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Paradigm is a model or an example that must be followed by a certain community or situation.

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In education, a paradigm is a series of steps to understand or analyze the teaching and learning process.

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This paradigm is attributed to the Swiss psychologist and pedagogue Jean Piaget, when he studied the mental evolution of children in the first decades of the 20th century.

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The constructivist paradigm says that knowledge is a mental construction of the human being.

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It is intended to train creative, critical people, capable of creating new things, not just repeating what has been done generation after generation.

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Relationship of the Constructivist Paradigm with the English language.

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Relationship of the Constructivist Paradigm with the English language.

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The teacher must create new ways of learning English, which attracts the attention of their students, must provide tools for the student to build their knowledge, which encourages them to create ways of learning this language.

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The representative of the environmental paradigm is the Russian Lev S. Vigotsky.
This paradigm is where the interrelationships between people and with the environment where we live take place, it is also constituted by two paradigms: Biocentric and Complexity.

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He is the one who believes that man still depends on the environment in which he lives, whether natural or artificial, which allows him to be in solidarity with all living beings that surround him.

(Alicante Biology Group, 2011)

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It is the one that tells us about the difficulties that the environment in which we live has. (Alicante Biology Group, 2011)

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Good Living or Sumak Kawsay, is a way of living fully with balance and harmony with oneself. (Velásquez, 2016)

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Therefore, to have a good education or learn, a good emotional and spiritual stability is necessary either with oneself or with the environment that surrounds us, which helps in learning, whether of a subject or a language.

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It comes from the Greek word pragma which means "practice" or "matter"

American philosophy movement, founded in the 19th century by Charles Sanders Peirce and William James.

(Esquisabel, 2016)

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It is a thought in which things have a value only for the purpose of utility, it is also a type of attitude, that is, the actions of each person matter more.

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Relationship of Pragmatism with the English language

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Relationship of Pragmatism with the English language

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It is related to this paradigm, since daily practice or how the person acts is very necessary for learning the English language to obtain a good result of what we want to achieve with this language.

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For relativism there are no absolute truths, since the thinker or the person who gives his opinion on some subject is immersed by a succession of variables. Variables which stand out; cultural values, religion, ethical principles, traditions or customs

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3.2Relationship of relativism with the teaching of the English language.

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3.2Relationship of relativism with the teaching of the English language.

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Related to teaching in general, the teacher must be clear about what it means to be an example for humanity and how to be a good person, so that he knows what he wants his student to become, in the same way, only then will he know where to guide the student. educational process. And if it is not clear what being a good person consists of, no matter how good the teacher's intention is to teach, here in relativism it will not be possible to educate. (Parents and Schools, 2014)

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2.5 Realism as an aid in learning the English language

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2.5 Realism as an aid in learning the English language

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This helps in learning the English language because, through listening to a song, a phrase or watching a movie in English, we perceive it with our senses and it is easier for us to learn and realize how it is easier for us to learn.

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When Comenius speaks of the theory of method, he refers to his conception of the origin of knowledge through the senses. For this thinker, the life of the human being is filled with two kinds of schools: "schola naturalis seu physica", it is by which man perceives the world that surrounds him through the senses and the "schola hyperphysica" by which , man seeks God through spiritual experience.

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2.3 JUAN COMENIO RELATES REALISM WITH TEACHING 

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2.3 JUAN COMENIO RELATES REALISM WITH TEACHING 

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When he talks about Pedagogy: Comenius bases his educational theories on human nature and its development according to the instinct that God has impressed on him. Nature has put in man the seeds of scholarship, virtue and religion. For Comenio, nature and culture go hand in hand. (AULA FACIL, n.d.)

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Juan Amos Comento carries out a work and mixes his religious, philosophical, didactic, methodological and pedagogical feelings. Where all are aspects of his personality that constitute the synthesis of his ideas.

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Hans Morgenthau founded the 20th century realistic school. This current maintains that States are the primary actors in international diplomacy, their field of study in this dogmatism is power.
(Wikipedia, 2021)

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1.3Positivism and its relationship with the English language

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1.3Positivism and its relationship with the English language

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It is related because it is supported by real practice and in the daily life of organizations, groups, and people that make up the educational system, such as students and teachers. The teacher has the role of researcher, fundamental to reformulate actions that contribute to qualitatively improve their practice with the English language. (Schuster, Puente, Andrada, & Maiza, 2013)

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Augusto Comte baptizes the birth of positivism.
The positivist paradigm is classified as quantitative, empirical-analytical, rationalist, systematic managerial and scientific-technological ”. It will support the research whose objective is to verify a hypothesis by statistical means or to determine the parameters of a certain variable by means of the numerical expression. (Ramos, 2015)

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                1)          CONDUCTIVISM

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                1)          CONDUCTIVISM

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It is a paradigm that emerged at the beginning of the 20th century and its main representatives are Thorndike, Pavlov and Watson. during the course of time the fundamental development of this paradigm corresponds to (Skinner Boakes, RA (1984)

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Edward L. Thorndike. Main contribution was: Learning by Trial / Error and the Law of Effect. there is a response followed by a satisfaction (Skinner, B.F. (1937) .

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Iván P. Pávlov

Main contribution was: Learning by Trial / Error and the Law of Effect. there is a response followed by a satisfaction (Skinner Boakes, RA (1984)

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It considers irrelevant everything that is not experimentally verified.

Establishes the concept of operant conditioning

The individual responds when his behavior is remembered.

