Promoting Diversity Principles through Communicative English [PDF]

PROMOTING DIVERSITY PRINCIPLES THROUGH COMMUNICATIVE ENGLISH LESSONS BASED ON THE AFFECTIVE DOMAIN WITH PRESCHOOL STUDENTS IN MANIZALES URBAN AREA

Promoting Diversity Principles through Communicative English Lessons Based on the Affective Domain with Preschool Students in Manizales Urban Area

Mónica Díaz Moreno Jeniffer Cárdenas Díaz Adriana Holguín Arenas

Manizales, University. Advisor Diana Londoño

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Gratitude

We are grateful to God for the wisdom and perseverance during this process of formation, specially our families for the love, to all who helped us selflessly, especially to our families for their love, patience and understanding in each moment during this stage so important of our live. To the Manizales University to make us integral human beings, to our advisors Diana and Alvaro who guided us and by each word that helped us enrich our research Finally we thank Dora Miryam, program coordinator for their dedication with her students and sense of belonging in her work, becoming an essential part in the develop of our profession, who put their entire trust in each step we gave without doubt our abilities and efforts.

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2. Abstract

This research explores factors on second language learning in the inclusive classroom. It takes into account instruments that are commonly use in Action Research such as diaries, corners, surveys and interviews. The researchers made a subsequent analysis and they found that children had problems in relation to affective domain, because through the instruments children showed aggressive attitude, lack of motivation for the English class and negative affective factor from families that had influence in their learning process. Therefore through Action- Research methodology the researchers implemented English classes where the affectivity took an important place in the learning process in order to give the students tools that help them direct the emotional factors during the class. This intervention used diversity principles as respect, participation, identity, cooperatives and multiculturalism to construct the tools that help them with the affective domain in the class and in the same way to get better results with the communicative skills -listening and speaking- in the English learning.

In addition, the

researchers expected to enrich three preschools of Manizales urban area, specifically their curricular component with the project. Key words: Affective Domain, Anxiety, Self esteem, Motivation, Second Language Acquisition, Respect, Participation, Identity, Cooperative, Multiculturalism.

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3. Table of contents Pag 2. Abstract …………………………………………………………………………………..3 3. Table of contents………………………………………………………………………….4 4. Table of tables……………………………………………………………………………..7 5. Table of graphics…………………………………………………………………………..8 6. List of pictures……………………………………………………………………………..9 7. Introduction ……………………………………………………………………………….10 8. Justification………………………………………………………………………………. 11 9. Context of the research …………………………………………………………………....12 9.1 Description of the context……………………………………………………………..12 9.2 Participants…………………………………………………………………………….16 10. Description of the problem ………………………………………………………………..17 11. Research question and objectives………………………………………………………….18 11.1. Research question…………………………………………………………………..18 11.2. Objectives………………………………………………………………………….18 11.2.1. General objectives……………………………………………………………18

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11.2.2. Specific objectives…………………………………………………………..19 12. Theoretical framework…………………………………………………………………….19 12.1. Understanding the diversity…………………………………………………………19 12.1.1 The role of the state…………………………………………………………...19 12.1.2 The school……………………………………………………………………21 12.2. Diversity principles………………………………………………………………….21 12.2.1. Respect for the difference……………………………………………………23 12.2.2. Participation principle………………………………………………………..25 12.2.3. Identity principle……………………………………………………………..26 12.2.4. Cooperation principle………………………………………………………..27 12.2.5. Interculturalism principle…………………………………………………....28 12.3. Second languages acquisition………………………………………………………29 12.4. The Affective domain in learning and teaching process………………………….32 12.4.1. Anxiety………………………………………………………………………35 12.4.2. Self esteem…………………………………………………………………..39 12.4.3. Motivation……………………………………………………………………41 13. Methodology……………………………………………………………………………..44

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14. Data collection analysis………………………………………………………………….45 14.1. Diagnostic stage……………………………………………………………………..50 14.2 Action stage…………………………………………………………………………..53 15. Findings………………………………………………………………………………….100 16. Conclusions and recommendations………………………………………………………106 17. References………………………………………………………………………………..107 18. Annexes…………………………………………………………………………………..111

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4. List of tables Pag. Table 1. Psycho physiological correlates of anxiety in the language class……………………..36 Table 2. Diary entries teacher’s perceptions about factors affecting the learning process ……50 Table 3. Categories in relation to Affective Domain………………………………………..…52 Table 4. Corners activity by listening………………………………………………………….59 Table 5. Corners activity by speaking…………………………………………………………..59 Table 6. Influence of daily situation in second language acquisition………………………….70 Table 7. Research diary…………………………………………………………………………78 Table 8. Corners workshop 4…………………………………………………………………...88 Table 9. Indicators of motivation……………………………………………………………….91 Table 10. Categories of triangulation………………………………………………………….102 Table 11. Communicative skills…………………………………………………………........102 Table 12. Affective Domain frequencies……………………………………………………..104

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5. List of graphics Pag. Graphic1. Emotional factor about English class ……………………………………….46 Graphic 2.Favorite activities in the English class……………………………………….47 Graphic 3. Teacher’s perceptions about factors affecting the learning process………..47 Graphic 4. Inappropriate behavior in class………………………………………………48 Graphic 5.Triangulation……………………………………………………………….....50 Graphic 6. Speaking levels………………………………………………………….……69 Graphic 7. Types of family………………………………………………………………80 Graphic 8. Categories…………………………………………………………………….100

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6.List of pictures Pag. Picture 1. Motivation……………………………………………………………….………….79 Picture2. Yoga for kids………………………………………………………………..……….81 Picture 3. Working together …………………………………………………………………..90 Picture 4. Puzzle activity……………………………………………………….……………..90 Picture 5. Intercultural principle………………………………………………………………98 Picture 6. Diversity Colombian food………………………………………………………….99 Picture 7. Diversity Colombian food………………………………………………………….99

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WITH PRESCHOOL STUDENTS IN MANIZALES URBAN AREA

7. Promoting diversity principles through communicative English lesson based on the Affective Domain with preschools students in Manizales urban area

Diversity is a specific characteristic of human groups, because everybody has particularities of being, thinking and acting. Currently, in the society it is possible to find different cultures, traditions, languages and social practices, thus the social environment is divergent. These realities are reflected in different contexts; therefore the environment in the school is a place where people manifest this type of social expressions, as it is a place where social groups express different religions, socio- economic aspects, exceptional talents, Special Educational Needs or some vulnerability, etc. In this sense, opening education to diversity is a challenge for the school, a school where it is possibleto understand the differences and accept the diversity in the current context, where it is necessary to involve and develop actions from the educational community space formed by teachers, students and families.

The affective domain is part of this diversity

that needs to be taken into consideration in the classroom Arnold (2000). Taking into account the point of view of the Arnold (2000) and the Common European Framework, where it mentions that the main objective of education is not only to teach a language correctly, but the teacher mustalso offer teaching methods which the children acquire social skills, development of attitudes, knowledge and responsibilities that allow them to build a democratic world. (Common European Framework). The learning of English is a tool to teach the students of three preschools of Manizales urban area about how they can learn better and improve their communicative skills through directing of affective domain in the classroom making the affective domain part of the diversity of the class.

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8. Justification

“Education is the way to show the world to students; therefore, English opens opportunities to discover it. In Colombia, the government consolidated the “Cero a Siempre” strategy to answer the regulations of “ The Universal Declaration of human rights” , “ Convention about the children rights- general observation N°7” . Inside the strategy there are the Centros de Desarrollo Infantil (CDI) and Hogares Infantiles. Additionally, in this country there is a private institution where the kids are taken care under the premise that their rights are the most important. The institutions expect to improve the education of early infancy and contribute in aspects such as feeding and health.

This project intends to teach students to learn to live together respecting the differences from affective domain of the students, throughout an English lesson. For that reason, it is necessary to look for an alternative strategy which guarantees students a better learning process in the early infancy. This research is aimed to transcend on the children´s lives where they will be trained in social skills and academic knowledge. They will be formed for their lives and to confront the circumstances that the world impart, through the control of their emotions. This research will benefit those who are involved in the teaching of English to children, and, as a useful tool for future research projects related to the basic English teaching and learning.

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Finally, it is worthwhile to mention that the impact of this research is to create an environment where the diversity through of the English classes in the preschool sections is promoted ,taking into the affective domain as a good way to help fostering desire, curiosity, interest and motivation of student learning English as a foreign language.

9. Context of the Research

9.1 Description of the Context

The Presidency of Colombia and The Ministry of Education created an initiative called “De Cero a Siempre” in 2011. It is the National Strategy of Integral Attention for the Early Infancy, created in the government of the president Juan Manuel Santos. The National Strategy gathers politics, programs, projects, actions and services directed to Early Infancy in order to offer the best attention where effective exercise of children rights is made especially promising the health and safety, nutrition and early education from the moment children are conceived until they are five years old. (Ministry of education 2007).

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The “Cero a Siempre” strategy is supported based on guidelines such as “Political Constitution of Colombia” Law 12 year 1991. “Infancy and Adolescense Code” Law 1098. “Consejo Nacional de Política Económica y Social (CONPES) 109 of 2007” “Early Infancy Politic”. “CONPES 113 of 2007”, “Food Safety Politic”. Law 1295 year 2009: “Integral Attention of Early infancy”, “Sisben 1, 2, 3”. Presidency of Colombia (2012). Additionally, the article 15 of the law 115 of 1994 regulates the private institutions which provide preschool education such as Kindergartens.

At the local level, it is possible find several projects that are promoted by “Secretaria de educacion de Manizales” and ICBF (Instituto Colombiano de Bienestar Familiar). One of the most important plans in Manizales is “Municipal PAI” (Integral Attention Plan to Early Infancy). The PAI is intended to serve as an instrument to consolidate and guarantee a good service in education, health, nutrition and protection for children of gestation until 5 years, with a positive impact in the quality of life from this population. (Huertas and Pacheco 2010). This research project was carried out in two public kindergartens from “Bienestar Familiar”, and a private kindergarten. These institutions were created to give integral formation to children from six months to 5 years; they intend to develop cognitive, biological, psychomotor, affective and spiritual aspects in children, through pedagogical socializations, recreational and nutritional experiences where they include the family in order to create a better social coexistence.

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The first institution is Hogar Infantil Versalles which is located on 23rd street N° 53- 65 It has co- operation agreements with different institutions that give it special help by offering health, educational, sport and general services. Some of these institutions are: Hospital Infantil de Caldas, Hospital de Caldas, Clinica la Presentacion, Clinica Versalles, Escuela Normal Superior de Caldas, Biblioteca Banco de la Republica, Coldeportes and Confamiliares.

The

Institution has different areas as a library, a toys room, a hall or dining room, a kitchen, seven restrooms, three offices in order to offer a good service and places to practice different activities during the journey, by giving a good nutrition, entertainment, and good education. The Kindergarten has different projects such as: “Fiesta de la Lectura” and “Cuerpo Sonoro”. It offers English classes but there isn’t a special English Program in the Institution to practice with the children.

The second institution is Centro de Desarrollo Infantil (CDI). It is located on Center Avenue, # 27 – 53. Its coordinator is a woman who has a degree as social worker.She has been in the CDI since 2012 and now she has had two CDI´s under her post.The teachers of CDI are community mothers, they are technical in first infancy, and only three out of fourteen are professionals. CDI has twelve classrooms, seven on the first floor and five on the second, it has one office, two kitchens, three bathrooms for kids and one for adults and it has a toy library, a gym, the dining room, one yard and the terrace. It has some agreements like Hogar Infantil Versalles in order to improve the service with institutions such as Assbasalud, Centro de Atencion a la Violencia Intrafamiliar (CAVI), Mundo Maravilloso, Estacion de Policia San Jose and Polideportivo San Jose.

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The third institution is Geniecitos. It is a private institution, located in a rural area of Manizales city in La Florida. It works with calendar A and its schedule is from 7:30 am to 5:45 pm. It has an extensive physical plant of 1099 square meters and 597 meters of built area, distributed in 6 classrooms, 4 bathrooms, a common playroom, where are children are received when arrive at the kindergarten. There, director office is located, in order to ensure an easy access to it and allow more direct communication with parents. It also has a kitchen area and a room of the employee's service with bathroom. It has extensive gardens, a microfútbol court and a basketball court. It has fruit trees such as: tangerine, guava, freijoa. This allows the development of formative experiences and outdoor activities when the weather is suitable, always thinking about the health of the children. The staff is managed by a principal, who is in charge of the disciplinary and academic matters. The institution also has a teacher in charge of the English class, and an interdisciplinary team consisting of: Pediatricians, speech therapists and psychologists. Geniecitos has a customized system that respects the development and each child's individual pace. It is based on a playful work, which allows children to feel happy in the school and they obtain significant learning about love and affection. It’s warm and maternal environment is complemented by interactive programs, educational outings, artistic and musical activities and introduction to English.

The public institutions CDI and Hogar Infantil do not have in their curriculums an English program because their guidelines make emphasis in the dimensions of the human development throughout the game. Therefore, the specific subjects like English are not visible. Furthermore the teachers of these institutions do not have the knowledge to teach it, they are community

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mother in a high percent so they do not have the professional training. In the private institution, there is a teacher for English class. This project aims to enrich the English class making the institutions a special space to the integral development. The research pretends to intervene emotional aspects that are interfering in the learning process of a second language applying a new strategy that teaches the students to direct the affective domain in the English class through diversity principles with kids with ages between four and five years.

9.2 Participants

This research was carried out with children between four and five years old. They are divided into two groups of 80 children, 52 boys and 28 girls. Their families consist of a mother head of household, extensive families and nuclear families. Their socioeconomic status was identified from first to fourth levels. In the institutions children take part of the lesson plan activities according to their attention span. Students take part of other activities like “fiesta de la lectura”, “cuerpo sonoro”, and some activities at the gym or park. They learn habits of nutrition and receive healthy service. The three groups have some problems with the attention and concentration and nobody has been diagnosed with attention difficulties.

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Children are participative, Cooperative and active and they enjoy different Activities they are proposed. They have families with different structures which suggest diverse family dynamic; therefore, this affects the learning process on each student. Some of them have dysfunctional families, where it is possible to see over-protection, disinterest, violence, and other situations that have influenced the students´ learning process. The circumstances mentioned earlier generated on the students feeling as sadness, anxiety, desmotivation, frustration, anger and stress so the process of learning are affected by these factors.

10. Description of the Problem

Four instruments such as interviews, corners, survey and a diary were used in the diagnostic stage in order to discover the necessities of the population. The analysis technique over all instruments permitted to evidence negative emotional factors in language learning such as anxiety in the classes -aggressive attitude-, lack of motivation in the English class and family limitation; which limit the students´ language learning process. Every student showed a particular situation that influenced their learning process, called affective domain. Thus, this situation made the classroom a diverse place, where it was possible to find the particularities of human being that the teachers-researchers had to present in the teaching-learning process and in the development of the research.

