Ecuador’s commitment to education
FOREIGN LANGUAGES FOR THE MINORITIZED?
Follow-up versus evaluation
Built in this way.
Eliminates competitiveness and
promotes group work and respect towards the other.
Different cultural
contexts.
Have proven that follow-up.
Students are motivated to “build”, write, draw, mold a personal journal.
Being an authority and
becomes part of a “team.”
Emphasize each student’s individual progress.
Participation of the family and the community.
Individual portfolios.
Follow up on the achievements.
Framework of mutual respect.
Altering the pedagogic
project.
Methodology
Principles of interculturality.
Educational-pedagogic techniques.
Motivation towards discovery.
Group work.
Freedom of expression.
Develop creativity.
Learning process.
Teaching-learning techniques.
Functional aspects of the language.
Serious program of foreign language teaching in bilingual intercultural schools.
Guidelines related to basic educational parameters.
Specific educational policies and
practices.
FROM THE VOICES OF OUR PEOPLE
From the voice of the Mestizo population
Indians confined to their communities, or a real linguistic, educational and social empowerment.
“Tough accomplishing something like this in rural
areas."
Rural and indigenous schools have incurred on their own in foreign language teaching experiences.
Implementation of programs.
Needs of our indigenous population.
Positive outcomes.
Demand quality education.
Appropriate contents for the teaching of such language in multilingual contexts.
Is taught and there is curriculum designed for the effect.
The intercultural bilingual educational system: National Directorate of Intercultural Bilingual Education (DINEIB).
The establishment of curriculum.
In 2005.
Overcoming ethnic.
Homogenization.
Intercultural bilingual
system.
New languages and pedagogical trends.
Dynamic and creative entity.
Not forget ethnicity
needs.
Maintain local identities
and languages.
Cultural and linguistic conflicts.
Underline the universe
sampled.
The field of language teaching.
Viewpoint and disposition.
Implementation of the teaching of foreign languages in minoritized groups in the country.
The voice of the indigenous population
"Mestizo population."
Self-managed projects.
Technology and modernism.
Better job opportunities, national and the international levels.
Bilingual Kichwa-Spanish schools.
Ethno-linguistic attitudes.
The increase of tourism.
"Sinchi Sacha Foundation."
Indigenous groups dedicated to trade and commerce.
Great interest for the use of English has appeared in
Ecuador.
Several opportunities
Between 1992 & 1997 and in the
summer of 2006.
Indian leaders and school students from several indigenous communities in the Ecuadorian Highlands.
Professionals and university students in Quito.
Betwen October and November 1997
"Indians and Mestizos."
Teaching-learning of a foreign language.
"Making justice."
AN ONGOING EXPERIENCE: THE CHILDREN AND FAMILY CENTER
Foreign volunteers and students who have
come to the country as part of academic agreements.
Needs of the students and the
presence of tutors.
Teaching of English and another Ecuadorian
indigenous language
Kichwa was taught and sporadically some foreign language.
Traditions, history and collective art of the people related to the school.
Employment opportunities
Pre-school, primary, and secondary education.
"Children and Family Center."
Rural area neighboring Quito.
BRIEF THEORETICAL CONSIDERATIONS
Linguistic Attitude
Tangible functions of
a language.
Multilingual contexts.
Extra-linguistic needs.
Therefore, difficult to analyze.
Complex and multidimensional.
Social and psychological prejudices.
Readiness to react favorably or unfavorably against a
type of objects based on one´s beliefs, experiences.
Attitudes, concrete functions assigned to a
language.
Acquisition of the language.
Maintenance or loss.
"Languages for specific purposes."
Bilingualism, diglossia and minoritized bilingualism
Practice.
Stereotypes and attitudes which.
Meanwhile, diglossia.
Ethnic and socio-linguistic conflicts.
Ecuadorian situation in
general.
Social
inequalities.
Dynamic processes modeled by social
conflicts,
Teaching-learning
of mother tongues.
The official language, speak an indigenous one –for example Kichwa-shall be considered as minoritized bilinguals.
Linguistic-educational policies.
Bilingualism implies the knowledge of two or more languages, and can both describe an individual or a group situation.
FOREIGN LANGUAGES, LINGUISTIC AND EDUCATIONAL POLICIES
FL for students
Four skills: listening, speaking, reading, and writing.
Students firm basis in the handling of English, and thus offer them a starting point for their future.
Until 1992.
FL for teachers
Linguistic and methodological aspects.
Access to indigenous schools is not always easy.
Teacher training colleges, learning of a foreign language.
The bilingual intercultural educational system started in 1993 through the IPIB.
Until 1986.