(McGraw Hill Psychology, 2000)

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I consider that there is a great variety of ways of learning for this reason, if we dedicate more time to learning the English language we will learn quickly and efficiently because according to the law of effect! states that: (for every action there is a reaction)

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1.5 )   EXAMPLE: Stimulus (whoever performs the exercise will earn an additional point. Answer (everyone wants to participate) learning is facilitated with motivation.                                                                   

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1.5 )   EXAMPLE: Stimulus (whoever performs the exercise will earn an additional point. Answer (everyone wants to participate) learning is facilitated with motivation.                                                                   

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 1.6) DIRECT RELATIONSHIP OF BEHAVIOR WITH THE ENGLISH LANGUAGE.

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 1.6) DIRECT RELATIONSHIP OF BEHAVIOR WITH THE ENGLISH LANGUAGE.

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Learning a new language like English is a relatively permanent change in behavior, instruction, observation, or practice. " that is why strategies such as stimulus and response must be applied. In order to obtain a better understanding of the language.

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According to Shulman (1986), the sociocultural paradigm focuses on:
The ecosystem of the student.
Class.
The teacher.
Your school / center.
The community that frames the environment.

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It prioritizes how the student learns and above all, what he learns for. It proposes the teaching-learning process as a continuous interactive process. It takes into account the thoughts, attitudes and beliefs or perceptions of the students to determine their level of knowledge.

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In the educational field, this paradigm studies class situations and the ways to respond to these individuals. in order to interpret the relationships between behavior and the environment.

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 Study the demands of the environment and the responses of the agents to them. EXAMPLE: the adaptation of students to the educational environment and their ease of adaptation to a new language.

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 Study the demands of the environment and the responses of the agents to them. EXAMPLE: the adaptation of students to the educational environment and their ease of adaptation to a new language.

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DIRECT RELATIONSHIP OF THE SOCIO-CULTURAL PARADIGM WITH THE ENGLISH LANGUAGE.

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DIRECT RELATIONSHIP OF THE SOCIO-CULTURAL PARADIGM WITH THE ENGLISH LANGUAGE.

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Students who enter an English classroom have the great disadvantage that outside of class hours they do not have the necessary practice to continue learning. That is why teachers should focus on imparting knowledge in a meaningful way promoting innovative and motivational activities that better fit their curriculum and needs.

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Its main representatives were:

Piaget: Genetic Psychology.
Ausubel: meaningful learning
Gestalt, Bruner: Discovery Learning
Vygotsky: socialization in cognitive processes (Kohlberg, L. (1987)

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It focuses on the attention, perception, memory, intelligence, language, thinking of students in this way to analyze and focus from a broader point of their ease or difficulty in learning a new language. This is an important paradigm since it is directly related to the cognitive capacity of our brain.

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In conclusion, the cognitive theory determines that: "learning" constitutes the synthesis of the form and content received by the perceptions
It is based on real problems, projects and situations.
It establishes that the human being is dedicated to processing information, not just assimilating it.
This study focuses directly on the human mind.

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RELACIÓN DIRECTA DEL PARADIGMA COGNITIVO CON EL IDIOMA INGLES

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RELACIÓN DIRECTA DEL PARADIGMA COGNITIVO CON EL IDIOMA INGLES

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Learning a new language is not simply the memorization of vocabulary and knowing the grammar correctly is the conception that students have of said learning. Early stimulation of cognitive development is essential to avoid problems during the child's development, good stimulation promotes efficient learning in the future.

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The student's attention and concentration on the process and the set of previous knowledge that is what will allow them to interpret, transform and update the new content to become familiar with the English language, it is essential to have a good cognitive development in this way it will be possible to break challenge and you will gain meaningful learning.

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Paradigm of complexity, scientific models and educational knowledge. 2003
This Paradigm welcomes scientists from different fields of knowledge who insist on the convenience of adopting new theoretical and methodological models and, therefore, a new epistemology, which allows the scientific community to elaborate more accurate theories of reality.

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In conclusion, it refers to the foundations, extent and methods of human knowledge.

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In the educational field, as in the rest of the sciences, research has become a precise and elementary activity. For this reason, Educational Research has originated, as a discipline (Arnal & Rincón, 1989).

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Paradigm of Literacy.
Take the Acquisition of Scientific Culture as an Educational Challenge (Díaz & García 2011).

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PARADIGM OF LITERACY IN RELATION TO THE ENGLISH LANGUAGE.

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PARADIGM OF LITERACY IN RELATION TO THE ENGLISH LANGUAGE.

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In our country we consider literacy in our Spanish language as a fundamental and important part, it should be noted that virtual platforms are being used for academic learning of the English language from systemic-functional linguistics (Carlino, 2016).

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An educational paradigm is a pedagogical and scientific framework of reference to understand, analyze and advance the teaching and learning process (Shulman, 1989).

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a) process - product paradigm.
b) paradigm of learning time.
c) paradigm of student cognition.
d) paradigm of teacher cognition.
e) ecological or ethnographic paradigm.

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THE PARADIGM OF COMPETENCES TOWARDS HIGHER EDUCATION.

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THE PARADIGM OF COMPETENCES TOWARDS HIGHER EDUCATION.

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In the higher education paradigm, it focuses mainly on the aforementioned competencies, which are:
SABER, SABER-HACER, SABER-SER, among others (Tobón, 2006: 163-194 and Schwartz, 1994: 95-109).

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THE PARADIGM IN USE OF DIVERSE METHODOLOGIES.

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THE PARADIGM IN USE OF DIVERSE METHODOLOGIES.

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Within the Investigation of social pedagogy, it allows us to use three significant and important paradigms, which are detailed (Tobón, 2006: 163-194 and Schwartz, 1994: 95-109).

1 °) Rational-technological paradigm.
2 °) Interpretive-symbolic paradigm.
3 °) Critical paradigm.