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In order to show the relevance of the affective domain in language learning, the researchers took ownership of the concept to affectivity that Arnold (2000 p.19) mentions, “The concept affectivity includes all aspects of the emotion, the feeling, the mood or attitude which condition behavior”. For that reason, it was necessary to bear in mind the emotional factor in the classroom to obtain a better teaching - learning process.

11. Research Question and Objectives

11.1 How can communicative English Lessons enhance diversity principles through the Affective Domain with preschool students in Manizales urban area?

11.2 Objectives

11.2.1 General Objective

To promote diversity principles through communicative English lessons based on the Affective Domain with preschools students in Manizales urban area

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11.2.2 Specific objectives • To provide opportunities for students to accept differences among human beings. •

To enhance communicative skills through activities related to affective domain.

•

To foster positive attitudes towards learners´ disabilities.

12. Theoretical Framework

12.1 Understanding the diversity.

12.1.1 The role of the State.

There is a strong relation among the education and which development, Education offers knowledge, experiences and values, which intends to guarantee the success in all aspects of the life and the education working in conjunction with the development that occurs all over the life. Education is a fundamental right recognized in the Universal declaration Of Human rights and it is included in the Political Constitution of Colombia –article 67- : “La educación es un derecho de la persona y un servicio público que tiene una función social; con ella se busca el acceso al conocimiento, a la ciencia, a la técnica, y a los demás bienes y valores de la cultura.

La

educación formará al colombiano en el respeto a los derechos humanos, a la paz y a la democracia; y en la práctica del trabajo y la recreación, para el mejoramiento cultural,

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científico, tecnológico y para la protección del ambiente”. which means: “Education is an individual right and a public service that has a social function; this is looking for the access to knowledge, the technical and values of the culture. The education will improve the respect of the Human Rights, the peace and democracy; this also develops the work and recreation for the cultural, scientific, technological and environment”.

According to this idea, it is possible to

observe, that the Colombian State will provide a public education where the people will be formed with the civic skills, academic knowledge and the skills required to be effectivein society. It can be inferred that the Colombian State involves everyone in education and other cultural practices regardless their conditions. As it can be seen in the Political Constitution of Colombia laws that guarantee the education of people with special educational is established.“Integración con el servicio educativo. La educación para personas con limitaciones físicas, sensoriales, psíquicas, cognoscitivas, emocionales o con capacidades intelectuales excepcionales, es parte integrante del servicio público educativo” which means“Integration with the educational service. The education for people with physical, sensory, cognitive, emotional limitations or exceptional and intellectual capacities must be integrated into the educational public system… ” Constitución Política de Colombia. Art. 46 (1991). The legislation established by the Colombian Government, looks for guaranteeing a good education for people with educational and special needs. The State has posted to the implementation of these practices, and progress has been made in terms of taking care of thesepopulations, but it is necessary to improve more mechanisms of access and retention to get an appropriate quality in equal conditions for everybody, especially from the school. To guarantee these actions, it is important to mobilize the educational system, from teachers, administrators, students and families.

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12.1.2 The school. Currently, in the school, it is impossible to speak about a homogeneous classroom, on the contrary in the classroom there are groups with diversity, characteristics in relation to social aspects as ethnic origin, social environments, religion, etc; culture and needs of students. There is possible to talk about inclusive education. Speaking about the inclusive education, it can do a frequent association with the participation of students with educational needs in the classroom, but this concept is more extensive. Its purpose is the transformation of practices and the educational systems to attend the diversity, where it can provide the participation and learning. From there, transformations, beginning with the management of processes, educational practice, teachers training must be done in order to promote the improvement plans according to strategies of diversity. . Ministerio de Educación Nacional, Altablero. (2007

12.2 Diversity principles The educative and cultural system cannot be separated from society in which it is found. People understand that personal and cultural diversity is unique of human beings and contributes to its enrichment. There are different ways of feeling, thinking, living and coexisting. This enriches essential similarities of humanity. In this way, the Universal Declaration of UNESCO on Cultural Diversity states that: “Cultural diversity widens the range of options open to everyone; it is one of the roots of development, understood not simply in terms of economic growth, but also as a means to achieve a more satisfactory intellectual, emotional, moral and spiritual existence.” (Cultural diversity as a factor in development, 2001, art. 3).

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Cultural diversity manifests itself on the multiculturalism of beliefs, habits, gender, race, and language, among other aspects which makes people be different and be able to genuinely learn from each other through socially joining together which, eventually, helps economic growth for a moral and intellectual complement. There is a series of principles and fundamental rights which emerge from the struggle against inequalities with the purpose of being aware and taking into account laws and actual regulations so as to accept cultural differences in any individuals’ context. Next, a series of principles are displayed so that teachers consider them to be developed and applied in the classroom: I respect me, you respect me, and we respect us.

Respect is one of the most important values to cultivate in today's society, this allows the Human social interaction where they should recognize and promote the rights and opinions of others, without neglecting their own. To be respected, you must learn to respect other people understanding and appreciating their interests and needs. The German philosopher Immanuel Kant, in his moral philosophy states that “Human beings should be respected because they are an end in themselves. To be an end in themselves retain an intrinsic and absolute value " In this sense, respect makes complete differentiation between the person and what this thinks or says at any given moment, and drives humans to accept their personal differences, remembering that everyone has the right to be as they are.“The socially skilled behavior is that set of behaviors emitted by an individual in an interpersonal context that expresses feelings, attitudes, desires, opinions or rights of that individual in a manner appropriate to the situation, respecting those behaviors in others, and generally solve the immediate problems of the situation while minimizing the likelihood of future problems "(Caballo, V. 1986).

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In the classroom, each time it becomes more urgent to promote understanding, acceptance and appreciation of the qualities and own rights and of others, that is, to start educating on respect for differences is a challenge to be met, will ensure good citizens who contribute to the construction of the road to peace, considering that being different does not mean being inferior or superior.

12.2.1 Respect for the difference

It is one of the most important values to promote in today's society. This allows the human social interaction where they should recognize and promote the rights and opinions of others, without neglecting their own. To be respected, it is a must to learn to respect other people, understanding, appreciating their interests, and needs. The German philosopher Immanuel Kant, in his moral philosophy states that “Human beings should be respected because they are an end in themselves. To be an end in themselves retain an intrinsic and absolute value". In this sense, respect makes complete differentiation between the person and what it is thought or said at any given moment, and drives humans to accept their personal differences, remembering that everyone has the right to be as they are.“The socially skilled behavior is that set of behaviors emitted by an individual in an interpersonal context that expresses feelings, attitudes, desires, opinions or rights of that individual in an appropriate manner to the situation, respecting those behaviors in others, and generally solving the immediate problems of the situation while minimizing the likelihood of future problems" (Caballo, V. 1986).

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In the classroom, each time it becomes more urgent to promote understanding, acceptance, and appreciation of the qualities, the own rights, and the ones of others. That is, to start educating on respect for differences is a challenge to be met, to ensure good citizens who contribute to the construction of the road to peace, considering that being different does not mean being inferior or superior. Learning to be respectful in diversity: Children should receive an education which promotes their general culture and enable them, on an equal basis, to the opportunity to develop their abilities, their individual judgment, their sense of moral and social responsibility, and to become a useful and contributing member of the society. Children should be protected against all practices which may foster discrimination. They must be educated in a spirit of understanding, solidarity, tolerance, friendship, peace, and brotherhood. These on are fundamental rights of children’s life. Children should understand that diversity exists and should be respected as so. Children should learn to make friends and respect others regardless of their skin color or their physical features. Piaget says, "Diversity involves mutual respect, autonomy within a social group, and suit able to all the circumstances or situational rules. A group or individual is not above the other" ... "the respect that leads to good moral and mutual respect is not the unidirectional respect”. Respect differences because each person is special for their feelings since they make individuals exceptional in several contexts in life.

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12.2.2 Participation principle

Like all social systems, the school (and the classroom) is made up of a network of interpersonal relationship structured to facilitate the achievement of educational goals (Johnson, 1970-1979). Nowadays in the inclusive classroom is so important that the networks among students are based on principles as participation where the students can interact, listen to the opinions, free of rejection to minorities and with the conviction that the differences are part of humanity. Interrupting one’s own prejudicial thoughts about or likely discriminatory behavior against stigmatized groups (e.g., refusing to participate in jokes that are derogatory to any social group) and taking outward actions that challenge exclusionary practices and social injustice (e.g., getting together with others to challenge discrimination) are necessary for the updating of the promise of democracy would be created in the classroom, in a socially diverse society (West, 1999).

Diversity in our classroom needs of the democracy to be respectful participation where all people no matter their skin color ethnic groups, religion or other condition physical, emotional or mental, can express their ideas and opinions. The society is a diverse place where each individual has their cultural and social individuals and opportunities for interaction among them where each one can share and contribute in daily activities respecting individual differences. In diverse class, pupils of different ethnic groups cannot avoid interaction on a daily basis, they are equal in status (at least nominal) and they share the same school experience (Kokkonen et al, 2008).

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Interaction is an action that occurs between different members of a group to share learning, experiences that are unique to each one. In the constant interaction among children, there are individual differences that lead the children to participate, share and create productive spaces for construction learning. Participation promotes opportunities for diversity, taking into account the difference of gender, religion, family and social composition, in order to reduce inequality and discrimination produced by the different groups segregated of our educational system.

12.2.3 Identity Principle

The identity is understood as that which forms the core of the self. Some authors like Jenkins (1996) mentions that “identity is refered to the ways in which individuals and collectivities are distinguished in their social relations with other individuals and collectivities”, Deng (1995) explains “Identity to describe the way individuals and groups define them- selves and are defined by others on the basis of race, ethnicity, religion, language and culture”. It is fixed and consistent with core reason allow the human being to interact with other individuals who are in between. The formation of identity is a process that begins from certain specific conditions of the person present from birth according to basic facts and experiences. Only from the other we can have initial news of which we are (Calderón, 1998). This means that the person not only arises from a social context but is also a social construction and social structure; it is influenced by social groups and historical circumstances.

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12.2.4 Cooperation principle

The inclusive education is supported with the certainty that the children can learn when the society gives the appropriate opportunities for learning that attend individuality. It is very important to strengthen abilities and responsibilities in the children. This is possible if the family is frequently bound to the school and the community. Brunswick explained some principles of the inclusive education; Raymond (1995) reaffirms these: • All children can learn • All children assist to regular class with other kids in nearest municipal school • All children have the right to participate in the school life • All children receive appropriate educative programs • All children are benefit of the collaboration and cooperation in their families, school and community

Cooperation is based on the respect, in listening to the students’ needs and supporting these. During the educative process, the cooperation makes possible integrate the diversity, supporting the human rights and being active part of the society. Stainback explained that support to all humans, with physical and psychological disabilities, with serious problems of discipline, the normal students, with exceptional abilities, should be accepted by the society. For example the institution should create a curriculum according to the individual needs of the students”. The cooperative classroom is a space where diversity is attended and the knowledge is most affordable. These permits to intervene in the learning process of the learning styles that permit the individuals to develop in their context.

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12.2.5 Interculturalism principle

“Interculturalism or interculturality means “among cultures”. It is not a simple contact among cultures but also an interchange which is established in equitable terms and in conditions of equality. Besides, it is also a goal to be achieved; it should be understood as a permanent process of relationship, communication and learning among people, groups, knowledge, values and different traditions addressed to generate, build and provide mutual respect and a full development of individuals’ aptitudes without being of importance their cultural and social differences.” (Walsh,C. 1998, p. 4). Despite the fact that there are a lot of differences among society, this concept allows humanity to equally accept and involve all type of cultures so as to learn from each other taking into account different values as respect, tolerance, comprehension, among others in order to strengthen communication. “Interculturality is a dynamic process whereby people from different cultures interact to learn about and question their own and each other’s cultures. Over time this may lead to cultural change. It recognises the inequalities at work in society and the need to overcome these. It is a process which requires mutual respect and acknowledges human rights.” (Malcom, J., Baring Foundation, p. 2) “The existence and equitable interaction of diverse cultures and the possibility of generating shared cultural expressions through dialogue and mutual respect.” (UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expression, 2005, article 8). According to the previous paragraphs, humanity has the right to know and develop this principle as a goal given that people can actively participate and humbly interact with other cultures. In this way, people could interchange knowledge so as to get benefits for both cultures.

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12.3 Second language acquisition

In these days, it has been generated a lot of interest to learn and teach other languages. The second language (L2) learning is possible in different contexts such as school, preschool institutions and in different formal and informal environments like home and through people contact. The formal and informal environments present different characteristics that condition and define the way that the languages are learnt, their uses and impacts that these have in students and other languages. Krashen (2002). This process can be found in some theories like the natural approach and the second language acquisition. Krashen (1995) proposes five hypotheses they are: acquisition-learning, the natural order, the monitor, the input and affective filter hypothesis. According to the author the first hypothesis mentions two ways to develop the L2 ability; therefore, acquisition is a unconscious process similar to the process used by people when they are acquiring the native language and learning refers to conscious process when the person knows about the language (Krashen 1985). This means that to effectively learn a second language, it is important to know what is the internal process of second language acquisition of students, initially from native languages in order to develop similar process with the second language. These aspects may be related to the age of students, meaningful context and teaching context for those students who only have opportunity to use the language in the classroom, despite the prospective obstacle involved in a non-native environment.

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In the second hypotheses Krashen (1985) explains that learners acquire rules in a predictable order. Certain grammatical structures are acquired early while others are acquired later in the process. The monitor hypothesis explains how acquisition and learning are used; the acquisition system, initiates a declaration and the learning system monitors the declaration to inspect and correct errors. The input refers to the importance of input, because the learner acquires better L2 when the person understands messages or receives comprehensible input. Finally, affective filter according to Krashen (1985) is a mental block that avoids the learner uses correctly the input for the acquisition of the L2. This means that it can be led by many different variables including anxiety, self-esteem, motivation and stress that represent important aspects because it allows knowing the affective particularities of students in order to begin the second language learning from these aspects. With respect to Krashen´s ideas it is important to mention that he does not make reference to the development levels of the individual, but the acquisition levels of language.

Another theory is about language acquisition device (LAD) of Chomsky (1964). He proposes the existence of a "black box” innate, a "device for the acquisition of language” which is able to receive input language from the universal grammar. This input is imperfect. However, the child is able to generate a grammar that generates well-structured sentences and determines which the way it should be used and understood is. The nature of this LAD is not known, but it is quite accepted the idea that man has an innate tendency to learn the language. There are some researchers who allow us to characterize the acquisition of the native language and compare it with the acquisition of the second language. The most important difference between the two

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processes is that the acquisition of the native language is embedded in the process of primary socialization. That is, the children first learn to orient themselves within a social network, in which the language is the mean of communication of ideas, values, norms and knowledge. Therefore, learning plays a secondary role. Chomsky (1964). For Bruner (1978), cognitions as the contexts are important and crucial for the development of language. Bruner explains that the child learns to use language to "talk in the context of the solution of problems" they do not learn it. It emphasizes the communicative aspect of the development of the language more than their structural nature or grammar. According to Bruner the child needs two forces to achieve the learning of language use. Another force would be the presence of a supportive environment that facilitates learning of the language; Bruner mentions this system of support for the acquisition of a language.

