Reinforce English Acquisition Through Reading

UNIVERSITY MAGISTER
LICENCIATURA IN ENGLISH TEACHING

THESIS SUBMITTED TO OBTAIN THE LICENCIATURA EN ENSEÑANZA DEL INGLÉS LANGUAGE
TEACHING

READING TO REINFORCE THE ACQUISITION OF THE
ENGLISH LANGUAGE IN FOURTH GRADE IN THE
RICARDO JIMENEZ OREAMUNO SCHOOL

IVANNIA TREJOS CAMACHO
2010

EPIGRAPH
This is how you should pray:
“Our Father in heaven,
hallowed be your name,
your kingdom come,
your will done
on earth as it is in heaven.
Give us today our daily bread.
Forgive us our debts,
as we also have forgiven our debtors.
And lead us not into temptation,
but deliver us from the evil one.
For if you forgive men when they
sin against you, your heavenly Father
will also forgive you. But if you do not forgive men their sin,
your Father will not forgive your sins. (Mathew 6: 9 – 15)

DICATORY
With all my love to my lovely children: Kenneth and Maria
Fernanda Chacon Trejos. Now, they are twelve years old. There are
the bright on my night and the greatest persons on my life. Adding
together, I want to dedicate to my husband, Rafael Chacon, because
he was so patient all long days. Many days, he had to take care of the
children without my help. He is a wonderful husband. I love him
very so much.

ACKNOWLEDGEMENTS
First, I wish to thank God because in those dark times, he showed me the light in
many ways of my life.
I want to thank my professors that I have during my majoring English career; for
being patient and helping me to achieve much knowledge.
I would like to thank the principal of my career, Ms. Vivian Gonzalez because she
always helped me in every situation.
My desire is to thank with all my heart and mind to my tutor, Lawrence; for being
how he is and of course for recognizing the value of this document. Thank you for all your
help.
To my lector Karol Céspedes Chacón is all my gratitude. I admire you so much.
Thanks for your entire guide.
I wish to thank my father Israel Trejos Trejos and my sister Yorlenny Trejos,
because they helped me to identify my vocation as an English teacher.
I would like to thank my husband, Rafael Chacon, for his unconditional lends a hand
during all the time on my English learning process. Party, it is his nickname; he gives me
economic support, and he gives me emotional support in each moment that I felt down. He
motivates my learning and always says that I will be a successfully woman and an excellent
professional. He helps me with everything in any moment. Thanks a lot. I love you.

TABLE OF CONTENTS
CHAPTER I. INTRODUCTION
1.1 Introduction…………………………………………………………………………... 1
1.2 Justification…………………………………………………………………………… 3
1.3 Problem Statement……………………………………………………………………. 5
1.4 Objectives of the Research…………………………………………………………… 6
1.4.1 Objective Definition……………………………………………………………...6
1.4.2 General Objectives………………………………………………………………. 6
1.4.3 Specific Objectives……………………………………………………………… 6
CHAPTER II.THEORICAL FRAMEWORK
2.1 Theorical Framework Definition……………………………………………………... 7
2.2 History of the Educational System in Costa Rica……………………………………. 7
2.3 English Teaching in Costa Rica………………………………………………………. 9
2.4 Costa Rican Education System………………………………………………………. 11
2.5 Culture Definition…………………………………………………………………….. 14
2.6 Approaches in Costa Rica Education………………………………………………… 16
2.6.1 The Purpose of English in Costa Rica………………………………………….. 17
2.7 English Language Development……………………………………………………… 18
2.8 Language Acquisition………………………………………………………………… 20
2.9 Teacher´s Roles………………………………………………………………………. 21
2.10 Students‟ Profiles……………………………………………………………………. 24
2.11 Costa Rican Curriculum…………………………………………………………….. 24
2.11.1 The Education Policy equal Opportunities…………………………………….. 25
2.11.2 Linguistic Objectives…………………………………………………………... 26
2.12 English Areas………………………………………………………………………... 27
2.12.1 Listening ………………………………………………………………………. 28
2.12.2 Speaking………………………………………………………………………... 29
2.12.3 Writing…………………………………………………………………………. 31
2.12.4 Reading………………………………………………………………………… 32
2.13 Methodology Definition…………………………………………………………….. 34
2.13.1 C.E.L.T. Approach……………………………………………………………... 35
2.13.4 The CALLA Approach………………………………………………………… 35
2.14 Theories for Reading………………………………………………………………... 36
2.14.1 Constructivism Theory………………………………………………………….36
2.14.2 Humanist Theory………………………………………………………………. 37
2.14.3 Integrated Theory……………………………………………………………… 37
2.14.4 Multiple Intelligence Theory…………………………………………………... 39
2.15 Strategies to Improve Reading in Class…………………………………………….. 41
2.15.1 Cooperative Learning Approach in Reading…………………………………... 42
2.15.2 Motivational Strategies………………………………………………………… 43
2.16 Inclusion Strategy…………………………………………………………………… 47
2.17 Values through Reading…………………………………………………………….. 49
2.17.1 Cooperation…………………………………………………………………….. 49
2.17.2 Respect…………………………………………………………………………. 50
2.17.3 Order…………………………………………………………………………… 50
2.17.4 Responsibility………………………………………………………………….. 51
2.18 Assessment Definition………………………………………………………………. 52

2.18.1Assessment of Students‟ Reading Process…………………………………….. 53
CHAPTER III. METHODOLOGICAL FRAMEWORK
3.1 Type of Study………………………………………………………………………… 54
3.1.1 Finality…………………………………………………………………………... 54
3.1.2 Investigation Setting…………………………………………………………….. 55
3.1.3 Temporal Demarcation………………………………………………………….. 55
3.1.4 Condition to do the Job…………………………………………………………. 55
3.1.5 Nature of the Investigation………………………………………………………..56
3.1.6 Investigation Character………………………………………………………….. 56
3.2 Characters and Sources of Information………………………………………………. 57
3.2.1 Characters……………………………………………………………………….. 57
3.2.2 Sources of Information………………………………………………………….. 58
3.3 Techniques and Instruments………………………………………………………….. 58
CHAPTER IV. ANALISYS OF DATA
4.1 Observations………………………………………………………………………….. 60
4.2 2 Information from the Students……………………………………………………… 77
4.2.1 English as Easy Language………………………………………………………. 78
4.2.2 Skill Preferences………………………………………………………………… 79
4.2.3 New Vocabulary by Reading Activities………………………………………… 80
4.2.4 Feelings through Evaluation…………………………………………………….. 81
4.2.5 Brief Explanation before a Reading Activity…………………………………… 82
4.2.6 Pre-Reading Activities………………………………………………………….. 83
4.2.7 Feedback………………………………………………………………………… 84
4.2.8 Motivation through Reading……………………………………………………. 85
4.2.9 Values…………………………………………………………………………… 86
4.2.10 Better Student…………………………………………………………………. 87
4.2.11 Reading a Useful Skill………………………………………………………. 88
4.3 Information from the Teachers………………………………………………………. 89
4.3.1 Years of Working…………………………………………………………………89
4.3.2 Job Experiences…………………………………………………………………. 89
4.3.3 Clear Directions in Reading Activities…………………………………………. 91
4.3.4 Kind of Reading Strategies……………………………………………………… 92
4.3.5 Reading to Improve Knowledge………………………………………………… 93
4.3.6 Students‟ Attitude………………………………………………………………. 95
4.3.7 Inclusion Strategy……………………………………………………………….. 97
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions…………………………………………………………………………... 99
5.2 Recommendations…………………………………………………………………….106
Bibliography
Annexes

INDEX OF TABLES
Table # 1………………………………………………………………………………….. 65
Table # 2………………………………………………………………………………….. 72
Table # 3………………………………………………………………………………….. 75
Table # 4………………………………………………………………………………….. 78
Table # 5………………………………………………………………………………….. 79
Table # 6………………………………………………………………………………….. 80
Table # 7………………………………………………………………………………….. 81
Table # 8………………………………………………………………………………….. 82
Table # 9………………………………………………………………………………….. 83
Table # 10……………………………………………………………………………….. 84
Table # 11……………………………………………………………………………….. 85
Table # 12……………………………………………………………………………….. 86
Table # 13……………………………………………………………………………….. 87
Table # 14……………………………………………………………………………….. 88
Table # 15……………………………………………………………………………….. 95

INDEX OF GRAPHS
Graph# 1………………………………………………………………………………….. 65
Graph# 2………………………………………………………………………………….. 73
Graph# 3………………………………………………………………………………….. 75
Graph# 4………………………………………………………………………………….. 78
Graph# 5………………………………………………………………………………….. 79
Graph# 6………………………………………………………………………………….. 80
Graph# 7………………………………………………………………………………….. 81
Graph# 8………………………………………………………………………………….. 82
Graph# 9………………………………………………………………………………….. 83
Graph# 10……………………………………………………………………………….. 84
Graph# 11……………………………………………………………………………….. 85
Graph# 12……………………………………………………………………………….. 86
Graph# 13……………………………………………………………………………….. 87
Graph# 14……………………………………………………………………………….. 88
Graph# 15……………………………………………………………………………….. 95

