Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural
Education

Develop the understanding that students have of the world, other cultures and their own and their ability to communicate their points of view through the foreign language.

Develop the personal, social and intellectual skills necessary to reach their potential and participate productively in an increasingly globalized world that operates in other languages.

Create a love for language learning from an early age, through engaging and positive learning experiences, in order to encourage student motivation to keep learning.

English Language Teaching (ELT) has been widely discussed for many decades

There are some prestigious institutions that keep a regular report on the English language in many countries.

Ecuador was positioned in the fifty-fifth place with a low level of performance in English.

El British Council también había evaluado el nivel de inglés en Ecuador en mayo de 2015 y descubrió que el bajo nivel de rendimiento del inglés

With Ministerial Agreement 2016-0020-A, the compulsory teaching of English was established for the 1st. General Basic Education for the entire educational system

One goal was that the student at the end of the 3rd year of Baccalaureate, could reach a level B1

Courses where learning English is more

1 for 8th EGB

2 for 9th EGB

1 for 10th EGB

2 for 1st BACC

1 for 2nd BACC

2 for 3rd BACC

Native English-speaking teachers are incorporated into the national educational system

Several international cooperation programs were incorporated to strengthen the English process

Additionally "Time to Teach" program is strengthened by linking teachers from all over the country.

(CEFR) for languages ​​is one of the most widely adopted linguistic frameworks in Ecuador

Common European CEFR Framework covers two main dimensions: one vertical and one horizontal

The vertical dimension of the CEFR shows progression through the levels.

The horizontal dimension of the CEFR shows the different teaching and learning contexts.

the use of specific teaching approaches to achieve the desired learning outcomes are essential components to improve teaching

Ecuador is one of the seven countries that has been at the forefront of EFL implementation at all levels of education

Student progress and promotion is denoted by progress in levels A1 to B2

level B1 is a requirement to obtain your degree.

Most of Ecuador's universities see the development of communication needs

The communicative language approach: language is best learned as a means of interacting and communicating and not as a body of knowledge that is memorized.

Student-centered approach: teaching methodologies that reflect and respond to the strengths and challenges of learners, facilitating their learning process.

Thinking skills: learning a foreign language encourages the development of thinking, as well as the social and creative skills necessary for lifelong learning and the exercise of citizenship.

Content Integrated Learning for Foreign Languages ​​(CLIL): a model used to integrate language learning with cultural and cognitive aspects, so that the acquisition of this language serves as an engine for the development of students.

International Standards: The curriculum is based on internationally recognized teaching levels and processes for language learning. (CEFR)

CommunicatCommunication
and Cultural
Awareness

Oral
Communication
Speaking-Listening

Reading

Writing

hrough the Arts

The Government of Ecuador has undertaken actions aimed at improving the quality of education in the country.

Human talent, science and technology were prioritized, seeking to achieve excellence in education.

He is convinced of the potential to invest in human capital through proper education and training.

Ecuador was the improvement of the teaching of the English language in secondary education institutions

English teachers had the opportunity to attend classes to learn new strategies for English

The scholarship program sought to increase the number of qualified English teachers

The purpose of improving the teaching techniques and methodologies of English teachers in public schools

The development of the CEFR coincided with fundamental changes in language teaching

The CEFR is also the result of the need for a common international framework for language learning that facilitates cooperation between educational institutions in different countries.

It was also expected to provide a solid foundation for mutual recognition of language qualifications and to assist students, teachers, course designers.

The Reference Level for national and regional languages ​​has also been widely adopted

Promote new innovations in teaching and learning.

The Ministry of Education has been applying the new National English Curriculum that guides the teaching of English in public schools

To improve students' ability to actively interact in their environments

English as a learning tool improves students' understanding of people, cultures and the most important aspect to develop their communicative language skills

The Ministry of Education integrated the Communicative-Functional Language approach and the Common European Framework when designing the Guidelines for the National English Curriculum