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The theory that I will use is The theory of social learning. It was developed by Albert Bandura in 1977, and it was used to study the behavior of people, "It deals with the explanation of human behavior in terms of a continuous (reciprocal) interaction between cognitive, behavioral and environmental determinants" (Bandura, 1977 , page vii). Rotter (1954) When explaining the theory of social learning indicates that four classes of variables, behavior, expectations, reinforcement and psychological situations. In addition, the principles of social learning theory have been applied to a wide range of behaviors such as competitiveness, aggressiveness, sexual roles

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Deviance and behavioral pathology (Bandura & Walters, 1963, Bandura, 1977, Mischel, 1968, Miller & Dollard, 1941; Rotter, 1954; Staats, 1975). "The possibility of a behavior occurring in any specific psychological situation is the function of the expectation that the behavior will lead to a particular reinforcement in that situation and the value of that reinforcement" (Rotter, 1975, page 57). taking into account the above the theory of social learning, is appropriate for the orientation of the research proposal that I have thought, since the objective will be to observe the way a structured plan influences the behavior of students, having as a hypothesis that the behavior is derived from the rewards that the human being observe of his environment. I believe that from the theory of social learning we can intervene several populations, with different characteristics and in this way describe behaviors, relationships between people in different contexts and situations.

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Theoretical Constructivist

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Omar Ernesto Rincon

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The theory that I will use is Constructivist theory. It was developed by:

J. D. Novak

David Ausubel

H. Hannesian

Lev Semionovitch

Vygotsky,

Howard Gardner

R. Feuerstein

Jean Piaget and John Dewey, and it was used to study Learning conception.

This theory indicates that The student conceives the knowledge from the lesson, through processes of instruction and support of their own inductive and deductive knowledge from the interaction with the world, through everyday life, school and social, taking into account biological development structures and evolutionary, based on processes and activities executed directly or reconstructed from didactic material (image), narration (language) and text.. As applied to my topic, this theory holds that I would expect my independent variable(s) learning strategies: Roles and Interactions student-teacher, learning process, Role of memory in learning and Process of transfer or mediation to influence or explain the dependent variable(s) results obtained in the student: level of learning: knowledge tests to measure the level of writing, reading and writing of the English language. Because:

1.  Roles and Interactions student-teacher

The teacher provides and provides the means, tools and tools for students to build their own knowledge from their previous knowledge.Develop cognitive activity building knowledge from the interaction with the world. The model conceives teaching as a critical activity and the teacher as an autonomous professional who investigates by reflecting on his practice, he perceives error as an indicator and analyzer of intellectual processes; for constructivism, learning is to risk erring (going from one side to another), many of the mistakes made in didactic situations must be considered as creative moments.

For constructivism, teaching is not a simple transmission of knowledge, it is instead the organization of support methods that allow students to build their own knowledge.

Learning arises when the student, as a constructor of his own knowledge, relates the concepts to be learned and gives them a meaning based on the conceptual structure he already has. In other words, it builds new knowledge based on the knowledge it has acquired before. This can be by discovery or receptive. But he also builds his own knowledge because he wants and is interested in it. Meaningful learning is sometimes built by relating new concepts to the concepts that you already have and others by relating the new concepts to the experience you already have.

2. Learning process
Learning arises when the student, as a constructor of his own knowledge, relates the concepts to be learned and gives them a meaning based on the conceptual structure he already has. In other words, it builds new knowledge based on the knowledge it has acquired before. This can be by discovery or receptive. But he also builds his own knowledge because he wants and is interested in it. Meaningful learning is sometimes built by relating new concepts to the concepts that you already have and others by relating the new concepts to the experience you already have.
3. Role of memory in learning

Memory will always be in the process of learning and accumulating knowledge, through knowledge, situations and novel strategies that come from different sources and that adapt to each exposed situation, since memory is not a process independent of the context, and For this to be successful, meaningful and lasting, learning must include exercise, knowledge and culture.

4.Transfer or mediation process

The transfer occurs when the student is led to interact directly with reality and the media, facilitating the media as tools to make learning more meaningful, in order to provide learning through more advanced knowledge and as the student acquires greater knowledge, Being provided intellectual power required complex and unstructured problems, leading the learner to understand when and how to truly use the tools that facilitate teaching.

