Universidad VeracruzanaFacultad de idiomas

BA in English

Young learners’ perceptions regarding learning English as ForeignLanguage

Investigación de campo

Que para optar por el grado deLicenciada en Lengua Inglesa

PresentaFabiola Sofía Lima García

Coordinadoras de tesis:

Maestra Claudia Estela Buenfil Rodríguez

Maestra María del Pilar Balbuena Ortega

Xalapa de Enríquez, Veracruz, México Marzo 2013

Agradecimientos

A Dios:

Señor, gracias por llenar mi vida de bendiciones, por acompañarme en todomomento, por los dones y virtudes y por la fortaleza que siempre me dascuando más la necesito. Gracias también por los obstáculos que me ayudaste avencer porque de ellos aprendí que cuando hay fe en mi corazón puedo lograrlotodo. Gracias por amarme incondicionalmente.

A mis padres:

Gracias a mis padres Martha y Enrique por estar conmigo en cada sueño desdemi infancia, por cuidarme y protegerme como su más grande tesoro y por llorarmis penas y reír mis alegrías. Sin su amor y apoyo no hubiera podido terminareste proyecto ni nada en el pasado. Siempre necesitaré de ustedes, no importala edad que tenga. Este triunfo es más suyo que mío. Todo lo que soy se lo deboa ustedes. Los quiero mucho. Jamás lograré compensar todo lo que han hechopor mí. Que Dios los bendiga.

A mi familia:

Gracias a todos por llenarme de cariño durante toda mi vida. Gracias a miabuelita Heribertha y a mi abuelito Hilarión, que yo sé se sentiría muy orgullosode mí en este momento de mi vida. A mis tíos y tías, especialmente a mis TíasMonse, Arianna y Bertha, porque desde pequeña he sido su consentida y mehan dado todo su amor. Tía Monse, este triunfo es de las dos. A mis pequeñosprimos Karlita, Carlitos, Karime, Karín, Esteban, José Alfredo, Astrid, Marijó,Larissa y Érica porque fueron mi inspiración en este proyecto. Graciasespecialmente a mis primos Jesús y Josué porque son más que eso, son mishermanos. Gracias a mis abuelitos Leonarda y Lázaro y mis tíos, que a pesar dela distancia me han demostrado su cariño. Yo también los quiero, gracias atodos por su apoyo.

A Vladi:

Gracias, amor, por apoyarme siempre, por estar conmigo en las buenas y en lasmalas y por ayudarme incluso a terminar este proyecto. Gracias por enseñarmea no darme por vencida y a enfrentar al mundo sin miedo. Sé que cuentocontigo, así como tú cuentas conmigo también. Te quiero. Que Dios te bendiga.

A mis maestros:

Gracias a todos mis maestros, en especial al maestro Enrique Vez, la maestraMa. Del Pilar, la maestra Claudia Buenfil, la doctora Barbara Scholes y a lamaestra Patricia May, porque no sólo encontré en ellos a los mejores maestros,sino a unos buenos amigos también. De ustedes he aprendido mucho, inclusolecciones de vida. Gracias por compartir su sabiduría conmigo y por serpacientes y comprensivos. Los llevaré siempre en mi corazón.

A mis amigas:

Gracias a Karla, Andrea, Perla, Sandra y Ale, porque han estado conmigo desdesiempre en las buenas y en las malas, animándome cuando más lo necesito.Siempre saben cómo sacarme una sonrisa. Ustedes saben que significan muchopara mí. Son mis hermanas. Sin su apoyo jamás hubiera llegado tan lejos. Mesiento muy orgullosa de ustedes también. Una alegría más que compartir. Lasquiero mucho.

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IndexIntroduction........................................................................................................................................ 4

Establishing the research questions.......................................................................................... 4

Chapter 1: Possible issues of students’ perceptions .............................................................. 4

Chapter 2: Methodology .............................................................................................................. 5

Chapter 3: Findings...................................................................................................................... 5

Conclusions ................................................................................................................................... 5

Chapter 1: Possible issues of students´ perceptions.................................................................. 7

1.1 Young learners.................................................................................................................. 7

1.2 Motivation .......................................................................................................................... 8

1.3 Attitude ............................................................................................................................. 10

1.4 Teacher and students .................................................................................................... 11

1.4.1 The role of the teacher................................................................................................. 11

1.4.2 Teacher-students relationship .................................................................................... 12

1.4.3 Teaching methodology ................................................................................................ 13

Chapter 2: Methodology ................................................................................................................ 15

2.1 Qualitative research ............................................................................................................ 15

2.1.1 Case study..................................................................................................................... 16

2.2 Description of the context ................................................................................................... 16

2.3 Participants ........................................................................................................................... 17

2.4 Data collection...................................................................................................................... 17

2.4.1 Observations ................................................................................................................. 17

2.4.2 Interview......................................................................................................................... 18

2.5 Data analysis ........................................................................................................................ 19

2.5.1 Grounded theory........................................................................................................... 20

2.6 Data procedure .................................................................................................................... 20

Chapter 3: Findings........................................................................................................................ 21

3.1 Reasons why children study English as a Foreign Language. ..................................... 21

3.2 The importance of motivation when learning English. ................................................... 23

3.2.1 The teacher as a motivator ......................................................................................... 23

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3.3 Thoughts and feelings regarding EFL............................................................................... 24

Conclusions ..................................................................................................................................... 27

References ...................................................................................................................................... 29

Appendix .......................................................................................................................................... 31

Research questions ................................................................................................................... 31

Interview guide............................................................................................................................ 31

Observation sheet ...................................................................................................................... 32

Interview questions .................................................................................................................... 33

Interview transcription and analysis......................................................................................... 34

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Abstract

It could be thought that teaching children is not hard work, but those people who

think that, do not really know how difficult it could be. First of all, as teachers we

need to know what kind of students we have and how they perceive studying

English. Children could study English as a Foreign Language because of the

curriculum, but sometimes the decision could be based on what they want and

personal development, with no specific reason at all.

In this research project I try to discover children’s perceptions regarding learning

English as a Foreign Language and some aspects that may affect the learning

process and even the way they perceive the language. With this research I also try

to help my teaching and even somebody else’s teaching by showing what I

discovered trough observations and interviews.

I hope this project can be helpful to those teachers that work with children. It can

improve their teaching or at least give them a clue about how and what to teach.

Personally, this research opened my vision regarding teaching young learners,

especially when I had the opportunity to interview them, because they really told

me what they thought and how they feel and even what they thought about their

teacher.

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IntroductionThis research project called “Young learners’ perceptions regarding learning

English as a foreign language” was carried out with the purpose of discovering and

understanding what children think about studying English, why they do it, how they

feel and what they expect from their classes and even their teacher. Aspects that

may affect children’s thoughts and feelings, like age, motivation, rapport, among

others, are explained in this research project. The information obtained from a

group of 16 elementary school students is supported by the information found in

books and articles to compare what students said with what specialists have

suggested about the topic. This could be useful when teaching to improve their

techniques and methods, as well as many other factors that influence the students’

beliefs.

Establishing the research questionsBefore starting to investigate, the main research question is established: What is

the nature of young learners’ perceptions regarding learning English as a Foreign

Language?” In order to answer this question some supportive research questions

were also established: How do children feel about learning a second language? (if

they feel motivated or not, if they like their classes or even if they like their

teacher), What is the nature of young learners’ motivation when studying English?

(why they are studying English, if it was their decision or what they expect to do

with it), What are young learners’ responses to their English lessons? (how they

behave during their class and if they like the activities presented by the teacher,

also if they feel they learn something). The information obtained is explained

throughout the research project.

Chapter 1: Possible issues of students’ perceptionsThe first chapter, Possible issues of students’ perceptions, is focused on what

experts suggest about the topic, what characteristics they have identified about

young learners and some aspects that may affect the way they learn, like

motivation, age, rapport, etc. The purpose of this chapter is to support what was

obtained as a result of the interviews carried out. For example, it is mentioned what

motivation is and how it can affect learners, the type of young learners that the

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research focuses on, why children’s attitude is important and even some data

about the interaction between teacher and students.

Chapter 2: MethodologyIn the second chapter I explain the methodology that was carried out to obtain all

the information required. In general, this is a qualitative piece of research which

used interviews and observations as data collection instruments. The project was

principally a field research, which involves being in contact with the classroom

environment, including the most important part: students. Furthermore it is a case

study because it is focused just on one specific group of children in a specific place

from a specific age. During this chapter the methodology is explained more deeply

for a better understanding, like the reason why this kind of research was selected

and even what this research method is about. There is also information about the

context, the program and the participants are described to establish the factors that

may affect the research activity, as well as the data procedure, what was

necessary to do to obtain the information.

Chapter 3: FindingsThe chapter three, Findings, is totally focused on the data obtained as a result of

the series of interviews and observations. This is a very important part of the

research project because it presents the evidence. The participants’ answers are

compared with the facts suggested by experts about every topic. What the

participants said was how they feel regarding learning EFL, if they like it or not and

they even mentioned some of their future plans and how English plays an

important role in that. However, not all children had clear opinions about the topic.

Some children showed that they really knew why they were taking the course,

saying that it was their decision, but some others did not mention a specific goal or

purpose beyond the academic ones. This chapter explains the children’s

perceptions towards EFL.

ConclusionsAs the final part of this research project, the conclusions are presented. Once the

information obtained is analyzed and compared with the specialists’ suggestions,

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the conclusions can be established. It is the summary of all findings analyzed with

the purpose of setting the information in a simple way, for a better understanding.

In this part of the research project some opinions and points of view are shown, as

well as feelings and even information about further research, based on what was

found during the field research, to go beyond and suggest what can be done with

this work.