Inside this force, there is the presence of the "child language", a form of

communication that parents have with their children that is characterized by slowness, repetition and concentration in the “here and now”. This way of communicating permits the child "remove the structure of the language and to formulate general principles. This "child language" usually appears in a context of action, in which the tutor and the child concentrate their action in a single object, and one of them "vocalizations" on it. Bruner (1978).

Bergillos (2005 p.27) classifies the main factor involved in a second languages acquisition 1. Internal factors that enable students to learn a second language. 2. Situational factors that are taken into account in the context of learning.

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3. Unalterable Individual factors: sex, age and native language of student. It does not change independently of teaching methods and the learning of students. 4. Alterable individual factors: socio psychological factors like attitude or motivation of the student.

Taking into account the last factors, the teacher plays an important role to help how to determine the influence of these factors in the learning process. In order to complete the ideas, Vega (2008 p .3) mentions affective variables as “Self-concept, motivation and anxiety specified in the language. Classroom project stands out as the most representative variables in formal context of learning”.

12.4 The affective domain in learning and teaching process.

In the last decade the influence of affective factors on the second language learning have had important points to break the educational paradigm. In addition, in the curricula to teach a second language, affective factors as anxiety, self-esteem and motivation, have been taken into consideration in order to enrich their teaching - learning process. One example is the Nuevo Plan Curricular del Instituto Cervantes (2006). When the affective factor becomes visible in the context of second language acquisition, it is important to mention the influence of the individuality of the students in the process, for example Gardner (1985) points out the weight of empathy, outgoing behavior and motivation in the process. On other hand, Oxford (1995) found

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nine relevant factors as self- esteem, motivation, tolerance, anxiety among others in a study over individual ´personality of students of second language. In these kinds of studies the researchers have given special important to self- esteem, anxiety and motivation as an affective factor in the second language learning. It is known that with this individualities in the classroom, it is not possible to use one way to acquire the second language, “que los métodos uniformes no pueden satisfacer la gran variedad de intereses, motivaciones y estilos de aprendizaje de los estudiantes.” Which means “the fair methods can not satisfy a variety of interests, motivations and learning styles of the students” (revista de didactica ELE.)

In the text “Variables Afectivas en el Aprendizaje de una Segunda Lengua” two interesting terms were mentioned: individual differences (ID) and personal factors (PF). ID, can be cognitive, affective and the personality; PF is referred to age, gender, experience, skills in the matter language and sociological preferences. Around the world, as Arnold (2000) mentions in her book, teachers try to help the students to increase their potential in both linguistic and personal levels. Two spheres similar to the last terms used in the text “Variables Afectivas en el Aprendizaje de una Segunda Lengua”. Teachers, as Janice, a textbook writer in the UK, thinks it is important to communicate positive messages in the classroom to enhance the students´ selfesteem/self concept, and motivation. Arnold refers Vicente ideas from Argentina who considers important to keep a relaxed atmosphere in which their students are no afraid to speak and a researcher in USA, Meg, found that the students are affected by their feelings in their language learning process. Working in very different contexts all of these educators are involved with affect in language learning. Arnold (2000).

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Based on the experiences and educational context, it is evident that in the classroom, teachers are working with the students who are taken like a unique human being with different interests, skills, potential and different emotional situations. To address the issue on affectivity in the learning of foreign languages and everything in relation with it, it adopts the perspective contemplated in the book “La dimension afectiva en el aprendizaje de idiomas”of Arnold (2000 p. 19) where she mentions that the affectivity concept is confirmed by “the emotional and sentimental aspects, , mood or attitude which condition behavior, a wide of factors influencing languages learning”. This means that the affective aspect is part of people lives, the main participants in the teaching- learning process are teachers and students, and they are human beings with different personal and family experiences, social contexts that influence their personalities, thoughts and actions in the same way as it influences learning. The affectivity is present in all situations of the life; the classroom is one of these situations for them.

Arnold (2000 p. 19) says “emotions are part of the reason. The affective dimension of teaching is not against the cognitive dimension. When they are used together, the learning process can be built with strong bases. The cognitive and affective aspects cannot be separated”. Therefore, it is possible to deduce that two aspects, cognitive and affective processes are necessary for the learning and teaching process in order to evidence an effective learning process. According to last paragraph Arnold (2000), it is evident the necessity to connect the cognitive and affective domains in order to educate the person globally. Here is where it is important to take into account a global education with students, enriching their learning from all aspects.

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At this point, teachers have to work and go deeper in this process in the classroom. It is also important to think about the significance of the affective domain in the learning process, it is important to understand the whole process and consequently to approach more effectively to the teaching of the languages. According to Williams and Burden (1999 p.12), they provide help for teachers in order to understand students better and learn to take an appropriate and effective methodological practice. It is important remember that students are influenced by their feelings and if those are negative emotional states of learning, they will be low the successful of the learning process, in spite of the effort teachers make. It is essential not only to detect the behaviors and attitudes of students, but also to know what there is behind these situations, encouraging positive beliefs, oriented to achieve the goals. Arnold (2000). It is also important not to forget the objective of teaching- learning process that is not only transmitting the information and developing linguistic skills, but also taking the inner needs of students to enhance their particular abilities.

12.4.1 Anxiety

Muñoz (2009), defines anxiety as psychological, physiological and behavioral answer which is related to the emotional alert status. In this research other authors such as Davis (1986), Spielberger (1983) and Rubio (2004) explain the anxiety as a psychological or physical reaction as a consequence of emotions which are unknown at a high percentage. Anxiety generated

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problems in relation to the academic area. Scientifically, there are studies that say this reactions affect the memory and limit the own learning process. The next table from Roncel Vega (2008) shows the relation between psychological and physiological symptoms and second language acquisition.

Table 1. Pshyco Physiological correlates of the anxiety in the languages class (Vega 2008)

ANXIETY PHYSO

ANXIETY EXPONENTS SPECIFIC

PHYSICOLOGICAL EXPONENTS

LANGUAGE CLASS

Apprehension

Impaired communication strategies

Concert

Complex and personal messages are avoided

Fear

Lack speaking and comprehension

Sweats

Syntax alteration

Palpitations

Short and poor compositions

Lack concentration

Forgetfulness and errors injustified

Dispersed memory

Lack of attendance

Avoidance

About compensatory effort in the study Distorted beliefs about learning

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Garcia (2011) shows other symptoms as expression of anxiety like apprehension feelings when they must communicate in their native language, the fear when they are appraised or the incapacity to communicate on the second language. Experts considered that these symptoms can affect the students depending on the individualities of each one and they will determine the success or unsuccessful of the acquisition of the second language.

The anxiety is defined by Thomas J. Huberty in an article in the National Association of School Psychologist as an excessive fear about real or imagined situations. The preoccupation for uncertain results is the most representative characteristic. This excessive preoccupation can interfere in the ability to make decisions and solve problems. Symptoms of anxiety may be reflected in thinking, behavior, or physical reactions. Thomas J. Huberty refers in his written that the anxiety may be present since seven or nine months and it is showed through the weeping when the baby sees foreign people. Then, when they are twelve or eighteen months, children start to walk and they experiment anxiety about separation, because of their physical dependence and the emotional connection to their parents/primary caregivers. Around two years this behavior disappears, children show a better ability to separate from their parents. Both periods are important because they confirm the progresses in the cognitive development. In the school age, children have a limited ability to anticipate futures events. About at the age of eight, they are afraid of specific events, animals or situations.But, by middle childhood and adolescence these abilities are developed. There tends to be a gradual change from global, undifferentiated, and externalized fears to more abstract and internalized worries. Children with anxiety can have problems in the school, especially with tasks which require concentration and work organization.

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Arnold (2000) arises strategies to reduce the anxiety levels in the classroom. Therefore, the teachers-reseacehers will take these strategies to make them in the workshop and apply them in the English class: clarity, cicle class, cooperative work, yoga for kids and breathing exercises. Clarity and circle classes are referred to the attitude from the teacher to develop the class, the teacher must be clear with the instructions and she should not generate stress with the quantity of tasks; it is easier if the teacher explains one by one. At the moment to begin, the class the teacher must organize the class in a cicle because this allows more familiar environment and facilitates the participation of the students, the view of the teacher and the attention from the children. On the other hand, Lilian Melhem raises the necessity to apply techiques that help the students with stress caused by different reasons. Based on the “los Yogas Sutras de Patánjali” , Melhem explains eight stages to improve the life. This research will accept the first stage “Vivir Juntos” that means live together which presents the importance of recognizing themselves but without forgetting the “other”, these permits to create a happy and friendly atmosphere that supports the learning process. As a final point the music of Mozart will be a strategy to make the class environment more relaxing and pacific for the students, to improve the spatial perception and to allow students to express easier as Don Campbell refers in “El Efecto Mozart para Niños” Ostrander (2000)

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12.4.2 Self esteem

Self-esteem is the form of seeing the world and ourselves and this plays an important role in the learning process. According to Burden and Williams (1999), this view can affect all aspects of life. As the anxiety, the evaluation and communication in second language have an important connotation in the construction of self-concept, Ribas and d´Aquino (2003-2004) considered that the teacher should be careful when expressing the corrections and they have to take into account the personality and sensitivity of the students. According to Lopez Miguel (2001) “Self-esteem is the evaluative sense of our being, our way of being, of who we are, of all bodily, mental and spiritual features which represent our personality. From 4 to 5 years a person starts to form his own self-image.”Lopez Miguel (2001) says thatchildren show in the school their relations with adults, who are the most important people for them and those children, are also affected by their family situations. These relationships are the mirror through which the child develops his selfesteem. Lopez (2001) Also expresses thatif the children have a low self-esteem they will be aggressive, irritable, uncooperative, and little responsible. In this situation it is probable thatthe teacher takes a more critical positionand rejects the child, who, in turn, is becoming more negative and challenging, creating a vicious circle. This means thatthe relations among children and their families are a very important aspect for the development of their self-esteem, this relation with adults will be reflectedin a high or low self esteem. The teachers play alsoan important role inside the class because they should offer students a level of confidence and security in order for the children to be quietand confident in their classroom and their moment of whatto learn.

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To continue it is possible to observe that the self-esteem is attained by: the development of the sense of belonging based on family. It consists of the person in a particular social group. The development of a singularity sense, each person is unique, has it is own rules of life and feelings. Thus, it is necessary that every one of us discover and cherish what we value; in that way we will judge the other. Children are constantly learning from their parents, so they will also learn how to be valued or rejected. Therefore, one of the best ways to acquire a good selfesteem is having parents with good self-esteem because they serve as examples of selfacceptance.

In summary, it is important to creating a friendly class environment, listening and meeting the students, and helping them to increase their knowledge and their values to improve the selfesteem, additionally do not using competitive approaches, do not comparing, search for personal growth and to use positive messages from the teacher, working in pairs or teams, division of responsibilities trying to make students feel safe, respected and accepted, knowing their capabilities and limitations (what to do and what not) the teacher should not allow that the students ashamed nor ridicule themselves, the teacher provide opportunities for success for students with difficulties, he give them possibilities for change. Finally the teacher finishes the class amicably, despite the problems daily emotional communication, sharing feelings and emotions.Vaello (2005)

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12.4.3 Motivation

The motivation is the physiological disposition from people towards somebody or something. The negative or positive attitude determines people´s behavior. In the acquisition of second language, the students develop some attitudes for the learning process and these constitute an affective factor with great relevance to conditions of the learning process. Nevertheless, the students are not the only ones who develop these attitudes, teachers develop them, and too this has a great influence in the teaching-learning process. In relation to the second language acquisition the students’ attitude has always been an essential requirement for learning. In the last years, the studies in the learning of second language have found the correlation that exists and the influence of the positive attitudes that the students develop to the language they want to know, the culture, etc, and the success in the second language acquisition. Arnold (2006). Motivation has been exalted as the key to learning and should be fostered and sustained. But, there has been little consensus on the what, when, why and how the teachers must have to help students to maintain the interest, and the desire to learn in spite of the hurdles which lie in the process of language learning. According to Ricardo Solana "The motivation is what causes a person act and behave in a certain way."Studies by Wallace Lambert and his colleagues speak about the instrumental and integrative motivation. Instrumental motivation refers primarily to the learner´s desire to acquire the language as an instrument of communication, which may lead to better grades in school. Integrative motivation relates to the learner´s desire to be accepted by the speakers of the foreign or second language and to be identified with them. A half century or more ago, educators distinguished between extrinsic and intrinsic motivation. Extrinsic

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motivation, the desire to do well on an examination or in a class recitation, will often become intrinsic when the learner experiences a feeling of confidence and achievement as a result of successful performance. A primary responsibility of teachers is to transform initial extrinsic motivation into permanent intrinsic motivation. It can be said that the motivation does not depend solely on the learner´s aptitude, personality, or learning strategies. Motivation stems rather from positive learners and teacher attitudes which should permit every stage of the learning process if it is to lead to pleasure and success in the language acquisition. Dorney (1994) speaks of the cognitive theories of educational psychology that consider that the motivation is a function of the process of thinking of a person. Motivation is the feeling nurtured primarily by the classroom teacher in a learning situation as he or she engages in carefully planned as well as empirical and intuitive practices which will satisfy one or more of the basic, universal, cognitive, and affective human needs identified by psychologists such as Maslow: the need for survival, belonging, identification, self-esteem and self-actualization. Motivation is not either extrinsic or intrinsic, or if you prefer, instrumental or integrative; it is not something that is fostered only during the first half-hour of the academic year; it does not depend solely on the learner´s aptitude, personality, or learning strategies. Motivation stems rather from positive learners and teachers’ attitudes which should permit every stage of the learning process if it is to lead to pleasure and success in language acquisition. (Alonso Tapia, 1991: 12).

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Mc Donoungh (1993) affirms that the teacher should use exciting materials that attract the students’ motivation and interest, thus, students will learn faster and in a simple way. Using materials that call students’ curiosity is very productive because while they are learning, they also enjoy and they develop their own learning processes in a free way; therefore, they can express their feelings and their abilities at the same time. The striking use of materials in the teaching of a foreign language takes the kids to a state of attention, a situation that will help them express their emotions, has extended their cognition specially their ability to listen in actually context.

Suitable activities for children: Bowen (2002) states that, children learn easily through activities, which involve cognitive and motor processes. At the same time, those activities help kids to improve their language and social development. Thus, the author suggests the use of the next elements: Songs, because music allows working with the whole group and develops the listening skill. It is a fun activity because kids move their body and they are motivated when they can repeat songs. In addition, it becomes an excellent reason to use the second language while it stimulates their creativity. Motor skills, coloring pictures requires concentration, coordination and hand control, which allow students to improve their pre-writing skill. Word recognition: This activity is useful to enrich vocabulary through the association of images; stories: Children love stories books because their images are colorful and permit to follow the sequence of the story.