CHAPTER I
INTRODUCTION

1.1. INTRODUCTION
The problem that this research paper addresses has to do with the problems that
people face when reading. Specifically, how can reading in the English teaching class

strengthen the acquisition of the second language in the fourth grade at Ricardo Jimenez
Oreamuno School?
Students in primary schools should be prepared to read basic information to get
main ideas from written materials and analyze different kinds of readings in order to guess,
predict and to strengthen the acquisition of English as a second language and these students
from this specific school are not the exception according with the Costa Rican program of
public education says very clear
“…The purposes of English language learning in our educational system
at the elementary levels include the English reading skill. The process of
teaching English to children in II cycles it is based on the fact that childhood is
the best time to acquire a foreign language…” (MEP, 2007,17)
The reality is that in Costa Rica public elementary schools students are not allowed
to use their knowledge to create meaning and to extend their understanding of a text. In
many cases, students feel impossible to learn anything new without making connections to
their prior knowledge in their mother tongue and sometimes teachers help students to feel
and believe what they are learning through this new language could be easier through
readings.
Occasionally, teachers role make a big difference in an English class because some
challenges of the students are to understand, explain and analyze some reading aspects, but
brief lessons at the point of the students necessities. It should provide meaningful
opportunities for reading. If the professor takes into account the active role students play in
developing and reefing their own processes and involves them in excellent balance of
learning in which reading acquisitions and strategies are interwoven could be a successful
inclusion to a new language through reading as well this problem will be different but it is

in the other way around and students are wreaked in the way they are acquired English as a
second language.
As a conclusion, learners in public elementary schools apply reading and writing
skills at the II cycle, just as a secondary support through the use of techniques, activities,
and tasks according with the curriculum of Ministry of Education in Costa Rica. On the
other hand, the same curriculum says that the mediation of learning in the educational
system includes the four skills listening, speaking, reading and writing to acquire English as
a second language. Further, learners should be able to develop their full skills and should
seek opportunities to participate in the development their country while fulfilling their own
needs to interact with other people and cultures to solve problems and produce benefits for
the country. Sometimes and in some places, teachers have been misunderstanding how
reading in the English teaching class can strengthen the acquisition of the second language
on the students‟ knowledge. And do the entire offer to make students to achieve English
through reading. Students in fourth grade at Ricardo Jimenez Oreamuno School need to
know how reading could help them to develop English as a second language.

1.2 JUSTIFICATION.
Reading is not only to describe the reality but also it is a value-addition. Reading
works are depictions of the thinking patterns and social norms that prevail in society.

According to Hanson, (1990), reading is a description of the different features of
any individual‟s life. When a person is exposed to good reading works, he/she is provided
with the excellent educational opportunities. In contrast, when a person has the lack of
exposure to reading, he/she is derived from an opportunity to grow as an individual. It is
through reading, understanding, and analyzing great texts that one comprehends and
appreciates life from different perspectives. Through reading people take a closer look at
the diverse aspects of life.
In many ways, understanding how reading is important, it can change one‟s point of
view towards life itself. In addition, reading helps to develop critical and analytical
thinking. Critical thinking skills provide people the ability not only to understand what they
have read or been shown but also to build upon that knowledge without assisted
supervision. Critical thinking teaches people that knowledge is not static and builds upon
itself. It is not simply memorization or the ability to absorb information without
questioning it. It behavior and originators (such as literature) encourage people to think for
themselves, to question hypotheses, to develop alternative hypotheses, and to assess those
hypotheses against known facts. Of course, none of this is to say that memorizing is
automatically bad. It means only that when mere memorization does not include relevant
aspects such as problem solving, logic, and reason. Moreover, critical thinking encourages
creativity. At Ricardo Jimenez Oreamuno school, this research wants to make sure that
many students have had lack of times to try to produce a resourceful explanation and
solution to the problem involves which it emphasize the students from fourth grade at this
school need to know their strength and weakness about how through reading they could
acquire English as a second language.

Critical thinking plays a fundamental role in

appraising new ideas by choosing the best ones and adjusting them if it is necessary when,
what and how learners have to read.
Having prior knowledge limit people could not to continue growing as a human
bean. Prior knowledge includes not only reader‟s knowledge of the definition of the word
but also reader‟s responses to the context of the word. Carefully techniques of reading texts
will allow students to use their understanding and application of reading. Learners should
create meaning and extend their understanding and identification of details concerning
difficulties when they are acquiring English through reading texts. Additionally, reading
may have more challenges for public elementary students than from private elementary
schools, because straight forwardness is not a requirement in public schools. Moreover,
teachers play an important role in students‟ reading acquisition. Teaching the students to
be critical is a challenge for some professors that are not using the appropriate strategies to
build students backgrounds and provide students many opportunities to participate in
reading activities

1.3. PROBLEM STATEMENT.
Reading is one of the skills the MEP asks teachers to reinforce in the students.
However, at the level of fifth and sixth grade, many students have great difficulties
understanding a reading. Some are not even confronted by teachers to long texts, or even

texts at all. This has provoked a kind of fear or even rejection in the students who will
consider that reading is extremely difficult. On the other hand, many teachers have not been
trained to teach reading, and they do not know some of the strategies used to reinforce this
skill in the class. It is well known that this skill cannot be the first the students will know. It
is not the most important one, but it reinforces the knowledge the students will have about
the language, and it helps them get fluency and vocabulary. Reading opens a door of
opportunities and it encourages students and teachers to talk about the new culture.
However, the MEP has not prepared yet texts that may be appropriate for the students to
read. They do not train teachers and this skill has been set apart in the educational system.
It is obvious that teachers need to reincorporate this skill, use it in the most correct way and
encourage their students to use it in the class through a series of activities. In this way
students will reinforce their knowledge. This is the reason why the investigator has
established the following question to this project: How can reading in the English teaching
class strengthen the acquisition of the second language in the fourth grade at Ricardo
Jimenez Oreamuno School?

1.3. OBJECTIVE OF THE RESEARCH.
1.3.1 Objective Definition.
“…An objective is a mission, a purpose, or a standard that can be
reasonably achieved within the expected timeframe and with the available
resources. In general, an objective is broader in scope than a goal, and may
comprise of several different goals...” (Business Dictionary 2010.)

1.3.2 General Objectives.
1) To analyze the way reading is used in the English teaching classes in the
section 4-1 at Ricardo Jimenez Oreamuno Primary School.
2) To promote solutions in terms of reading to strengthen the acquisition of the
second language.

1.3.3 Specific Objectives.
1) To check the current methodology to teach reading in the English teaching
class.
2) To examine the acquisition of English through reading.
3) To describe the students mood toward reading.
4) To identify the elements that interfere in the English learning process in a
reading based class.
5) To promote reading strategies to learn English as a second language

CHAPTER II
THEORETICAL FRAMEWORK

2.1 THEORETICAL FRAMEWORK DEFINITION.
The theoretical framework provides a theoretical support to the research; it explains
the relationship between the variables, the objectives, the problem and the solution. During
the elaboration of this theoretical framework, it is necessary to keep the research problem in
mind, so that the reading and its analysis is centered on pertinent issues avoiding
dispersion.

It orients the author of the thesis in the description of the observations,

establishing relationships in the elements to develop the basis of the analysis, in which the
author of this research wishes to point out a problem. This problem is how reading in the
English teaching class can strengthen the acquisition of the second language in the fourth
grade at Ricardo Jimenez Oreamuno School.

2.2 HISTORY OF EDUCATION SYSTEM IN COSTA RICA.
Many of Costa Rica's leaders have been educators as well, and have placed
great importance in the expansion of primary and secondary education, even in the
most remote areas of the country.

Thanks to these and to ongoing reforms, Costa Rica

has a 93% literacy level. Primary education lasts six years, while high school education
might be five or six years, the first being totally academic and the latter being totally
and absolutely technical or professional. All high schools have a group of compulsory
subjects and offer some electives.
AFS students can expect to take math,

science,

foreign

studies, and Spanish. Introduce the citation by saying who says this

language,

social

“…I know the secret... of making the best persons; it is to grow
them in the open air, and to eat and sleep... with the Earth…" Walt
Whitman
This phrase could describe the Education in Costa Rica. Costa Rica boasts about
having more teachers than policemen. This affirmation is a source of great pride, since
Costa Rican people feel that our high education level sets our country apart from many less
fortunate countries in the world. President José María Castro Madriz, the first president
who was a teacher, improved the reforms of the educational system and the next presidents
continued working on it. In 1869 Costa Rica became the first country in the world where
education became free and obligatory. Further, Costa Rica is considered to have one of the
best educational systems in Latin America, with even the smallest of towns having their
own Secondary school.

