Methodological Practices to Teach English in Public Schools in the Central Region of El Salvador
DOI:
https://doi.org/10.61604/dl.v15i27.262Keywords:
Language teaching, educational system, teacher education, pedagogical practicumAbstract
The aim of this study was to identify the methodology used by junior high and high school English teachers who were trained in the National Teacher Training Program for In-service teachers from 2018 to 2019. The research methodology used was quantitative, followed by a descriptive approach. The sample was comprised to 21 in-service English teachers who finished the training program successfully. In addition, 435 students, who were in the English classes, participated in the study. 54% of the students were in the first year of high school while 46% were junior high students in Cabañas, La Paz, San Vicente, and Cuscatlán. The instrument for collecting the data was a structured questionnaire with closed-ended questions with a Likert scale. The findings suggest that the methodology more frequently used to teach English is the traditional methodology, despite the efforts made to apply the Communicative Language Teaching approach.
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