Using Applied Linguistic to English as a Second Language to Criolle Fourth Students.

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

“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

Have you ever stop tothink for a while on theattitude of the birds amidsadversities?

Day by day its preparing itsnest, with joy and songs ofpraise in its heart;sometimes bringingmaterials from longdistance; all to secure itslittle ones.

Reflection

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!!

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.

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.

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

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.

There is evidence that the first

Afro-Caribbean generation did

not adopt the Costa Rican

citizenship.

Bases For The Creole’s Language History

Cultural Language Interaction

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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.

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

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.

Qualitative

Quantitative

Descriptive

Background of the Problem

Mother tongue (Creole)

interference when speaking is required in Standard English.

Neglect their speech and

their culture.

Division of the Preoperational

Period

Subjects of Investigation

Parents: Creole students’ parents.

Students: Creole fourth grade students.

Retired and Actual English Teachers

Instruments

Questionnaires for students, teachers and parents.

Patterns to

acquired a Second

Language

Age

Environment

Meaningful characteristic

s of the learner

Methodology

used

Stephen Krashens’

Five Hypothesis

Input Hypothesis

Acquisition/learning Hypothesis

Monitor Hypothesis

Natural Order Hypothesis

Affective Filter Hypothesis

Oral

Theory of Language

Structuralism

Theory of Learning

Behaviorism

Natural

Theory of Language

Communication

Theory of Learning

Krashens’ Theory

Personality Factors

Situational Level

Global Level

Krashen’ Affective

Filter Hypothesis

Motivation

Self Confidence( good self-image)

Anxiety

Lin

gu

isti

c

Automaticity

Meaningful Learning

Anticipation of Reward

Intrinsic Motivation

Strategic Investment

Cognitive Principle

Language Ego

Self-Confidence

Risk-Taking

Language Culture Connection

Affective Principle

Native Language Effect

Inter language

Communicative Competence

Linguistic Principle

Recommendation

Respect Students’ Culture

Expose relevant aspects of the mother

tongue

Eclectic Method

Increase actual lesson time

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.