English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

Abstract

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

Fostering reading competence in English as a second language students: exploring motivation, strategies, and contextual factors

“…To Barre & Villafuerte (2021); Macias & Villafuerte (2020) the Ecuadorian government implemented changes in the educational policy to improve the instructor's English language knowledge levels. The policies included the use of the European Common Framework of Reference for Languages for assessing teachers' and students' knowledge; the quality standards for English teachers; despite the efforts made for improving teachers` knowledge of English Language, Intriago et al (2019) determined that students who finish secondary education by 2019 did not reach the A2 level in English language indicated in the national curriculum; and the same levels of English language knowledge reported students in 2021 (Barre & Villafuerte, 2021).…”