UNIDAD ACADÉMICA DE CIENCIAS SOCIALES

CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓNINGLÉS

MACHALA2018

ALCIVAR GALARZA JOHANNA JAZMINLICENCIADA EN CIENCIAS DE LA EDUCACIÓN

METHODOLOGICAL STRATEGIES TO ENHANCE THE READINGSKILLS IN BGU STUDENTS PROFESOR ANGEL BALDOMERO NAGUA

SCHOOL

UNIDAD ACADÉMICA DE CIENCIAS SOCIALES

CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓNINGLÉS

MACHALA2018

ALCIVAR GALARZA JOHANNA JAZMINLICENCIADA EN CIENCIAS DE LA EDUCACIÓN

METHODOLOGICAL STRATEGIES TO ENHANCE THE READINGSKILLS IN BGU STUDENTS PROFESOR ANGEL BALDOMERO

NAGUA SCHOOL

UNIDAD ACADÉMICA DE CIENCIAS SOCIALES

CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓNINGLÉS

MACHALA10 de enero de 2018

ALCIVAR GALARZA JOHANNA JAZMINLICENCIADA EN CIENCIAS DE LA EDUCACIÓN

METHODOLOGICAL STRATEGIES TO ENHANCE THE READING SKILLS IN BGUSTUDENTS PROFESOR ANGEL BALDOMERO NAGUA SCHOOL

MACHALA, 10 DE ENERO DE 2018

ZALDUA MORAN EDDY MARSHEL

EXAMEN COMPLEXIVO

Urkund Analysis Result Analysed Document: ALCIVAR GALARZA JOHANNA JAZMIN_PT-011017(1).pdf

(D34184326)Submitted: 12/22/2017 11:20:00 PM Submitted By: ever.joeyx@gmail.com Significance: 2 %

Sources included in the report:

https://dialnet.unirioja.es/servlet/tesis?codigo=114146 http://comprensionlectora.es/revistaisl/index.php/revistaISL/article/view/214 https://dialnet.unirioja.es/servlet/autor?codigo=2939546

Instances where selected sources appear:

5

U R K N DU

Acknowledgements

To God for giving me the strength, courage and willingness to bear each day, to my

parents who have given me their unconditional support, and were the necessary basis to

be here, my Tutor who guiding me in the preparation and successful completion of the

present project, and to those people who have given me their support, affection and

understanding in the course of my academic and professional life.

RESUMEN

ESTRATEGIAS METODOLÓGICAS PARA MEJORAR LAS HABILIDADES

DE LECTURA EN ESTUDIANTES DEL BGU EN EL COLEGIO PROFESOR

ANGEL BALDOMERO NAGUA

Johanna Jazmin Alcivar Galarza

C.I. 0704745108

ever.joeyx@gmail.com

Este proyecto muestra la importancia de que los maestros conozcan y apliquen

diferentes estrategias y métodos de enseñanza para desarrollar una atmósfera agradable,

participativa y colaborativa en el aula, ya que nada es más importante en adolescentes y

niños que un maestro que logre captar su atención y los aliente a seguir aprendiendo, sin

perder el brillo que los motiva a regresar sus clases, demostrando que el valor intrínseco

de los educadores no se basa en ser expertos del tema, sino en saber llegar a sus

alumnos. Razón por la que me concentraré en estudiar y exponer las metodologías que,

de acuerdo a mi criterio, son las más efectivas para garantizar que los estudiantes de

BGU puedan desarrollar significativamente y en menos tiempo sus habilidades de

lectura; creando un enriquecimiento del lenguaje, fluidez de pensamiento, y creatividad

que al ser puestas en práctica les dará confianza para ser más activos e independientes

convirtiéndose en protagonistas de la clase. Gracias al alto rendimiento logrado por

CLIL en la enseñanza de lenguas extranjeras en aulas europeas, podemos dar fe que al

aplicar este método podremos tener estudiantes con nivel B1 al culminar el bachillerato

en Ecuador. Organizadores gráficos, lluvia de ideas, escaneo, etc. son algunas de las

herramientas que se presentarán como una alternativa para desarrollar un perfil crítico y

participativo de los estudiantes, lo que puede posibilitar un ambiente entretenido e

inclusivo donde la comunicación juega un papel importante en los resultados del

proceso de enseñanza requerido por los estándares educativos.