Students who attend school in Costa Rica concentrate

on achieving well academically. Elementary and High Schools are to be found in
every community. Primary School has 6 year levels; whereas Secondary School has 5
year levels. Each is divided in two cycles, and upon completion of each cycle,
students are required to pass tests on all subjects studied during those years. The
most notorious of these tests are the Bachillerato Tests, which are required to get
the high school certification needed for admission to Universities.

2.3 ENGLISH TEACHING IN COSTA RICA.
The English language Education dates back to 1824, when foreign languages were
first registered as a requirement among the subjects to be taught in the secondary
curriculum. Costa Rica has undergone stages experienced by other nations where English is
recognized as an international language.

According to this article, the modern founder of English language education in
Costa Rica is the Professor Elsa Orozco. She established the first English language degree
program at the University of Costa Rica in 1960. Having concluded studies at the
University of Michigan, she brought audio-lingualist to the faculty of the University of
Costa Rica (U.C.R.), who in turn applied the method to prepare students to teach in the
public secondary schools.
During 1991, the Program of Education introduced English as a part of the
curriculum of the Ministry of Education Program. At the Secondary School level, foreign
language instruction had been mandatory for many years, and while 10 percent of students
chose French, the remaining 90 percent opted for English. As international tourism began
to expand at unexpected rates, and exports expanded beyond the traditional coffee and
bananas, English language materials and methodologies lagged seriously behind national
needs. The British government provided technical and financial support through Overseas
Development Administration (ODA) collaboration with the Ministry of Public Education,
known as Project LEARN. National English advisor Leonor Cabrera teamed with Michael
Vaughan of Overseas Development Administration (ODA) to work on a team of materials
writers and teacher trainers so as to upgrade English language instruction in the nation. The
five-year LEARN project has resulted in numerous publications by Costa Rican educators
like Learning English (a two-book series) and Have Fun (a three book series) are currently
used by public and private schools. The material is very current, and reflects the realities
today‟s Costa Rica and its bilingual population. The material contains units on ecological
tourism, sustainable development, technology, careers, personal health, public health,
democracy, and cultural diversity related to González, (1978).

“…Globalization has always been on the minds of our people. Last
century, we became global by being one of the first nations to install electric
lights…We will continue to be global into the next millennium by putting
computers in every classroom, and teaching English to our younger
generations, to equip them with the knowledge and skills necessary to become
citizens of the world. ..”( Doryan, 1997)
According Eduardo Doryan, Minister of Public Education in 1997, to be part of
global world include technology and English as parts of education subjects from the
youngest learners giving them tools to be successful in the entire world. During his
administration, they started with modeling schools that were selected if they were located
within economically depressed areas of the country. During the three years of this pilot
project, technical support was provided by the World Teach organization of Boston,
Massachusetts, who placed more than 200 teachers from the United States into primary
schools of the Ministry of Public Education in Costa Rica.
Moreover, there are other numerous developments and improvements in English
language instructions in Costa Rica. The Center for Research in Teaching and Education of
the National University (U.N.A) in 1996 launched its Master of Arts in Education with a
concentration in English Language Instruction.

As an example of improving English in

Costa Rica was how many professors saw their big opportunity to write materials that were
useful to local requirements. One of them was Roberto Benavides, of the University of
Costa Rica (U.C.R), who published a work entitled “Getting Foreign Language Students to
Write”, a book that blends traditional writing activities, such as controlled composition and
business letters, with more recent techniques such as free writing and the process approach.
On the quite positive side, high levels of education and bilingualism have
contributed to the national economy by way of international companies opting to expand in

Costa Rica. Intel, for example, searched extensively for a place to establish operations
within Latin America. Public or private, education in Costa Rica is rigorous, practical, and
world-class. It is a country that claims to have an “army of teachers.” Having no military,
the army is, in fact, the docents preparing Costa Ricans „students for the battles of the
business, technical, and scientific arenas of the world.

2.4 COSTA RICAN EDUCATIONAL SYSTEM.
According to the Programa from the Ministry of Public Education, (2005) the
Educational Policy presents the learner as a human being full of potential with the
possibility to develop him/herself in harmony with the three dimensions of human
development: cognitive, socio-affective and psycho-motive. Education has to provide this
global development in a given context. The Policy establishes an educational process,
which provides similar opportunities for everybody: the achievement of high standards of
education as well as opportunities that take into consideration the participants needs,
problems, and expectations. Another feature of the Policy is the way it emphasizes the
need to provide positive learning conditions. The position of the Policy of Education is to
provide education to learners in order to acquire the education by participation n individual
and groups‟ activities. The Policy position is that learners could acquire education and at
the same time they could be able to participate as individuals in their own development and
in the society to which they are part of; for that reason, they have to be acquainted with the
knowledge that humanity has been accumulating and Costa Rica contributes to the social,
economical, and technological development of the world. It also allows the learner to apply
techniques to understand and produce appropriate oral and written messages. This is clearly
explained in the program of English for primary schools in Costa Rica:

“…Cross-curricular themes are inserted in the curricula with the
purpose of preparing students to be able to transform and to create new
knowledge through the investigation and processing of information, the
capacity to solve problems in a reflexive and systematic way, with a critical
attitude and self-criticism being committed especially to problems of daily
life…‟‟( Programa II ciclo, 2005: 9).
The previous information gives knowledge to prepare the students to face many
challenges throughout the correct design of the curricula. Teachers should be concerned
about using ways in which students could be autonomous and could be prepared in any case
or any time to work alone or with other person in a very good way. It is essential to
mention that the teacher is a helper in the class; he or she gives students tools to work but
not work for them. In the Programa del MEP (2005) mentions about the solidarity and
freedom to work. So that teachers just support the students‟ job.
According to the general orientation to the learning process of foreign language in I
and II cycle in English, it is important to develop the communication through foreign
languages in this way. First it all, the listening and speaking skills in I cycle and in the II
cycle students include reading and writing skills. Learners could acquire the four skills
through these two cycles. Now, they are receiving English in kinder garden; so that, they
start the learning process very young.
Fundamental Policy of education gives the learners the opportunity to express their
care for their country, their democratic environment, cultural diversity and deep respect for
law, nature and peace. At the same time, the policy encourages Costa Rican people to
become positive leaders and critical thinkers through activities promoting a democratic
environment, resulting in the reinforcement of values such as self-identity and authentic
growth as independent and interdependent learners. The citizens should be able to develop
as persons through seeking for opportunities of self-fulfillment and happiness while

contributing to the development of their country. Education should promote the broadening
of understanding throughout challenges in the teaching classroom situations and
opportunities that become self-growth and learn how to learn. Education should contribute
to narrow down social –economic gaps by providing the individuals with the proper
opportunities. Also, the education should help learners to integrate every day problem
solving situations. Achieving sustainability in production and the economy in general
represents a challenge for education. The country needs much better qualified people in
order to increase productivity and improve the spirit of competitiveness. Furthermore,
there is a need to integrate the country more effectively into the global economy. The
information or the content at the learners handle should be updated and should be relevant
to global development in the 21st century. (MEP, 2007)

2.5 CULTURE DEFINITION.
The culture is essential to each country, society and of course in each education
system. People should include in their learning process the culture as a contextual part of
the education. As it is mentioned in the program itself:
“…Environmental education is considered a suitable instrument for the
construction of an environmental culture of people and societies, to reach
sustainable human development, by means of a process that allows them to
understand their interdependence with the environment, starting from critical
and reflexive knowledge of the immediate reality-biophysical, social,
economic, political and cultural…”(Programa II ciclo, 2005; 13)

The previous information takes into account how the Costa Rican education is a
device for the attainment of an environmental culture; it involves the bracing of basic
values for sustainable growth and critical knowledge throughout love, harmony, equity and
responsibility in the reality of economic, political, social and cultural style of life. The

learners achieve a culture which involves an essential outlook of realism. This is in order
to make the most appropriate decisions that allow maintaining and improving the quality of
individual and collective life that pursues the systematic satisfaction of physical and
intellectual needs, as well as those of moral, spiritual, cultural and social nature in harmony
with socio- cultural and natural environments. Teachers should know some fundamental
general contents of this culture like the conservation of energy, the air, the water resources
and of course the soil. Teachers should include the understanding of the socio-cultural
context of the English speaking.
Knowing the target culture facilitates the understanding of the target language itself.
Values, attitudes, and beliefs should be taken into consideration. Cultural aspects should
always accompany the learning of a language. Special attention in the I and II cycles
should be placed to achieve all the skills to obtain an effective communication.
On the other hand, there are many languages around the world.

