placement test may not detect the students level.
• The placement test may have errors.
24-27

25. SWOT OF THE PROPOSAL
OPPORTUNITIES
• To improve the students English learning.
• To promote the CTP Santa Ana as an innovative public school.
THREATS
• No cooperation or interest on behalf of the English teachers to prepare,
design, and check the placement test and make the groups.
• Lack of interest, rejection, or fear from the new comers to do a
placement test.
25-27

26. STUDIES TO BE DEVELOPED
Implementing Multiple Intelligences Approach to English teaching.
To determine the learning English problems students face in multi-levels
classes.
Students English learning problems when having gaps in the language.
26-27

27. THANKS FOR YOUR ATTENTION!
27-27