1

ABSTRACT

METHODOLOGICAL STRATEGIES TO ENHANCE THE READING SKILLS

IN BGU STUDENTS PROFESOR ANGEL BALDOMERO NAGUA SCHOOL

Johanna Jazmin Alcivar Galarza

C.I. 0704745108

ever.joeyx@gmail.com

The present project shows the importance that the teachers have in knowing and

applying different teaching strategies and methods to develop a pleasant, participatory

and collaborative atmosphere in the classroom, because nothing is most important in

adolescents and children that the teachers who manage to capture their attention and

they motivate them to continue learning as well. All this without losing the brightness

that encourage them to return to their classes. Taking into account that the teachers'

intrinsic value is not based on being experts in the subject, but knowing how reach their

students. Reason because I will concentrate on studying and exposing the different

methodologies that according to my criteria are the most effective to guarantee BGU

students can develop significantly and in less time their reading skills to creating an

enrichment language, fluency and creativity. Consequently when they put it into

practice, will give them confidence to be more active and independent, turning them

into the class' protagonists. Because of the high performance achieved by CLIL in the

foreign languages teaching in European classrooms, we can attest that by applying this

method in Ecuador we’d have students with B1 level at the end of the baccalaureate .

Graphic organizers, brainstorming, scanning, etc. are some of the tools that will be

presented as an alternative to develop a critical and participatory profile students, which

can enable an entertaining and inclusive environment where communication plays an

important role in the teaching process managing to obtain results required by

educational standards

2

INDEX OF CONTEXT

COVER…………………………………………………..……………………………..

ACKNOWLEDGMENTS………….…………………………...……………………..I

RESUMEN……………………………………………………..………………….......II

ABSTRACT…………………………………………………………………………....III

INDEX OF CONTENT………………………………………………………………..IV

INTRODUCTION……………………………………………………………………-5-

DEVELOPMENT……………………………………………………………………..-8-

CONCLUSIONS……………………………………………………………..……....-21-

BIBLIOGRAPHY…………………………………………………………….……....-22-

3

INTRODUCTION

Through the appropriate teaching strategies and methods, the foreign

language teachers can get the interest of their students in learning as well as they can

make them part of this new language, and motivate them to make its one of their

favorite Subjects; This is because that there are no better students than the who feel

passionate about that they're studying, and this is where the teachers' role become the

most important, since if they do not manage to generate a real interest in their students.

They will not be able to get significant learning, and contrary to this, a delay in the

development of their most basic skills will be obtained, preventing the fulfillment of the

educational proposed goals. In a globalized world where day to day the changes affects

our society, economy, culture, education, etc. We can assure that the education has a

preponderant role and the teachers have in their hands the obligation to form citizens

that can affront this reality, for become them in reflexive, innovator and creator humans.

Reading is an extraordinary tool of intellectual work that puts the mind into action and

speeds up intelligence, also it increases our culture, information, knowledge and

demand for active participation, a skill that transports the reader in the protagonist of

his own reading. (EL HERALDO, 2016) The principal objective of this work is giving

priority to the students developing their skills in a foreign language through new

reading methodologies, where the english teachers can encourage them to the

investigate and ask, in a classroom with a positive educational environment where the

students be protagonists and the teachers just offer their support them to reach the

highest level learning and the students can solve the tasks independently.

It is necessary, that the schools encourage the reading like a habit day to day, because

through it, we access good writing and therefore develop our thinking, ideas, reflections

and arguments at the time of expressing our concerns. I think that within the skills for

the development of the English language, one of the most important is the reading,

because a good reader always will express his thoughts and suggestions in a best form,

he can recognize principal ideas of a text and synthesize them in a quick session. A

person who reads can improve his language, either spoken or written, communicating

with a fluent expression of ideas, which will allow his to relate to people from other

cultures or languages. I intend that this research project be a guide for English teachers

to incorporate in their classes into new reading teaching methodologies that involve

4

positively their students, achieving their attention, motivating their participation both

individually and as a group, and generate in them the capacity of develop the critical

thinking, giving them the confidence to expose and defend their arguments, thus

improving their self-esteem, and putting into practice in their daily lives that they

learned in the classroom. This research will be developed through consultations to

different books, journals, dictionaries, monographs, theses, etc. Sources that serve as

reference to be able to propose a guide that contributes new ideas and allows to obtain

early and better results, to manage to fulfill the exigencies of the current Educational