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Chapter 1: Possible issues of students´ perceptionsIn order to understand the way children perceive English as a Foreign Language

(EFL) and understand their thoughts it was necessary to carry out some research,

looking for authors who explained the nature of children’s thoughts and responses

to their English lessons. Therefore, the information required to understand all these

issues, like how age can be a way to classify students, what kind of motivation

affects their learning, if rapport is good during the lessons, what teaching

methodology is used by the teacher, among other elements, can be found in this

first chapter.

1.1 Young learnersFirst of all, it is necessary to describe what kind of young learners this research is

about. A young learner is a child between the ages of about 5 years old to 12 years

old, according to Rixon (2001). This work is focused on those who are 12 years old

and as Piaget (in Brewster, Ellis and Denis: 1992:15) suggests, they are in the

concrete operational stage. According to Piaget’s Theory of cognitive development,

in this stage children can demonstrate their intelligence through “logical and

systematic manipulation of symbols related to concrete objects”. Additionally,

operational thinking develops.

Nonetheless, it is possible that some people think that learning a second language

may be difficult for children, because probably they think that children “will be

confused or will not learn the language well” (Genesee, Crago, and Paradis, 2004,

as cited in Lightbown and Spada, 2006: 25). The contents have to be focused on

students’ characteristics to avoid misunderstanding problems (Harmer, 2007).

…the abstraction of, say, grammar rules, will be less effective theyounger the students are.

Harmer (2007:14)

Also it can be thought that children do not have clear goals at this age, but some of

them may know why they are studying EFL and what they want to do once they

have learned. Even though parents influence children decisions and can affect

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their attitudes, according to Moon (2000), peer influences may become more

important than parental ones as children approach their teens. As a result, the

relationship between classmates needs to be confortable to avoid problems or

sense of shame.

1.2 MotivationIt may be impossible to prove that motivation causes success in learning, but there

is evidence that “positive motivation is associated with a willingness to keep

learning” (Lightbown and Spada, 2006: 63). Describing motivation regarding

learning a second language is complicated. As Lightbown and Spada, (2006)

suggest, motivation has been defined in terms of two factors:, learners’

communicative needs and their attitudes towards the second language community.

According to Harmer (2007), motivation is necessary to be successful. Children

also need to feel motivated to do what they have to do. Motivation is basically “a

kind of internal drive which pushes someone to do things in order to achieve

something” (Harmer, 2007:98).

Motivation is a state of cognitive arousal which provokes a decisionto act, as a result of which there is sustained intellectual and/orphysical effort so that the person can achieve some previously seta goal.

(Williams & Burden, 1997:120)

Although everybody has a motivation in life, not everybody has the same

motivation, especially adults and children. It is possible that children, in contrast

with adults, do not have very clear goals (Harmer, 2007). This is precisely because

children have their “own world”, completely different from adults’ world, for example

the way children behave or the things they consider important. The strength of

motivation depends on what the individual wants to achieve (Williams and Burden,

1997).

According to Harmer (2007), there are two kinds of motivation: extrinsic and

intrinsic. Extrinsic motivation comes from outside, for example to pass an exam or

look for a financial reward. Intrinsic motivation comes from inside, which means

that he/she is motivated by the enjoyment of learning (Harmer, 2007).

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Intrinsically motivated activities are ones for which there is noapparent reward except the activity itself. People seem to engagein the activities for their own sake and not because they lead to anextrinsic reward… Intrinsically motivated behaviors are aimed atbringing about certain internally rewarding consequences, namely,feelings of confidence and self-determination.

(Deci, 1975:23)

It is also known, that many researchers and methodologists suggest that “intrinsic

motivation produces better results than its extrinsic counterpart”. It does not matter

if the reason for taking a language course is extrinsic because the success will be

enhanced only if the students love the learning process. Some external sources of

motivation suggested by Harmer (2007) are:

The goal (an exam, the desire to be able to converse in English, to get a

job).

The society we live in (how important is English in the place where we live).

The people around us (culture, attitude of parents).

Curiosity.

Furthermore, Gardner and Lambert (1972, as cited in Lightbown and Spada, 2006)

coined the terms instrumental motivation and integrative motivation. The first one

refers to language learning for practical goals, and the second one refers to a

personal growth and cultural enrichment. Although they are related to success in

second language learning it is difficult to distinguish between them. In addition,

Dörnyei (2001, as cited in Lightbown and Spada, 2006:64) suggests a process-

oriented model of motivation which consists of three phases: choice motivation,

executive motivation and motivation retrospection. The first one refers to start to

set goals; the second one is about what is necessary to do to maintain motivation;

the third one refers to students’ appraisal of and reaction to their performance.

Motivation in the classroom is very important, and in this aspect the teacher’s

attitude plays an essential role because it can affect the children motivation by

changing their attitude.

In teachers’ mind, motivated students are usually those whoparticipate actively in class, express interest in the subject matter,and study a great deal. Teachers also have more influence on

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these behaviors and the motivation they represent than students’reasons for studying the second language or their attitudes towardthe language and its speakers.

Lightbown and Spada, (2006:65)

Similarly to the teacher’s role, social factors also can affect motivation, attitudes

and language learning success. Lightbown and Spada (2006:65) suggest that

children “are sensitive to social dynamics and power relationships”, so it is

essential to set a warm atmosphere and use cooperative rather than competitive

goals because it has been proved that cooperative activities are more successful.

1.3AttitudeAttitude is an important factor in the process of teaching-learning English. Students

always have to do what their teacher asks them to do, but the success of this

depends on the children´s attitude because “however nice teachers are, students

are unlikely to follow them willingly unless they have confidence in their

professional abilities” (Harmer, 2007:101). So attitude can be understood as a kind

of motivation support. Schuman (1978) suggests that attitude is a social factor on a

part with variables like size of learning group, and motivation as an affective factor

alongside culture shock.

As it has been mentioned already, social factors affect children attitudes. At the

moment they come to their English lessons they have views about and attitudes

towards learning English. It is also suggested that “these attitudes are formed by

the social environment in which they grow up and by the people around them”

(Moon, 2000:15). According to Moon, pupils vary widely in their attitudes because

they change or can be changed by their experiences. It may be that some pupils

find English difficult because the way it was taught and they may feel frustrated

and even disappointed.

Another factor to take into consideration to talk about attitudes at this age is the

fact that older children do not respond in the same way younger children do.

Younger children tend to be more enthusiastic, while olderchildren (11-12 upwards) often become less interested,

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embarrassed by having to learn a language or even hostilebecause they do not want to seem foolish in front of their friends.

Moon, (2000:17)

Consequently, if pupils enjoy their English lessons and are successful, this can be

turned into positive attitudes that may help to increase motivation (Moon, 2000).

1.4Teacher and studentsIn the teaching-learning process there are two aspects that are important to

succeed: teacher and students. The relationship between these elements set the

classroom atmosphere, so if the atmosphere is comfortable for children they may

learn successfully, due to the feeling of confidence they are experimenting. On the

contrary, if the atmosphere is uncomfortable and even irritating, children can get

stressed easily and in the end they will hate the language.

The attitude that teacher has towards the language and the teaching practicing is

important in the student-teacher interaction, because he or she can affect

considerably the motivation and attitudes that children already have. That is why it

is important to establish what the roles of the teacher are, as well as the different

factors that may affect the learners’ perceptions towards EFL.

1.4.1 The role of the teacherThe teacher in the classroom plays many roles; he/she is not only the person who

teaches. Harmer (2007) suggests five basic roles of the teacher:

Controller.Teacher usually controls the class from the front. He or she takes the

register, organize activities and asks students to do things.

Prompter.Teacher suggests some words or ideas when students do not have any idea

about what to write or say.

Participant.Teacher joins in an activity, as a participant, not only as a teacher.

Resource.

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Teacher says to students what a word or phrase means when they ask.

Tutor.It is a combination of controller and prompter because here the teacher

helps students with a project (a long writing, for example) monitoring the

activity and helping them with information about a word or a phrase.

Moreover, teacher has to organize students to do the activities so the first job is to

get students involved (Harmer, 2007). According to this, students are enthusiastic

and work better instead of just doing things because the teacher says.

Part of a good teacher’s art is the ability to adopt a number ofdifferent roles in the class depending on what the students aredoing.

Harmer (2007:23)

1.4.2 Teacher-students relationshipThe relationship between students and teacher is known as rapport (Harmer,

2007). Basically, the success of rapport depends on the students´ perception of the

teacher and on the way the teacher interacts with them (Harmer, 2007). The

success of this interaction depends on four key characteristics:

Recognizing students.

Listening to students.

Respecting students.

Being even handed.

Based on what Harmer (2007) suggests, we can understand that:

Rapport is established in part when students become aware ofteacher’s professionalism, but it also occurs as a result of the wayteacher listens to and treats students in the classroom.

Harmer (2007:26)

One aspect to take into consideration when interacting with children is the way

teacher corrects students. Correcting is always a delicate event (Harmer, 2007)

because children can feel offended. However, teachers have to be careful when

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they praise students because they can get used to and then they may always want

teacher’s approval (Harmer, 2007).

If teacher is too critical, he/she risks demotivating children, yet ifwe are constantly praising them, we risk turning them into “praisejunkies”, who begin to need approval all the time.

Harmer (2007:27)

Respect is another aspect to take into consideration when talking about rapport so

it is maybe the most important element in this context. According to Harmer (2007),

“teachers who respect students do their best to see them in a positive light”. This

means that teacher needs to be patient even though students’ behavior.

Furthermore, the way discipline is corrected has to be respectful and even not

aggressive because the student can get hurt.

We (teachers) could respond to indiscipline or awkwardness bybeing biting in our criticism of the student who has done somethingwe do not approve of.

