Ecuadorian Teachers’ Perceptions of Teaching English: Challenges in the Public Education Sector

Abstract

The current English curriculum in Ecuador requires high-school students graduate with an intermediate (B1) level. Attaining this target depends on several factors, such as teaching strategies employed in class and teacher training opportunities offered. Ecuador is ranked low for English language proficiency and, therefore, an exploratory approach has been conducted as the main data collection method to investigate the possible reasons for poor performance. In the previous phase of an overarching research project, round table discussions were held to explore themes related to English teachers’ pedagogical practices. The data gathering process in the phase described in the present study involved conducting in-depth interviews with 10 primary and secondary school English language teachers. The transcribed interviews were analyzed by putting the material through the MAXqda qualitative analysis software. The resulting coded categories allowed the authors to investigate three specific issues dealt with in the present research study, namely: teachers’ perceptions of the importance of learning English, actual classroom teaching practices, and the teachers’ observations on in-service training options. The findings of the study demonstrated that English teachers in Ecuadorian public schools recognized the importance of English and are making a substantial effort to keep up with the professional demands related to teaching English as a Foreign Language, but they lack the required knowledge to develop skills, such as critical thinking and creativity. They are also facing several challenges, such as a demanding new curriculum and students’ lack of motivation at a time of apparently dwindling teacher training opportunities.