Page 230 - ENSEÑANZA DE INGLÉS EN ESCUELAS PRIMARIAS PÚBLICAS

DIRECCIÓN GENERAL DE INVESTIGACIÓN Y POSGRADO tice and implementation of the PNIEB
230 Libro Digital Universitario 2014
were the objective. The data reflected

this information and hopefully, if used

properly by the corresponding authori-
ded by the participants that revealed how
ties, it can bring benefits to those directly
they perceived the program, pointed out
related to the program, the teachers and
what skills and tools the participants have
the children.
used to succeed within the program, what
Once the data is obtained, the next
experiences they have lived, what challen-
step was the analysis process. Thus the re-
ges they have faced and how they have
corded interviews were listened as many
overcome the difficulties. Describing the
times as needed to identify the key ideas
context was also important since it provi-
and write down the first impressions. This
des an idea of how diverse elements be-
step was also to help filtering the informa-
hind the PNIEB affect the situations lived by
tion to select the quality data and get rid of
each of the participants.
data that did not add meaning to the re-
Reporting implied reflecting on the
search. The analysis was focused on how
positive and negative ideas, feelings, pers-
all the individuals responded to a topic to
pectives and thoughts generated by the
identify consistencies and differences. It was
participants. It was expected to find diver-
more organized and easier to analyze the
se points of view, which added informa-
data according to ‘topics’ rather than ques-
tion and discussion to the study enriching
tion by question since some of them are
it. The interviews were quoted and used
related or inquire about the same topic, so
to mirror the reality of the PNIEB teachers
they can be grouped for the analysis.
who have been working with elementary
Following the work of Brown (1999), a
school children.
language of description that allowed relating
Certainly, the findings, their impor-
the internal language to the practical exter-
tance and relevance to the current prac-
nal context was developed.Brown (1999)

argues that “Internal languages relate to the

development of conceptual frameworks;

external languages enable internal langua-
Universidad Autónoma de Chiapas