This research examines the English language teachers' motivations related to the usage of role-playing on English language practice in rural secondary schools in Ecuador. The sample consists of 45 English language teachers who work in public schools located in the rural and urban areas of the province of Manabi. A mixture of qualitative and quantitative research approaches is applied to analyze teachers' motivations about using role-plays in English classes and analyze the relationships between teaching motivations and the factors: Teachers' gender and work location. The instruments are (1) focus group guide to collect participants' voices about the language practice at schools, and the (2) Likert questionnaire created by the research team, titled: Teachers' perceptions about role-play contribution on the foreign language acquisition process. The statistical analyses showed significant relationships between teachers' perceptions and the factors in gender and work location. It is concluded that English teachers, both female and male from rural and urban locations in Ecuador, are highly motivated to use role-play in secondary schools as a teaching strategy, in spite of the demand of extra time and energy required because it promotes in teachers and students the collaborative and creative learning; and improves their confidence to express their ideas and feelings using English as a foreign language.

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This book corresponds to volume 3 of the EDUCATION FOR SUSTAINABLE DEVELOPMENT collection. It gathers contributions from teachers and instructors who work at educational institutions from primary to higher education in Ecuador and the United States and who participate in or are supporters of the Cooperation Network for Scientific Research on Reading Comprehension and Academic and Creative Writing REDLEA. The diverse topics presented to respond to the need to contribute to sustainable development processes from education. The contributions of the pedagogical innovations research group for sustainable development of the Eloy Alfaro Lay University of Manabí, Ecuador, and the brotherhood with the Kansas State University of the United States, for the execution of the Camino project are appreciated. This book contains sections that address academic reading and writing comprehension, socio-emotional education, inclusive education, and pedagogical innovations for sustainable development. We hope this work will contribute to the training process of new generations of teachers with diverse, inclusive, and progressive views.

Objetivos: Determinar el nivel de conocimientos, actitudes y prácticas sobre lactancia materna exclusiva, en madres de niños lactantes menores de un año. Diseño: Estudio descriptivo, trasversal. Institución: Facultad de Medicina, UNMSM, e Instituto Nacional Materno Perinatal, Lima, Perú. Participantes: Madres de niños lactantes menores de un año. Intervenciones: Aplicación de entrevista CAP a 173 madres. Prueba piloto con validación instrumentos. Principales medidas de resultados: Se determinó el nivel de conocimientos, actitudes y prácticas y perfil sociodemográfico. Resultados: El 67,6% de participantes fue adulta joven, 58,4% conviviente, 71,7% con estudios secundarios y 74,6% amas de casa. El 60,7% recibió consejería sobre lactancia materna; 61% tuvo un nivel de conocimiento medio sobre lactancia materna exclusiva. Solo el 31% tenía conocimientos sobre la forma correcta de amamantar. El 47% estuvo de acuerdo con la lactancia materna exclusiva hasta los 6 meses de edad. El 61% de las participantes se sentía parcialmente motivada cuando lactaba a su niño y existió un 20% de ellas que estaba de acuerdo con algunos mitos. El 54,9% inició la lactancia materna inmediatamente después del parto. Conclusiones: Es necesario afianzar conocimientos y revalorizar la confianza en los beneficios de la lactancia materna exclusiva.