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According to Bowen (www.britishcouncil.org 2002), children have different abilities for learning and that is why there is a wide variety of dynamic activities for developing in English classes, such as: fun games, games are nice and well liked in every age. It is not a good idea to give a big formal book to learn since they will become uninterested and de-motivated. An enjoyable game can keep the children’s attention and get them to have fun in an English class. Role –plays because all children like role-plays; actually, this is a fun activity and consists in practicing in a very real way the vocabulary studied in class. For example if students have studied food vocabulary in class, the group could role-play a visit to a restaurant. One student can be the waiter, other three students a family visiting the place. Teacher and students can invent the menus. This activity helps children to learn more and better the vocabulary studied in class and as a result, they assimilate all the topics.

13. Methodology

This study is supported in action research, since it is considered as a methodology which involves action, evaluation and critical reflection based on the evidence, seeking for improvement of the conditions related to learning and teaching. The research was based on this methodology because according to the educational context and the necessities of the population and intervention was needed. According to Stephan Corey (1953), in this methodology there are structures for the continue confrontation of dates with the school. It is a guide for five phases of inquiry: Identification of the problem area, collection and organization of data, interpretation of

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data, action based on data and reflection. According Corey’s ideas, the action research permits to know a sequential order of research, a moment for observation and reflection of pedagogical practices, to identify the problem according to these observations from an analysis data, to face the problem and to develop an investigative process in order to improve difficulties in the school. These are any characteristics of action research according to Cohen, Manion and Morrison (2007).

“The action research is participative and collaborative; it is developed by individuals

with a common purpose; It is a situation based in a specific context; It develops reflection based on interpretations ready by participants, this research can involve problem solving, if the solution to the problem helps to the improvement of the teaching practice”.

14. Data Collections Analysis

The interest of this research is on three preschools of Manizales city, the object groups of study were eighty children with ages between four and five years. In order to know the necessities and interests of the preschool children, diagnostic was made. In this diagnostic stage different data collection techniques and instruments such as diaries, survey, and interview were used. The diary was an important instrument, because it permitted teachers to write the relevant aspects in class, in relation to students, kindergarten, methodology, etc, and to analyze different situations. In diary, the investigators used pawing as a way of identifying categories inside. Other instrument used for the diagnosis was the individual formal interview; it was based on a dialog, which permitted to get information about research topic. It permitted to know perspectives and

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interests of different people in the kindergarten. The interview was developed in two public kindergartens of Manizales city. And it was recorded and based on the transcript; researchers conducted the analysis of the information. Finally, the 11 surveys consisted of a series of direct questions to get information about a specific topic. The first survey was administered at a preschool group in order to inquire about their preferences for some strategies used in the English class and some emotions generated by the English class. In the next questions, feelings and preferences about the English class could be evidenced.

Graphic 1.Emotional factor about English class How do you feel in the English class?

70%

20% 10%

happy

confused

sad

In the graphic, it is possible to observe that 10% of the students felt sad in the English class, a 20% felt confused in it and 70% of the students referred that they felt happy when the English class starts. After that, researchers found that the English class is good scenery to analyze the three affective domains that can interfere in the learning process. When the researchers asked about likes in relation to activities in English class, the students manifested interest in general for all activities proposed in class and through several activities, students could integrate at second language learning. The next graphic shows the answers:

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Graphic 2.favorite activities English class what activities do you prefer in the English class?

15%

20%

25% 23% music

videos

17% to color

stories

dramatize

The last graphic permitted to the researchers to plan possible effective strategies that can be applied in the English class in order to achieve the objective because all strategies in the graphic had similar percentage in relation to preferences by activities in the English class.

Graphic 3Teacher´s perceptions about factors affecting the learning process What are the main factors affecting the low levels of learning for children? 12,5%

37,5%

-

50%

attention and concentreation absence norms falimiles features

On the second survey the teacher researchers asked for behavior that influenced the class and the 50% of the people said that the concentration and attention are two of the main factors that have influenced in the low performance of the students, followed by the absence of norms that is other important factor with 37.5 % and finally with a 12.5% the teacher said that some family features, nutrition and emotional states are aspects that have a big power in the low performance of the students. Bearing in mind this information, the investigators directed their

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attention to family limitations of the students and emotional factors that can influence the learning process.

Graphic 4.Inappropriate behavior in class

What are inappropriate behaviors in class? Which?

23%

37,5%

75%

absence attention

agressiveness

absence norms

The last graphic shows that 75% responded aggressiveness as an disruptive behavior in the classroom which becomes one of the most remarkable aspects, followed by the absence of rules with 50% , as an inappropriate aspect. Finally, 37.5 % was absence of attention which can be evidenced in the teacher’s comments “que tengan comportamientos que interrumpan la clase: agresividad y falta de concentracion” which means that they have inappropriate behavior in class: aggressiveness and absence of attention” (annex1, question four. Annex 7). This could be originated in the family dynamics of the students. The interviews were administered to the academic staff of both institutions. They expressed that in their curricular component (POAI) they have politics to promote the inclusion because in the “Cero a Siempre” strategy, one of the insights is that is children grow in an environment that promotes their rights and act upon exposure to risk or violation as one of the principal in the Interview said.

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In Some of the interviews, it was said that in the lesson plan of the teacher, She needed to specify the strategies that she would use to answer the specific situation in the class (annex 2, question 2 line 26 – 27). The interviews, it is said that in their institutions, they have strategies to improve learning process of all students taking into account the specific characteristics as Special Education Necessity (SEN), vulnerable population as ethnic group, misfit, etc, and attention and concentration problems (annex 2, question 2).

The taking notes technique and diary were also applied as instruments. The diary´s entries were represented by the observations and reflections of pedagogical practices and general contexts of the public kindergartens. In diary, reflections about features of children and their particular situations in relation to their family (annex 3, 4) and their own context were found. This situation has interfered in their learning process and in the learning process of their classmates because some kids interrupt the order and management of the class and at the same time this interferes with the learning process of their classmates. The investigator found in the diary entries a relation of aggressive attitude with their friends. It could be observed that when these behaviors are repetitive the aggressive child was repelled by his schoolmates. For that reason, the teacher-researches planed one strategy to help the students direct their emotions in class (aggressiveness, noisy, laziness, etc) and help them to be part in a group. The next table can show the last information.

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Table 2.Diary entries

Category

Frequency

Percent (%)

Family limitations (-)

7

19%

Aggressive attitude

4

11.4%

English class motivation

15

41.9%

9

27.7%

Emotional factors in language learning

Teacher´s perceptions about factors affecting the learning process

14.1 Diagnostic Stage Graphic 5. Triangulation This graphic is supported in data analysis and annexes 1, 3, 5 and6

Through

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the instruments collected in the research, it was possible to find some categories to triangulate among data. Between second survey (teacher’s survey) and diary two categories were found: family limitations and aggressive attitude. Around 40%, it means that 4 of 11

survey responses

said that the problems in student’s family and specific situations in the family have caused problems in the learning process of the students. Similarly, in the diary 19% (4 over 19) of entries produced situations in relation with the influence of the family´s situation on the kids. Aggressive attitude had a 35% of frequencies between diary and teacher´s survey.

Between teacher´s survey and student´s questionnaire researchers found one category, emotional factors in language learning. In the teacher´s survey it was possible to see that 70% (7 over 11) of the opinions about reactions of the student in front of some techniques used in the teaching process. These techniques enhance the disposition of students for the language learning. In the student’s questionnaire 55% (44 over 80) say that they enjoy activities with music. Consequently, the music is a good strategy that intervenes in the learning process. The last category was a result of analysis of students’ questionnaire and the diary, where the motivation of the students for the English class was found. In the student´s questionnaire, 56 over 80 (70%) said that they enjoyed the English class and they felt good when the teacher spoke in English with them. In the diary 15% (4 over 27) of entries permitted to observe the enthusiasm of the students for the English class.

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Table 3. Categories in relation to affective domain CATEGORIES IN RELATION TO AFFECTIVE DOMAIN Affective domains Anxiety Self esteem

Categories Aggressive attitude Family limitation Enjoy the music and other activities as reading, handcrafts and to color

Motivation Motivation for the English class

These results can be grouped in the three affective domains: anxiety, self esteem and motivation as the above table shows. In the classroom was evident that the aggressive attitude was result of the desmotivation for the class or fear to face the learning of the second language, because the students had not direct contact with it. Family limitations had influence in the learning process because some situation inside them change the mood of the students and affect the concentration and self esteem during the learning process. Finally the instruments showed that the students enjoy the English class and they found enjoyable activities as music readings, handcrafts and to color, so these activities can be use to enrich the English class.

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14.2 Action Stage

Diversity was intervened through five principles which searched to enrich the integral development of the students and to impact through English class the diversity environment in three kindergartens of Manizales city; this principles are: respect to difference, participation, identity, cooperation, interculturality. Affective domain according to Arnold (2000) is a concept conformed by “emotional aspects sentimental, mood or attitude with condition behavior a wide of factors influencing languages learning” for this research was to keep in mind affective domains like anxiety, self esteem and motivation which make to each student a particular human being and the English class a diversity place. Additionally, communicate skills were developed during all workshops through subjects as: body parts, feelings and emotions, family, professions and Colombian foods mainstreamed with diversity principles named above.

HOW ARE WE? CDI, SAN IGNACIO – HOGAR INFANTIL VERSALLES. MANIZALES- GENIECITOS Grade: kindergarten Number of students: 80 Level: basic Time: Seven hours Date: 11, 12, 13 and 14 of August Workshop: # 1

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STANDAR: comprendo historias que leo en un lenguaje sencillo. FORMATIVE GOAL: the students will be able to recognize and respect the difference among people´s physical appearance giving their own conclusions in a group conversation. COMMUNICATIVE GOAL: the students will be able to name a least five parts of the body in a short presentation. SKILLS: listening and speaking CONTENTS: parts of the body MATERIALS: puppets, roulette, flashcards, video, buttons, wool, mirror, flour, water, aniline.

REFLECTIVE STAGE TEACHER

STUDENT

Teacher will present the video about “diversity” named “Estoy muy orgulloso” http://www.youtube.con/watch?v=3K5bBHd4Dp8 where the teacher will explain the importance of respect other and themselves.

The students are going to see the video and after listen the interventions from the teacher about the importance of respect other and themselves they can give her their opinions.

EXPERIENCE STAGE Teacher is going to sing “my little round face” while she show them a parts of the face on the puppet, the song will be a instrument to motive the students and low the anxiety levels in the learning process. To know the previous knowledge she will use corners; Then teacher is going to make a circle on the floor and she will show them a big circle of paper, then she will put parts of the face together and with their help they will make a beautiful face. Teacher is going to say the new vocabulary and ask them to repeat while they do the activity.

Students are going to sing the song repeating after the teacher. After that the students must listen and touch some parts of the face that they will see on the flash card around the classroom. The students must to help the teacher to make the beautiful face to put on one part on the face they must to repeat the name, and during the class they must to repeat constantly the new vocabulary. (eye, nose, mouth, ear, mustache)

Teacher will remember the video

The students will speak about her

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http://www.youtube.con/watch?v=3K5bBHd4Dp8 and then she will speak with the kids about the name and the importance of call each person with her specific name to do not hurting the people with the nickname. After that teacher will organize the group in a circle and she will sing “out lazy” to motive and low the anxiety in the students.

favorite name and how their partners are call. Children spin it to say the name of the picture on the roulette and touch it. They can receive the teacher and partner´s help.

Then teacher will stick a roulette with the parts of the face on the wall. The teacher will observe the self assurance when each student go to do the activity in front their partners and she will observe in addition the attitude of them when they have to speak in English, she will permit that they decide if is better speak low or high or maybe in the teacher´s ear.

TEACHER

STUDENT

The teacher will present the video “estoy orgulloso” where the teacher will ask to the students for the main aspects for them, in relation with respect for differences.

The students will use the creativity, in groups; they should make a face using these materials; while they do the activity the teacher will ask for the parts of face make of them. It is s important to clarify; the materials will give for a student with major anxiety level in the classroom.

The teacher will give to students different materials as buttons, wool and pieces of paper, etc.

PROOF OF PROGRESS TEACHER

STUDENT

Teacher will show the video and encourage the students to make interventions about it and observe the learning about it. Then teacher will sing the song “where are you” and introduce them a “wonderful box”,

Everyone will have the opportunity to take the part of the face in the song and answer “here I am” holding the flashcard, and then everyone must say at least five parts of the face in front of the class and following the

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inside it they can find flashcards of parts of the face. The teacher will sing naming part of the face as mouth, nose, ear and eye.

song.

The teacher will congratulate everyone for the activity to work about their self esteem.

REFLECTIVE STAGE TEACHER

STUDENT

The teacher will put some mirrors around the classroom. The teacher will choose one student; The teacher will ask to students to participate in order to recognize the attitude and self assurance in the students.

The students will look at themselves, the face and part of the body. They will describe her body, the color, form, etc. The same way they will look at the partner and they will find the differences and similarities with he/she, for example “mi cabello es negro como el de Miguel, el de Maria es diferente del mio porque es rubio” The activity continues in the same way with other students. Finally, the teacher and students are going to do reflections about the differences and similarities with the people and the importance of respect others.

EXPERIENCE STAGE To know the previous knowledge the teacher will use corners; after that teacher will show to children some dolls with its parts split up and then teacher will name all parts of the body and will point out and make again the doll

the students must listen and touch some parts of the body that they will see on the flash card around the classroom, like “touch the nose. Eye, ear, etc. All students can participate repeating the name of the part and making the doll

Teacher will show them” the wonderful box” and she will give them from the box some flashcard of parts of the body to everyone, then teacher is going to organize

The students will draw them taking into account color, form of their body. After, the teacher will choose one student; they will describe their draw and they will say what

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the group in a circle and play “kiss me” they must give a kiss to their partners in the place that the flashcard show. Teacher will give to the student big lips to give the kiss and enjoy the task. The teacher will encourage them to do it with respect and this activity can help the students with low self esteem because they can feel the love of their partners.

he/she like or dislike of his/her body and other partner will say too what part of the body like of their partner. The activity continues in the same way with other students. The idea of the activity is to recognize and improve the self- confidence of students.

PROOF OF PROGRESS TEACHER

STUDENT

The teacher will organize the students in a circle and she will give to each student a heart. Each student will give the heart to student beside of her as symbolic act of respect for others. First she will divide the group in subgroups and give to each group homework for example you will make play dough for the face, you for the legs, arms, etc.

Everybody will a compromise to continue respect others regardless the differences. Then, teacher will make with students play dough with flour, water and aniline. Then everyone will get a piece of play dough and must make a human body and at the end of the class each one will introduce the figure to their teacher and partners saying at least five parts of the body.

INSTRUMENTS

CORNERS: The researchers will use the corners to know about the entry and exit conducts of the students. First the knowledge of the kids about what is our physical appearance and their attitude according this differences, in addition the teacher pretend to observe the previous knowledge about parts of the face and body.

