A Pedagogical Strategy for Integrated Education of Spanish in the 4th to 6th Grades of the General Basic Education

Language teaching has become a priority in the Costa Rican educational system, considering it as a tool for communication and development of thought. Without language, there is no access to other curriculum disciplinary knowledge. A successful experience conducted some years ago, with students from 4th to 6th grade, was the basis for the design and implementation of a professional development activity addressed to promoting an integration strategy previously adjusted according to the Ministry’s requirements and the existing national regulations. This study is developed in the framework of a qualitative paradigm including research-action and systematization. A purposive sample was selected based on a suitability factor, through which individuals are informed about the strategy, and then the strategy is applied to a group of students from urban-marginal areas. The techniques used include literature review, analysis of curriculum and Ministry’s regulations, application of an in-depth interview, discussions from the course’s participant in a portfolio, and discussions from students to whom the strategy was applied. We analyzed the considerations of teachers and students, as well as the theoretical and regulatory information by triangulation. The study’s conclusion is the necessity of a communicative approach in language teaching and our recommendation is to implement the strategy developed in the Costa Rican classrooms as provided in this paper.

La cultura como eje transversal en el aprendizaje basado en tareas: reflexiones y sugerencias para la enseñanza del español como segunda lengua

Se presenta un modelo de enseñanza del español como segunda lengua o como lengua extranjera mediante la metodología del aprendizaje basado en tareas (ABT). Se enlaza tal metodología con la inclusión del tema de la cultura como eje transversal. Se describe como ejemplo una tarea de una unidad de determinado curso, a fin de que el docente de Español perciba los alcances del plan propuesto.A model of Spanish as a second/foreign language teaching using a task-based methodology is presented here. Likewise, culture is included as a cross-curricular topic. An example is given of a task which is part of a unit of a specific course, with the purpose of enabling an instructor of Spanish to visualize the scope of the plan proposed here.

Using Songs to Improve EFL Students' Pronunciation

Se analiza la utilidad de las canciones en las clases de inglés y cómo pueden usarse para la enseñanza de la pronunciación. Estudiantes de todas las edades tienen un gran interés por la música, de modo que es un recurso que debe aprovecharse. Con el fin de comprender y mejorar la producción de distintos sonidos y elementos suprasegmentales, se presenta a los profesores de inglés como lengua extranjera para hispanohablantes estas ideas para usar canciones en la clase. Esta invéstigación está basada en la experiencia de la autora como aprendiente y docente de la lengua extranjera.The importance of using songs in the English classroom and how it can be implemented to teach pronunciation is analyzed here. Students of all ages have a strong i  nterest in music; therefore, it is a resource that should be taken into account. To understand and improve the production of varied sounds and suprasegmental features, English as a Foreign Language teachers of Spanish speakers are given these ideas to analyze songs in class. This research is based on the author's experience as a foreign language leamer and teacher.