Authority, same that in Ministerial Agreement 0052-14 signed by the Education

Minister Freddy Peñafiel Larrea, dated March 24, 2014 says:

• That the English teaching, starting 2016-2017 school year, in Sierra Region, and

2017-2018, in the Coast Region, should be compulsory from the second grade of basic

general education to the third year of baccalaureate for all public, fiscomisional and

privates schools of the country. Regulations that also provides that the educational

institutions incorporated in their teaching staff, personnel with a minimum grade of B2

according to the scale of the Common European Framework of Reference for

languages, to guarantee the adequate use of the foreign language. (MINISTERIO DE

EDUCACIÒN, 2014) My personal motivation is be able to obtain my degree in English,

putting into practice that I learned in the college and update my knowledge based on

these new methodologies that will allow me to create an enjoyable, happy and

participative environment with my future students.

5

DEVELOPMENT

THE ENGLISH TEACHING ACCORDING TO THE ECUADORIAN STUDY

PLAN

The Education Ecuadorian Ministry bases its current Study

Plan on the EFL1 Principles. These principles determine the new language acquisition

must be done in order to interact and communicate, and not as a mere memorization. It

proposes the teachers assume facilitator role creating a cooperative classroom where

language is used, practiced and put in reflection. This Curriculum integrates among its

main components the CLIL methodology, which is focused primarily on the students

with the objective to developing their thinking skills and strengthening their identity.

STUDENT EXIT PROFILE IN THE FOREIGN LANGUAGE COURSE

ACCORDING TO THE ECUADORIAN STUDY.- The exit profile in the Foreign

Language Area aims for students to reach the maximum level of B1 according to CEFR

at 3rd BGU. Ecuadorian Educational Authorities intend to forge honest, critical,

integrity and ethic students who are with life and work skills, that can be able to obtain

scholarships, academic trips or opportunities of different nature abroad through a

language learning based on the international education standards. Level B1 will allow

students to be able to communicate in English in everyday situations (school, travel,

work), as well as they solve basic problems; they will master a limited but effective use

of language and they proving to be highly competent in the communication process.

EFL curriculum determines language learning must develop critical and creative

thinking skills. Students must be socially and culturally competent people and working

capable as a team. To ensure compliance with these standards the English teachers must

apply the Integrated Content Learning for Foreign Languages Method (CLIL), since

their curriculum fits perfectly into internationally recognized teaching processes for

language learning (CEFR). This is how the national curriculum foreign language

objectives coincides with this research, since both seek to develop the personal, social

and intellectual student abilities through a teaching that motivates them to continue

learning about other cultures and their own, This methodology gives them confidence to

express themselves and develop their love for learning languages from an early age.

6

(EDUCATION MINISTRY, 2016)-Fig. 1

Fig. 1 Source: EFL1 Introduction, Education Ministry , 2016

CLIL INTEGRATION IN THE ECUADORIAN EDUCATIONAL

CURRICULUM.- With the developing critical thinking skill objectives, Ecuadorian

English curriculum is based on the CLIL approach, which will serve as a mechanism to

implement the 4s framework (content, culture, communication and cognition)Fig. 2 that

seeks to use English as a means to expand, deepen and express student knowledge of

about themselves and others. This integration will be through five curricular threads.

CLIL intends to develop critical thinking skills as a means to link concepts. The arts,

communication and cultural awareness support the CLIL component that are joined

with TICS to provides written and oral texts to guarantee epistemological, social and

cultural learning. Teachers focus on what and how students are learning, and this is the

main characteristic of this curriculum, since it is not based on the teacher performance

but on specific facts that are transmitted when students actively participate in learning

instead of receiving information passively. In other words, this curriculum assumes a

teaching methodology centered on the student in terms of how the content is delivered.