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The workshop will be evaluate through instruments as dairy and video (from the last activity) to identify the reaction of the students with the strategies applied to low the anxiety levels, self esteem and attitude in the Second Language Learning.

Analysis of Workshop # 1

Researchers’ name: Jeniffer Cardenas Diaz - Adriana Holguin Arenas- Monica Diaz Moreno

This workshop was applied in two kindergartens in Manizales city with 80 students with ages between 4 and 5 years. The workshop was planned in order to cover two weeks of class (from Monday to Thursday) where had worked body parts. They are in Basic Level of English. In this workshop were taken into account standard, formative and communicative goal, and listening and speaking as skills in order to raise activities that improve the personal and cognitive skills in the learners; The researcher expects that the students are able to recognize and respect the differences among people´s physical appearance and at the same time they are able to name the parts of the body In order to collect information about the formative and communicative goal the diary was an important tool in this first analysis since it was used to take note from the direct observation and analysis of the different categories. With this instrument the researches could write the relevant situations for the investigation that took place in the classroom. The video showed a little presentation of students that allowed us to observe their communicative skills

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(speaking) and the level of respect for the interventions of their classmates. Finally, the corners technique was used in order to analyze the initial and ending conducts in relation to the parts of the body. This instrument was applied at the beginning and at the end of the workshop. The investigators observed and wrote the answers; additionally they also took notes in the diary. The researchers used the corners to know the perceptions of the students about the physical appearance and their attitude according to these differences.

Table 4. corners activity by listening BEGINNING OF THE

END OF THE

WORKSHOP

WORKSHOP LISTENING

HIGH

MEDIUM

LOW

HIGH

MEDIUM

LOW

6

8

40

10

22

22

11.11%

14.81%

74.7%

18.5%

40.7%

40.7%

LEVEL

CORNERS STUDENT %

Table 5. corners activity by speaking SPEAKING STUDENT

7

10

37

%

12.9%

5.4%

68.5%

VIDEO

The instrument shows that 11.11% of students identified the body parts, which means that their listening skills are at a low level. Therefore, the same instrument was applied at the end of the workshop where 18.5% of students seemed to have finally recognized the body parts, because they understood better the listening instructions. (Annex 8)

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The video was shown in the last part of the workshop. In this activity the students spoke in front of the camera. “…Then everyone will get a piece of play dough and must make a human body and at the end of the class each one will introduce the figure to their teacher and partners saying at least five parts of the body.” Previously, the investigators applied some strategies in order to know about the self-esteem of the groups, these strategies were described on the workshop, and whit this strategies it was possible to identify that students who had low self esteem and high levels of anxiety when the teacher asked them to speak in English, it was also possible to recognize the children´s motivation.

Finally the motivation is an aspect that teacher-researchers observed in their daily groups. During the implementation of the workshop the teachers used songs, happy faces as stimulus and motivational ideas to create a comfortable atmosphere and encourage students to participate, play and learn in the English class. When the teacher proposed them to participate in the video, they were excited because it was a new experience with cameras and they should speak about their own work, thus students were encourage and they improved their English learning acquisition during the video. The researchers could find aspects in relation to diversity issues, such as discrimination between students regarding respect towards others, which can be seen in the student’s comments: “no me quiero hacer contigo, por que tu eres muy fea” which means “I don’t want to work with you because you are ugly” and using other expressions to refer to student thet seem to be from the eastern part of the world: “a mi no me gusta hacerme con ella, por que ella es china y los chinos huelen maluco” which means “I don’t like her, because she is Chinese and Chinese stink ” (annex 9, pag 2, line 13), these cases were treated in the reflective

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stages, at the beginning of the English classes where the students and the researchers applied different activities in relation to the respect towards others. This space has improved these situations, but more work is required in relation to it. (Annex 10, pag 14 line14). As students seemed confusedBecause the students demonstrate confusion about the last situation, some of them say that their friend is right because their Chinese partner stinks however , 80% demonstrates empathy with their friend and says “mentiras, yo si juego con usted” and they resort to their teacher in order to receive support.

The researchers found categories in relation to self- esteem, high levels of anxiety and attitude. The investigators found students with low levels of self-esteem and anxiety. according to the activities that were previously developed for the them in the English class which can be seen can be seen in a diary entry “some strategies such as giving a task to a child who does not have self-esteem in order to improve her/his confidence or giving him or her the possibility to whisper the answer to the teacher to low the anxiety level…” (Annex 1, pag 18, line 6). In the video, it was possible to notice that some students were selected from the three groups: students who have low self esteem, high levels of anxiety and students with low motivation for the English class. The investigators could see little changes in some students regarding the anxiety, because three of the seven kids with this characteristic were attentive to tasks that they were given, so it was easy for them to learn without thinking about as a conscious process and when they did the presentation they seemed more comfortable, but they spoke in Spanish.

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In the previous analysis the students demonstrated that their self -esteem was appropriate for their ages, the activities pretend to keep the level of self-esteem of the students. However, with the video, it was not possible to observe this aspect therefore, it was necessary apply new techniques that allow to observe how the self-esteem can be improved through the English learning process. HOW DO YOU FEEL? CDI, SAN IGNACIO – HOGAR INFANTIL VERSALLES. MANIZALES- GENIECITOS Teacher researches: Adriana Holguin Arenas- Jeniffer Cardenas Diaz- Monica Diaz Moreno Grade: kindergarten Number of students: 80 of three Kindergarten of Manizales city. Level: basic Time: eight hours Date: 26 to 28 of August and 1 to 4 of September Workshop: # 2 Standar: comprendo historias que leo en un lenguaje sencillo. Formative goal: The students will be able to interact respectfully with pupils from diverse backgrounds by mixed group activities. Communicate goal: the students will be able to express feelings and emotions with simple sentences in different games with at least 3 interventions. Skills: listening and speaking. Principles: Participation. Contents: Feelings and emotions. Vocabulary: sad, happy, angry, nervous, shy. Materials: puppets, die, story, worksheet, vinyl, wool, flashcard, real elements.

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REFLECTIVE STAGE DATE

Warm up

TEACHER

STUDENT

One week ago the teacher had observed some situations inside the classroom in relation with diversity and during this workshop the teacher pretends to show them through dramatizations, puppets, story and conversations. In order to apply the participation principle the teacher will encourage them to give opinions about the topic and listen and take part in this activities, respecting other partner´s opinions. This activity will be the reflective stage at the beginning of each class during this workshop, using different strategies and situations for every day.

The students will participate actively, given opinions in relation to daily situations about diversity and they are going to listen and take part in this activities, respecting others opinions.

The teacher will present different situations like: When a student attack to other partner, when their teacher not pay attention them, When the full group are the activities together, when the teacher hugs to students, when someone reject others students by color skin, psychical appearance…

EXPERIENCE STAGE

DATE

TEACHER

Day 1

The student will do some yoga exercises to improve their habits to dispose them for the class; low anxiety levels and motivation them for the activities.

Warm up

STUDENT

The students will take one “emotional balloon” according to the situations presents for the teacher. For As a way to work on the topic and motivate example: if the student for the second language acquisition the is sad according to the

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teacher is going to carry some “balloon emotions” and she will introduce them saying what their emotional faces: happy, sad, angry or shy. The teacher will present to students some situations in the classroom like: When a student attacks to other partner, when their teacher not pays attention them, When the full group is the activities together, when someone rejects others students by color skin, psychical appearance, when the teacher hugs to students.

situation that the teacher shows “When a student attacks to other partner”, s/he will take the sad balloon. The activity continues in the same way with others students.

The teacher will represent a story about one child who express feelings and emotions in relation to the classroom situation like happiness, sadness, anger and shyness, she will present some flashcards with faces correspond to this feelings and emotions; during the class she will emphases under this vocabulary. The teacher will present to students some situations in the classroom like: When a student attacks to other partner, when their teacher not pays attention them, When the full groups are the activities together, when someone rejects others students by color skin, psychical appearance, when the teacher hugs to students.

The students will listen to the story and they will do visual connections between classroom situations showed to the teacher and flashcards about feeling and emotions (happiness, sadness, anger and shyness) that each student have. The children will be attend because when the teacher tell and present a classroom situation about one emotion they must stand up and show this emotions to their classmates and they with the teacher help the students they will say a complete sentences: he is sad, she is happy, etc.

The teacher will organize the class in subgroups and she will give one emotion to each subgroup for example the group number one will have happy faces in the same way with the other emotions. The teacher will have the attention at the students with low participation, and all class she will ask during “what do you think about the activity?” “Can you help me?”… In order to improve their participation.

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At the end of the representation the teacher will speak in front of the class with some students that they are demonstrate low levels of self esteem and she is going to say that they did a wonderful work and they helped so much to the teacher

The teacher will organize the group in teams of four students, each student will make a folded and she will encourage them to draw a face according to feeling and emotions. DAY 3 Practice

The teacher will organize the groups taking into account the abilities to keep the attention, participation and team work of the students and they will help to other students.

Children are going to make a folded and listen to the instruction from the teacher. When the teacher says “it is sad” the students will draw this face in their folder, the first group that draw it is the winner.

The origami is a way to low the anxiety levels in the group, motivate the participation and team work. The teacher will stick around the classroom different faces of people expressing happiness sadness, anger and shyness; the students will observed these faces.

DAY 4 Practice

The students will make couples and choose one face, and they will observe what feeling and emotion he or she express, then they will take the face of feelings and emotions according to the people gesture.

The teacher will make couples taking into account the students who enjoy the activities with movement and children who don’t like these activities, she will take one student according to this characteristics and she will make a couples. For example: when the student sees a happy person, s/he will take a happy face and show this to the classmates. Saying “he is sad”, “she is happy”, etc.

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PROOF OF PROGRESS DATE

TEACHER

STUDENT

In a role play using puppets the teacher In a role play using encourages them to express in simple puppets the students are sentences the feelings and emotions. going to use simple expressions about feelings and emotions.

DAY 5 Production

DAY 6 Evaluation

The teacher is going to organize the group in a circle to play spider. The teacher throws a ball of wool to each student who do not catch the ball s/he must close her/his eyes and take the flashcard with the classroom situations represent the emotion, finally they must express the emotion in a simple sentence.

The teacher throws a ball of wool to each student who do not catch the ball s/he must close her/his eyes and take the flashcard to represent the emotion, finally they must to express the emotion in a simple sentence “I am happy”, “I am sad”….

The teacher will play with a die, where she shows them different daily situations like: When a student attack to other partner, when their teacher not pay attention them, When the full group are the activities together, when someone reject others students by color skin, psychical appearance, when the teacher hug to students, in order to motivate them from own experiences to express feelings and emotions in English.

They will throw the die and see the different daily situations and express with simple sentences the feeling of emotion that this produces them.

Children will choose The teacher will organize the class in groups activities that make of three students; she will give to each group them feel sad, happy, some flashcards about daily classroom angry or shy and express with simple situations. sentences this feeling

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and emotions.

INSTRUMENTS

DIARY: the researchers will use the diary to observe the categories about emotional factor in language learning of the students. This instrument pretends collect information about students’ reactions with strategies work on the affective domain.

CARDS: The teacher will organize the class in groups of three students; she will give to each group some flashcards about daily classroom situations. Children will choose activities that make them feel sad, happy, angry or shy and express with simple sentences this feeling and emotions. The investigators pretend to find results about communicative skills and the perspectives that they have at the end of the workshop in relations diversity environment.

VIDEO: the researches are going to use the video as a tool to observe the interactions of some activities in relation to participation. The video will take in warm up, production and evaluation stages.

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Analysis of Workshop # 2 How do you feel?

Researchers’ name: Jeniffer Cardenas Diaz - Adriana Holguin Arenas – Monica Diaz Moreno

This workshop was applied in three kindergartens in Manizales city with 80 students with ages between 4 and 5 years. The workshop was planned to cover two weeks of class (from Monday to Thursday students should talk about feelings and emotions. They are in a Basic English level. Through the diary it was possible to register important aspects of the class in relation to anxiety, self esteem and motivation in the English class. The teachers registered particular situations and subsequent reflections about them. The Corners activity is another instrument. The class was organized in groups of three and the teacher gave to each group some flashcards about daily classroom situations. Children chose activities that made them feel sad, happy, angry or shy and expressed with simple sentences these feelings. This instrument was analyzed through frequency of students’ answers. The third instrument for this workshop was a video. It was recorded in the warm up and the evaluation stage in order to observe the main participation before and after speaking about diversity in the classroom and apply strategies to improve the affective domains.

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Through the video and diary the researchers found that the 9.2% of the students are able to express a simple sentence with verb to be, the 90.7% needed to work on it because they showed anxiety when they had express their ideas in English. The graphic below represents the specific levels in which the students were categorized according their speaking level. Graphic 6. Speaking levels

10% 34% high medium low 56%

10% of the students were in a high level because they could express themselves by using simple sentences using verb to be and vocabulary about feelings and emotions; 56% of the students were in medium level, because they recognized and express the vocabulary related to the topic but in an incomplete sentence. Finally, 34% of the students were in a low level because they could not convey their ideas in English Nevertheless, some of them could identify between one and three words at the end the class. (Annex 12). The diary was useful because it could be noticed reflection in relation to the diversity where it shows that 22% of children demonstrated a better disposition and bigger compromise to share with students with special needs. (Annex 13. Diary 19. Line 11.) While the 78% showed negative behaviors about one classmate with different physical appearance saying “yo no me quiero hacer con ella porque ella tiene cara de ovalo y a mi ni me gusta las niñas con cara ovalada” which means “I do not want to work with

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her because she has oval face and I do not even like girls with oval faces " (Annex 14).

One of

the feelings expressed by students in relation to idea about sharing the people from other cultures (they showed them in flashcards) was nervous like the picture shows it. (Annex 15). As the video shows it, the students’ reactions regarding different daily situations such as aggressive attitudes in the classroom, the relation with their classmates and the relation to the teacher were very varied and affected the group in different ways. Where the students presented different reactions and attitudes that allow to observe the level of respect by the difference and participation in the develop the activities, It could be observed that 48% of the students were happy with the situations they presented in English. On the other hand, 30 % seemed to be nervous. Finally, 22% showed a helpful attitude towards others.

Table 6.influence of the daily situation in the second language acquisition INFLUENCE OF THE DAILY SITUATION IN THE SECOND LANGUAGE ADQUISITION

How do you feel about these situations in the

happy

sad

angry

nervous

classroom?