Sometimes,

children have to learn not just one language for many reasons and circumstances. In Costa
Rica, the English language for I II cycles is part of our Educational System as it is also
mentioned in the program policies:
“…English Language for I and II Cycles in the Educational System is
conceived as a linguistic and cultural tool for communication, which
complements education as a whole. Knowledge of English helps children
become sensitive to new linguistic codes, and value Costa Rican culture and its
interaction with other countries. Ongoing exposure and use of English will
allow the learner to develop communicative competence in the oral and aural
linguistic skills, the main focus of the curriculum…” (MEP book, 2007:16).
According to the previous information English language for I and II cycles in Costa
Rican education system objective is to increase students‟ knowledge in linguistic and
cultural ways to achieve an effective communication in this second language; English.
Moreover, there are the formal, functional, and cultural components which are very

important to include. The formal component deals with the lexicon and morphology, so
that students should reach successfully oral communication. The other component is the
functional. It purpose is to help students to use the English language in the daily day
expressions such as greetings, introductions or leave takings in the more natural way.
Students will practice the functional components with a really natural focus, besides
students most of the time are performing tasks including situations that they are living or
around their families or in their communities. The last component is the cultural. As it is
mentioned before, understanding the culture of countries where the English is spoken could
be an easy way to learn the new language in this case English.
Sometimes, teachers translate each word, or students try to understand idiomatic
expressions, sentences, texts and songs by translating each word to Spanish. What teachers
and learners should do is to acquire the social-cultures are influencing the most in our life.
Moreover, the suitable uses of the components which are formal, functional and cultural
mostly assure the improvement of communicative skills.

Learners could get that

knowledge through the acquisition of the four skills such as listening, speaking, reading and
writing.

2.6 APPROACHES IN COSTA RICAN EDUCATION.
The Costa Rican syllabus includes approaches as part of the curriculum because
they provide the basis of the methodology to achieve in the English classes. Some of them
are the communicative approach, the Total Physical Response (TPR), the naturalistic
approach, and others.
The communicative approach goal of language teaching is to develop what Hymes,
(1992) referred to as communicative competence. His theory of communicative

competence was a definition of what speakers need to know in order to be communicatively
competent in a speech.
The objective of this approach is to be applicable to any teaching situation in the
communicative approach (Piepho, 1981), there are unlimited types of activities that
teachers could apply with this approach.
According to Littlewoods, (1981) it is important to distinguish the differences
between functional communication activities and social interaction activities in the
communicative approach. The former includes comparing sets of any kind of material in
which he finds similarities and differences, working out sequences of events, discovering
missing features, following direction and many more activities.
The physical response or comprehension approach can be considered both as an
approach or a technique. James Asher, (1977), a professor of psychology, developed this
methodology.

He develops his theory of learning upon three influential learning

hypotheses. First hypothesis is the bio- program in which Asher theory takes into account
the second language teaching and learning which reflects the naturalistic processes of first
language learning. He sees three central processes such as children develop listening and
then children develop the ability to speak. Thanks to parents‟ commands, children acquire
listening comprehension and finally, when children achieve the foundation in listening
comprehension, the speech evolves naturally. (MEP, 2007)
Another approach is the natural approach develops by Tracy Terrell and Stephen
Krashen. This approach believed to conform to the naturalistic principles found in
successful second language acquisition and because the communication is the first function
of language. So, it is viewed as a vehicle for communicating meanings and messages. This
approach tries to minimize stress and that way learners are not required to say anything

until they are ready. Materials come from the world of realia rather than from textbooks.
This approach promotes comprehension and communication according to the MEP, (
2007).

2.6.1. THE PURPOSES OF ENGLISH IN COSTA RICA.
The large number of individuals who speak English either as their first or as a
second or foreign language justifies the fact that English is considered a universal language.
Likewise, within the scientific, technological, and humanistic spheres, English is a
fundamental linguistic tool. Consequently, teaching English in our school system responds
to basic needs:
•To offer students a second language this can enable them to communicate.
•To give students a tool to directly access scientific, technological, and humanistic
information and, in this way expand their knowledge of the world. According to the
MEP, ( 2010) .

2.7 ENGLISH LANGUAGE DEVELOPMENT.
One fundamental connection in English language development has always been at
the heart of great readings and the empathetic link that enables a reader to participate fully
in another´s experience that the learners could find through reading. Achieving student‟s
knowledge should work among the four skills such as listening, speaking, reading and
writing in a way that students could understand the intricate relationship that shapes the
acquisition of reading and it is growing in the student‟s life.
A second indirect mean of promoting English as a second language development is
the development of reading through the first language. It is extremely efficient to develop
literacy first in child´s first language.

Consider these arguments, by Smith, (1994) and Goodman, (1982) we learn to read
by reading. Therefore, if learning to read by reading by making sense of what is on the
page, it will be easier to learn to read a language that it is already understand. Once people
can read, this ability transfers dramatically across languages, even if the writing systems are
different. There is another sense in which reading transfers across language and it is the
ability to use language to solve problems. This includes discovering new ideas as the writer
moves from draft to draft, and also it includes the ability to select relevant information.
Students with a limited English proficiency will have these characteristics:
Comprehensible input in English, in the form of English as a second language (ESL) and
sheltered classes based on comprehensible input. Then, according to Lagaretta (1979) when
a translation is available, the children do not attend to the input in the second language, and
teachers do not have to try to make this input comprehensible. This indirect information
provides background elements that help make children read and hear English in a more
comprehensible way.
Finally, reading development in the first language is transferred to the second
language. Lazaretto mentioned that evidence confirming the validity of these principles
comes from studies showing that children who participate in English class with these three
characteristics do very well.
Moreover, Dr. Stephen Krashen, he referred to this expression the ¨East plan¨ it
means that at the beginning all children have limited English to the listening and speaking
skills. This makes sense when students receive high input- based on English as a second
language, ESL classes. Then, children that understand enough English could begin to learn
some new content through English. Teachers could begin with some subjects do not
demand a great deal of abstract like math and science. The advance level, teachers could

include sub‟ subject from all of them in order to students carried out ESL (English as a
second language) components in many ways. Teachers should encourage children to read
from the first level, and build reading as source of knowledge. (Element of Literature,
1997)

2.8 LANGUAGE ACQUISITION.
One of the most important aspects at the moment of learning a second Language is
acquisition. Many authors talk about it, and they give their own positions. All of them
include what people have to follow in order to get the target language in the best way.
People must learn a second language in the same way as they have learned the first one, and
they have to practice daily to get it perfectly.
“…Language acquisition is the process by which humans acquire the capacity
to perceive, produce and use words to understand and communicate. This capacity
involves the picking up of diverse capacities including syntax, phonetics, and an
extensive vocabulary. This language might be vocal as with speech or manual as in
sign. The capacity to acquire and use language is a key aspect that distinguishes
humans from other organisms…” ( Tomasello, 2008 )

Helping students with limited English proficiency makes transition from reading in
their first language to reading English easier in a second language could be an exciting yet
challenging opportunity for teachers. Many students may feel some apprehension about
transferring their reading skills to a second language. There are many general language
skills that are readily transferred from student‟s first language to his or her second
language. Once these skills have been learned in the first language, they become a part of
the student´s cognitive base, and may be expressed in whatever subsequent language the
students learn. Students could develop comprehension skills such as recognizing a word,
sentence, idea, main idea, sequencing ideas, seeing cause and effect relationships and others

that in primary public curriculum take into account. The language acquisition could be
possible if English teachers realize about the importance to strengthen and develop reading
in their lessons.
“...While many forms of animal communication exist, they have a
limited range of no syntactically structured vocabulary tokens that lack cross
cultural variation between groups. The language acquisition usually refers to
first language acquisition, which studies infants' acquisition of their native
language, rather than second language acquisition that deals with acquisition in
both children and adults of additional languages…”(Tomasello,2008)
It is very important to know about language acquisition not only to learn the mother
tongue but also the second language. In this case, the mother tongue is Spanish and the
second language is English. People differ from other species because they have the ability
to think and learn many languages. So that, people can be bilingual or multilingual; there
are people that speak more than two languages.
According to Dr. Stephen Krashen of the Southern California University, the
problem of helping the older limited English – proficient students in a school without
special program on each lesson plan and the teachers‟ burden can be reduced by monitoring
the input hypothesis, and the acquisition- learning language development through using the
first language background. (Element of literature, 1997)
According to Platoon children learn on average ten to fifteen new word meanings
each day. Through reading teachers could apply strategies to help students to pick up that
bunch of words.

2.9 TEACHERS’ ROLES.
Teacher‟s role is very important because we as teachers must have to include all
children in the learning process. In fact, those students with disabilities in the reading skills
could be better if they have quality and timely reading forms to integrate classrooms in a

great environment to make students enjoy their reading inclusion in a natural way and the
same time to develop the students‟ reading thoughts. Teachers should find techniques such
as providing extra information or specific content to help those students how to learn as
well as what to learn. Nevertheless, perhaps more than any other reason why it is so
important to acquire reading as well and choose strategies that helps students to build
meaning, and comprehension for the entire text. As teachers, we must help students to gain
control over spelling while we support them as emerging writers. Teachers must select
texts or books which draw students´ attention and the pupils should not be bored or
confused because the selected texts are interesting and comprehensible.
There are some tips that we can use to teach reading. First of all, to encourage
students to maintain and use personal word lists; for example words that they routinely use
,but that they have difficulty spelling , and at the same time to analyze their mistakes.
Another tip is to have different strategies for different learners. For example, at the primary
level, phonic is a valuable tool for spelling and it helps students to be interested in reading
in an easy way.
The main roles are given to teachers as generators, managers, and directors of the
input and the intake in the students. It improves their acquisition of English through
reading different topics. Another role is to be a facilitator. Some examples of teachers‟
roles as facilitators are developed in highly structured and well organized environments in
the English classroom. Teachers should assign groups and roles to set goals to each lesson.
And finally, as facilitator teachers should give the students selected materials according
with each purpose. Teachers should make possible the communication process among all
the learners in the classes, and also between the students, including many kinds of activities
and texts.