(EDUCATION MINISTRY, 2016)

Fig. 2 Source: EFL1 Introduction, Education Ministry , 2016 Elaboration: The

Author

7

Like my objective is developing critical thinking skills in students in a dynamic and

efficient way, I have been able to gather relevant information about techniques,

approaches and methods that can help teachers in this task. Taking into account the

different definitions: Fig. 3

Fig. 3 Source: APPROACHES AND METHODS IN LANGUAGE TEACHING

(RODGERS & RICHARDS, 2001) Elaboration: The Author

THE IMPROVEMENT LEARNING OF FOREIGN LANGUAGE THROUGH

THE USE CLIL METHOD.- There are several researches that have corroborated that

the use of this new method has had a significant impact on the results of English

language learning in the different educational centers in which it has been used, that is

why it seems feasible to talk about research which in my opinion are the most relevant:

● How has CLIL affected the acquisition of reading comprehension in L1? A

comparative study in secondary education.- Research in which it was

confirmed that the CLIL students obtained higher scores in the different Reading

levels in comparison with the EFI students, excepting critical reading where EFI

students had a slightly higher percentage. It was also found that CLIL students

receive 25% of subjects in English as part of their curriculum.These results

suggest that bilingual education has a significant and positive impact on the

acquisition of the new language compared schools where CLIL is not applied.

(NIETO, 2017)

● In the Study relationated with the analysis between the formative model of

learning English-CLIL and Formal Education and its relationship with the

anxiety.- Before to speak about this Research, It should be emphasized that the

8

CLIL students responded to the same questionnaires twice: the first time in

formal English classes, together with the other students (non-CLIL), and the

other in the school of social sciences in English (CLIL). The results indicated

the anxiety CLIL level students was higher significantly in that context as in

those classes are demanded greater participation in oral production, the same

that had to be exposed to the whole class: oral presentations, answering

questions, read aloud, among others; it whats could generate a high anxiety

level, it can be concluded that these students have a low concept of the foreign

language, because of the fear that they have for speak in the front of the class.

On the other hand, it was confirmed that the fact of learn another subject in

English (in addition to the own english subject) contributed to the increase in the

skills of the students, which provided a higher level of confidence and security

causing a lower level of anxiety in the EFI classes. This was due to the fact that

students expressed more fear during social science classes dictated solely in the

foreign language. It can be assumed that CLIL, contributes to the reduction of

anxiety not only by the linguistic exposure time that demand, but also by its

complexity, require more frequent communication, but also represents a major

challenge for the students, because thus encourage them to take risks more

frequently in the learning. As a last point the research sought to identify which

situations, practices or class activities enhance the levels of anxiety in the

context of the teaching-learning process, The result was in the factors that are

related to the anxiety in CLIL contexts are referred to oral production activities,

more specifically the oral presentations and answer questions in front of the

class, as well as the behaviors of the teacher, and the questions that performs; in

spite of this, it was observed that not all oral production activities were a cause

of anxiety (group activities for example) however in the context of exposures, or

to respond questions to the class the anxiety level grown again. (SAINT,

2013)-Fig. 4

9

Fig. 4 Source: “Analysis of the relationship between the training model of learning

English-CLIL and Formal Education and anxiety produced” Elaboration: The

Author

● CLIL Impact on written production in high school students.- The study aims

to make a contrast between students who receive CLIL- EFI as well as students

who receive only EFI. In this study shows that students of European sections

have a much richer lexical diversity unlike their peers, as in the corrective

measures, it can observed also that the wording of students in the experimental

group presented a more varied and rich vocabulary that the apprentices from the

other group one year after having initiated this study, and that these differences

are significant. In the majority of the test applied in the students who receive

CLIL along with EFI exist a tendency to systematically obtain big scores than

the students who receive only EFI, it is evident in the minimum and maximum

values obtained are considerably higher in the CLIL group" (p.251) The study

also shows that the younger students in the CLIL group have a superior language

enrichment than older EFI students, "It what would point to the fact that the

written production of students European sections presents a more sophisticated

vocabulary, that would be procured at a later stage in the development of the

INTERLANGUAGE" (pg. 266), which indicates that the experimental group,

despite being a year younger than the comparison (13 vs. 14), commit less errors

per unit, while the group of students who receive CLIL in combination with EFI

continues to commit less errors" (pg. 270)(GENE GIL, 2016). Analyze the

influence of the methodology in the proficiency level of English in the students,

on the basis of a comparative study between students who have received

instruction in the English language under a traditional methodology and others

10

under the CLIL methodology. This research makes a tour of the old

methodologies of teaching the language to the CLIL approach, seeks to

determine why the Spanish people do not reach an optimum level in language

proficiency in at least one foreign language, after they having studied for twelve

years. Like in the other investigations, it can be demonstrated by the present

study too, that the level of learning of students CLIL is higher in relation to the

EFI students. And is that within the benefits of CLIL are the fact that the

educational curriculum incorporates within its mesh independent subjects of a

foreign language (natural sciences, mathematics, social sciences) "One of the

most significant changes that this methodology if compared with the traditional

methods of language teaching, which is not based on the grammar; that is to say,

it will be the content that dictate that grammatical structure is necessary to

develop the content. For example, if the History subject is studying the

Renaissance, it will be necessary to use the Past, and if It is Sciences is studying

a process, such as the water cycle, it will be necessary to use the present" (p.