Expressions of love by teacher

94%

0%

0%

6%

Aggressiveness

0%

32%

55%

13%

Multicultural environment

97%

0%

0%

7%

Relation with the difference among students in the

70%

0%

0%

30%

classroom

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In the workshop 2 was develop an activity with a die when the students expressed their feelings about daily situations inside the classroom. The chart shows that above 94% felt happy or comfortable with the love expressions from teacher and 6% felt nervous or shy when the teacher hugged them or kissed them, regarding aggressiveness situation in the classroom, the students reacted in different ways. 55% felt angry and sometimes answers were more aggressive. 32% demonstrated sadness when they were victim of abuse and the 13% felt nervous maybe because their self esteem is low or they felt vulnerable. It was evident that they could hare environments of participation and socialization with people from others cultures considering that 97% show said there were happy about this class of situation; besides 70 % of them said that they felt happy or comfortable in regarding the situations or sharing the space and activities with people with special needs. In this workshop, it was observed that the students needed to continue strengthing the communicate skills in relation to listening but speacially speaking in order to allow students to improve the English environment. As regards to the affective domain, it is evident that it is neccesary to continue developing activities to reduce the anxiety levels in the English class in order to progress in the acquisition of the second language, where the students feel more comfortable and confident. Therefore, to continue working on diversity principles for the students need to be able to know the importance of recognizing others as valuable people nomatter their condictions.

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MY HAPPY FAMILY

CDI, SAN IGNACIO – HOGAR INFANTIL VERSALLES. MANIZALES- GENIECITOS Teacher researches: Adriana Holguin Arenas- Jeniffer Cardenas Diaz- Monica Diaz Moreno Grade: kindergarten Number of students: 80 of three public kindergartens in Manizales city. Level: basic Time: eight hours Date: 9th, 10th , 11th ,15th ,16th ,17th ,18th of September Workshop: # 3 Standar: Comprendo historias que leo en un lenguaje sencillo. Formative goal: The students will be able to identify themselves as part of a diverse family by means of handcraft activities. Communicate goal: The students will be able to expose their family composition in oral presentation with at least 3 interventions. Skills: listening and speaking. Principles: identity. Contents: family members. Vocabulary: nuclear, single parent, extended, blended, grandparent.

REFLECTIVE STAGE

DATE

TEACHER

During the first week the teacher will present a video “aprendamos los diferentes tipos de familia con Pelayo y IDENTITY su familia” at the end, the group will speak different families composition making links of difference or similarity with the own families. During the second week the teacher will show them a flashcard or poster about different families like nuclear, single parent, extended, blended, grandparent. The teacher is going to ask them

STUDENT Children are going to observe and reflect about the families’ composition, for example: nuclear, single parent, extended, step, blended, grandparent. They will participate giving their perceptions

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about how many members are there and if these families about families and they are similar or different from them and repeat she is must say the complete mother, he is father. The complete structure sentence for example this is a nuclear family, this is a single parent family.

EXPERIENCE STAGE

DATE

DAY 1 Warm up

TEACHER

STUDENT

The teacher will sing the song family fingers, The students will listen the song but she will add more members like grandpa, and then teacher will sing uncle, pet...And she will use puppets. changing the puppets for example when she sings brother Then teacher will give them a balloon and finger, brother finger, she will marker and let them draw on a face, finally show them grandma poppet, teacher will assign names to each one, like his they must correct the mistake is a grandpa, she is aunt, etc. naming the correct member. The students will draw a face on the balloon to conform a big family with parents, sister, brother, grandma, grandpa, aunt, uncle, etc.

DAY 2 Presentation

The teacher will tell them a story in relation to families´ composition http://www.facebook.com/l.php?u=http%3A %2F%2Fcuentosinfantiles.biz%2Fcuento-ellibro-de-lafamilia%2F&h=VAQGTknGAwhere she can explain about different families and their composition. The teacher will use different expressions like: this is a nuclear, single parent, extended, blended or grandparent family.

Children will listen and observe the story through images and they can participate asking about the story in relation to the families. For example: Who is she? Who is he? What class of family?

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The teacher will make groups with some students who want to participate and represent part of last story where they can learn about families’ ´composition.

DAY 3 AND 4 Practice

The students will represents the story that they listened and saw the last class, the teacher will help them with vocabulary and structures like: this is a nuclear Then the teacher will show them some puzzle family to express the ideas in the about families compositions first they are performance going to make a big puzzle and then the teacher will make some groups to make Then they are going to make the others. puzzle and the teachers will remembering them this a nuclear The teacher will use a lottery game with family, step family, etc. family members (mother, father, sister, brother, baby, uncle, grandma, grandpa) and Children will recognize the our she will play with them. The teacher will say family and different types of “who is she/he?” and who get the drawing family then they will say what should answer “she is mother/grandma with type of family do you have. the teacher´s help.

PROOF OF PROGRESS

DATE

DAY 5 Production

TEACHER

STUDENT

Children will cut out pictures of families in They will name the people in magazines. Then, they glue the pictures into a the picture and label them big piece of paper. saying for example: my family is a nuclear family…

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DAY 6AND 7 Evaluation

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After that teacher will give them a beautiful piece of paper decorated and she will encourage to draw their families to make presentation in a special place in the classroom

Second activity after they glue the drawing by groups they must make a little exposition of their drawings. For example: my family is a nuclear family…

The teacher will interview their students in couples to talk about family composition with questions like: What can of family do you have? What can of family does your partner has? How many members do your family has? Who are? What Similitude do you find? What difference do you find between two families?

The students will answer the questions and recognize differences and similarities between families.

Each one must tell your partner their family´s composition and then the teacher will ask to each one about differences and similarities between families.

Through the workshop in every class the students will listen a classical music to create a relaxed environment to low the levels of anxiety, in the same way in some moments of the class the teacher will show them heart puppet to take a moment to give them a positive message like optimistic sentences, kiss, hug, give five in order to motive the students work on their self esteem to improve second language acquisition.

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INSTRUMENTS

INFORMAL INTERVIEW: the teacher will ask to students about differences and similarities between families and she will write the information. Informal interview Kindergarden group Workshop 3 Buenos días niños (as) vamos a hablar un poquito acerca de nuestras hermosas familias y vamos a contarle al compañerito cual es y cómo es la composición de cada familia y al final vamos a ver que tenemos en común y que es diferente

• What kind of family do you have? • What kind of family does your partner have? • How many members does your family have? Who are? • What similarities do you find? • What differences do you find?

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Analysis 3: “MY HAPPY FAMILY”

Researchers’ name: Jeniffer Cardenas Diaz - Adriana Holguin Arenas – Monica Diaz Moreno The workshop was applied to groups of 80 students of three kindergartens of Manizales city with ages between 4 and 5 years. The workshop was planned to cover two weeks of class where had worked types of family like monoparental, nuclear, extensive and grandparents family. They are in basic English level.

The instruments and techniques used during this workshop was an

informal interview which was applied to students in the proof of progress stage to observe the progress about diversity concept from the identity principle. In the same way, the informal interview permitted to find information in relation to the speaking skill. This instrument was analyzed through answers from questionnaires and graphics that represent the date. Through the diary, it was possible to register important aspects of the classroom in relation to motivation and identity principle of diversity and it was examined by a pawing technique. This workshop permitted the students to be involved in the activities easily, because they had previous knowledge about family vocabulary; it permitted a higher participation because it helped them to get better the new concepts. It is observed in this entry of diary “furthermore it was found that 9 students identified family members in English. They expressed, this is a father, this is a mother”, (annex 16, pag 7, lne 25) A second entry shows “ …children have demonstrated with their expressions and the development of activities that they understood the topic and furthermore they used the previous knowledge” (annex 17, pag 20, line 20).

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Table 7. Researcher’s diary CATEGORY

NUMBER OF OCURRENCES =6

COMMUNICATIVE SKILLS ENGLISH CLASS MOTIVATION

=1

ANXIETY

=1

DIVERSITY

=8

This table shows the occurrences found in the diary in relation to the categories of the research. It was possible to notice the diversity category with 8 occurrences where it is evident the assimilation by students in relation to differences and similarities among their families. The students started to manifest the composition of their families, if they lived with their parents and who lived with his mother o father or who had a brother or sister.

When having the practice stage about speaking skills, the diary showed 6 frequencies in the communicative skills category. They had problems with the pronunciation of some words and they had to practice a lot in order to improve. And in the low level, the English class motivation and anxiety refer to one occurrence each one. The students were very active in the puzzle and lottery activities, thus they could practice the pronunciation of the words in these activities and they were very interested in them.

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In relation to diversity, the last table indicated 8 occurrences about this process. The students participated actively talking about types of family and differences among them. The students expressed their ideas because they were working on a topic they knew such as their family, for example “las dos son iguales de bonitas, pero la mía es más separada”

Picture 1. Motivation

As it is evident in picture 1, children were happy and motivated when they were participating in the activities. The peaceful and respectful class atmosphere created by them, facilitated learning. In the reflective stage the students recognized and accepted the differences among the types of families.

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Graphic 7. Types of families

In the reflective stage the students recognized and accepted the differences among types of families. This graphic represents the percentage of types of families in the group. This information was collected from the diary and informal interviews (annex 18, pag 23) where the children recognized their own type of family that they are part of. Nuclear family represents the high percent of families in the group, followed by extensive family which has the 29.6%. Then, it is possible to see monoparental family with 25.9 % and finally the 1.8% represents the grandparents’ family. The knowledge of the types of family is very important because it helps students at their personal and cognitive growth, while they learn about this topic, they to learn to recognize the importance of each family group and, the most important, they learn to value diversity.

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Picture 2.yoga forkids

The picture number 2 shows the effect of relaxing music and breathing exercises when children showed anxiety levels, it permits to improve their concentration and in the same way, the learning process. The video in the reflective stage motivated the students to participate talking about the topic and making yoga exercise that is a feasible strategy to low the anxiety levels (annex 19, pag 21, line 13). The strategy with puppets allowed to create a respectful atmosphere where they do not feel pressed to participate or do some activities, so the strategy generated effective results. For the next workshop, it is necessary to consolidate the puppets strategy to low the anxiety levels and work on self-esteem. Furthermore, it is necessary to implement activities that help the students to improve their concept of diversity understanding the importance of the others.

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LEARNING TO WORK TOGETHER

CDI, SAN IGNACIO – HOGAR INFANTIL VERSALLES – JARDIN INFANTIL GENIECITOS Teacher researches: Adriana Holguín Arenas- Jeniffer Cárdenas Díaz –Mónica Díaz Moreno Grade: kindergarten Number of students: 80 of three kindergartens Manizales. Level: basic Time: eight hours Date: 22, 23, 24, 25, 29 and 30 of September and 1, 2 of October Workshop: # 4 Standard: comprendo historias que leo en un lenguaje sencillo. Formative goal: students will be able to recognize how people contribute for social welfare through cooperative class activities. Communicate goal: students will be able to talk about benefits that people offer through their jobs and occupations by means of cooperative games with a least three interventions. Skills: listening and speaking. Principles: cooperative Contents: professions and occupations. Vocabulary: police officer, doctor, teacher, housewife, framer, mechanic. Materials: customers, flashcards, wheel, video, puppets. REFLECTIVE STAGE DATE

TEACHER

STUDENT

In the first week the teacher will show them the video:https://www.youtube.com/watch?v=HW1_dpxulQ0, first they will observe it and they will give to classmates their opinion about the help that the boy received from the girl to get goal. The teacher will ask them what they think about and what would did in this situation.

The students will observe the video and they will give the opinions about.

On the second week the students will do some activities where they can experiment cooperative principle. First day: relay racing; second day: to make towels in groups,

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and third day the group will have conversation about the activities in relation to the cooperative principle. How did you feel in the activity? Who did you like to work? Do you did the activity better with help or alone? During every class the teacher will show them a beautiful brain puppet and she will explain that the moment to do something different come, so the teacher will do brain gym or physical exercises to low the anxiety levels.

EXPERIENCE STAGE DATE

TEACHER The students will watch the video “jobs talking flashcards” when in a funny song they can listen and repeat the jobs.

DAY 1 Warm up

DAY 1 Presentation

DAY 2 AND 3

https://www.youtube.com/watch?v=tQ03ENVg Rfg

The teacher will carry out some elements like hat, tools and rake to represent every professions and occupations, she will make a little representation with the student´s help, making emphasis in cooperative principle, emphasizing on how this professions and occupations can help the people for example: “mechanic helps..”, “doctor helps sick people ” “teacher teaches to students”….etc.

STUDENT The students will listen and represent with the professions and occupations.

Children will identify some characteristic of every profession and occupation and they will participate in the representation to their classmates saying for example: “mechanic helps..”, “doctor helps sick people ” “teacher teaches to students”….etc.

The teacher will start with a guessing game, The students relate showing them real elements in relation to the elements according to

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Practice

professions and occupations. The teacher will show them picture about sick people, students, children, animals and cars and then she will ask them who can help them policeman, doctor, teacher, housewife, farmer or mechanic? The teacher will give them an attractive drawing of professions, occupations, places and elements linked with the topic to color them and she is going to stick on the wall a piece of paper to make a city model.

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professions and occupations and they are going to practice them speaking skill while they guess the word, identifying how this professions and occupations help the people, for example: “doctor helps sick people” “teacher teaches to students”…. The students must make a connection between the professions/occupatio ns saying the doctor, the teacher, the farmer can help and they can understand the cooperation among people different professions/occupatio ns Everyone will color the drawing and experimenting the cooperation principle they will make a city model

DAY 4 Practice

The teacher will give them a puzzle with the professions/occupations, but the children will be organized in six groups. Every group must organize the image and if they do not have one part they must find it in the other groups and ask for cooperation classmates.

Every student will be part of one group and they must work together to organizing the puzzle and they must ask their classmates for

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The teacher will use relaxing music to keep cooperation. Finally calm the children and help them to low level of they must say the anxiety. complete sentence about the picture for example “mechanics fix cars”, “doctor helps sick people ” “teachers teach students”….

PROOF OF PROGRESS DATE

DAY 5 AND 6 Production

TEACHER

STUDENT

The teacher will show them a series of flashcards and she will tell them wrong information about them for example the teacher shows them a doctor and says “teachers teach students”…., so she will encourage them to think about the correct information and express it saying “she is a doctor” and doctor helps sick people ”. Then in a box the teacher will ask them to take a flashcard about professions/ occupations and they must say she is a doctor/farmer/house wife and the teacher will play with the student in a wheel where they can see the professions and occupations, they can spin the wheel and they must express “the doctor helps sick people” “the teacher teaches students” etc, and take some elements from the table that represents it.

The students will think about the information and they will give the correct information using verb to be. The student can help their classmates with the answers and the teacher will recognize the importance to receive the partner´s help. Cooperative principle. The student will play with the wheel and practice their oral skills while they learn about specific characteristics of the topic, recognizing and expressing: “the doctor helps sick people ”the “teacher teaches students”….etc.

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DAY 7 Evaluation

DAY 8 Application of instruments

The teacher will stick on one extreme of the classroom flashcards about sick people, students, children, animals and cars and on the other extreme she will stick the professions flashcard, then the teacher will tie up their foot and the students must take the first flashcard and carry it to the profession/occupations corresponding and say what is for example “she is a police officer” and “the doctors help sick people”

The students must take the first flashcard and take to the profession/occupations corresponding and say what is. for example “she is a police officer”

Cards Informal Interview information below)

(please

see

the

INSTRUMENTS

1. Diary- technique: Taking note. During the classes the teacher will take notes in order to know changes about behaviors, reactions in relation to strategies used to work on the affective domain. 2. Informal interview- technique: questionnaire. Kindergarden group Workshop 4 Buenos días niños (as) vamos a hablar un poco acerca de las personas que trabajan en nuestra ciudad y nos ayudan en situaciones específicas. (Las preguntas serán hechas en español)

Please, tell me what occupations or professions do you remember?