Harmer (2007:27)

1.4.3 Teaching methodologyIn order to talk about activities, it is necessary to emphasize that activities play an

important role in building up motivation. Teachers need to plan a wide variety of

activities to prevent the children from getting bored (Harmer, 2007). He also

suggests that students always want to see the point of any activity, so teachers

need to relate the activities to the contents.

Another important part of teaching methodology is the fact of using L1 in the

classroom or not. Harmer (2007) recommends using L2 as often as possible, and

not to spend a lot of time using L1. He also suggests that there has to be an

“English environment” which means that the classroom atmosphere is full of

English context.

…an English-language classroom should have English in it, and asfar as possible, there should be an English environment in theroom, where English is heard and used as much of the time aspossible.

Harmer (2007:38)

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Additionally, the way teacher works with students as part of his/her methodology is

crucial as it can make feel students comfortable during the lessons or not Harmer

(2007). He also suggests that the teacher has to look for strategies which

encourage students to practice with the language.

In pairs and works students tend to participate more actively, andthey also have more chance to experiment with the language thanis possible in a whole class arrangement.

Harmer, (2007:43)

Thus, pair work can be an opportunity to put into practice what students have

learned by talking to each other. The teacher has to take advantage of the students

relationship to carry out this type of activities. In addition to, teacher has to

consider that child’s attention span is often fairly short, as Harmer (2007) suggests.

He also suggests that children usually respond well to activities that are focused on

their lives and experiences.

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Chapter 2: MethodologyThe type of research that was used in this project is explained in this chapter. In

this case, it is a piece of qualitative research. An essential aspect of any

investigation is the methods used to obtain and analyze the information.

Methodology is the part of the research where these methods are established and

explained to understand why and how they are used.

2.1 Qualitative researchIn order to be able to discuss children´s perceptions regarding learning a second

language, it was first necessary to carry out research to discover what they think.

In this case, the best option was qualitative research. Shank (2002:5) defines

qualitative research as “a form of systematic empirical inquiry into meaning”. This

refers to investigating personal experiences by means of observing people´s

behavior and interviewing them about their opinions and feelings. According to

Denzin and Lincoln (2003:417), qualitative research is “a situated activity that

locates the observer in the world which consists of a set of interpretive, material

practices that make the world visible” (p.417). It was necessary to observe the

environment before starting to investigate to prevent research from being vague or

ambiguous. All that is studied in qualitative research has to be in its natural setting

in order to interpret phenomena in terms of the meanings people bring to them. In

sum,

Qualitative research (QR) is the method of inquiry that seeks tounderstand social phenomena within the context of theparticipants’ perspectives and experiences. The research methodsof QR are more flexible, responsive, and open to contextualinterpretation than in quantitative research, which uses inventory,questionnaire, or numerical data to draw conclusions.

(Merriam, 2002:4)

The purpose of qualitative research is to understand phenomena and its orientation

is discovery, so interviewing could be a reliable way to discover the nature of

young learners´ perceptions regarding learning English as a second language. It is

well known that qualitative research focuses on natural settings and also has an

interest in meanings, perspectives and understandings, so “qualitative researchers

16

do not set artificial experiments” as Pratt, (2006:4) states. However, it was also

important to analyze the situations because they influenced behavior. Behavior is

different depending on the particular circumstances, and in this case, children´s

behavior is different to adults’ behavior, although the circumstances could be the

same. In this research the method used to carry out the investigation was case

study.

2.1.1 Case studyThe definition of case study by Gerring (2004:341), states that it is “an intensive

study of a single unit for the purpose of understanding a larger class of (similar)

units”. Case study could be also explained as part of qualitative research which

focused on human behavior, thoughts and feelings determined by a context

(Gillham, 2000:1). Case study could be individual or could study multiple cases.

Concerning individual case study, it could be a group, an institution or a

community, but a specific one (Gillham, 2000:1). All this will also be understood by

investigating the people´s world which means observation and interviewing. The

case study that was used to carry out the research was individual, since the

investigation is based on a single group of children learning English.

…the case study method allows investigators to retain the holisticand meaningful characteristics of real-life events –such asindividual life cycles, small group behavior, organizational andmanagerial processes, neighborhood change, school performance,international relations and the maturation of industries.

(Yin, 2009:4)

2.2 Description of the contextThe name of the course is called in Spanish Educación Contínua. It is an

elementary English course designed especially for children who are in sixth grade,

middle high school or high school. The course is in the category Life formation

inside the Humanities area and it is taught in a university in Xalapa and lasts a year

per level. The main objective is that the students learn how to greet to introduce

themselves, to ask for names, to talk about occupations and family and to describe

people. The students also have to learn how to answer an invitation, how to ask

the time, to establish a simple conversation about daily activities and express

17

agreements and disagreements. They have to learn vocabulary such as:

nationalities, countries, cities, the places where students live, personal objects,

furniture and appliances and food. The book that they use is called My world,

written by Manuel dos Santos. It contains basic topics according to the level.

2.3 ParticipantsThe participants of this research (young learners´ perceptions regarding learning

EFL) were six children between 10 and 12 years old. These children were studying

EFL in a university course in Xalapa and their English level is beginners. Some of

them were students from public schools, and some others from private schools.

They seemed to be children from middle and upper-middle class families, so I

assumed they had a good economic support to study an extra course.

2.4 Data collectionWith the purpose of collecting data, I decided to carry out two useful methods:

observations and interviews. Observations can help me to know how the teaching-

learning process is, I mean, what kind of activities they do, how their behavior is

and even if there are “special situations”. Interviews are also very useful because I

can discover what it is behind my observations. I can obtain extra information that

just children can give me, like tastes, feelings, beliefs, perceptions, thoughts and

their reasons for studying English.

2.4.1 ObservationsFirst of all it is necessary to carry out observations. The purpose of observations is

to collect data to understand the environment in which the participants are

involved. According to Fetterman (1998:34), there are two main devices of

observation participant and non-participant. He suggests that participant

observation “combines participation in the lives of the people being studied”. In

contrast, non-participant observation is “observation with limited interaction with the

people one observes” (p.34-35). Although participant observation involves

participating in the lives of the people, it must be from a professional distance to

obtain adequate data (Fetterman, 1998). During this process the investigator

18

needed to observe the way the children communicate. This communicator involves

body language, intonation of voice and even their behavior.

2.4.2 InterviewThe qualitative interview is “a process of finding out what others feel and think

about their worlds” (Rubin and Rubin, 1995:1). The way the interview will be

carried out depends on what the interview wants to know. An interview can expand

the understanding of the social context and maybe perhaps even find exceptions to

the rule.

The purpose of interviewing is to find out what is in and on aperson´s mind..., to access the perspective of the person beinginterviewed…, to find out from them things that we cannot directlyobserve.

(Patton, 1990:278)

Interviews are best for exploring stories and perspectives. The interview has to be

guided, but more important than that it needs to be a kind of conversation. In a few

words, it has to be a guided conversation. It could be a dialogue that allows the

researcher to capture the nuances of information and also questions to clarify what

the informants say. The researcher at the moment of interviewing could improvise

some other questions in order to obtain even more information, if possible. While

interviewing the interviewer needs to be sensitive to the informants (Arksey and

Knight, 1999), and although the interviewer knows whom they are interviewing the

interview has to be anonymous. This refers to confidentiality, which means not to

show the identity of the participants by attributing comments in ways that can

permit these participants to be recognized (Arksey and Knight, 1999). However,

Skeggs (1994:86) reports that some participants “were especially upset by

pseudonyms” because they want to see their names written with the comments

they made. Nevertheless the researcher has to maintain anonymity in the interview

to protect the identity of the participants.

There are many different types of qualitative interview. Gall, Gall and Borg (2003)

suggest three types: informal conversational interview, general interview guide

approach and standardized open-ended interview. This last type of interview is the

one which was used to carry out this research. A standardized open-ended

19

interview consists, in terms of wording, on many extremely structured questions,

but these questions are worded to obtain clear and specific responses. Interview

will help to understand the learners´ perceptions by asking them about what they

think and how they feel during the process of teaching-learning EFL.

The way the researcher interviews depends on whom he/she is going to interview.

Definitely it is not the same to interview adults as to interview children. Beresford

(1997) suggests that children and adults do not exist in the same social and

cultural world, children have their own world. This could be the reason why

children´s perspectives can diverge from adults´. Before doing the interview it is

necessary to establish some of the differences between a child and an adult that

could affect the interview. According to Arksay and Knight (1999), there are six

aspects:

• Cognitive development (more concrete, less abstract).

• Language development.

• Attention span.

• Life experience.

• What is meaningful, and hence what is remembered.

• Status and power.

Then, the researcher needs to use a ´kid´ language (Amato & Ochiltree, 1987:670),

which means to make the conversation easy by using words a child can

understand. In this case the best option is to use open questions instead of closing

questions. The purpose of this research is to discover what children think and how

they feel about studying EFL based on their reasons and motivation to do it.

2.5 Data analysisOnce the data is obtained, the next step is analysis. The most appropriate way to

analyze the data, in this case is grounded theory. I decided to use grounded

theory because this method states that from the data surges a theory based on the

20

data. In this method the researcher derives a general theory of process. The

process of analysis is deeply described then.

2.5.1 Grounded theoryThe grounded theory is the method which was carried out to analyze the data.

According to Merriam (2002) grounded theory can be understood as a qualitative

study that states that from the data surges a theory that is grounded in the data.

Creswell (2009:13), states that it is “a qualitative strategy of inquiry in which the

researcher derives a general, abstract theory of process, action, or interaction

grounded in the views of participants in a study.” As this specific process of

research involved points of view and feelings, grounded theory is the most

appropriate way to analyze the data collected.

