1. True music must repeat the thought and inspirations of the people and the time. My people are children and my time is today.

2. ARMY POLYTECHNIC SCHOOL DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM THESIS PROJECT The influence of music stimulation in the development of ESL in children between 5 and 6 years old in the “Británico Internacional” School during one school year 2007-2008 Author: CARRASCO PAZMIÑO TANIA YASMÍN

3. INTRODUCTION Necessity of the school. Teachers don’t’ know the importance of music to develop ESL in children. Good expectative in Education Positive influence for children. Helps to open ideas for teachers. Practical Challenge Parts of the Thesis.

4. PART ONE Main Problem How does Music stimulation impact in the development of ESL in children between 5 and 6 years old in the “Británico Internacional” School during one school year 2007-2008?

5. Secondary Problems How will a module of music stimulation… Contribute to English vocabulary Help learner’s attention Promote the pronunciation and fluency

6. Independent Variable: English as a Second Language achievement in children between 5 and 6 years old. Dependent Variable: A Methodological Module about Music as stimulation strategy directed to the educational teachers.

7. To design and elaborate an interactive module. OBJECTIVES GENERAL SPECIFIC To determine how teachers stimulate children. To evidence the transcendence of music. To create different activities.

8. JUSTIFICATION Music stimulation’s very important in the development of the language skills Children become motor from their own learning process when modifying for itself their outlines of knowledge. The teacher is who applies guide's paper when he/she puts in contact the knowledge and the previous experiences of the student with the new knowledge.

9. PART TWO Motivation of learning Languages Antecedents of Music Development Antecedents of Language Development Pedagogic Base The Multiple Intelligences THEORETICAL FRAME

10. HYPOTHESIS SYSTEM MULLE HYPOTHESIS ALTERNATIVE HYPOTHESIS The use of music as a strategy for Teaching English is essential because it improves the cognitive, affective and physical abilities in children of 5 and 6 years old in the “Britanico Internacional” School.

11. PART THREE METHODOLOGY Research type and design Descriptive Field Bibliographical Qualitative Paradigm Non experimental Character Social Problem Small research

12. TECHNIQUES AND INSTRUMENTS Observation Survey Techniques Instruments Observation Record Questionnaire

13. PART FOUR TESTING THE HYPOTHESIS TEACHERS CHILDREN 890 POPULATION: 98

14. CHILDREN’S QUESTIONNAIRE 1.- Is the child able to take the rhythm of a melody through coordinated corporal movements? 2.- Is the child able to carry out language exercises of quick reaction with self-control listening the music? 3.- Is the child able to pronounce correctly the main words of the song while singing? 4.- Is the child able to memorize an infantile song of two verses? 5.- Is the child able to recognize sequences in shapes, ways, figures, draws, letters, numeral and time?

15. 6.- Does the child understand the sequence of the activities of the day in the school? 7.- Is the child able to identify different sounds? 8.- Can the child reproduce rhythmic movements following watchwords? 9.- Does the child have notion of directionality? 10.- Does the child maintain a corporal balance during rhythmic activities?

16. QuestionsAlwaysOftenAlmost always RarelyNever 121%47%32%0% 220%59%20%1%0% 320%55%17%0% 443%47%10%0% 523%48%28%1%0% 622%55%22%1%0% 733%49%18%0% 820%45%32%3%0% 920%45%29%6%0% 1017%49%32%2%0%

17. TEACHER’S QUESTIONNAIRE 1.- Do you stimulate the development of English Language to your children? 2.- Do you incorporate rhythmic exercises for a good language develop to your children? 3.- Do you promote Music as methodological strategy to develop notions of logic and mathematics to your children? 4.- Do you take into account to the Music as methodology to develop reading processes to your children? 5.- Do you incite the musical rhythms to develop space notions and time to your children? 6.- Do you stimulate with Musical activities the holistic development to your children?

18. 7.- Do you use Music as a game instrument to develop the socialization in your children? 8.- Do you take into account cautions or special activities directed to the children that possess a low level in their language? 9.- Do you incentive musical exercises to parents to improve deficiencies in the motor, space, temporal areas? 10.- Do you apply the methodology of the musical strategies to stimulate language problems? 11.- Do you incentive Music only for musical goals? 12.- Do you fortify values and the affective area using songs or parodies as methodological strategy?

19. QuestionsAlwaysOftenAlmost always RarelyNever 113%49%38%0% 213%49%25%13%0% 325% 5%0% 437%38%25%0% 513%62%25%0% 613%49%38%0% 737% 13% 0% 837%38%25%0% 925%37%38%0% 1013%74%13%0% 1125%37%25%13%0% 1212%13% 49%13%

20. CONCLUSIONS Children of the Britanico Internacional School recognize different commands in English according with their body, space and time.

21. Children can retain songs of two verses, and they know the meaning of what they are singing.

22. Children can discriminate nice and ugly sounds.

23. Teachers agree with the design of a music stimulation module.

24. RECOMMENDATIONS To stimulate English vocabulary

25. To use musical activities to develop the pronunciation, attention and diction.

26. To apply English Language with musical activities to develop notions of reading, speaking and writing.

27. To design a methodological module through musical activities to promote ESL development in children of 5 and 6 years old.

28. PROPOSAL TITTLE: MUSIC STIMULATION MODULE FOR THE DEVELOPMENT OF ESL IN CHILDREN BETWEEN 5 AND 6 YEARS OLD DIRECTED TO TEACHERS AND STUDENTS OF ENGLISH LANGUAGE.

29. INTRODUCTION A practising and encouraging communication skill with children between 5 and 6 years old is an essential part of children development. There is a dynamic relationship between music and language and the one can help development of the other. Music is frequently used by teachers to help second language learners acquire a second language.

30. OBJECTIVES To stimulate students to speak English in class through different activities of Music to emphasize vocabulary, English language, gesture, pronunciation, rhythmic sense, diction, movement and expression of words like a way of communication and socialization instruments as a generator for any learning. GENERAL

31. To provide all teachers with the tools they need to promote the acquisition of English. To motivate a positive emotional approach to language learning. To explore and to create sequences of reading, writing and speaking through music activities. To motivate ESL through musical adaptation or parodies. SPECIFIC

32. BENEFICIARIES

33. METHODOLOGICAL STRUCTURE Motivation General objectives Specific objectives Conceptual Development Evaluation.

34. MOTIVATION

35. OBJECTIVES

36. DEVELOPMENT

37. EVALUATION

38. HOW TO USE THIS MODULE Read the objectives of the unit attentively Assimilate concepts, characteristics and importance of the contents. Observe the graphics of activities and their practice with the corresponding action. Choose a song depending the unit and the objective of development of the area of interest. Evaluate in a qualitative way the achieved skills of children.

39. ACTIVITIES Memory English language Gesture Pronunciation Diction Rhythmic sense Logic Sequence (reading-speaking) Attention

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