This research is integrated within the teaching-learning processes that try to work on the competences of Primary Education students through the use of new and proficient methodologies that lead to more student-centred learning. In other words, this work shows a clear example of how foreign language teachers can include the strategies of the flipped classroom methodology in their educational practices in the primary education classroom, in this case, in the subject of English as a second language. More specifically, this study presents the way in which some of the strategies of this methodology were implemented in one of the classrooms of a third year of Primary Education during some sessions of the English subject.
The main objectives of this study are as follows:
To encourage motivation and enthusiasm on the part of children to learn a second language in the classroom at the elementary stage.
To integrate and make use of ICT in a second language context, in this case, in the English classroom and by means of an innovative methodology.
The methodology of this project refers to the implementation of some of the practices of the innovative methodology Flipped classroom within one of the classrooms of the third educational level of the primary stage. Students in this educational level learn the English language in a second language context and have a didactic program that contains a total of 6 didactic units. These educational practices have been carried out during the sessions corresponding to one of these 6 teaching units and the results obtained have been evaluated taking into account the results obtained by the pupils in an English test and in a satisfaction survey.
DISCUSSION, RESULTS AND CONCLUSIONS
Finally, some of the results and conclusions reached after teaching one of the didactic units that are part of the didactic programme of the English subject for learners between the ages of 8 and 9, through the use of some of the techniques that the aforementioned methodology proposes, are presented. On the whole, we can indicate that these teaching processes had a positive impact on the students in terms of their learning of English as a second language, both in academic and emotional terms. In the same way, this study addresses the problematic situations that may arise when implementing these learning activities in the English classroom and, in this sense, it constitutes a support for second language teachers and their future teaching practices.