2.6 Data procedureIn order to obtain the data required it was necessary to do some field research.

First of all, a set of three observations was carried out. I observed the way children

behaved while their lessons; if they were paying attention or not, if they were doing

what the teacher had told them or not and even if they showed boredom or

tiredness, as well as the relationship between students and teacher to see if they

have a good rapport, which also affects the learners achievement. I decided to do

this as part of my data collection procedure. It is definitely not the same just to

listen to what children say as to see it myself. I could compare what they said with

what I saw during the observations and I discovered that what they told me was

reflected on the observations.

Secondly, based on what it was required to know and on what it was observed, the

interviews were carried out. Children were interviewed one by one as a casual

conversation. They were asked about the reasons why they study English, their

classes, their teacher, if they liked the language and even about how they feel

towards that subject. The interviews lasted around five successful minutes due to

they were having lessons, but I obtained valuable information that was very useful

for my research.

21

Chapter 3: FindingsThe information obtained from the interviews is explained in this chapter. Different

opinions and experiences were expressed by the children, as well as anxiety when

they are having lessons. What is observed is that every child has his/her own point

of view, totally different from their classmates. This is maybe because the way they

learn is not the same and because the learning depends on the fact that some of

them could probably have had a bad experience with the language or by the

contrary, a good experience. These aspects are important considering that they

may affect children’s thoughts and feelings.

3.1 Reasons why children study English as a Foreign Language.Children have different reasons for studying English as a Foreign Language (EFL),

although some of these reasons come from a similar nature. Many children agreed

that English will be useful at a certain educational level or at work, and that is a

reason why they are studying EFL, as one of the students mentioned:

I do not want English to be so difficult at high school.

Liliana (LI/I1/27.10.12)

She was taking the course to prevent herself from having problems at high school.

Thoughts, like this one, sometimes are encouraged by parents because it can be

understood that they do have clear goals and can easily to orient their children.

Likewise, Roxana (RO/I1/27.10.2012) insinuated she was taking the course for the

same reason:

Because my mom wants English not to be so complicated that athigh school.

Roxana (RO/I1/27.10.2012)

This kind of motivation is extrinsic, it comes from outside (Harmer, 2007) and it is

focused on obtaining something, in this case that Roxana does not have problems

in high school. As it was mentioned before, this kind of thoughts are oriented by

parents, as we can see in Roxana’s case. However, some children have both,

22

extrinsic and extrinsic motivation. I could notice that because they told me it was

their idea to study English as they were looking forward to the future.

I know it will open many opportunities in the future.

Yaqueline (YA/I1/27.10.12):

What Yaqueline said reflects her maturity to make decisions in life because she is

conscious about her reality and even her plans or intentions. Although she did not

mention what kind of major she was thinking about, she supposed that languages,

are essential, especially English.

It will be important to what I will study.

Cecilia (CE/I1/27.10.2012)

Although Cecilia was not highly specific with her reason, she showed that as well

as Yaqueline, she is considering that English is becoming more and more

important when talking about studying, and even more at university. Furthermore,

some other children have intrinsic motivation, although they have other reasons.

They are taking the course for pleasure, thinking of travelling abroad someday.

Because I like it, I want to learn in order to go to USA or England.

Antonio (AN/I1/27.10.12)

Antonio showed his intentions and even dreams as powerful reasons to study EFL.

He did not explain his purposes to travel abroad, but based on some comments he

made during the interview, maybe he is thinking on work issues.

Because when I grow up I know I will always need it.

Estrella (ES/I1/27.10.2012)

Estrella said something similar, but more general. It was not a specific reason, but

she shows she is conscious of the importance of English and she may guess that

at some time she will need it.

23

3.2 The importance of motivation when learning English.Motivation plays an important role in the process of learning EFL. As it was said

before, children have different reasons to study EFL. This influence how motivated

they are. Children who said they are studying because of their parents may feel

less motivated than those who are taking the course because it was their decision.

Perhaps they see their learning as an obligation. Then, those children who are

studying because it was their decision probably have a better achievement than

those who do not have intrinsic motivation. For example, Antonio said he was

studying because he wanted, and during the observations he showed a positive

attitude and not to have problems with the language. In contrast to Antonio´s case,

Roxana is studying because her mom wanted and she showed to have some

problems like lack of attention and unwillingness to work.

In comparison with adults, children do not have very clear goals (Harmer, 2007),

perhaps that is why most of the participants do not have intrinsic motivation. In fact,

this issue could affect their achievement, but the teacher also plays an important

role as a motivator.

3.2.1 The teacher as a motivatorThe teacher is not only a person who is in front of the class giving lessons and

teaching, he/she may motivate or demotivate students too. Children are

comfortable with the class.

He motivates us to continue going to the class and he gives ustime to play.

Liliana (LI/I1/27.10.12)

What Liliana said is a good example that she feels motivated by the teacher; this

confirms what was mentioned about that teacher plays an important role as a

motivator. On the other hand, the effect could be negative.

Sometimes he asks questions that we do not even understand andhe does not answer why he made this question.

Yaqueline (YA/I1/27.10.12)

24

This aspect could affect the fact that she is not motivated but frustrated and then

her achievement not so good. Similarly, Roxana had a very positive opinion about

the teacher´s attitude, clarifying that she thinks he motivates them.

I like how he is, because even we do not say something well or wedo not do it well, he always helps you, and he does not tell you thatit is not that way, and he cheers us up.

Roxana (RO/I1/27.10.2012)

For instance, something that the teacher uses to motivate students is games.

Games in teaching EFL are a very effective method for teaching because children

do not get bored and they even feel happy while learning.

I like we sometimes play, because it is a way to motivate us.

Liliana (LI/I1/27.10.12)

Undoubtedly she feels motivated during the lessons as a consequence of games.

He works with us by using fun activities and we also learn.

Estrella (ES/I1/27.10.2012)

When Estrella said the previous fact, she emphasized what was thought about that

children learn better if they have fun because they feel happy and comfortable.

3.3 Thoughts and feelings regarding EFLOne of the most important issues is the beliefs the children have regarding English.

Some of them see the language just as communication. Some others just like the

pronunciation.

In order to communicate with people from other countries.

Liliana (LI/I1/27.10.12)

What Liliana said is similar to what Estrella said as she considers it is necessary

for traveling abroad.

You learn that language and when you go to United States, well,you will be able to speak English and communicate with thosepeople.

25

Estrella, (ES/I1/27.10.2012)

Antonio also said something similar, but perhaps he was thinking about his dreams

or plans:

Because we live near the border with The United States and to geta job maybe you can go there.

Antonio (AN/I1/27.10.12)

On the contrary, there are children that just consider that studying English is

important for school:

Because at high school we could be asked and sometimes we donot know.

(Roxana, RO/I1/27.10.2012).

Roxana is not thinking about a far future, she is just considering English as a part

of high school curriculum. Roxana is taking the English course because she does

not want to feel embarrassed if she is asked by the teacher and she does not what

to answer. This feeling can also affect her attitude when learning English as she

may not want to participate at class because of shame.

3.3.1 What students think about their class

The way the children feel regarding learning EFL is important if it is seen from the

fact that it can influence their motivation. If they feel pressure maybe their

achievement will not be as pleasant as children that are not under pressure. For

example, Antonio, who said it was his decision, has a good English level and he is

not being pressured. On the contrary, Roxana, who said it was her mother´s

decision, showed to have trouble with many aspects of English.

In general, they like the class, but there are some things they like the most and

things they do not like very much. Cecilia said she enjoys when she presents a

topic in front of the class. This could mean that she feels confident because she

has a good level and she does not feel intimidated by her own classmates.

26

3.3.2 What students think about the teacher

The relationship between students and teacher (rapport) could be successful

depending on students´ perceptions (Harmer, 2007). Most of the children believe

that their teacher is “cool” and that he teaches very well.

I think he is good and he teaches very well because he teacheswhat we have to know.

Cecilia (CE/I1/27.10.2012)

Cecilia is taking into account the teacher´s duties to give an opinion, not just his

personality. Generally the answers were focused on what the teacher does. An

example of this is what Antonio said:

He shows us new things and he explains very well, and we work,and he does not go out, he stays in the classroom.

Antonio (AN/I1/27.10.12)

He seems to be comfortable with the teaching. He clearly likes to learn always new

things probably because he is a curious child. I can also think, based on what he

said that he likes to be helped by the teacher and even monitored. He likes to know

that the teacher is there to him if he needs some kind of information or if he has a

doubt.

27

ConclusionsChildren are studying EFL for many reasons. Some of the reasons are similar. For

example, some children said that they are studying English because they wanted

to do it, because they may need it when they go to the high school and even

because they will probably need it to travel abroad. However, in some cases they

are not children who decided to take English lessons, but their parents. This

information is important because these facts influence on students’ motivation.

Children who decided to study EFL by their own showed a high interest in the

language than those whose parents decided for them.

Other factors which influence motivation are teacher, teaching methods and

attitude. In this aspect, the teacher is who can affect the other two factors. Since

my point of view, the success of a task depends on the method that teacher is

carrying out and on the way he is putting it into practice. He has to consider

students’ needs and tastes when preparing an activity because children can get

bored and even demotivated. Teacher also affects students’ attitude. If the teacher

is not enthusiastic, children can feel frustrated and then lose interest. It is important

that the teacher pays attention to all children’s opinions and tastes. For example,

the participants of this research prefer playing rather than just working with the

book. They also like that the teacher stays there inside the classroom in the case

they need some help. As part of teacher’s roles, children want the teacher answers

all questions they make, as they feel sure. One of the main characteristic that a

teacher has to own is enthusiasm, as I mentioned before. The participants of this

research expressed that they like when their teacher tell them “good job!” or

“excellent!” because they feel cheered up. This improves their self-steam which

also affect motivation in a positive way.

