WHY DO URBAN AREA STUDENTS HAVE MORE INTEREST AND LEARN

BETTER ENGLISH THAN STUDENTS OF RURAL ZONES?

We have all witnessed the difficulties and frustration that, on occasion,

accompanies the learning of a second language, especially during the first
stages of the study. To avoid as far as possible the situation that we just to
describe, first of all, as teachers, we must ensure that the materials are of
interest to the students, so that they can relate them with concepts they already
have in order to increase and activate their retentive your knowledge base. We
start, from a theoretical point of view, the affirmation de Carrell and Eisterhold
(1983) who assume that personal history, interests, ideas preconceptions, and
cultural background, greatly influence the learning of a knowledge base and
knowledge utilization:

That is, when our linguistic and pedagogical tradition has been concentrated in
prayer for its purpose of analysis and instruction, it seems clear that in years In
the future, we must address broader contexts on which to base teaching of
second languages, so that learning is facilitated. This type of approach is the
one that was taken in which accompany this work.

Something very different from the linguistic issues dealt with so far, but in direct
connection with them and with it, is the policy that has carried out the Ministry of
Education and Culture of the Junta de Castilla and León, from the moment he
counted on the transfer of powers educational (as of January 1, 2000). The
need to do reach the Information and Communication Technologies (ICTs) to all
public centers of non-university education, in order to favor a adequate
education and training for the students of these centers, and prepare them for a
modern and advanced society, without forgetting its insertion in the market of
work Given the peculiarities of our community (large extension, advanced age
of the population, rural dispersion, etc.), it is necessary to carry out an effort
special to try to match the opportunities to offer students of the rural school and
urban school. This fact, is that, as later we will see, it allows the conclusions
derived from our study to be Unexpected

In fact, it is worth mentioning the management and infrastructures facilitated by

this institution, which however, can not be found free of criticism. In first Instead,
we must say that the necessary training has not been provided to the educators
to integrate ICTs in the classroom in an effective way and pedagogically
adequate. On the other hand, there is a lack of technical support solvent
technical problems. Even so, thanks to the public school, which students from
rural public centers can access ICTs, as neither their location or your family
environment is conducive to the knowledge of them outside of school3.
However, the consequences of this program do not end here: the insertion of
computer equipment in the classrooms is so important that it even favors the
learning of vocabulary in English of concepts related to them.