315) Example:-Fig. 5

Fig. 5 Source: CLIL effect on the written production of english as a second

language in high school students ILE of the Balearic Islands. The study aims to

make a contrast between students who receive CLIL- EFI as well as students who

receive only EFI

We see clearly that the contents of the subjects governed the grammar, and the four

elements referred to CLIL lessons have to be worked together that is why it is of vital

11

importance that teachers know how to actively involve students in the learning process.

CLIL method being the basis for creating critical and reflective students. The most

important thing will be to enhance their thinking skills, which is why the teachers

should develop a studies plan involving the students, where their skills of memorization,

analysis and reflection are maximized; which must be a challenge and are related to the

content that is being studied, with the aim of promoting or interest. "Bloom's Taxonomy

can be used as a framework that allows us to ask questions and create activities that

stimulate different thinking skills and at the same time being able to assess the outcome

of the learning" (p. 325) The development of the linguistic competence students who

have received instruction CLIL, compared to those who have received traditional

instruction shows the method that is used by the teacher is very important. In this case,

it is essential that students will develop their skills in an environment where the practice

of second language is paramount, that the communication is carried out on a daily basis,

and within different contents to reach the expected performance (bilingual classes,

different Subjects). It emphasizes that CLIL is based on the daily practice, where the

teacher must be motivate the active participation of their students, teaching them to

think and reflect the issues raised. which must be a challenge and it is related to the

content that is being studied, with the aim of promoting or interest.

Fig. 6 Source: CLIL effect on the written production of english as a second

language in high school students ILE of the Balearic Islands. The study aims to

make a contrast between students who receive CLIL- EFI as well as students who

receive only EFI Elaboration: The Author

"Bloom's Taxonomy can be used as a framework that allows us to ask questions and

create activities that stimulate different thinking skills at the same time being able to

12

assess the outcome of the learning" (p. 325) The development of the linguistic

competence students who have received instruction CLIL, compared to those who have

received traditional instruction shows the method that is used by the teacher is very

important. In this case, it is essential that students will develop their skills in an

environment where the practice of second language is paramount, that the

communication is carried out on a daily basis, and within different contents to reach the

expected performance (bilingual classes, different Subjects). It emphasizes that CLIL is

based on the daily practice, where the teacher must be motivate the active participation

of their students, teaching them to think and reflect the issues raised. (VINUEA,

2016)-Fig. 6

READING AS SUPPORT IN THE CLIL IMPLEMENTATION OF THE

ENGLISH TEACHING PROCESS

Reading is a complex hability where the students interact with the text according they

wants needs to know, "Reading is one strand of literacy" that needs the readers cracking

the letters, words and sentences, creating a meaning that is the result of their

interpretative and critical analysis. The basis to develop reading teaching is a dynamic

process between:

● The reading context event (pragmatics) where the reader decides what is

important and what must be understood to achieve success interpretation.

● The cueing systems through knowledge which are associated with the meanings

of words, phrases, and sentences; grammar rules, or word functions. its structure

and the vocabulary that help readers to make personal associations with the text.

● The Reading Strategies applied by the teachers to ensure the knowledge of the

cueing systems in their students among which are the use of graphophonics,

grammar, word meanings, text forms, words and word parts, topics and

concepts, orthography, culture and the world. Reading strategies include

predicting, making connections, inferring, comparing, synthesizing, creating

images, summarizing, paraphrasing, self-questioning (generating

questions),skimming, scanning, determining importance, monitoring and

revising comprehension (rereading, reading on, adjusting reading rate, sounding

out, chunking, using analogy, and consulting a reference) (Pearson, 2013)

13

Through this project, I propose the use of three teaching tools that can help the teachers

in the development of critical thinking skills. These tools are based on READING as the

main axis, since as I said before: Reading enriches our vocabulary, helps us to recognize

and learn grammar easily, and also It makes us reflect, synthesize and expose our ideas

in a clear and precise way. "Reading is a very powerful learning tool: reading books,

newspapers and magazines makes possible to learn any of the human disciplines. Who

learn to read efficiently and consistently has developed, in part, their thinking.".