The way they perceive this foreign language is important to understand their goals.

Many children said that they are thinking on travelling abroad someday to work or

just for pleasure. Others said because they do not have problems at high school

and some others are thinking about a future life, like going to a college or working. I

does not matter what the reasons are, all of them at the end have the same

purpose: communication.

28

To discover how they feel while learning EFL, it is important to know their opinions

about the class. For example, although all children like their English lesson, some

of them like presenting a topic in front of their classmates more than doing book

work. Most of them expressed that they do not like that their teacher talks a lot in

English, they prefer Spanish, their mother tongue, as they understand better orders

and instructions. However, they are conscious about the fact that talking to them in

English can improve their listening and speaking abilities.

There is a good rapport between children and students as they have a good

relationship. They trust in their teacher and do not have any problem. They like the

way he teaches because he is patient and he always answers their questions. He

is always cheering them up and encouraging them. They seem to be comfortable

with their teacher, which is relevant during the teaching-learning process.

In conclusion, children have their own reasons for studying EFL, even though their

parents had influenced. Their reasons could be academic or social; however, both

have the purpose of communication. Children feel comfortable with their lessons

and their teacher, although they prefer some things rather other ones, like playing,

presenting topics in front of the class, book work, among others.

As a teacher, I have to put into practice what I discovered in this research project

with the purpose of improving my own teaching and even to help other teachers. I

need to know the context of my teaching practice and then design lessons which

develop students’ abilities and interest about the language.

29

ReferencesArksay, H. and Knight, P. (1999). Interviewing for social scientists. SAGEPublications. London, UK. p.45

Beresford, (1997).

Brown, D. Teaching by principles. An interactive approach to language pedagogy.NY: Pearson Education.

Creswell, J.W. (2009). Research Design: Qualitative, Quantitative, and MixedApproaches. Thousand Oaks, CA: Sage.

Denzin, N. and Lincoln, Y. (2003). Handbook of qualitative research. (2nd

edn).Thousand Oaks, CA: Sage Publications.

Fetterman, D. (1998). Ethnography Step by Step (2nd Edition). Thousand Oaks,CA: Sage Publications. pp.34-35

Gall, Gall and Borg (2003) Qualitative Interview Design: A Practical Guide forNovice Investigators. The Qualitative Report. Vol. p. 755

Gerring, J. (2004). What is a case study and what is good for? American PoliticalScience Review. Boston, MA. Vol. 98. Pp. 341-354. Accessed. 30/08/2012.http://dx.doi.org/10.1017/S0003055404001182 (About DOI).

Gillham, B. (2000) Case study research methhods. Great Britain. MPG books.para.1.

Harmer, J. (2007). The practice of English language teaching. (4th edition). Harlow,UK: Longman.

http://psychology.about.com/od/piagetstheory/p/concreteop.htm

Merriam, S. (2002). Introduction to qualitative research. Thousand Oaks, CA: SagePublications.

Patton, (1990) p.278

Rubin, H. and Rubin, I. (1995) Qualitative interviewing: The art of hearingdata.Thousand Oaks, CA: Sage. P.1

Shank, G. (2002). Qualitative Research. Encyclopedia of leadership. London, UK.Sage publications. p.5

Woods, P. (2006) Qualitative research. Educational research in action. Faculty ofEducation, University of Plymouth. P. 4

30

Yin, (2009) Case study research. Thousand Oaks, CA: Sage Publications.

http://www.edpsycinteractive.org/topics/cognition/piaget.html

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Appendix

Research questionsMain research question:

What is the nature of young learners ‘perceptions regarding learning English

as a FL?

Research subquestions:

1. How do children feel regarding learning a second language?

2. What is the nature of young learners´ motivation when studying English?

3. What are young learners´ responses to their English lessons?

Interview guideRESEARCH SUB-QUESTIONS INTERVIEW QUESTIONS

1.- What is the nature of younglearners´ motivation when studyingEnglish?

Why are you studying English? What do you think about studying

English at your age? Do you like English? Why/why

not?2.- How do children feel regardinglearning a second language?

How do you feel during yourEnglish lessons?

Do you feel bored, tired,comfortable..?

3.- What are young learners´responses to their English lessons?How do young learners’ respond to

the activities in the classroom?

What are the activities you carryout in the classroom?

What do you think about theactivities?

What kind of activities do youprefer? (Dynamic, writtenexercises, games, pair work, etc.)

Do you enjoy your Englishlessons? Why?

What would you want yourteacher changed in the lesson?

32

Observation sheetDATE:28th August 2012 LEVEL: Beginners SS´AGE: 11-12 N. OF SS: 16

TOPIC: Descriptions and nationalities.

CLASSROOM ARRANGEMENTThree rows in front of the board. Bigwindows from one side. Ss sit very next toeach other.

ACTIVITIES

1. Children read in front of theirclassmates the homework, whichwas a description of a famouscharacter.

2. Children did an activity aboutnationalities in the book.

3. T and Ss reviewed the bookworkabout Wh questions requiringpersonal information.

SS RESPONSES TO THE ACTIVITIES

1. Children tried to guess who thecharacter was.

2. Ss finished the activity quickly.3. Children participated.

SS BEHAVIOR AND ATTITUDE

1. Not all children wanted toparticipate. The majority of themdid. Some of them looked a bitbored, maybe because theirclassmates read very slowly andlow.

2. They looked a bit tired and verypeaceful. Some of them did notwant to participate because maybe they were afraid of makingmistakes, they looked like that.

3. Ss participated enthusiastic.

33

T´S BEHAVIOR AND ATTITUDET behaved friendly with Ss. He answeredall questions and corrected somemistakes.

T´S MANAGEMENT T controlled Ss by using an appropriatetone of the voice.

Interview questions1. ¿Cómo te llamas?

2. ¿Cuántos años tienes?

3. ¿En qué grado estás?

4. ¿Por qué estudias ingles?

5. ¿Por qué crees que es importante?

6. ¿Te gusta el inglés? ¿Por qué?

7. ¿Qué te gusta más del inglés? ¿Por qué?

8. ¿Qué te gusta más de tu clase de inglés? ¿Por qué?

9. ¿Me puedes decir cómo es tu clase?

10.¿De todo lo que haces qué es lo que más disfrutas? ¿Por qué?

11.¿Y lo que menos disfrutas de tu clase? ¿Por qué?

12.¿Qué piensas de tu maestro de inglés? ¿Por qué?

13.¿Qué es lo que más te gusta de su clase? ¿Por qué?

14.¿Qué es lo que no te agrada tanto? ¿Por qué?

15.¿Habla en inglés durante la clase?

16.¿Qué opinas de eso?

34

Interview transcription and analysisAN/I1/27.10.12 COMMENTS AND OBSERVATIONS

R: ¿Cómo te llamas?I: Antonio.

R: ¿Cuántos años tienes?I: Tengo doce.

R: ¿En qué grado estás?I: En primero… no, en sexto.

R: ¿Por qué estudias inglés?I: Porque me gusta, quiero aprender…

para irme… a Estados Unidos… o si no

a Inglaterra… y así viajar…

R: ¿Estudias inglés aquí porque túquisiste o te mandaron?I: No, porque yo quise.

R: Porque tú quisiste… ¿de ti saliódecir “quiero estudiar inglés”?I: Sí, exacto.

R: ¿Por qué crees que es importanteaprender inglés?I: Porque yo digo que es

porque…mmmm ay se me fue… (risas)

porque… aprendes cosas nuevas… y

ya, yo creo que ya…

R: ¿Pero por qué crees que esimportante aprender inglés? Porquebien puedes aprender otras cosasnuevas, pero ¿inglés por qué?I: Porque estamos en la frontera de

Estados Unidos y para conseguir

trabajo a lo mejor te puedes ir allá…

Piensa a futuro, me da la impresión deque no fue presionado para estudiaringlés. Parece un ejemplo demotivación extrínseca.

Fue decisión suya estudiar inglés, nadielo obligó.

Estaba inseguro, no sabía por qué eraimportante, pero al parecer para él esinteresante aprender cosas nuevas.

El niño tal vez desea vivir en elextranjero, probablemente porquepiensa que va a ganar mejor.

35

R: ¿Te gusta el inglés?I: Sí.

R: ¿Por qué?I: Porque… no, de hecho no sé por

qué, pero me encantó cuando vine

aquí, me gustó mucho.

R: ¿Qué te gusta más del inglés?I: ¿Qué me gusta más del inglés?

Pues… no, la verdad no sé qué me

gusta más…

R: ¿No? ¿Algo que me puedas decirasí de “lo que más me gusta delinglés es, no sé, cómo se oye,hablarlo…?”I: Cómo se oye, cómo se oye, se oye

raro…

R: ¿Se oye raro?I: Sí, se oye raro.

R: ¿Cómo crees que se oye?¿Bonito, feo…?I: Bonito, pero a la vez interesante.

A lo mejor no le gustaba o no tanto perose motivó cuando entró al curso.

Lo que más atrajo su atención fue cómose oye, tal vez porque oye canciones oen la televisión.

Considera al idioma inglés algo fuerade lo común.

Cree que es interesante y eso pudollevarlo a decidir estudiar inglés(curiosidad)

R: ¿Qué te gusta más de tu clase deinglés?I: Que el maestro siempre nos enseña

cada vez cosas nuevas…

R: ¿Por qué te gusta eso de que teenseñe cosas nuevas?I: Porque así aprendo más, y me pongo

a estudiar eso, no le entiendo y me

Le emociona aprender siempre cosas

nuevas.

Es un niño competitivo que busca

superarse y ponerse retos.

36

pongo a estudiar más.

R: ¿Me puedes decir cómo es tuclase? Descríbela, así en general.I: ¿Cómo? ¿Cómo? ¿Así de cómo se

porta y cómo es el maestro?