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• Tell me two professions or occupations and who that help you in specific moments in your life. • How did you feel in the “tie up your foot" activity with your partner? • How do you feel working with a partner? • How do you feel working alone? This instrument has as to goal to know the impact on the student in relation to cooperative principle. 3. CORNERS – technique frequency answers: at the end of the workshop the children will recognize the new vocabulary through cards instrument where they must to touch the images according to instructions. The cards will permit to evidence the development to listening and speaking skills in different contexts, measuring their previous knowledge and their knowledge at the end of the workshop.

Analysis 4: “LEARNING TO WORK TOGETHER”

Researchers’ name: Jeniffer Cardenas Diaz - Adriana Holguin Arenas – Monica Diaz Moreno The workshop was applied to a group of 80 students of three kindergartens of Manizales city with ages between 4 and 5 years. The workshop lasted two weeks with class from Monday to Thursday where the topic of jobs and occupations was integrated to the concepts to the cooperative principle. Students had a Basic English level.

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The instruments and techniques used during this workshop were an informal interview which was applied to students of the proof of progress stage regarding the progress about diversity concept related the cooperative principle. In the same way the informal interview permitted to find information in relation to the affective domain. This instrument was analyzed through answers from questionnaires and graphics that represent the date. Through the diary, it was possible to register important aspects of the classroom in relation to motivation and the diversity principle and it was examined by pawing technique. The communicative skills were analyzed through the corners instrument applied at the beginning and the end of the workshop. Tabla 8. Corners workshop 4 CORNERS Listening Beginning of the workshop

End of the workshop

Low

Medium

High

low

medium

45%

32.5%

22.5%

12%

28%

36 students

26 students

18 students

10 students

23 students

high

60%

48 students

Table 8 shows the percentage in relation to communicative skills where it is possible to observe the initial condition of the student regarding the vocabulary topicand the final condition in the learning. It is important to clarify that these percentages represent the knowledge of the specific vocabulary because children did not get the grammatical structure; they were not able to explain the functions of the jobs and occupations as can be seen in the external observation.

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(Annex 2). At the beginning of the workshop the biggest percentage represents the low level of vocabulary about the topic; the 32.5% shows the basic level. It means that the students were able to identify between three and four words about the topic. Finally, the 22.5% indicates the percentage of the students that identified more vocabulary. In contrast, at the end of the workshop the highest percentage represents the high level of the vocabulary learnt by students. The 28% represents the students who recognized between four and five words of the new vocabulary. In the end, 12% represents the students who after working through a variety of activities and during two weeks, they did not learn the vocabulary about the topic. Moreover, it is possible to observe the progress of the group from beginning to end of the workshop in relation to listening skills. In the same way, the external observer said that the students acquired vocabulary and used it in simple sentences with the verb to be, such as: “I am doctor”, “Is a teacher”, but the grammatical structure proposed in this workshop was difficult to learn by students (annex 20; 21, pag 11, line 262).

In this workshop, through the interviews and the diary it was possible to observe the position of the students about the cooperative principle; the students reflected about the video by expressing different ideas such as “si el niño se hubiera dejado ayudar de la niña no se hubiera caido”, “el niño hizo todo solo y no quiso que lo ayudaran” (Annex 22, pag 10, line 11). Furthermore, children related this activity with their lives and the activities that they do with their parents and friends. (Annex 23, pag 10 , line 244).

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Picture3. Working together

Picture 4. Puzzle activity

These pictures show how students felt when working together in order to achieve the goal in different group activities. In the same way, children participated through game activities applied in the cooperative principle such as: puzzles and building towers as a tool to learn to work in teams. This allowed that students were in a pacific environment which facilitated the learning process.

During this workshop the teacher observed the reactions of the students in relation to tools as puzzle or challenges in groups, in order to motivate them in the English class and she took notes in the diary. This table shows the frequency regarding you could also say likes and dislikes for the tools used in this workshop. In the first place, the video in the reflective stage represents a tool that the students enjoyed a lot and it allowed more attention and participation from the students. Another activity that helped students keep concentrated and low the anxiety levels, was coloring. When they finished the activity, they were given positive feedback in order to increase their self esteem.

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Table 9. Indicators of motivation Motivation tools PLEASURES Video

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

DISPLEASURES I= 1

IIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIII= 79 1.25 %

98.75% To color

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIII=11

IIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIII= 69 13.75%

86.25% Role play

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

IIIIIIIIIIIIIII= 15

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIII=65 18.75% 81.25%

Finally, the role play was an activity that could encourage the students to work together and show themselves and show their knowledge in front of the group. However, sometimes this activity increased the levels of anxiety. (Annex 24). For the next workshop it is necessary to apply strategies to help the students with the speaking skill as short conversations, songs to repeat and language in class. In relation to the motivation category in the next workshop the students will participate in activities with audiovisual helps and real material. Additionally, they would be able to make actions that permit movement and physical activity.

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DIVERSE COLOMBIAN FOOD

CDI, SAN IGNACIO – HOGAR INFANTIL VERSALLES – JARDIN INFANTIL GENIECITOS Teacher researches: Adriana Holguín Arenas- Jeniffer Cárdenas Díaz –Mónica Díaz Moreno Grade: kindergarten Number of students: 80 of three kindergartens Manizales. Level: basic Time: eight hours Date: 6 th to 9 th of October Workshop: # 5 Standard: comprendo historias que leo en un lenguaje sencillo. Formative goal: Students will be able to recognize and accept cultural diversity related to eating habits in Colombian society Communicate goal: Students will be able to identify in a short presentation diverse cultural issues related to eating habits of 3 Colombians Regions using the structure: "In the Andina/ Amazonia/Caribbean region people eat beans/meat/fish". Principle: intercultural. Contents: Colombian food Vocabulary: fish, coconut, juice, beans, egg, coffee, meat, potatoes, corn, rice. Materials: vinyl, piece of paper, flashcard, book, real elements, music, poster, die. REFLECTIVE STAGE DATE

TEACHER

STUDENT

In a piece of paper children will paint their hands palms with different colors of vinyl, and then the teacher will ask them about differences they see according to their hands on the poster, answers will be explored regarding of the diversity.

The students will paint their hand palms on the poster with vinyls of differents colors and then they will answer the questions and they will reflect upon

In the second day the teacher will stick on the

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wall differences types of faces and they will choose one that like them, then teacher are going to ask about what did you choose it? What do you have similar with the image? What do you have different with the other images? The third a fourth day the teacher will introduce some regional holydays with flashcard where they show their traditions and the teacher will encourage them to speak about.

answer The students will choose one picture they like them and then they will answer the questions about differences and similarities answering what did you choose it? What do you have similar with the image? What do you have different with the other images?

EXPERIENCE STAGE DATE

TEACHER

STUDENT

DAY 1

The teacher will organize the group in couples then she will ask them about their differences and she will make a reference to color of skin, eye´s form, and color of the hair to create a reflective atmosphere.

The students will observe their partners and themselves to find differences and similarities and then they will answer the questions about their features.

The teacher will organize the classroom according to representative food of everyregion, she introduces the food saying “In the Caribbean cost people eat fish/ coconut/ juice and rice; In the Andina region people eat beans/eggs/potatoes, rice and coffee; “In the Amazonia region people eat meet/ corn and banana. The students will interact with the food tasting it.

The students will listen the grammatical structure that they will use in the proof of progress stage and they will interact with the eating habits in Colombian society, tasting the food.

Warm up

DAY 2 Presentation

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PROOF OF PROGRESS DATE

TEACHER

STUDENT

The teacher will make a die with representative food of everyregion and they will throw it and identify the food saying “in the Caribbean cost people eat fish”, in the DAY 3 Practice same way with the others food.

The students will identify the representative food of each region and they will express a complete idea about: “in the Caribbean cost people eat fish”

The teacher will give to each student drawings of food, where they can see food of one region. Then teacher will make groups of three students (one representative for each region) and ask them to make a plate of food where integrate the three culture habits in addition she will ask: what do they eat in the Andina region?

The students will make a plate of food using aliments of different Colombian regions, they will answer the question saying: they eat beans.

DAY 4 Production

INSTRUMENTS

1. Diary- technique: Taking note. The diary allows take notes in order to know changes about behaviors, reactions in relation to strategies used to work on the affective domain. 2. EXTERNAL OBSERVER: this instrument has as goalto analyze the process of classes in relation to communicative skills, diversity principles and affective domain as new strategy from other perspective. Analysis and interpretation of the external observation The English teacher of other institution was invited to observe the class related to the workshop # 5 in two kindergarten of Manizales city in which the learners had to perform the task of sharing personal opinions.

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OBSERVATION INSTRUMENT GENERAL INFORMATION 1. 2. 3. 4. 5.

Observer _________________________________________ Date ____________________________________ School ____________________________________ Name of the English teacher _______________________________________________ Grade ____________________

INSTRUCTIONS: Check one scale for every statement that best describes the students’ attitudes during the class and provide evidence with examples from the same class. ATTITUDES

1.Attention to instructions 2. Interest towards the task

3.Task performance in the time assigned

4. Concentration on the task

5.Class disruption

6. Pair interaction on the task

Extremely low low 0 1

fair high Extremely high 2 3 4

Evidence

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AFFECTIVE LOW FAIR HIGH DOMAIND 7. Motivation of the students for the class 8. Safety to answer in front of the group 9. Level of anxiety during the class Adapted from the TALOS observation scheme.source: Ullman,R., &Geva, E.(1985) OTHER COMMENTS ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________

Analysis 5: “DIVERSE COLOMBIAN FOOD” Researchers’ name: Jeniffer Cardenas Diaz - Adriana Holguin Arenas – Monica Diaz Moreno The workshop was applied to a group of 80 students of three kindergartens in Manizales city with ages between 4 and 5 years. The workshop was designed to cover one week of classes from Monday to Tuesday where students worked different typeof jobs and occupations associating these concepts with the interculturality principle.

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The instruments that were applied during this workshop were the diary, an external observer, pictures that were applied during different parts of class. Through the diary, it was possible to register important aspects of the classroom in relation to the affective domain. The pictures represent the activities and reactions from the students in different moments of the class. On the other hand finally the external observer allowed identifying communicative skills -listening and speaking- diversity principle and affective domain aspects.

The communicative skills were analyzed through an external observer and diary. Through these instruments, it was possible to identify the achievement of listening and speaking skills. In the dairy, it was that the student acquired the vocabulary (annex 25, line16, pag 32; annex 19 line 3, pag 33) however, it was easier for children to learn isolated words than complete sentences it was manifest in the external observation when the observer expressed: “students name food in English, they express in high percent (90%) regions according to food. You need to ask students for repetition several times so they can express a complete idea” (annex 26). Based on the children age is evident that they learn better the isolated vocabulary about the topic, as can be seen in this expressions of them when the students wanted to express ideas like “the people in the Caribbean region eat coconut” they said “coconut” point at the images about this topic, therefore it was necessary that the teacher repeated several times the complete grammatical structures in order for the students to achieve the goal (annex 27 line 3,pag 33 ). At the reflective stages students were willing to participate. On theother hand students’ answers were perceived through the application of diverse principles that were explored during the workshops. The diary registered expressions about it (annex 28, pag 33, line 12).

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Picture 5 Intercultural principle

This picture represents the reflective stage activity where the hand palms of the students showed the differences among children through where the reflective stage started. Taking into account the diary, it was possible found ideas, “the reflective stage was wonderful because the children were attentive and they said things in relation to the intercultural principle like: -las manos son iguales como los colombianos profe?-when the teacher answered -yes- children said: -entonces los colombianos somos de colores- ”this means: “ are the hands the same as Colombians, teacher” and “so the Colombian are the same colors”. In order to observe the impact of this principle in students, they were shown pictures of different cultures. According to the information recorded in the diary, 95% of 80 students showed good attitude towards it and the 5% demonstrated negative comments about it.

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In relation to the affective domain, students showed progress in relation to strategies “time to love” and “time to relax” (annex 29 page 34, line 4) where the less participative students showed major security and were more active during the activities as can be seen in the external observer’s comments“…good relaxing activity to concentrate students attention –time to love- = a very good moment to reward students according to their class performance” (annex 30 ), this means that the students answered positively to this strategy, allowing more affective development of the class and a more peaceful environment where students were ready to learn. Picture 6 and 7. Diversity Colombian food.

According to these pictures, it is possible to say that the students were very active and participated during the activity, answering the questions, and using the vocabulary they were taught. In conclusion, during this workshop, was possible to demonstrate evidence that the affective domain strategies are a good tool to improve the classes and to enhance the second language acquisition because it allows permit a peaceful environment where the students develop their social skills from diversity principles and affective domain aspects.

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15. Findings

To develop of this research were applied five workshops during the length of a year. Where were taking into account different categories in relation to diversity, affective domain and English communicative skills specially listening and speaking. Graphic 8. Categories

The classroom was intervened through five workshops framed under five principles of diversity in relation to the topics established during this research, these principles and topics were articulated thus: respect towards difference with parts of the body and respect regarding others and acceptation by others(annex 14); participation with feelings and emotions where the students expressed their feelings about classroom situation (annex 13, pag 19, line 12); identity

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with family members, in this workshop the children identified their family composition and they understood the difference between families; the fourth principle was cooperation with jobs and occupations where the teacher explained them the importance of the different jobs and occupations and their contribution in the society and in their life (picture 4); finally Interculturalism principle with diverse Colombian food was an opportunity to recognize the cultural variety in Colombia (picture 7), communicate skills specially listening and speaking were developed during all workshops through subjects mainstreamed with diversity principles named above.

Additionally for this research were took into account affective domains such as anxiety, selfesteem and motivation which make to each student a particular human being and the English class a diversity place. The Affective domain was worked according to Arnold (2000) who says emotional and sentimental aspects, mood or attitude condition behavior and have influencing languages learning; through affective domains was possible to improve the disposition of the students, teachers and classroom environment and get better results in the learning of the second language. The progressive of process is possible to see in the next table according to the results from the corners instruments

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Table 10. Categories of triangulation

CATEGORIES OF THE TRIANGULATION

CATEGORIES

INDICATORS

Respect for difference, participation, identity, cooperation and

Diversity

Interculturalism

Affective domain

Self-esteem, motivations and anxiety

Communicative skills

Listening and speaking

This chart shows the indicators that allowed observing and measuring the categories in the research, diversity, affective domain and communicative skills.