According to the Programa del MEP or ministry of education program, (2005) the
elementary English teacher of the Costa Rican Educational System must have
communicative skills. Teachers‟ abilities will help students to give confidence and display
oral communication in the target language. Teachers have plenty knowledge of secondlanguage learning and second-language acquisition. Moreover, teachers should support
proper use of the target language, including encouraging non-verbal communication and
mastering innovating strategies and communication techniques.

In the English class,

teachers must promote positive human relationships and self-confidence to each student.
Sometimes, teachers did not have sufficient knowledge of children development. Teachers
should be sensitive toward children‟s characteristics, needs, and strengths or weaknesses
when planning and developing activities.
However, not less important, teachers should promote team work and good
communication along with positive leadership. Teachers, which communicate and interact
with families as well it is possible, they will observe children‟s reactions and behavior
growing in pretty positive way, when teachers take all of these in account. Teachers do not
have self observation or teachers do not ask to the co-workers about what changes they
must make in order to improve the necessary changes in their teaching learning practices.
Teachers should promote meaningful and creative experiences for those with they interact
to develop their professionalism. The schools should give opportunities to English teachers
to promote discussion groups by reflective teaching with workmates and other
professionals in many fields to improve teaching practices.

2.10 STUDENTS’ PROFILES.
According to the Programa of the Ministry of Public Education in Costa Rica, at the
end of the II Cycle the learners should share relevant aspects of Costa Rican culture in
order to promote a better understanding of Costa Rican‟s identity; each student should
apply principles of cultural consciousness to help cultural understanding and respect for
citizens of other countries. If learners continue expressing creativity and enjoyment in the
process of learning the foreign language, they demonstrate improvement of communicative
abilities in the oral and aural skills. The oral skill is the main focus of the curriculum.
Learners should achieve reading and writing skills as a secondary support, through the use
of sub-skills, techniques, activities, tasks etc, such as substitution, skimming, looking for
details and production of short pieces of writing.

2.11 COSTA RICAN CURRICULUM.
According to Program del MEP (2005), Costa Rican primary curriculum must
supply the learner with the opportunity to develop awareness of the urgent need for the
balanced development of our environment, our human resources, and also the sociopolitical and the economy and means of production. This balance is essential to ensure the
success of the new era of sustainable development.
The English language syllabus provides the necessary situations to support each one
of the areas mentioned above. As far as environment is concerned, it emphasizes the
analysis of the cause and effect of the use and misuse of natural resources and the possible
solutions as well as the value of our existing resources and the ecological diversity. It also
reinforces the harmonious development of human beings and nature.

The syllabus of the program gives special attention to those topics related to the
basic needs of highly qualified people considering their successful realization in time,
society and in the national and international surroundings. An example of this is provided
by the topics which conduct research into an exchange information on health; the
symptoms and prevention of common and more recent diseases. Likewise, drug abuse is
another topic for discussion in the English class.
Costa Rican curriculum takes into account other relevant areas of a well-rounded
education, such as the job market and careers, in terms of active participation in the
evolution of society. Other aspects like the socio-political development of citizens is dealt
with explicitly, leading to personal, and collective improvement through themes relating to
values such as: gender equality, political liberties, and respect for ethnic and cultural
diversity, as well as active involvement in community activities. In the field of the economy
and production, the syllabus provides for the promotion of a productive culture in harmony
with the environment, coupled with the efficient use of energy and resources. In all cases,
English can be the mean for exposure and acquisition of valuable and permanent behavior
patterns. These patterns will fulfill their own needs, and those ones of the country.

2.11.1

THE

EDUCATION

POLICY

EQUAL

OPPORTUNITIES.
The Educational Policy provides similar opportunities to everybody. Achieving
high standards of education as well as opportunities that take into consideration the rights
needs problems and expectations. First, the listening skill should have been developed in
early stages of language learning. Students will understand and respond in appropriate way
by the listening skill. Some ways to apply the listening skill is by distinguishing sounds,

stress, and intonations. Although, teachers should encourage the purpose of listening to a
conversation, directions, discussions, drama films, songs, reports and any other form.
Second, it is the speaking skill which teacher should provide many opportunities for the
learners to express in this language. Some examples are through oral speech, discussions of
topics, conversations, and any other way to make students to participate orally during the
class. Third, the reading skill; it is a passive skill because the students should apply reading
comprehension by doing exercises. Students have to be able to read the language by
reading short pieces of a lecture in II cycle. The last one, the writing skill emphasizes the
formal expressions of thoughts through written language of graphic symbols. Whenever,
the teacher should introduce an activity in order to follow to help students think about what
they already know by listening, speaking, reading, and writing skills to link new
information and share experiences through those skills (MEP, 2007).

2.11.2 LINGUISTIC OBJECTIVES.
The Costa Rican syllabuses included the linguistic objectives in which indicate what
kind of skills are involved in the English learning process. In the second cycle, learners
should integrate reading and writing skills little by little in order to help students to be
communicative in English as a second language.
“…The objectives used in this syllabus are stated in terms of linguistic
skills. The term skill is used as a micro – concept, to be distinguished from the
macro-concept of the customary division of language skills, that is, into
listening, speaking, reading and writing. In the II cycle, the purpose is to
integrate and interrelate these skills as understanding, performing and following
relationships in the communication process...” (MEP, 2007)
According to the last information the linguistic objectives of the II cycle work

throughout the incorporation and interrelation of listening, speaking, reading and writing
skills. Learners should recognize and apply English knowledge through achieving all the

skills into the communication in English. Teachers should have active techniques including
games. Those games are activities with rules, a goal and an element of fun. The inclusion
of linguistic strategies as an integral part of any language syllabus provides an opportunity
for intensive language practice, offers a context in which language is used meaningfully
and as a mean to an end, and acts as a diagnostic tool for the teacher, highlighting areas of
difficulty.

2.12 ENGLISH AREAS.
According to the Programa of Education in Costa Rica (2007) in I cycle, learners of
English obtain communicative aptitude and learn to be competitive through the mixing of
oral and aural skills listening and speaking only. They demonstrate improvement of
communicative abilities in the oral and aural skills by performing real meaningful language
situations in which students could use different activities to acquire the best knowledge in
this second language, English. In the II cycle, reading and writing skills are introduced
slowly but surely to match listening and speaking skills in great harmony by encouraging
sub-skills, techniques, activities and tasks, such as substitution, skimming, looking for
details and production of short pieces of writing, in order to improve communicative
competence. The subsequent information explains a little bit more about the four skills such
as listening, speaking, writing and reading skills and their developed in English class to II
cycle students.

2.12.1 LISTENING.
The receptive level uses of language can be applied to listening respectively. Those
skills are cognitive and affective comprehension to the new language in this case English as

a second language. Listening is seen as the active use of language to access other people‟s
meanings. Listening skills are incorporate during all the learning process.
¨…Listening is not a one- way street. It is not the process of a
unidirectional receiving of audible symbols. One face the first step of listening
comprehension is the psychomotor process of receiving sound waves through
the ear and transmitting nerve impulses to the brain. But that just is the
beginning of what is number of different cognitive and affective a mechanism
in which listening is an interactive model of listening comprehension…”
(English as a foreign language…¨ (MEP, 2009, 249)
According to the information above listening should be a clear and interactive. First
step of the listening process is the reception of sounds. Human beings perform the listening
in a natural but interactive way. Students could develop short memory, interpreted what
kind the information they have perceived from the message, determine the feeling or the
speaker attitude through listening. Sometimes, teachers do not help students to develop the
listening comprehension in the way students need. And the students just hear without
paying attention for specific details from a conversation, speech from a video or a record
material.
Besides, according to James Asher, listening could work as a major component in
language learning and teaching first hit the attention in the total physical response or TPR,
in which learners could listen before they were encouraged to respond orally or any other
skill. Subsequent pedagogical research on listening comprehension made major
improvement in the process of listening. Sometimes teachers do not want to use the TPR
like part of their lesson because they think that students‟ behavior is not good enough and
this kind the approach is more for I cycle.
According to Stephen Krashen and Terrell, when students are learning any kind of
language there is a silent period dedicated to acquire comprehensible effort. It is during
this stage when listening is highly reinforced to assure a better understanding of the

language.

