Heredia Canchingre, Camila2023-12-052023-12-052019-07-11https://repositorio.puce.edu.ec/handle/123456789/37838Tesis previa obtención del título de Licenciado/a en Lingüística Aplicada mención InglésTeaching English to included students has become an important role in the development of a level class. Regularly, as has been noted, many institutions within the city bring about the problem of students with learning difficulties and, in certain cases, these students end up being excluded from classes. To avoid them, inside of those level classes the teachers need to find some ways or methods to apply in different classes or levels to obtain good results at the time that students develop a correct internalization of knowledge. The diagnosis of included students’ English learning problems is crucial to carry out an effective inclusion process. An investigation was carried out, to recognize the different learning difficulties that exist in the 3rd grade E.G.B in the Hispano America Primary School. A descriptive, qualitative investigation was done with the use of the methods of analysis and synthesis and hermeneutics, and the techniques of observation which were applied to 28 students from 3rd grade E.G.B at Hispano America School in Esmeraldas. The results reveled that at the beginning, the students did not show a complete interest in the English class, this problem evidenced that the methodologies applied by the teacher there were not the correct ones that the included students need to develop the learning of English in a better way. To carried out an active English class, the teacher needed to know the different types of students in his classes and the different ways to teach them so that they can internalize the knowledge of the English Language. This coincided with the results in previous studies, about different methodologies that a teacher can apply to develop the knowledge of students with learning difficulties.en- : METHODS, LANGUAGE LEARNING, LEARNING DIFFICULTIES, INCLUDED STUDENTSThesis