Table 11. Communicative skills COMMUNICATIVE SKILLS First workshop High

Fifth workshop Medium

Low

High

Medium

LISTENING

Low 14

10

15

55

33

33

11.11%

14.81%

74.7%

40.7%

40.7%

12

18

50

21

43

16

12.9%

5.4%

68.5%

26.2%

53%

20%

18.5%

SPEAKING

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The workshops applied during the research permitted to trace the categories which show the table 10. The diversity category was promoted transversally in the English class five principles of diversity traced through instruments as diary and interview where it was possible to find comments from children in relation to respect towards the difference among classmates, reflections where 70% of 80 students participated according to particular situation of diversity in the class, such as: when a student attack to other partner, when their teacher not pay attention them, when the full group are the activities together, when the teacher hugs to students, when someone reject others students by color skin, psychical appearance, etc., the 30% remaining of students attended to the comments in the reflective stage but with low levels of participations in relation by diversity situations, so this means that it is necessary to continue working about diversity class to improve the participation of the students in class (Annex 11 pag 19 line 12). In the annex 16 family informal interview. It was possible to observe the similarities and difference about family composition, where the students got to recognize themselves family composition, the work evidenced through the pictures number 3 and 4 illustrate the cooperative principle where the students work peacefully with other to get the goal. In the final workshop the diary evidence the changes of students in relation with the attitude with their partners. (annex 26 page 33 line 20)

Affective domains was worked through different strategies in the classroom such as time to relax and yoga for kids which allowed low the level of the anxiety during the English class; time to love, familiar environment and positive messages was applied for self -esteem, got maintain same self-esteem in the students which was evident in the analysis of the first workshop; finally playful strategies in the workshop and positive messages for motivation was the strategies for this domain ; that help the students to keep concentration during English class

Table 12. Affective domain frequencies

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Affective domains

Frequency

Anxiety

IIIIIIIII =9

Self esteem

IIIIIIII =8

Motivation

IIIIIIIIIIIIIIIIII =18

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Out of 35 entries in the diary 9 refer to anxiety where it is possible to found the reactions from children in relation to strategies applied through the workshops. Where is observed which the students lowed their anxiety levels in the class when was developed this strategies time to relax and yoga for kids as it can be seen in the diary “… students were anxious at the end of the activity, so it was presented to students yoga exercises, in order to down anxiety levels resulting very effective, because it permitted improve the class producing a peaceful environment… “(picture 2) in the same way 8 of 35 entries in diary represent application of self esteem strategies where is possible to see that “time to love”strategy was a good moment to reward students according to the class performance (annex 25 External observer 2). In the diary it was registered the progress of the students about their own self esteem considering that not only they received positive messages but they were able to give the same messages to others (Annex 27 pag 34 line 4). 18 of 35 entries shows the frequency of reactions of students front strategies as playful in the workshop and positive messages during the class to motive them for the English learning, additionally in the annex 25 the external observer saw “a ludic atmosphere in the class. Delivering piece of foods to students simulate a real live activity”; according to these comments the strategy was effective and it attended to affective domain of the students, the same time attending of diversity of the classroom.

The Communicative skills were analyzed in every

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class through diary, corners and informal interview. The corners allow to observer the low English level of the students in the first workshop where the 40.7% had a low level of listening in contrast with fourth workshop where 12% had a lot level listening. In the same way the video of fifth workshop show the progress in listening and speaking skills where they students follow instructions and answer questions in a die game (annex 30)

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16. Conclusions and recommendations

• Recognizing the characteristics of children in terms of affective domains give teachers the opportunity to apply teaching strategies in the class in order to help them to improve communication skills in a second language. • Confidence and attitude that the teacher shows students, is the key aspect to create a more peaceful classroom atmosphere that take them to more effective learning. • The Strategies such as yoga for kids, time to relax, time to love and ludic strategies, allow a better disposition of student learning. • The experience carried out during the research pedagogical practice allowed the children of each institution, to approach attractive and natural way in English learning, thanks to the play activities that were conducted during each workshop was achieved a state of enjoyment and fun by children in the same way helped improve the skills of listening and speaking in different contexts. • The institutions that were part of the investigation and had curricula of basic English or did not have, they worked analyzing the pros and cons, not only to improve or implement curricula in English teaching but to give them an approach more humanistic.

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17. References

Arias, A.R.(2002) La Gimnasia Cerebral, como Medio de Aprendizaje de la Guitarra.en Revista: Amanecer Pedagógico. Una Escuela para la Pedagogía y el Arte”.Escuela Normal Superior de Caldas. 2nd ed.

Arnold, J. (2000) La dimension afectiva en el aprendizaje de idiomas. Edinumen Espanha

Centro Virtual Cervantes. (2006). Plan Curricular del instituto Cervantes. Retrieved from http://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/default.htm. July 15 of 2014

Cohen L, Manion L, and Morrison K .(2000). Research methods in education. Routledge Editorial

Cambridge University (2001). Common European Framework. Cambridge University Press. Unite Kingdom.

Bruner, J. (1978).The role of dialogue in language acquisition. The child concept of language. New York: Springer-Verlag

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Chomsky, N.(1964 ).Current issues in linguistic theory. The Hague Editor

Corey, S,M (1953).Investigación-acción para mejorar las prácticas escolares. Nueva york: John wiley.

Dennison, P, G (1989). Brain Gym Teacher’s Edition. Edu Kinesthetics Inc.

Dorsch, F (1994). Diccionario de Psicología, 7ª ed.Editorial Herder.

Gardner, R.C. (1985), Social Psychology and Second language learning. Arnold, London, 1985.

Huertas, D and Pacheco, E. (2010). Plan de atención integral a la primera infancia Manizales. 4° ed.

Krashen, S. D. (1985). The input hypotheses: issues and implication. Longman Group Ltd.

Krashen, S. D. (1995). The natural approach. Language acquisition in the classroom. Phoenix.

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Otrainder S and Schrueder L. Superaprendizaje 2000. Grijalbo

Peña and Casanova (1991) Jordi, Normalidad, Semiología y Patología Neuropsicológicas, 1ª ed.Masson S.A Editorial

Portelano, J, A (2005). Introducción a la neuropsicología. Hill Interamericana de España.

Presidency of Colombia (2012). Comision Intersectorial de Primera Infancia. Atencion Integral: Prosperidad para la Primera Infancia. Retrieved from http://www.deceroasiempre.gov.co/QuienesSomos/Documents/

Vaello Orts, J. (2005). Habilidades Sociales en el Aula. Santillana

Vega, V. M (2008). Auto concepto, motivación y ansiedad en el aula de idiomas. Marco ELE, revista de didáctica ELE. Recuperado el 20 de mayo de 2014, http://marcoele.com/descargas/7/reocel_autoconcepto-motivacion.pdf

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William, M and Burden, R. (1999) Psicologia para profesores de idiomas. Enfoque del constructivismo social. Madrid: Cabridge University Press. Webgraphy

Oxford, R. (1992), “Second Language Research on Individual Differences”, Annual Review of Applied Linguistics, 13: 188-205.

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18. Annexes

Annex 1Teacher’ s survey

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Annex 2 Teacher’s interview Universidad de Manizales Entrevista a personal administrativo del CDI, San Ignacio, Jardín Infantil Geniecitos y Hogar Infantil Versalles. Esta entrevista va dirigida a personal administrativo y directivo de las instituciones oficiales de la ciudad de Manizales con el fin de indagar las políticas de inclusión que se aplican al interior de la institución.

1. Interviewer: buenos días Gloria del Socorro 2. Interviewee: buenos días 1. Interviewer: a continuación le voy a hacer unas preguntas acerca del proceso de inclusión que se lleva en la institución, sería tan amable de responderlas? 2. Interviewee: claro que si con mucho gusto 1. Interviewer: bueno, la primera es: ¿Cuál es la posición del jardin frente a la inclusión de diversos grupos de estudiantes en el aula regular? (estudiantes con características como extra edad, de etnias indígenas, con tendencias al homosexualismo, con limitaciones motores, auditivas, visuales entre otras.) 2. Interviewee: mira, desde la “Estrategia Cero a Siempre” una de las hmm estrategias que se debe tener es la inclusión del niño, independiente de todo lo que usted me ha dicho. Eee el ideal es que ellos lleguen al aula regular y estén con todos los niños y se tenga el mismo trato hacia ellos. 1. Interviewer: ¿¨Se contempla la atención a la diversidad desde el POAI?

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2. Interviewee: si. En el POAI, debe ir contemplado como va a ser la atención para ellos dependiendo de sus características. 1. Interviewer: ¿Cuáles son las acciones concretas que realiza la Institución para promover la atención a la diversidad? 2. Interviewee: teniendo en cuenta la…..diversidad del niño, dependiendo lo que él pueda tener, nosotros empezamos a implementar unas estrategias con la docente donde el niño ha medida que él se va incluyendo en todas estas actividades de planeación con ellos, también se mira qué necesidad tiene, por ejemplo en estos momentos que tenemos un niño con parálisis cerebral de que manera podemos estimularlo a él, para que él también avance en su desarrollo sin dejarlo de lado con los otros niños, igual se incluye en todas las actividades que hagan con los otros niños. 1. Interviewer: ¿estas actividades que usted me cuenta, aparecen en las planeaciones de las docentes? 2. Interviewee: debe de aparecer, y por eso la profesional en salud, una de sus funciones es apoyar a los niños con alguna característica especial y los debe de ir avanzando en su proceso de desarrollo en la medida que se pueda logar. 1. Interviewer: y ¿esta persona encargada (la profesional en salud) tiene estrategias especificas con estos grupos o como se maneja como la profesional? 2. Interviewee: debe tener estrategias específicas de acuerdo a las necesidades que tengan los niños. 1. Interviewer: ok. ¿Qué alternativas adopta la institución en caso de que llegue un estudiante con alguna dificultad de aprendizaje o cualquier otra diferencia funcional? 2. Interviewee: se analiza la historia la historia con la cual debe llegar el papá en los documentos se mira en grupo debería quedar de acuerdo a la edad en el que el niño está en sus características

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de desarrollo y debemos mirar también con la psicosocial que plan de trabajo se debe realizar, de hecho con las profes…se trabaja que se les abra un espaciecito donde ellas puedan estar, fuera de todos lo que trabajan con los niños incluyéndolo a él también él pueda tener un proceso de aprendizaje en un espacio cualquiera de la institución. 1. Interviewer: ¿Existe adaptaciones y modificaciones curriculares para atender aquellos estudiantes que por alguna circunstancia no esté en condiciones de equidad frente a sus pares? (por ej: deficiencia cognitiva). ¿Cuáles? 2. Interviewee: si, las tenemos en los riesgos por salud, manejamos unos protocolos en el que se deben concretar los riesgos en salud y uno de los riesgos en salud seria los niños con estas características, donde debe contemplar que tiene el niño, como es en su trato, quien va a ser el responsable de él en cada momento, en el momento que tengamos que salir de la institución por evacuación quien se va a responsabilizar del niño, quien va a hacer la parte pedagógica, quien va a hacer el apoyo pedagógico. 1. Interviewer: ¿Considera importante que en la institución se aborde desde las diferentes practices pedagógicas como la enseñanza del inglés, escenarios de clase incluyentes? 2. Interviewee: si, si deben de haber en todos las instituciones que funcionan adscritos a la “Estrategia Cero a Siempre”, porque de hecho hay una ruta de atención a niños con dificultades o características especificas y se debe de cumplir. Eso parte de la Estrategia y de las políticas de atención a primera infancia. 1. Interviewer: para terminar. En qué forma beneficiaría a los estudiantes que durante las clases de inglés se aborden metodologías flexibles que atiendan a las necesidades de todos los estudiantes?

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2. Interviewee: el ideal es que. A mí me encanta que se le esté dando inglés a los niños. El ideal es que se tenga en cuenta la metodología dependiendo el grado de necesidad que tengan ellos no avanzarlos porque se lo tengan que aprender porque los niños deben ser conscientes de lo que realmente están aprendiendo. 1. Interviewer: muchísimas gracias por su participación. 2. Interviewee: con mucho gusto.

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Annex 3 Diary entry

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Anexx 4 Diary entry

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Anexx 5 Corners evidence

Anexx 6

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Annex 7 Diary entry

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Annex 8: corners technique

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Annex 9: diversity situation

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Annex 10: reflective stage entry

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Annex 11: emotional factor in the language learning

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Annex 12. Video Gabriel speak about his body Teacher: Gabriel came on; show me your human figure Gabriel: teacher me quedo lindo cierto. Teacher: yes, it is so kiut, congrats. Gabriel: the boy touched its head Teacher: Can you touch it its chest Gabriel: uh? Hmmmm Teacher: the teacher show him her chest, so the boy touched its chest Teacher: gaby can you show me its legs Gabriel: aaaa las piernas pro? aqui (he touched its legs) Teacher: gaby, what is the name of this part (the teacher shows him a arms) Gabriel: pro los brazos. Teacher: in English please, Gabriel: legs…pro me puedo ir, me van a quitar las fichas Teacher: ok, Gaby, thanks

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Annex 13. Integration of the diversity principles

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Anexx 14

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Annex 15. Feelings and emotions

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Annex 16. Use of previous knowledge.

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Annex 17. Use of previous knowledge 2

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Annex 18. Informal interview about family composition

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Annex 19. Relaxing music and breathing activities.

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Annex 20. External observer OBSERVATION INSTRUMENT GENERAL INFORMATION 1. 2. 3. 4. 5.

Observer Pedro Pablo Mayorga Jaramillo Date october 3rd/2014 School Hogar Infantil Versalles Name of the English teacher:Jeniffer Cardenas Diaz Grade:Kindergarten.

INSTRUCTIONS: Check one scale for every statement that best describes the students’ attitudes during the class and provide evidence with description from the same class. ATTITUDES

Extremely low

low

0

fair 1

high

2

3

Extremely high 4

X 1.Attention to instructions X X

2. Interest towards the task 3.Task performance in the time assigned X

4. Concentration on the task 5.Class disruption

X

6. Pair interaction on the task

Adapted from the TALOS observation scheme.source: Ullman,R., &Geva, E.(1985) External observer’s comments.

OBSERVER’ COMMENTS I can observe that the teacher works with cooperative activities which consist in building a tower with different blocks or material by teams of six students. The first team which reaches is the

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winner. After that, the teacher makes a reflection about the importance of working on teams not individually. During the activity the teacher focuses on the behavior of the students in order to control of anxiety level and to reach this she works with yoga for children who helps to improve the attitude of students and from this moment she works better in class. Then, the teacher makes a review about jobs where the students observe flashcards about the topic, and sing a song related with jobs, the students pronounce well and they know the song. At the end the teacher plays with a die in order to select to a student who is going to play with roulette jobs; they should turn the roulette and name the job and say the way to jobs helps people, but students can not do it. They pronoun them, they can explain their functions in Spanish but not in English. Children are able to relate image with the word but they are not able to explain the functions of jobs.

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Annex 21. Communicative skills from diary

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Annex 22. Cooperative principle

Annex 23. Reflections about cooperative principle

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Annex 24.

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Motivation tools

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Annex 25. Diary Communicate Skills.

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Annex 26. Diary Communicate Skills

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Annex 27. External observer

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Annex 28. Intercultural principle.

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Annex 29. Diary Affective domain.

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Annex 30. External observer affective domain.

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