Significant experiences in teaching English to teenagers from a marginalized urban area: project-based learning and pictograms.

Abstract

The quality of education faces challenges related to access to efficient, functional and attractive teaching materials for students. The objective of this research is to determine the influence of the use of verbal icons in the improvement of new English vocabularies through techniques such as Project Based Learning (from now on PBL) and Pictograms in the students of the Ninth Year "A”, in a Manta School. The design will be exploratory, 30 students participate. The constructivist paradigm is used, where the student generates his or her own knowledge using strategies previously analyzed by the teacher so that there is a correct link in the teaching-learning process. The selected method is the quantitative one with a causal approach. Rubrics and observation sheets are used to collect data within 8 sessions. The results allow us to infer the motivation of the students to the world of the English language and the empowerment in the teaching-learning process using environmental resources to generate significant and functional learning that is necessary for the acquisition of a foreign language. It is concluded that PBL and pictograms contribute positively to the learning of new vocabularies, allowing the link with basic subjects to generate quality learning, which is what is needed for students to be eager to learn assertively and that serves them. useful in educational work.