(UNESCO, 2016) Useful for a correct language acquisition is the Reading because

through its, we can vocabulary knowledgement, develop skills like spell and write; It is

the accurate way that we can focus in the vocabulary and review our grammar or

punctuation. Reading can introduce us interestings topics and lead us to simulate a

discussion or debate according to the proposed topic. In other words, Reading is the

most enriching way to acquire a new language.

To achieve an adequate development of students in this ability, teachers must first

identify their learning level, so that, from this point, they can provide the appropriate

tools. Thus, for students who are in a beginner level, the most appropriate is the

teachers to provide short texts with easy interpretation that help focus their attention on

the new language, such as: Reading "a menu, schedules, signs and basic instructions".

All this can gradually become more complex equaling to the level that the students are

acquiring. That is to say, the basic reading instructions of the beginning level will be the

reading and interpretation of the newspaper articles, book paragraphs, or the explanation

to scientific magazines of a web page at a more advanced level. All this accompanied by

basic requests made the teachers, which should be addressed through a written analysis

and subsequently exposed by students. What can lead positively to an "extensive

reading" (Reading that students often do outside the classroom such as novels, web

pages, poetry, etc); or what Richard Day calls joyful reading or more appropriately

reading for pleasure. But to reach this point, teachers have the task to provides useful

tools that support and interest their students offering materials and activities that

encourage them in the reflect and extract relevant information in an "intensive reading"

where "they can practice using various skills with english texts" APPROACHES AND

METHODS IN LANGUAGE TEACHING (RODGERS & RICHARDS, 2001)

14

READING PRINCIPLES

Fig. 7 Source: APPROACHES AND METHODS IN LANGUAGE TEACHING

(RODGERS & RICHARDS, 2001) Elaboration: The Author

These six reading principles are based on encouraging students to read texts in English

language, since reading tends to be one of the best allies in a new language learning,

motivating them to read as much as possible. For this, it is necessary that the students

are committed with what they are reading, the teacher must provide activities that allow

to create a happy reading and one environment where their students can express with

naturalness and confidence their feelings about the subject given. But to reach this

point, teachers have the task to provides useful tools that support their interest and

offers them materials and activities encourage the reflect and extract relevant

information in an "intensive reading" where "they can practice using various skills with

english texts" APPROACHES AND METHODS IN LANGUAGE TEACHING

(RODGERS & RICHARDS, 2001) -Fig. 7

As english teachers , we should assigned a lot of reading to our students, to reinforce

their language knowledgement, but to achieve their best performance is important to

develop the most relevant comprehension abilities too. I think these abilities are:

● SKIMMING.- It consists to run the eyes over a text very quickly. The title

shows what the reading is about. One tip can be is reading the first few

sentences of each paragraph to get the main ideas, quickly read the conclusion,

15

too. This is the form to get an impression of how long the reading takes and how

difficult it is. Fig8

● SCANNING is to look just for specific information. It can be to look a definition

in a dictionary, like an example, it's scanning. When the students looking for

only one meaning. They find it as quickly as they can, and they read only that

information. To scan, the students must think first about what kind of answer

they're looking for. Are they looking for someone’s name? Then look for

two words with capital letters( Barack Obama). Are they looking for a

date? Then look for four numbers together (2016). (Zemach, 2009) Fig8

Fig. 8 Source: Building Academic Reading Skills, Book 1

● SELF-QUESTIONING is an ongoing process in which the students produce

questions related to the information in the text they read. The interest in the topic

is developed with this questions. The use of self-questioning is an effective

approach to improve the reading comprehension, such as recall of written

information in the students. (Nguyen & Sunggingwati, 2017) Another research

shows the students that applied the Self-Questioning method have obtained

16

higher score in comparison with the students didn’t use the questionnaire given

in the reading comprehension skill (Matibag, 2013) Fig. 9

Self-Questioning Model which the students were instructed:

Fig.9 Source: Input Modification and Self-Questioning: Effect on Level 7

Students’ Comprehension of Science Texts

BRAINSTORMING TO ENCOURAGE A CREATIVE THINKING.-

Brainstorming is considered like one of the fundamental building blocks of creativity. It

consists to think of as many new, innovative ideas as possible. The students are looking

for the one or two brilliant ideas among the different options that can help them to

resolve to the topic given by the teacher.