Students should be prepared to understand basic speech in different

environments such as background noise, distance, and unclear sound; also learners should
understand speakers with different accents in English. On the other hand, teachers should
expose their students to a considerable amount of meaningful language input by listening to
conversations, descriptions, directions, songs, sports activities, videos and any other form
of authentic spoken material.

2.12.2 SPEAKING.
Communication could be gotten in different ways. However, speaking is one of the
ways people use to have an effective communication. Children start speaking from the
ages of one or two, and day by day they produce new words through the acquisition and
improvement of the speaking skill.
“…The emerging of the productive skill, speaking, appears little by little
in a process that includes the repetition of certain sounds and/or a combination
of them in context at the very beginning stage. Isolated words appear in a
meaningful context, where the child pronounces the word and the adult utters it
in a context as many times as necessary. The child‟s speech improves according
to the quality of the input provided by the teacher, along with his or her support
and patience to higher levels of language…” (Programa II ciclo, 2007: 20)
According to the previous information above about the speaking skill, students should
use it in a process that goes slowly including repetition of sounds and mixing of those
sounds in a situation. Teachers should pronounce the phrases and words as many times as
the learners need them, in order to help students to improve the quality of the learners‟
speaking skill.
The Costa Rican syllabus is centered in the oral communication, which promotes oral
communication as the centered goal of this syllabus. Costa Rican curriculum promotes the
speaking skills as a vital attainment to obtain a competence in English as a foreign language

to students in II cycle. Listening and speaking are related strongly by practicing those skills
students could get intonation, pitch, rhythm and model native speakers and non native
speakers, too. Students have better possibility to learn to speak English as well as it is
possible through the listening and speaking skills in order to be under stable and be
successful in different situations that the learner could face when they speak a new
language in this case, English. Teachers could use different activities such as descriptions,
dialogues, role plays, information gap, games, dramas, and story tales, and others.
As it had been mentioned previously, the listening and speaking skills are closely.
The oral communication skills in pedagogical researches provide some perspectives to
acquire English. Richards (1990, 67) noted the conversation class is something of an
enigma in language teaching. There are many techniques teachers could apply for teaching
English through conversation, pronunciation, fluency, affective factors, and interaction
effects.
There are some characteristics of spoken English that could make learners learn
speaking easily as well as in some cases it may become difficult. Clustering means making
a speech not word by word, but make it in a fluency speech. Another one is redundancy; it
means that the person who is speaking has the opportunity to make meaning in a clear way
throughout redundancy of language. Then, performance variable is another characteristic of
speaking difficulty because it is when someone has been speaking the new language. For
example, native speakers usually take to think time, they include word sounds like ˝ up,
umm you know, I mean etc, in order to have a thinking process. Students need to learn to
include those performance variables in their speech in order to take advantage of the
language. Another is the colloquial language. Students should learn idioms, phrases,
colloquies language to have a clear communication with a native speaker. Not less

important are the stress, rhythm, intonation, and interaction of English pronunciation which
make difficult to many students speak in the new language.

2.12.3 WRITING.
According to the program of the Ministry of Public Education, the writing skill
should be introduced increasingly in the II Cycle. Writing emphasizes the expression of
thoughts, feelings and ideas. It should included little by little or in a progressively way.
Based on the psycholinguist Eric Lenneberg; “Human behavior”, those human
beings universally learn to walk, and to talk. Eric compares the swimming skills with the
writing skills are culturally specific, learned behaviors. He says that usually just one person
teaches us to swim; it is exactly the same, when someone needs to learn how to write just
one teacher teaches us. There are some important points to take in account when teachers
should teach students techniques such as any written practice should be related to the topic
being studied, follow the linguistic objectives, including authentic writing materials such as
texts, notes and letters, integrating the other skills before, while or after the writing task is
performed it motivates students to express themselves creatively. Teachers could use
different activities to improve the writing skills in their students such as shopping lists,
messages, letters, postcards, invitations, and finally extensive papers.

2.12.4 READING.
For the purposes of the Syllabus from the ministry of Public Education, reading is
introduced gradually in the II Cycle. It has to be understood as a secondary skill, used to
reinforce the oral skills. It is an active skill, which involves different tasks such as guessing,
predicting and answering questions. Reading has been present in the life of humanity since
its beginning. Ever since the oral tradition of the hunters and gatherers, through reading

has represented a major way of reflect one‟s perspective towards life. Students could make
connections between different kinds of reading and life, understanding writing and
language. All those connections are essential to live and learn.

Through

reading

could find depiction of the thinking patterns and social norms that prevail in society, and
including it a depiction of the different features of any individual‟s life.
Moreover, students through reading could learn to work nurture thoughts and endorse
imagination and creativity. When a child is exposed to good kinds of readings works,
he/she is provided with appropriate educational opportunities because through great kinds
of reading a person learns how to describe anything by using more technical, descriptive,
imaginative, and others. In contrast, when a person has the lack of exposure of reading
he/she is derived from an opportunity to grow as an individual. For this reason, it is
through reading works, that a student comprehends and appreciates life from different
perspectives. The texts should represent reflections of the world‟s culture on the nature of
human experience. This resource pretends to take into account classrooms as the places for
students to learn to read and have a vision of human possibilities offered them by the great
literature and students could have the possibility to begin to tell their own.
Reading in the English class to reinforce the acquisition of the language helps not
only students but also all the people to take a closer look 0f the diverse aspects of life. In m
any ways, understanding literature can change one‟s point of view towards
life itself. On the other hand, teacher should encourage children to build literacy by
reading, having a dialogue or producing their own piece of writing. Likewise, a good
technique could help students to develop their skills like critical and analytical thinking.
Critical thinking skills provide people the ability not only understand what they have read
or been shown but also to build upon that knowledge without assistance through works.

Further, reading is the best tool to use in each subject in order to have better comprehension
of the humanity. Students learn to enjoy any kind of reading thanks to the methodologies
of the classroom.

In other words through reading students can learn, be intellectual,

emotional and social for the rest of their lives.
By teaching reading skills, students have to integrate it as one with the rest of the
skills to obtain the main goal because reading should put together as a unique set of past
experiences, emotional and mental process according with their level of cognitive
development and the level of the topic. According to an article the first language reading
research had been flourishing for a couple of decades by the seventies, and after Kenneth
Goodman´s began to tackle the unique issues and questions facing second language reading
pedagogy (CAA Centre, 1999).
Nowadays, three decades of research reveal the highlights of approaches to teach
reading skills. First of able, in bottom up processing readers must recognize a multiplicity
of linguistic signals such as letters,
Syllables, words, phrases, grammatical cues and they select the signals that make some
sense. In the top down or conceptually driven, readers draw on their own intelligence and
experience to understand a text. (Christine Nuttall, 1996: 16-17) Second one is the schema
theory and background knowledge which mean how readers construct meanings and how
readers decide what to hold onto, once having those decisions, it comes another one that is
how the readers, infer a writer´s message. In other words, readers bring information,
knowledge, emotion, experience and culture to the printer words of a text. The third one is
the role of affect and culture, according with Dole, Brown and Trathen, (1996) the
acquisition of affective factors play major roles in ultimate success. Just as language ego,

self esteem, empathy, and motivation in reading subjects make readers love what they are
reading.
¨…Meaning lies in that shared ground where the reader and the text
meet. It is not resident within the text, to be extracted like a nut from its
shell…¨ (Probst, 1997) .
In order to become familiar with basic principles and practices, readers might
carefully consult the materials to read. Robert Probst gave us a well think and how
important is defined and analyzed the reading that our learners will read.

2.13 METHODOLOGIES DEFINITION.
The methodologies are used in order to find reading tools to the learners of English
as a second language in public primary schools. Thanks to the reading skill in which there
is the teaching reading approach students should have to integrate as one with the rest of the
skills to obtain the main goal, in which the approach affects the readers as a unique set of
past experiences, emotional and mental processes, level of cognitive development and the
level of the topic base on the CAA Centre. (1999)

2.13.1 C.E.L.T APPROACH.
The Creative English Language approach, (C.E.L.T) approach joined to the creative
as a way to improve the level of English in all the skills. The CELT approach describes
motivational like the way learners obtain joy and pleasure. Moreover, how the students
develop less frustrations in regards to the goal of learning English as a second language.
(Affirmation, 2010)
The main objective to the investigator is to stimulate the students to be active in the
learning process in which they could enjoy the class time, also the learners should expect to
obtain higher levels in English, and finally they could experience desirable attitudes to have

success in English. In other words, the teacher should apply activities to provide similar
opportunities for everybody to communicate in English. Furthermore, the emphasis in a
dynamic class is on the learners and the information exchanged between them as well as
between them and the teacher.

