Teaching English as a Foreign Language: A process mediated by alternation with preschoolers

Abstract

This study was carried out during and after the pandemic times, with the main purpose of analyzing the process of teaching English as a Foreign Language mediated by alternation with preschoolers at the Liceo la Fuente de Sabiduría, an institution located in Tunja. It was based on a qualitative method since the opinions and experiences of the teacher interviewed and her process with her children were taken into account, as she was rector and teacher at the same time. The observation and the interview were key instruments for the subsequent data analysis, the first one was captured in an observation format. For the data analysis, the steps required in a thematic analysis were followed, which yielded three themes: ‘Adaptation of resources’, ‘Strengths and weaknesses of teaching in alternation’ and ‘teaching English in alternation’. There it was concluded that there were more strengths than weaknesses within the process that the teacher had to live, since it is up to her to grow professionally and verify that within the learning process carried out by the students, the accompaniment of the parents is fundamental, and the organization of different strategies and resources within alternation.