Fig. 10 Source: Top 5 Brainstorming Techniques- Elaboration: The Author

17

Between the benefits to applying the brainstorming like a teaching technique are: the

freedom that the students have to record any and all ideas that come to mind

individually, or in group. They can focus in on the task at hand when their brainstorm is

an individual basis. If they have detailed experience with a specific problem that needs

to be solved, they may be best to brainstorm solutions to that problem all on their own.

After all, the students will have the experience and knowledge necessary, so it should be

just a matter of time until they find a proper solution. Once someone within the group

brainstorming session comes across a good idea, the partners in the group may be able

to expand on the idea in order to come up with a through, complex answer to the

problem at hand.(Newton, 2017) Summarizing, Brainstorming is a technique that

encourage the students some much grupal participation and individually at the same

time. .Fig.10 contains five techniques to be used in the classroom

THE USE OF GRAPHIC ORGANIZERS AS A RESOURCE IN THE CLIL

METHODOLOGY

In CLIL, both the teacher and the resources and materials used in the classroom should

foster a positive emotional feeling to create the student's interest toward the foreign

language. Graphic organizers are supports that the teacher can use to make it easy for

students to understand properly the input received, that is, It can be associated with old

concepts with the new information, in order to be able to create consistent content

autonomously (Dale & Tanner, 2012, p.31) In this way, the graphic organizers can

promote the mental processes (explained by Bloom In his taxonomy) all learner should

carries out. In conclusion, the teacher should guide his students by providing guidelines

for them to investigate, argue and debate about what they are learning, so that by using

the graphic organizers, they can separate the important ideas, create an extract of the

information and reflect, investigating both as possible. This will lead to convert students

into independent, critical and participatory beings. The most effective way to stimulate

critical thinking, creativity and participation of students is the use of graphic organizers

because it generates interest, enriches the language if it is very limited, "By introducing

the graphic organizer, we make the process of thinking visible and involve the students,

thus preparing to use the graphic independently (in groups, couples or individually). as

to support linguistic communication as to develop cognitive skills "page 3 To get the

most out of these resources, teachers have a very important role because, depending on

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the quality of the question asked of students, they can activate their basic knowledge

and encourage them to introduce new concepts, stimulate communication as well as

Destreas to remember and recognize. Since our goal is to teach students to be fluent in

English and to learn to think, more questions will have to be asked to develop HOTS

(complex thinking skills). Ask questions that induces them to think, just encouraging

students to ask questions. Then, as the students find the answers, Completing the table

and summarizing what they have learned. The complete process give them an active

role to the students in their learning process. (GUERRINI, 2012)

READING SKILLS, BRAINSTORMING AND GRAPHIC ORGANIZERS LIKE

THE CLIL PONTENCIATORS IN THE ENGLISH TEACHING.- Through this

project I have been able to verify that the use of English language reading (language)

allows to develop in the students the thinking abilities such as understanding, reflection

or interpretation texts; I can also assure that the brainstorming application (concepts)

allows to create a participative and inclusive environment where students can present

their ideas and everything they have learned through reading. As a last point I can also

emphasize that the use of graphic organizers (procedures) is established as an essential

model to be able to synthesize both the language and the concepts acquired, clear

example of the "MIXING DESK CLIL" (Ball, Kelly, & Clegg, 2017) Fig. 11

Fig. 11 Source: Putting CLIL Into Practice Book

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CONCLUSIONS

The languages teaching that adopts a focus on participation and constant

communication practices (CLIL) results students with a higher level of learning than

those only use traditional learning techniques. Reading english texts is a tool that can

help with the development of thinking skills, whether creative or critical. Students who

read significantly improve the fluency of their vocabulary, understand, compare and

question each of the things they learn. They can be constituted in beings apt to reflect,

keeping a conversation or to create a debate in English thanks to the lexic that

continuously they are learning by means of the reading.

Through this project I propose to teachers the application of teaching methodologies

that develop reflective and critical reading skills in the students by means of the

techniques such as scanning, skimming or self-questioning, that permit them creating

and expose new concepts through the brainstorming. Graphic organizers are the ideal

form to synthesize this concepts and reflections that will allow us to reach the objectives

set by the Educational Authorities and the EFL in the CLIL METHOD.

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