2.13.2 THE CALLA APPROACH.
Since their first proposal of this approach in 1986, Chamot and O‟Malley have
continuously been working on the model, and refining it. It is an instructional model in
which it was developed to meet the academic needs of the students learning of English as a
second language in American schools.
The handbook falls into three major parts. The components of CALLA are
including academic content, learning strategies, and academic language skills. A two-year
study was conducted to determine the long-term effects of a comprehensive cooperative
learning approach to elementary reading and language arts instruction on students'
achievement, attitudes, and met cognitive awareness.
In the Cooperative Integrated Reading and Composition (CIRC) program, students
in second through sixth grade worked in heterogeneous learning teams on reading and
writing activities related to stories they were reading. Teachers provided students with
explicit instruction on comprehension strategies and used a writing process approach to
teach writing and language arts. The study also mainstreamed academically handicapped
students in regular classes, and these students were active participants in the cooperative
learning team activities.

2.14 THEORIES FOR READING.

2.14.1 CONSTRUCTIVISM THEORY.
“…Constructivism concentrates to the significant of learning through
individual constructivism cuts a nice path between the main ideas that have
influenced how reading has been taught: the concept of math as facts to be
transmitted to the student, and the view that some people have it and some
people don't, where the educator's task is to figure out how "smart" students are
and choose the right tasks for them to perform...” (Constructivism, 2009)
According to the last information, constructivism focuses its attention on how
people learn. It suggests that knowledge results from people forming models in response to
the questions and challenges that come from actively engaging math problems and
environments - not from simply taking information, nor as merely the blossoming of an
innate gift. The challenge in teaching is to create experiences that engage the student and
support his or her own explanation, evaluation, communication, and application of the
models needed to make sense of these experiences.
Through these experiences students could build great and extraordinary things that
sometimes the students do not know that they could do it. Given this view, there are many
strategies to improve reading teaching: look for different ways to fit into place individual
students, develop rich environments for exploration, prepare coherent problem sets and
challenges that focus the model building effort, elicit and communicate student perceptions
and interpretations, and so on.

2.14.2 HUMANISTIC THEORY.
This is the psychological perspective popularized by Carl Rogers and Abraham
Maslow (hierarchy of needs) that emphasizes the human capacity for choice and growth.
The overriding assumption is that humans have free will and is not simply fated to behave
in specific ways or are zombies blindly reacting to their environments. It is a result that the
Humanists stated that the subject matter or psychology is the human subjective experience

of the world how humans experience things, why they experience things, etc. (aplacenet,
2010)
The humanism approach would concentrate upon the development of the learner‟s
self-concept. If the students feel good about themselves could be an involving
understanding of one‟s strengths and weaknesses.

Besides that, it is one‟s ability to

improve the process of learning. According to Maslow, everybody has a self-actualization
in which learning is not an end in itself; it means the progress towards the pinnacle of selfdevelopment.

The growth of each human being could be poor if at least these

considerations of humanism are not included. Every human being is a wonderful creature;
the humanity is a super organism. The human relationships and cooperation are necessary
for the best human development and well being.

2.14. 3 INTEGRATED THEORY.
The integrated approach is an art that focuses on the complementary nature of the
reading process which includes listening, speaking, reading and writing rather than the
teaching of each in isolation from the others. The integrated approach is very much aware
of the strong connections between reading and writing. Initial encounters with a wide
range of quality texts often provide the starting points for integrated classroom experiences.
According to Dr. Karen Kutiper the integrated approach could help the students by
supporting with suitable directions the linguistic process, which it can create greater
competence in all areas. For example, the youngest could have the opportunity to respond
to texts in writing to share, to defend, and to treat those responses in dialogues with
classmates or with the teacher. Students develop richer understanding of what they have to
read. In addition, the integrated approach gives the students the chance to respond both

informally and formally to their own reading and writing, and to reading and writing of the
others. Consequently, learners should increase their ability to communicative fluently and
flexibly in any setting.
The integrated approach has a key to have a successful integrated classroom,
obviously, a variety of quality and timely of reading are the foundation of the integrated
classroom. This approach implements the reading on the lessons from the teacher selection
and self-selected materials. The integrated approach put the teacher as the heart of the
classroom. The teacher is who understands that quality instruction builds on students‟
backgrounds, providing appropriate strategies and offering equal opportunity to each
learner to participate in reading activities. (Elements of literature, 1997)
On the other hand, the first language can help enormously in making English input
more comprehensible. This means that a second English language indirectly promote
English development of reading through the first language. It is extremely efficient to build
up literacy first in the children‟s first language, in order to help the students to solve
reading problems and to achieve reading skills such scanning, scamming, etc in a second
language. At the beginning level, students would participate in comprehensible – input –
based method such as natural approach, teaching physical response (TPR) and English as a
second language (ESL), these approaches try to fill the classroom time with active and
interesting activities.
Research shows that at the intermediate level of English as a second language,
students could acquire a great deal of the second language and learn impressive amounts of
subject matter at the same time. Learners work as well is possible because they provide a
great deal of compressible input and at the same time they could achieve free voluntary

reading (Krashen, 1991). Then, students get confidence to read in their first language as
well as in English as their second language.

2.14.4 MULTIPLE INTELLIGENCES THEORY.
The theory of multiple intelligences was discovered in 1983 by Dr. Howard
Gardner, professor of education at Harvard University. This theory suggests that the
traditional notion of intelligence, based on I. Q. testing, is far too limited. Instead, Dr.
Gardner proposes eight different intelligences to account for a broader range of human
prospective in children and adults, too.

Each of the multiple intelligence displays a

distinguished set of psychological process, very different from person to person. This
theory has several implications for language learning and language teaching. The most
significant is that each learner is unique and this student has the potential to express and
develop his or her abilities in different ways.
These intelligences are linguistic intelligence or word smart, logical- mathematical
intelligence or number and reasonable smart, spatial intelligence or picture smart, bodily –
kinesthetic intelligence or body smart, musical intelligence or music smart, interpersonal
intelligence or people smart, intrapersonal intelligence or self smart, and finally the
naturalist intelligence or nature smart.

According with Dr. Gardner the schools and

cultures focus most of their attention on linguistic and logical mathematical intelligence.
The good news are that the theory of multiple intelligences has grabbed the attention of
many educators around the world and hundreds of educational systems including the Costa
Rican Educational system are currently using this philosophy to redesign the way it
educates children.

If teachers are having difficulty reaching a student in the more

traditional linguistic or logical ways of instruction, this theory suggests several other ways

in which the material might be presented to facilitate effectively and successfully learning
process. (Armstrong,1994)
Moreover, there is the Emotional Intelligence Theory, introduced by Daniel
Goldman in 1995, developing learners competences will have greatest caring classes
because it should be a place where students feel respected, and cared about bonded to
classmates. Dr. Goldman defines emotional intelligences as ability of knowing what one‟s
feelings are and using the knowledge to make good decisions. In addition, emotional
intelligences are empathy of the feeling among others. It is the results of experience and
interaction with other people. People with high level of emotional intelligence tend to keep
a positive outlook in life and overcome difficulties according to the MEP, ( 2007).

2.15 STRATEGIES TO IMPROVE READING IN ENGLISH
CLASSES.
A half century ago, reading specialists might have argued that the best way to teach
reading is through bottom up methodology, teaching symbols, grapheme- phoneme
correspondences, syllables, and lexical recognition first. Then, comprehension would be
derived from the sum of the parts. Recent researches on teaching reading have shown that
a combination of top- down and bottom-up processing, or what has come to be called
interactive reading, is almost always a primary ingredient in successful teaching
methodology because both processes are important In fact, Nuttall said:
“…In practice, a reader continually shifts from one focus to another,
now adopting a top down approach to predict probable meaning, then moving
to the bottom – up approach to check whether that is really what the writer
says…”(CAA Centre, 1999)

Moreover, becoming a strategic reader could be a dream for many people.
Whatever, according with Dr. Judith Irvin, reading learners should have better interaction
of what is in readers‟ minds with what is on the page within a particular context that helps
student comprehension in what they read, if students should come to learning with previous
information about particular topics, with definite attitudes about reading and with varying
motivations for reading and learning. For example, it is better for readers, to learn anything
new without making connections to their schemata or prior knowledge. For teachers, it is
very important to have on mind that readers encountering new ideas most often be shown
how the material fits into their existing filling system. Teachers should choose the right
text because the content, format, and organization of a text are factors that make a text easy
or pretty hard for some students to understand. A teacher should be prepared to exercise
flexibility and sensitivity in presenting the text so as to encourage learners to use their
schemata to enhance their reading experience.

Learners should know the reading

approaches texts are differently and the reading vary according to each purpose. It could be
for pleasure than if the purpose is for class topic. Good readers are strategic and being
strategic involves the met cognitive abilities to think, plan and evaluate their own
understanding of texts.

2.15.1

COOPERATIVE

LEARNING

APPROACH

IN

READING.
According to the research conducted by Robert J. Stevens and Robert E. Slavin at
the University of Chicago Press, there are effects on student‟s achievement of reading by
using a cooperative learning approach makes learners have better attitude in English
reading class.

During two years they were researching to find out the effects of a

comprehensive cooperative learning approach to elementary reading learners.

