This document summarizes a thesis presented for a degree in education sciences. Specifically, it examines using applied linguistics to teach English as a second language to 4th grade Creole students in Limon, Costa Rica. The thesis aims to 1) observe students' problems acquiring English and solutions, 2) develop and apply methods to help students learn English, and 3) determine the effectiveness of applied linguistics methods. It reviews theories of language acquisition and analyzes factors affecting students' language learning such as their first language, environment, age, and motivation. Recommendations include respecting students' culture, incorporating their first language, using varied teaching methods, increasing English instruction time, and fostering student engagement and confidence.

1. LICENCIATURA EN CIENCIAS DE LA EDUCACIÓN
DE PRIMERO Y SEGUNDO CICLO
CON ÉNFASIS EN INGLÉS
UNIVERSIDAD LIBRE DE COSTA RICA DEFENSA
DE LA TESIS PARA LA CARRERA
JULIO 30 DE 2009

2. “Using Applied Linguistic to teach English
as a Second Language to fourth graders at
Colina’s Elementary Public School, Second
Cycle, Circuit 02 of the Regional Educative
Direction of Limon 2008”
Sustainers:
Shanny Glaston Kester
Guiselle Weelkly Williamson
NAME OF THESIS

3. Have you ever stop to
think for a while on the
attitude of the birds amids
adversities?
Day by day its preparing its
nest, with joy and songs of
praise in its heart;
sometimes bringing
materials from long
distance; all to secure its
little ones.
Reflection

4. And finally when its about to
lay its eggs; the inclemency
of time; natural disasters,
animals and even human
beings themselves, destroy
its hard work.
But what does the bird do?
Stays paralyze watching?
Abandon its work? NO!!

5. It starts to build over
the little lovely nest for
its chicks to born and
even with the little ones
inside; comes a child, a
natural disaster, or
someone to destroy the
little nest, but this time
with the animals inside.
Does it stop? NO!!
It continues
singing and
rebuilding another
nest for its eggs’
security.

6. That is PERSEVERANCE,
LOVE, and COURAGE.
What do you believe? Try the
same attitude with the students
which are place in your hands
and you will discover that great
experience, all in Jesus’ name,
He loves you and desires the
best for You.

7. Interaction between humans have always
been important and effective
communication is not an exception either.
This interaction was manifested in
eighteen seventy two with the arrival of
the immigrants, foreigners who traveled
from Jamaica and the West Indies to the
Caribbean Coast of the Province of Port
Limon.
Justification

8. Their arrival were with contracts
to build the Railroad from the
Atlantic to the Pacific Coast of
Costa Rica, and later to work into
the banana plantation of the
United Fruit Company.

9. There is evidence that the first
Afro-Caribbean generation did
not adopt the Costa Rican
citizenship.

10. Bases For The Creole’s Language History
Cultural Language Interaction
E
N
G
L
A
N
D
E
N
G
I
N
E
E
R
S
J
A
M
A
I
C
A
N
S’
C
R
E
O
L
E
W
E
S
T
I
N
D
I
E
S
C
R
E
O
L
E
P
I
D
G
I
N
O
R
I
G
I
N

11. Develop Applied Linguistic to teach English
as a Second Language to fourth graders at
Colina’s Elementary Public School, Second
Cycle, Circuit 02 of the Regional Educative
Direction of Limon 2008.

12. 1.Select and observe Creole fourth graders
problems in English classes at Colina’s Elementary
school acquiring information and studies related to
their problem given proper solutions.
Specific Objectives

13. 2. Build and apply methods along with
procedures to help fourth grade students
accomplish their learning process in the
Second Language .
3. Determine the improvement of Applied
Linguistic methodologies for the Creole
students to acquire English as a Second
Language.

14. Qualitative
Quantitative
Descriptive

15. Background of the Problem
Mother tongue
(Creole)
interference when
speaking is required
in Standard English.
Neglect their
speech and
their culture.

16. Division of the Preoperational
Period

17. Subjects of Investigation
Parents: Creole students’ parents.
Students: Creole fourth grade students.
Retired and Actual English Teachers
Instruments
Questionnaires for students, teachers and parents.

21. Patterns
to
acquired a
Second
Language
Age
Environment
Meaningful
characteristic
s of the
learner
Methodology
used

22. Stephen Krashens’
Five Hypothesis
Input Hypothesis
Acquisition/learning Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Affective Filter Hypothesis

23. Oral
Theory of
Language
Structuralism
Theory of
Learning
Behaviorism
Natural
Theory of
Language
Communication
Theory of
Learning
Krashens’
Theory

24. Personality
Factors
Situational
Level
Global
Level

25. Krashen’Affective
Filter Hypothesis
Motivation
Self Confidence( good self-image)
 Anxiety

26. Linguisti
c

27. Automaticity
Meaningful Learning
Anticipation of Reward
Intrinsic Motivation
Strategic Investment
Cognitive Principle

28. Language Ego
Self-Confidence
Risk-Taking
Language Culture Connection
Affective Principle

29.  Native Language Effect
Inter language
Communicative Competence
Linguistic Principle

30. Recommendation
Respect Students’ Culture
Expose relevant aspects of the mother
tongue
Eclectic Method
Increase actual lesson time

31. Include authentic Creole writing
materials. A special assessment day.
Cooperative Learning among students.
Creative Teachers using a (Plan B)
Establish rapport with students.
Genuine Praise for students.