R: Desde que llegas al salón, dimecómo es tu clase.I: Llego al salón, empezamos

tranquilos, de ahí llega el maestro y nos

dice que por favor saquemos el libro o

si no la libreta, y después pone

palabras en inglés en el pizarrón, las

copiamos, y tenemos a veces que

contestarlas, y nos pregunta, y si no

sabemos nos vuelve a preguntar, y si

no supieron también nos vuelve a

preguntar.

R: ¿Así es tu clase?I: Así es mi clase.

R: ¿Y te gusta que trabajen así?I: Sí… me gusta…

R: ¿De todo lo que hacen en tu clasequé es lo que más disfrutas y porqué?I: ¿Qué es lo que más disfruto hacer…?

R: De todas las actividades, de todolo que haces…I: De todas las actividades… ¡Venir al

CAAFI!

R: ¿Por qué?I: Pues porque… no sé pero me dio

La clase se basa en un proceso de

preguntas que se espera los niños

contesten. Sobre todo fomenta el

desarrollo del pensamiento poniendo a

prueba los conocimientos que tienen.

Este método genera competitividad.

Le gusta que el maestro trabaje de esa

forma porque pareciera ser muy

competitivo.

La manera en que lo dijo pone en

evidencia que es una actividad que le

gusta.

37

interés el CAAFI porque ahí también

nos enseña cosas nuevas en la

computadora, en gramática, en

escuchar…

R: ¿Y lo que menos disfrutas de tuclase?I: Lo que menos disfruto es cuando no

hay clases

…(risas)…

R: A ti te gusta que haya clases y ya.I: Ajá, que haya clases y ya porque

cuando no hay clases me aburro en mi

casa.

R: Pero en la clase, ¿qué es lo quemenos te gusta? Lo que dices “aycomo que me da flojera o como queme aburre…” o algo que encuentresmuy difícil…I: Pues muy difícil, así… pues no, no

tengo, la verdad no tengo… el maestro

nos ha explicado bien.

Parece ser algo curioso.

Le gusta superarse aprendiendo cosas

nuevas.

En realidad parece disfrutar sus clases

porque no le gusta que se suspendan

por ninguna razón.

No hay nada que encuentre más

interesante que ir al curso de inglés.

Como se mencionó anteriormente, el

niño busca siempre superarse así que

el que estudie mucho y disfrute lo que

hace dio como resultado que haya

aprendido bien.

Le gusta cómo enseña el maestro.

R: Ok. ¿Qué piensas de tu maestrode inglés?I: Que es muy bueno, y que nos enseña

y sí sabe inglés y mucho, y de que nos

Le gusta cómo enseña porque le

entiende y aprende.

38

enseña cosas nuevas cada vez…

R: ¿Qué es lo que te gusta más de tumaestro? Así de lo que enseña,cómo lo hace…I: Lo de la tercera persona y segunda

persona…

R: ¿Y qué es lo que no te agradatanto del maestro?I: De que… ¿del maestro?

R: Bueno, a ver, ¿qué te gusta másdel maestro?I: De que nos enseña cosas nuevas y

que nos explica bien, y que trabajamos,

y no se va, se queda en el salón, y ya.

R: ¿Y qué es lo que no te gustatanto?I: ¡Cuando llega tarde!

R: Ok. ¿Y les habla el inglés?I: Sí.

R: ¿Y te gusta que les hable eninglés?I: Pues a veces sí, a veces no.

R: ¿Por qué a veces sí?I: A veces sí pues porque no

entendemos (risas) y en español

porque entendemos.

R: ¿Y qué crees que es mejor: que tehable en inglés o en español?I: En inglés porque a lo mejor de lo que

estamos viendo aprendemos cómo

pronunciarlo.

Al decir “y sí sabe inglés” da la

impresión que el niño considera al

maestro competente en la materia.

Sigue resaltando que le gusta aprender

cosas nuevas, que le gusta cómo

enseña y que le gusta trabajar, es muy

trabajador.

Le gusta que no los deje solos a lo

mejor porque quizá no entiendan algo.

Aunque sonreía cuando contestó, deja

ver su inconformidad ante el hecho de

que su maestro llega tarde, tal vez

porque no le gusta perder tiempo de la

clase.

Le gusta tal vez porque si no le

entiende busca las palabras o trata de

entenderle de alguna forma, como un

reto. No le gusta a lo mejor porque tal

vez a veces quiere las cosas más

fáciles, es decir, entender y ya.

Le gusta superarse aprendiendo todos

los aspectos del inglés.

39

R: Bueno Antonio, muchas gracias.I: De nada.

CE/I1/27.10.2012 COMMENTS AND OBSERVATION

R: ¿Cómo te llamas?I: Cecilia.

R: ¿Cuántos años tienes?I: Diez.

R: ¿En qué grado estás?I: Sexto.

R: ¿Por qué estudias inglés?I: Porque va a ser más importante para

ya lo que voy a estudiar.

R: ¿Estudiar aquí, fue decisión tuyao de tus papás?I: Yo también quería y también mis

papás.

R: ¿Te gusta el inglés?I: Sí.

R: ¿Por qué?I: Porque es un poco interesante.

R: ¿Qué encuentras de interesante?I: Lo que me llama la atención es así

como saber más idiomas, y… nada

más…

R: ¿Qué te gusta más del inglés?I: Mmmm… decir oraciones y todo

eso… hablarlo.

Está pensando a futuro, en una

profesión. Podría identificarse como

motivación intrínseca.

Al decir “también” podría dar a entenderque la idea fue de sus papás y ellaestuvo de acuerdo, pero no nació deella.

Le parece interesante aprender otrosidiomas.

Le gusta la pronunciación.

R: ¿Qué te gusta más de tu clase?

40

I: Pues de que aprendemos más, de

inglés… y a veces jugamos y así

aprendemos más.

R: ¿Me puedes decir cómo es tuclase de inglés? Descríbela.I: Pues, primero nos pasa lista y luego

pues contestamos algunas cosas del

libro y la libreta.

R: De todo lo que haces, ¿qué es loque más disfrutas?I: Pues… a veces las exposiciones que

hacemos en inglés.

R: ¿Por qué?I: Porque así nos sabemos más

palabras porque buscamos más para

exponer.

R: ¿Y qué es lo que menosdisfrutas?I: A veces no me gusta hacer… bueno,

a veces repasamos mucho las…

¿cómo se llaman…? Los posesivos, me

cuestan trabajo.

Los juegos la ayudan a aprender más,

tal vez porque son relajantes.

Las presentaciones involucran

investigación lo que ocasiona que al

buscar información aprendan nuevas

palabras, por lo que aumenta su

vocabulario.

Repasar mucho lo que se le dificultamás es frustrante porque tal vez, lejosde aprender, se siente insegura y nopuede.

R: ¿Qué piensas de tu maestro?I: Pues que es bueno y que enseña

bien.

R: ¿Te gusta cómo enseña?I: Sí.

R: ¿Por qué crees que es bueno?I: Pues porque nos está enseñando

todo lo que debemos saber.

R: ¿Qué es lo que te gusta más del

Está cómoda con el maestro. Consideraque enseña lo que deben saber y noque falten aspectos.

41

maestro en la clase?I: Pues que nos enseña bien y cuando

no sabemos algo nos lo explica.

R: ¿Qué es lo que no te gusta tanto?I: No sé lo que no me gusta porque, no

sé… a ver… pues no sé…

R: Dices que es buena onda, ¿perosiempre es así?I: No, a veces regaña.

R: ¿Y por qué los regaña?I: Pues a veces porque, bueno es que

sí hay algunos que sí se portan mal o

no traen la tarea.

R: ¿Tu maestro les habla en inglés?I: Sí.

R: ¿Y te gusta que les hable eninglés?I: Pues más o menos porque a veces

no le entiendo o hay veces que sí.

R: ¿Crees que es mejor que les hableen inglés o en español?I: Pues en inglés porque así vamos

aprendiendo más, pero también hay

que buscar todo eso, lo que dice y hay

que entenderle.

Considera que el maestro es accesibley se desempeña bien.

Se siente muy conforme con el maestropor lo que no hay nada que no le guste,excepto las veces que les llama laatención cuando es necesario, porejemplo cuando no llevan la tarea.

Aunque no le gusta que el maestro lesllame la atención, no es su caso.

Aunque no le entienda y no le guste,considera que es mejor que les hableen inglés.

El “pero” indica algo negativo,probablemente que no le gustainvestigar.

ES/I1/27.10.2012 COMMENTS AND OBSERVATIONS

R: ¿Cómo te llamas?I: Estrella.

R: ¿Cuántos años tienes?I: Once.

42

R: ¿En qué grado estás?I: Sexto.

R: ¿Por qué estudias inglés?I: Porque cuando esté grande yo sé que

siempre lo voy a necesitar.

R: ¿Por qué crees que es importanteaprender inglés?I: Porque así aprendes ese idioma y

cuando vayas a Estados Unidos pues ya

sepas hablar inglés y te puedas

comunicar con los demás.

R: ¿Te gusta el inglés?I: Pues sí…

R: ¿Por qué?I: Es divertido… y… es bonito hablar otro

idioma.

R: ¿Qué te gusta más del inglés?I: Mmmm.. cuando jugamos, o cuando

hacemos actividades jugando con el

maestro.

R: Mmm bueno, exactamente de tuclase, del idioma. ¿Qué te llama másla atención del inglés?I: Mmm… pues pronunciarlo… saber…

bueno, lo que estoy diciendo.

Está pensando a futuro, no sólo parala secundaria como muchos, sino parala vida.

Piensa que algún día irá a EU y enparte por eso está estudiando inglés.

