Learning English as a second language in children from low socioeconomic backgrounds
DOI:
https://doi.org/10.54167/rei.v2i2.1743Keywords:
English learning, English as a second language, Psycholinguistics, primary education, childhood, educational settings, vulnerable educational settings, multilingualism, language literacyAbstract
The learning of English as a second language is a topic of great importance in the Mexican educational context, and language education programs begin in primary education from an early age. This research considers neuropsycholinguistic theoretical backgrounds, and its main objective is to determine, through a quasi-experiment, whether a treatment based on 80% practical exercises and 20% theoretical exercises can improve the average grades of a group of elementary-level students, also identifying the influence of certain factors on the learning of the English language. The main evidence obtained inferentially through a hypothesis test demonstrated that the proposed treatment is effective, and significant correlations are provided that, when interpreted, allow the identification of factors that positively and negatively influence the learning of English.
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