This document outlines a research project aimed at improving fifth grade students' linguistic understanding of the English language. The general objective is to strengthen themes and contribute to English linguistic understanding through motivating intervention. Specific objectives are to create active spaces where students can listen, improve, and learn through participation in integrated activities. The theoretical framework discusses how language acquisition helps learning other languages, and how human communication relies on language development involving the senses of sight and hearing. Data collection methods included surveys, interviews, and dialogue to assess student strengths, weaknesses, comprehension, and motivation. Results and conclusions note low initial student motivation, and the need for more academic and disciplinary support for improved linguistic understanding, particularly in English.

1. Leiddy Viviana Laverde Quiceno
How to contribute to the linguistic understanding of
fifth grade boys and girls?
May 27 the 2022
Link
https://youtu.be/CHI_R_68rZ4?t=1284

3. GENERAL OBJECTIVE
intervene in a motivating way in the strengthening
of the themes to contribute to the linguistic
understanding of the English language
OBJECTIVES
Specific Objectives
Recreate active spaces where students, through
linguistic intervention, can listen and listen to
improve.
Motivate through integration activities focused on
participation and dedication build and create
spaces where students can learn by doing.

4. Vgotsky affirms (1989), the
acquisition and improvement of
the child's mother tongue helps
him to learn the English
Howatt (1984) argues that, throughout the history
of mankind, the The teaching of other languages
​​has had a long history due to the need of human
beings to communicate and establish
relationships between different cultures, traditions
and customs.
Lindstrom (2001) argues that one of the
main capacities that human beings have to
communicate is language. Its development
involves a complicated process and
essentially
involves the senses of sight and hearing
THEORETICAL FRAMEWORK

5. Methodology
This research was carried out in the municipality of
Urrao, I.E. Monsignor J. Iván Cadavid, was qualitative
and quantitative, since methods were used that
measure both the intellectual capacity, motivation,
opportunities, context and weaknesses of the students.
They were scored for their participation, written and oral
evaluations. In addition to these two types of research, a
project research was done because an analysis was
done during the first days and a project was planned
that had changes and improvements to achieve the
objective

6. surveys of what was observed in class.
Face-to-face interviews with students
Dialogue with the accompanying teacher about the
strengths and weaknesses of the two groups of
students
Data Collection Tools

7. comprehension in the themes and an
advance in motivation
Listening and attention were
strengthened.
Results

8. CONCLUSIONS
• It is impossible to give a result at this specific moment in terms of the
activities related to understanding the motivation to speak a little in
English in terms of linguistics, but it can be defined that the motivation
that the students have is low, which leads to the fact that, as Teacher put
me in a plan of reflection and analysis regarding the activities carried out
during the pedagogical practice. If they were really active or were they
poorly focused.
• In short, the fifth group two needs more support in terms of the
disciplinary and motivational part in terms of academics, since the
question at the beginning of the research project was with many activities
that were observed, but the most notorious was the linguistic
understanding of English. This leads to the next time it can go beyond
what is given, it involves different learning areas and makes excellent
traceability.

9. ¡GRACIAS!