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For positivism, it is the theory because it is valid as demonstrated. In the dialectical conception of knowledge, the subject constructs the object, and there is no possibility for the subject to access the object absolutely, because access to the object of knowledge is mediated by the subject's previous experiences, beliefs, fears, preferences.
For the positive paradigm, the reality is unique, it can be fragmented for analysis and the parts can be manipulated independently. According to the dialectical conception of knowledge there are multiple realities constructed by each person, therefore, the study of a part is influenced by the study of the other parts of that reality. For the positive paradigm, the subject and the object are independent. In the dialectical conception of knowledge, the subject and the object interact in a dialectical way, that is, they modify each other and, therefore, are inseparable. The positivist approach considers that it is possible to establish general laws, which are permanent. In the dialectical conception of knowledge we can not admit the possibility of making generalizations. We have to work with working hypotheses limited to a particular time and space.

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The context, therefore, plays a very relevant role according to the dialectical conception of knowledge. The positivist approach assumes that it is possible to establish the causes of the events. The part of the phenomena is included in the dialectical conception of knowledge. Interesting in this approach rather The approach of the processes and their own particularities, the study of the schemas of complex relationships and not so much the search for cause and effect relationships
The positivist approach assumes that it is possible to develop value-free research. In the dialectical conception of knowledge we have to accept that the values ​​of the researcher, of the particular context in which it is carried out and of the theories that support it, etc., are important and determine the results.
Positivist research has a predominantly quantitative methodological approach, while research that derives from the dialectical conception of knowledge must privilege qualitative approaches.

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The theory that I will use is scholar semantic. It was developed by N. A Jorge Rodriguez, and it was used to study verbal communication. This theory indicates that semantics is the main source of the teaching of a language, because through them they learn to differentiate and categorize words; this has existed since the beginning of time A.C. Platón was one of the researchers on the meaning of words and the nature of language. According to N. To Jorge Rodriguez (2011), the semantics or the analysis of the vocabulary has been based on three great perspectives: The traditional lexicography, the semantic fields and the families of the words. As applied to my topic, this theory holds that I would expect my independent variable(s) natural environment (rural or urban), education types (public or privacy) and education level (primary, high or professional)

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to influence or explain the dependent variable(s) the verbal communication styles,  words relation and real mean because People are related to verbal communication since they are in the womb and as they grow up they begin to learn from everything they have around them, the first words are not mental abstractions of reality, but are related to the object directly. They are isolated words that name stereotypes when the child plays or relates to others. According to the theory, children raised in an urban area have a different word to those of the rural area, the expansion of vocabulary is made as their social environment increases and it is there where they learn to relate to the content of a sentence that can be composed of subject + verb + preposition + complement. Incurring the importance of the words and to which category they belong.

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The theory that I will use is the interactive theory. It was developed by Kenneth Goodman (1982) and it was used to study language as a form of skills or information transference; it also refers to the linguistic cultural legacy of a certain region and of different spaces, this being the beginning and the evolution of a culture. This theory indicates that  the knowledge of words as the first level of reading and makes students learn the grammatical rules when they arrive at school, but they first have prior contact with the language in their own context. The school provides a list of grammatical, phonological and semantic rules, which provide stability to the communicative and literate development of the students As applied to my topic, this theory holds that I would expect my independent variable(s) it will be the intercultural spaces and their family environment that contribute to learn to read and write first grade students

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The theory that I will use is the interactive theory. It was developed by Kenneth Goodman (1982) and it was used to study language as a form of skills or information transference; it also refers to the linguistic cultural legacy of a certain region and of different spaces, this being the beginning and the evolution of a culture. This theory indicates that  the knowledge of words as the first level of reading and makes students learn the grammatical rules when they arrive at school, but they first have prior contact with the language in their own context. The school provides a list of grammatical, phonological and semantic rules, which provide stability to the communicative and literate development of the students As applied to my topic, this theory holds that I would expect my independent variable(s) it will be the intercultural spaces and their family environment that contribute to learn to read and write first grade students

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 to influence or explain the dependent variable(s)   such as context in which they live, the first written words and common symbols; and the focus of language learning during this new stage. Because since these foundations can help to develop written language and have a passion for reading during the following school years.According to Goodman, the first approach to written language begins when children have constant contact with the environment and the social context. It allows them to organize a meaning between a written word and the true meaning, or between symbols or images and the coherence of them and this thanks to the interaction and the active development of different processes.  

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 to influence or explain the dependent variable(s)   such as context in which they live, the first written words and common symbols; and the focus of language learning during this new stage. Because since these foundations can help to develop written language and have a passion for reading during the following school years.According to Goodman, the first approach to written language begins when children have constant contact with the environment and the social context. It allows them to organize a meaning between a written word and the true meaning, or between symbols or images and the coherence of them and this thanks to the interaction and the active development of different processes.  