Lo ve como una forma decomunicarse más queacadémicamente.

Le interesan los idiomas.

Enfoca la respuesta en que le gustacómo enseña el maestro. La asociacon la metodología.

Le gusta la pronunciación, lo quecoincide con que quiera ir a EU yhablarlo, la pronunciación esimportante.

R: ¿Qué te gusta más de tu clase deinglés?I: Jugar pero aprendiendo. Para ella los juegos son una forma de

aprender.

43

R: ¿Por qué?I: Porque es divertido y al mismo tiempo

aprendemos.

R: ¿Me puedes decir cómo es tu clasede inglés?I: Es divertida…

R: ¿La puedes describir un poco más?I: Mmmm… jugamos a pronunciar, se me

hace divertido eso…

R: ¿Cómo qué actividades hacen?I: Mmmm… hacemos por ejemplo,

completar las oraciones y el que termine

primero gana, así es divertido.

R: ¿Te gustan las actividades?I: Sí…

R: De todo lo que haces en el salón,¿qué es lo que más te gusta?I: Mmmm… pues todo…

R: Pero, algo que tú digas: “esto megusta más.”I: Me gusta más pues cuando jugamos.

R: ¿Y lo que menos disfrutas?I: Cuando el maestro nos deja tarea y

luego no la puedo hacer por cosas de la

escuela.

Si se divierte es difícil que pierda laatención en la actividad.

Confirma lo de arriba.

Reafirma que aprende mediantejuegos.

Parece un poco competitiva por el tipode juegos que le gustan o que paraella son divertidos.

Se divierte en las clases, así que legusta todo porque además aprende.

Los juegos son muy importantes paraella.

Probablemente prefiera hacer la tareade inglés que la de su escuela, pero latiene que hacer antes y eso no le dejatiempo para la de inglés, y puede queeso la frustre un poco.

R: ¿Qué piensas de tu maestro?I: Es bueno, es buena onda.

R: ¿Por qué dices que es buena onda?¿Qué hace que pienses que es buena

Está conforme con el maestro, le

gusta cómo es.

44

onda?I: Porque… deja actividades divertidas, y

también aprendemos.

R: ¿Qué es lo que más te gusta de tumaestro?I: Mmmm… Pues eso, que nos pone

actividades que, vamos jugando y todo.

R: Pero, ¿de su personalidad, decómo es con ustedes?I: Pues que, no nos regaña, nada más

nos explica qué hacer cuando no le

entendemos.

R: ¿Y qué es lo que menos te agrada?I: Mmmm… pues todo me agrada… me

gusta mucho la clase…

R: ¿No hay nada que no te guste?I: Mmmm… no…

R: ¿Y les habla en inglés?I: Sí, en algunas ocasiones.

R: ¿Les habla también en españolverdad?I: Sí.

R: ¿Y qué prefieres?I: Que hable de los dos para que también

cuando no le entendamos pues que

hable español para que nos explique las

instrucciones.

Confirma una vez más la importanciade las actividades divertidas y el papelque juega el maestro.

Considera que el maestro esaccesible y paciente.

Está muy cómoda con su clase, legusta todo y lo manifiesta.

Le gusta que hable en inglés, pero aveces no le entiende y en cuestionesimportantes como las instruccionespues prefiere estar segura deentenderle, por lo que para ella esmejor que les hable en español.

LI/I1/27.10.12 COMMENTS AND OBSERVATIONS

R: ¿Cómo te llamas?I: Mmm… my name is Liliana…

Al contestar en inglés y nerviosa

demuestra que ha aprendido por lo

45

R: Puedes decirlo en español, no tepreocupes por eso.I: Ahh bueno.

R: ¿Cuántos años tienes?I: Once años.

R: ¿En qué grado estás?I: En sexto.

menos lo básico, pero que no lo disfruta

tanto.

R: ¿Por qué estudias inglés?I: Mmm… para que en la secundaria no

se me complique.

R: ¿Estudiar aquí fue decisión tuyao de tus papás?I: De los dos.

R: ¿Por qué crees que es importanteestudiar inglés?I: Para poder comunicarnos con

personas de otros países.

R: ¿Te gusta el inglés?I: Sí.

R: ¿Por qué te gusta?I: Porque… es muy divertido y te

enseña a hablar la lengua…

R: ¿Por qué crees que es divertido?I: Ah bueno, porque hacemos muchas

actividades que son relacionadas al

inglés…

R: ¿Qué te gusta más del inglés?I: Amm.. pues… que…

R: De lo que has visto ahorita porejemplo, ¿qué te ha llamado más laatención?

Le preocupa no desempeñarse bien enla secundaria.

Al parecer fue una decisión de ambos,tanto de los niños como de los papás.

Ve el aprendizaje del inglés como laoportunidad de comunicarse conpersonas de culturas diferentes.

Considera que el inglés es divertido,aunque la segunda parte de larespuesta es poco entendible. Creo quele gusta el hecho de hablar otro idioma.

Se refiere más a su clase, pero lamanera en la que lo aprende influyemás en su gusto por aprender unalengua diferente a la suya.

46

I: De que tiene… bueno, que varios

países tienen, hablan esa lengua y que

este… pues… me gusta exponer.

Encuentra interesante que sean variospaíses los que hablen inglés.Al exponer tiene que hablar en inglés,así que probablemente lo que más leguste sea pronunciarlo, además tal vezse siente segura frente a suscompañeros.

R: ¿Me puedes decir cómo es tuclase?I: Es divertida y que pues aprendo

mucho.

R: De todo lo que haces, actividades,todo lo que haces en el salón, ¿quées lo que más disfrutas?I: Que a veces jugamos.

R: ¿Por qué?I: Porque es una forma de motivarnos.

R: ¿Te sientes más motivada cuandojuegan que cuando hacen ejerciciosy así?I: Amm.. no, igual, pero sí me gusta un

poco más.

R: ¿Y qué es lo que menosdisfrutas?I: Que hay veces en las que no le

entiendo algo y pues se me complica.

Cree que su clase es divertida porqueaprende mientras juega.

Le gustan los juegos.

Los juegos no sólo son un método deaprendizaje, también pueden ser unfactor importante para motivarlos.

Considera los juegos y el resolverejercicios actividades estimulantes,aunque manifiesta mayor entusiasmopor los juegos.

Es frustrante para ella no entender.

R: ¿Qué piensas de tu maestro deinglés?I: Que es bueno enseñando y divertido.

R: ¿Por qué crees que es divertido?I: Ah pues porque nos motiva a seguir

yendo a las clases y que pues nos da

tiempos para jugar y así…

Considera que su maestro es bueno enlo que hace porque no se aburre.

Otra vez menciona la motivación, perono se sabe si en este caso ella sesiente motivada.

47

R: ¿Qué es lo que más te gusta de tumaestro de inglés?I: Su forma de ser.

R: ¿Por qué? ¿Cómo es?I: Es divertido…

R: ¿Qué es lo que menos te gusta ono te agrada tanto del maestro?I: Que a veces sí es estricto y nos

regaña porque luego andamos jugando,

no le ponemos atención…

R: ¿Tu maestro les habla en inglésverdad?I: Sí.

R: ¿Y te gusta que les hable eninglés?I: Pues a veces sí y a veces no.

R: ¿Por qué a veces sí?I: Pues porque así vamos escuchando

y podemos, bueno, en algunas palabras

podemos entender pero… y a parte

porque así aprendemos a hablar la

lengua bien.

R: ¿Y por qué crees que no?I: Porque a veces no le entiendo.

Le gusta que el maestro sea divertido.

Considera que a pesar de que esdivertido, es estricto porque no deja quejueguen (no perteneciente a la clase) oque se distraigan.

Para ella está bien que les hable eninglés porque puede mejorar supronunciación y su habilidad deescuchar, pero a veces no le entiende ypor eso tal vez quiera que hable enespañol.

RO/I1/27.10.2012 COMMENTS AND OBSERVATIONS

R: ¿Cómo te llamas?I: Rocío.

R: ¿Cuántos años tienes?I: Once.

R: ¿En qué grado estás?

48

I: En sexto.

R: ¿Por qué estudias inglés en estecurso?I: Porque mi mamá quiere que para la

secundaria no se me haga difícil.

R: ¿Fue decisión de tu mamá?I: Pues sí…

R: ¿Por qué crees que es importanteestudiar inglés?I: Porque luego en la secundaria o en

cualquier grado nos preguntan cosas y

no sabemos, o queremos viajar a algún

lado y no sabemos…

R: ¿Te gusta el inglés?I: Sí…

R: ¿Por qué te gusta?I: Porque a veces hay palabras que te

confunden y pues las buscas y es

divertido…

R: ¿Qué te gusta más del inglés?I: Saber los nombres de los animales y

los colores.

R: ¿Por qué?I: Porque pues… los colores puedes

describir algo y ya dices, y los animales

porque a veces estás con ellos o

juegas…

Da la impresión de que la que tomó ladecisión de que estudiara inglés fue sumamá, así que podría ser un ejemplode motivación extrínseca.

Tal vez esa idea de la secundaria fueinfundada por su mamá y tiene miedode equivocarse o de un maldesempeño. Lo de viajar se puedeinterpretar como que sueña con ir alextranjero.

Encuentra divertido el hecho de poderinvestigar palabras desconocidas. Sepodría interpretar como su estilo deaprendizaje.

Le llama la atención los animales y loscolores, o tal vez porque es vocabulariobásico y muy útil para cualquiercircunstancia.

Confirma lo que se dijo arriba. Esbásico para describir y se usa en la vidacotidiana.

R: ¿Qué te gusta más de tu clase deinglés?I: Cuando jugamos.

R: ¿Por qué?

Le gusta jugar porque aprende más, nose distrae porque no se aburre.