They

determine that students from second to sixth grade most of the time work in teams on
reading activities related to the topic of the story. This approach helps students to be
sociable and to acquire much better the reading vocabulary.
According to Oxford (2010), the cooperative learning, collaborative learning and
interaction are three kinds of communicative strands in the language classrooms. The
collaborative learning has a social constructivism philosophical base. Interaction is broadest
of the three terms and refers to personal communication. The last approach is the
cooperative which refers to a particular classroom activities and techniques that encourage
learners interdependent as a route of social and cognitive progress. This article wants to
emphasize how important it is to have clear and understand the three strands.

2.15.2 MOTIVATIONAL STRATEGIES.
According to Barnett and Williams, (1989) researches they are defined the term strategy
as conscious deliberate behavior while skills operate at the subconscious level. It has been
distinguished in the reading research from the term skill based on consciousness.
Based on the Anderson‟s research, teachers should make students grow interest in
met cognition in reading where teaching comprehension, according to his view, it requires
students to discuss the type of strategies the students should use to comprehend a text and it
improves their knowledge.
On the other hand, students should be encouraged to transfer the reading sub-skills
that they have already acquired in their native language such as follow the linguistic
objectives, including authentic writing materials; for example, texts, notes and letters,

integrate the other skills such as before, while or after the writing task is performed;
motivate students to express themselves creatively.
Pre-reading, while reading and post-reading is used to direct students to dynamically
join in the reading process, through goals of guide reading is for students to become fluent
readers and solve strategies to read alone, in group or silently.
Before reading prepares students for learning by activating their pre knowledge about
the topic featured in the text. There are strategies to help teachers in the pre
Reading process such as to invite the students to predict what the text or story is about by
doing quick writing on the title by using notes or short statements. Another one could be
the word plash in which students should take out fifteen words from the text and the
students do sentences according to the title of the text. Another technique could be tea
party. This strategy student has to predict what will happen by seeing pictures related to the
topic.
While- reading strategies teach comprehension by making connections, creating
questions by guiding students to use different strategies to obtain the text objective. Some
examples of strategies are webbed chart; teachers should follow the levels of questions to
the students making them think about the reading that they are doing by some questions
related to the reading.
The post-reading strategy idea is to connect the old and new knowledge successfully.
This part of the reading process technique helps students to frame it in some way in the
students´ life. Some great ideas are that teachers could use a reflection activity in which
students think about the importance of choosing what they are reading or that students must
read frequently in order to have knowledge in different topics. Also students could answer
questions related to the text in an oral or written way. Another activity is to find short

readings related to the last reading and compare different situations, characters, conflict and
events according to the students‟ level. Depending of the text, students could use a story
map by comparing, looking for cause and effect, finding events and others maps to connect
all the text in a summary plot. Students could performance what they read by making
dialogues, conversations in a pretty active way. (When kids can‟t read what teacher can do
(Beers; 2010)
Moreover, teachers should use a variety of texts, techniques, activities and materials
in order to promote the development of reading. Students should be encouraged to
communicate their ideas and ideas from another person meaningfully. Likewise, within the
scientific, technological, and humanistic spheres, English is a fundamental linguistic tool.
Consequently, using English as the instrument to acquire reading skills is a very universal
and postmodern strategy in the education of primary school students. When taking into
account English as the instrument to study instead of the object of study, to motivate
students in this process becomes relevant within the curriculum, emphasizes the basic
linguistic skills like listening, speaking, reading, and writing.

Since the educational

proposal in Costa Rica instructs on the communicative approach, it becomes significant to
motivate students to participate in class.
Therefore, based on Michael Sturgeon theory, students‟ attitude and motivation
have to be together. These two values cope with reading and its troublesome areas of
analysis. In the foreign language learning context, learner‟s motivation and attitude have an
influence on the student‟s success in learning a language and analyzing pieces of texts.
Motivation in language learning and texts analysis becomes relevant in order to accomplish
the best possible results.

Students should be encouraged to transfer the reading sub-skills they have already
acquired in his or her native language such as following the linguistic objectives, including
authentic writing materials such as texts, notes and letters, integrate the other skills such as
before, while or after the writing task is performed; motivate students to express themselves
creatively. The goal of guiding reading is for students to become fluent readers and solve
strategies to read alone and silently.
According to Chaves (2005) the following information could help teachers to plan
activities to the steps of reading such as pre-reading, while-reading and post-reading
strategies, in order to achieve much better the motivation and knowledge into each learner.
There are some extra- activities to take in account into the reading process such as prereading, while reading, and post reading.
Pre reading
Questions and answers related to topic
Matching sentences with pictures
Picture description
Illustration with visual aids
Vocabulary charts
Story telling
While reading
Answer questions
Complete sentences
Matching pictures with words.
Drawing.
True or false statements.

Multiple choice to choose the correct answer.
Organizing ideas in chronological order.
Complete charts.
Solving a puzzle.
Following instructions.
Post reading
Role-playing
Dramatizations
Creating a story
Writing on a similar topic.
Solving a puzzle
Problem solving.
Following instructions.
Jigsaw reading

2.16 INCLUSION STRATEGY.
Inclusion of strategies changes the attitude of learners‟ point of view about reading.
According with Dr. Donna Kearns, the inclusion provides six basic principles that are
important to the educational rights for all the students. Those principles include zero
rejection, natural proportions, regular special education, and collaboration of parents. The
term zero reject means to the fact that no students with disabilities are rejected from the
regular education classrooms and schools in which they would participate if they did not
have disabilities. But, teacher should find techniques to assist these students to experience
success in the classroom in which every other child of their age is placed. The natural

proportion means it should ensure teachers that their classrooms will continue to be a
mixture of students. Most of the time, teachers have mixed ability class in which there is a
difference and very clear that students have levels on their abilities in the receptive and
productive skills, difference in the students learning styles, differences in their background
knowledge, and finally differences in their levels of motivation. There are some techniques
for teachers to use as they collaborate to provide services to students and successful
opportunities to each learner.

The inclusion is very important because it represents

progress toward meeting the diverse needs of students in our changing population of the
school. Teachers can promote this learning by assisting students in exploring how they
learn while they are reading.
Some tips to teachers to choose the right readings could be an amazing way to have
a successful English class as a second language. Teachers need help to keep in touch with
reading according with the topic that is been taught. Sometimes, we as teachers do not
have ideas to motivate and to encourage our students to learn through readings.
Make your own observation and identify what could be some factors that make
your lesson poor. Remember that it is important to define the specific purposes of each
reading having into account designed to meet specific needs of the learners. Make sure the
texts are appropriate lexical level for your students.

Use the glossary tool to create

vocabulary support. To use a blended plan, this means you have to include pre-reading,
while-reading and post reading dynamic activities in which students could improve their
skills. English class should be active and very motivating to catch the students‟ attention
and to create a great environment in each English lesson.
Playing games in which students should use the new vocabulary. Use choral reading
of passages and poems helps the students with their self esteem and their desire to read.

Provide simple books and materials to encourage students to retell the stories in English to
the rest of the group. As teachers we can help students to improve their ability to speak, to
listen, to read and to write in English, working on these strategies students should be
encouraged to develop their writing skills and reading skills successfully. (Kearns, 1997)

2.17 VALUES THROUGH READING.
Teacher can teach values through reading with the learners. Illustrated picture, texts
and why not, books are a good way to start this process. Teacher could tell stories that a
young child can understand and through the stories, students could learn values which are
represented. Young children ask many questions and a character that thinks about situations
and asks questions of a wiser character is someone your child can relate to. He can put
himself in the place of the young character. It is a good way for him or her to learn about
values like wisdom, right, and wrong.

There some values such as respect and cooperation, in which teachers could include
on their plans to rich students knowledge more and more. This could happen thanks to the
readings that teachers use, and students could internalize and use for all their life in many
different situations that they will face.

2.17.1 COOPERATION.
The first value is cooperative value, this value makes easier the class because
students learn to work as teams and they learn to be less self centered.
“…To work or act together for a common purpose or benefit…”
(Webster, 2006)

Based on the last information teachers should use the cooperation value throughout
reading to motivate students to work in groups in different topics in which they have to
present to the rest of the class or just to do a practice related to the unit they have studied.
Learners could apply this value into the classes and other places, such as places they go to
play out the school and of course in their homes. The cooperation value is a tool that
learners could use in different situations. By using this value they could help to obtain
benefits from many people including students themselves.

2.17.2 RESPECT.
This value is an important tool that teachers could use. Students should respect the
rest of the class members‟ opinions. During the reading process like pre- reading, whilereading, and post- reading teachers should foment this value through different activities.
“…Permit the opinion and expressions. Respect the privacy to each
person…” (Webster, 2006)
According to the last information students should participate telling their own
opinions about any topic and the classmates should respect each other opinions.
Sometimes, students do not want to participate in oral tasks in role-plays and etc, because
their classmates could be pretty cruel.

2.17.3 ORDER.
Some teachers misunderstand to have a military class and organize or order class.
Some professors avoid role- plays or other kinds of activity because they do not how to
organize or worse teachers never teach the order value to students.

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