Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2014.

1. TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA
ENSEÑANZA DEL INGLÉS
“TO ANALIZE THE DIFFICULTIES ADULTS FACE IN THE ENGLISH
LEARNING PROCESS WHEN THEY ENROLL FOR THE FIRST
TIME IN FORMAL PRIMARY EDUCATION CAPACITACIÓN
OBRERA ELEMENTARY SCHOOL”
BACH.TANIA SOLANO MÉNDEZ

2. 
General Objective

To analyze the reasons and difficulties adult learners face when
they have to take English classes mandatory for the first time in
night Public Primary Schools in order to propose strategies and
activities to help them to overcome these difficulties.

3. 
To analyze possible difficulties adults face when they take
English classes in Capacitación Obrera Night Primary School
in order to identify learning barriers.

To propose strategies and educational activities which allow
English teachers to help students develop their English skills
in the class through different activities.

To elaborate a Manual with activities and strategies for adult
students from Capacitación Obrera School, who have
difficulties in the English learning process.

4. 
Difficulties

Strategies

Activities

5. 
Institution´s name: Capacitación Obrera School.

Dependency: Dirección Regional de Heredia Circuito 01

Institution: Public

Year of foundation: 1948.

Province: Heredia

Region: Central.

6. 







Oportunity
Goals
Personal
Curricular
Population
Vision
Strengths
Main Problems

7. Number of
First
Second
Fourth
Sixth
students
grade
third
and
grade
grades
fifth
grades
58 students
16
9
18
15
students
students
students students

8. This investigation is carried out by a mixed methodology, taking into
account quantitative and qualitative methods.

9. Numerical
representation
explaining
phenomena by
collecting
numerical data that
are analyzed using
mathematically
based methods
focuses on
measuring social
reality
focuses on
measuring
characteristics

14. 


50% of the students are from Nicaragua.
45% of the students are from Costa Rica.
5% of the students are from another countries.

15. 

45% of the students affirmed to have a health condition
problems, 55% of the students denied to have a health
condition.

16. 
85% of the students are agree that to study English now
days it is very important, 10% of them are disagree
about the English importance, and the 5% are not
sure, they say that English is not at obstacle for their
activities.

17. 
40% of the adults consider that they do not have extracurricular time
to review what they studied in class, because different
situations, work, housework. 30% say they sometimes take time to
study out of school,15% say that they study few times and the 15%
always review what they are learning at school.

21. 
There are 45% of the students consider that games are what they
most enjoy in English class. 30% said that they enjoy writing
exercises , 20% of the individuals enjoy oral conversations, 30% of
the students like writing exercises and 5% enjoy singing songs.

22. 
60% of the students answered that they feel always motivated to
take English class, 20% said that sometimes they feel motivated to
take the English course. 15% of the adults said that the usually are
motivated and the 5% of them never feel motivated.

23. 


There are a lot of factors that make English language acquisition
more difficulty in adults as we see the research results.
Age:The brain loses plasticity,lateralization of the language function
is normally completed at puberty, making post-adolescent language
acquisition difficult.
Academic level of knowledge of the student it is very important
because teachers can planning according the prior
knowledge, skills, beliefs, and concepts they have
Bransford, Brown, and Cocking, How People Learn (2000, p. 10)
New knowledge is built on existing knowledge. Thus, when teachers
are planning a class it is important to determine what your students
are likely to know coming into the class and (later in the planning
process) how well they know it.

24. 


Nationality:When students from different cultures share a
classroom it is important to consider how cultural background can
affect classroom dynamics and learning.
Health:person's ability to understand speech, especially in the
presence of background noise. Visual acuity also decreases with
age. Hearing and vision problems are not restricted exclusively to
the older learner, however. It is important that the classroom
environment compensate for visual or auditory impairments by
combining audio input with visual presentation of new material, good
lighting, and elimination of outside noise (Joiner,2001).
Not being able to read is not just a physical or mental
inability, Tragically, the largest barrier of not being able to read is the
block to employment possibilities. The end result is that adults can
only seek and apply for jobs in manual labor, production lines, or
working in laboring positions where reading is not required.

25. 

Another conclusion is adults are relevancy-oriented they must see a
reason for learning something. Learning has to be applicable to their
work or other responsibilities to be of value to them.
Unlike children and teenagers, adults have many responsibilities
that they must balance against the demands of learning. Because of
these responsibilities, adults have barriers against participating in
learning. Some of these barriers include lack of
time, money, confidence, or interest, lack of information about
opportunities to learn, scheduling problems, problems with child
care and transportation.

26. Questions to consider when the teacher prepare the lessons:
 1-Will the students know anything about the topic?
 2-If not, how can I introduce the topic?
 3-Will the students be interested in the topic?
 4-If not, how can I make it more interesting and bring it to life?
 It is better to use material that is aimed at younger students with older
students, teachers have to be careful. Teenagers and adults especially can find it
insulting to be presented with childish material when they believe they are ready for
something more grown up.
Questions to consider when preparing the lessons:
 1-Is the activity appropriate for the age group?
 2-If not, how will I bridge the gap?
 3-What’s the point of the activity?
 4-What will students be learning?
 5-Should I explain to the students why we’re doing the activity?

27. 



Classroom Practices.
Helping adults to succeed.
Comfortable environment.
Show them that you are on their side.

28. 
Manual

29. Thank
you!!!!