49

I: Porque siento que es divertido, y es

una parte para también poderlo

entender más.

R: ¿Me puedes decir cómo es tuclase de inglés?I: Es divertida, aunque a veces es un

poco aburrida…

R: ¿Por qué es divertida?I: Porque a veces el maestro, como no

le entendemos a las palabras, hace

dibujos hace mímica y a veces nos

reímos.

R: ¿Y por qué dices que a veces esaburrida?I: Porque a veces nada más nos pone a

contestar el libro y ya, habla y no tiene

movimiento.

R: De todo lo que haces en tu clase,¿qué es lo que más disfrutas?I: Mmm.. cuando jugamos…

R: ¿Por qué?I: Pues porque ahí convives con tus

compañeros, conocemos más…

R: ¿Y lo que menos disfrutas de tuclase?I: Ehh... cuando exponemos.

R: ¿Por qué?I: Porque a veces te pones muy

nerviosa o te confundes en las

palabras.

Aunque considera que la clase esdivertida, a veces para ella es aburrida.Le parece gracioso tal vez cómo se vesu maestro al hacer mímica y es comouna manera de des estresarse durantela clase. Se enfoca solamente en ellibro y no hay otro tipo de actividades.Considera la clase aburrida. Podríamosestar hablando de la metodologíautilizada por el maestro.

Los juegos fomentan la convivenciaentre los estudiantes lo que para ella esimportante porque practica el inglés yademás conoce más a suscompañeros.

Se pone nerviosa cuando pasa al frentea exponer.

R: ¿Qué piensas de tu maestro de

50

inglés?I: Es buena onda, aunque a veces un

poco estricto.

R: ¿Por qué dices que es buenaonda?I: Porque pues… juegas con él, te ríes

con él…

R: Estricto… ¿para ti qué esestricto? ¿Por qué dices que esestricto?I: Pues, por ejemplo, cuando…hay días

que no nos encarga tarea y cuando nos

encarga es… un poco bastante… jaja

R: ¿Qué es lo que más te gusta delmaestro?I: Pues su forma de ser, porque aunque

no lo digas bien o no lo hagas bien

siempre te ayuda, y no te dice que no

es así y nos da ánimos.

R: ¿Qué es lo que no te agradatanto?I: Que sea tan estricto o que… bueno

sí, que no sea tan estricto…

R: ¿Tu maestro les habla en inglés?I: Sí.

R: ¿Y te gusta?I: A veces…

R: ¿Por qué?I: Porque a veces no le entendemos.

R: ¿Y tú qué piensas? ¿Es mejor queles hable en inglés o en español?

La convivencia con el maestro es unfactor importante porque hace que elambiente se relaje y así los alumnospueden aprender mejor.

Tal vez se siente estresada por lacantidad de tarea que el maestro dejaporque no es la única, tiene tambiénque hacer la de su escuela.

El maestro con su actitud puede ser unfactor importante en la motivación delos alumnos. Aquí ella se sientemotivada al decir que les da ánimos.

Le parecería mejor que el maestro nofuera tan estricto.

Es frustrante no entender lo que elmaestro dice. Sin embargo, le pareceque está bien que les hable en inglésporque así aprende más rápido, escomo un reto para ella.

51

I: Pues que nos hable en inglés, así

aprendemos más, rápido…

YA/I1/27.10.12 COMMENTS AND OBSERVATIONS

R: ¿Cómo te llamas?I: Yaqueline.

R: ¿Cuántos años tienes?I: Tengo once.

R: ¿En qué grado estás?I: En sexto.

R: ¿Y por qué estudias inglés?I: Ah porque sé que me va a abrir

muchas carreras para lo del día de

mañana.

R: ¿Por qué crees que es importante?I: Porque ahorita ya lo están tomando

como un requisito para conseguir

empleo.

R: Venir a estudiar aquí, inglés, ¿fuedecisión tuya o tus papás te dijeron“te vamos a mandar a un curso”?I: Bueno pues en sí en parte fue las dos.

R: ¿Te gusta el inglés?I: Sí.

R: ¿Por qué te gusta?I: Porque siempre he querido viajar a

lugares que hablan inglés y así ya podré

ir.

R: ¿Qué te gusta más del inglés?I: ¿En qué sentido?

R: Pues así, cuando piensas en inglés,

Piensa a futuro, sabe que hoy en día

es indispensable.

Le preocupa tal vez que no encuentre

un buen trabajo si no sabe inglés.

Fue una decisión de ella y sus padres.

Le gusta y eso pudo haber influido en

su decisión de tomar el curso.

Tiene motivación extrínseca y muy

personal, como sueños que quiere

cumplir.

52

el idioma inglés, ¿qué te gusta más?Por ejemplo… cómo lo hablan, cómose escucha, o te gustapronunciarlo...?I: No pues la verdad me gusta más cómo

se lee, las palabras…

R: ¿Por qué te gusta más eso?I: Ah pues porque siento que es menos

difícil que escucharlo.

La escritura es lo que más le agrada

del inglés, más que otros aspectos.

Le gusta lo fácil, no se interesa por

superarse.

R: ¿Te gusta tu clase de inglés?I: Sí.

R: ¿Y qué te gusta más?I: Cómo nos enseña el maestro.

R: ¿Por qué?I: Ah, es que me gusta porque a veces,

este así, con temas interesantes, bueno

que yo veo interesantes hace un

jueguito.

R: ¿Me puedes decir cómo es tuclase?I: Ah pues… es muy divertida y me gusta

porque ahí tengo muchos amigos.

R: Pero, ¿el maestro cómo es? Esdecir, desde que llegas al salóndescríbeme qué haces.I: Amm.. pues siempre nos dice que

abramos nuestra libreta o nuestro libro y

a algunas cosas no les entiendo porque

habla en inglés, casi nunca nos habla en

español.

R: De todo lo que haces en clase,

El maestro es una pieza clave porque

se pudiera manejar como un tipo de

motivación extrínseca.

Los juegos y temas interesantes la

motivan a aprender.

Encuentra divertida la clase porque

tiene amigos ahí, lo que deja ver que

es sociable.

Si no le entiende a lo que el maestro

habla en inglés, probablemente no le

guste que hable en inglés y prefiera el

español.

53

¿qué es lo que más disfrutas hacer?I: ¿Qué es lo que más disfruto? Cuando

nos hace preguntas que sí entendemos.

R: ¿Por qué te gusta eso?I: Eh, porque ahí algo… es que yo soy

muy competitiva en ese aspecto…

R: Entonces, ¿te gusta que te haganpreguntas en inglés?I: Sí…

R: ¿Y lo que menos disfrutas de tuclase?I: Es que a veces el maestro como que

se pone muy… así de buena persona se

hace como que muy… muy… muy

malo…(risas) sí como que es primero

una persona y luego se hace otra.

R: Como que a veces es buena onda yluego es muy estricto…I: Ajá…

R: ¿Y por qué no te agrada eso?I: Bueno porque pues así se siente que

es así, luego que así y te da la impresión

de que… no sé jaja.

Prefiere preguntas fáciles que pueda

entender, no tan desafiantes.

No concuerda con lo anterior ya que

dijo que prefería preguntas que sí

entendiera a aquellas más

complicadas. Le gusta que le

pregunten en inglés pero sólo cosas

simples.

Como lo suponía, el maestro es pieza

clave en el aprendizaje de la niña ya

que así como puede motivarla

también puede causar el efecto

contrario.

No sabe cómo describir la

personalidad del maestro pero basta

con saber que no le gusta que su

actitud sea un poco cambiante, la

confunde.

R: ¿Qué piensas de tu maestro deinglés en general?I: Que es buena persona.

R: ¿Te gusta cómo enseña?I: Sí.

R: ¿Por qué? Bueno, ¿por qué crees

A pesar de todo considera que su

maestro es buena persona, le cae

bien.

Se sentía tal vez un poco insegura y

54

que es buena persona?I: Ah porque… casi siempre es muy así

de que… no sé cómo decirlo…

R: ¿Cómo muy amigable?I: Mmmm… ajá…

R: Y cuando le preguntas cosas…I: Sí, siempre me responde.

R: ¿Qué es lo que más te gusta de tumaestro?I: Que casi siempre nos hace que sí

entendamos las cosas.

R: ¿Y por qué te gusta eso?I: Porque así se me hace más fácil.

R: Ok. ¿Y qué es lo que no te agradatanto del maestro?I: ¿De la enseñanza?

R: O de él, de su personalidad cuandoda clases o algo así.I: Ah pues… es que algunas veces dice

preguntas que ni siquiera entendemos y

no nos responde por qué, por qué la

pregunta que le hacemos, nos responde

otra cosa.

R: ¿Y te gusta que hable en inglés?I: Sí, porque así amplía más nuestro

vocabulario.

R: ¿Y qué prefieres inglés o español?I: Ah pues para sus explicaciones,

español porque si me habla en inglés

casi no le entiendo, pero lo demás en

inglés.

confundida, pero pude notar por su

sonrisa que se refería a un aspecto

positivo del maestro.

Cree que es accesible.

Otra vez deja claro que lo que más le

agrada es que el maestro aclare sus

dudas..

Manifiesta que aprende mejor si no

tiene dudas.

No le gusta que le pregunten cosas

que no entienda, le gusta lo fácil.

Es un poco contradictorio con

respecto a la respuesta anterior, ya

que el maestro pareciera contestar

cuando se le pregunta, pero no lo que

se le pregunta.

Aquí le da importancia al aprender

cosas nuevas manifestando que

aprender vocabulario amplía su

conocimiento.

Aclara que en español le entiende a

las explicaciones, pero a la vez busca

superarse con el reto de entenderle a

55

todo lo que diga en inglés,

confirmando lo que dijo de ser

competitiva.