Enhancing English in Ecuador: Exploring Korean English Educational Policy Innovations

Chriselle Domenica Espinar

doi:10.31876/ie.v4i4.73

Abstract

   Ecuador requires the incorporation of new educational policies that meet the needs of English today. One of the strategies required to solve this problem is to develop alongside international educational trends. This article explores the proposals in the teaching of the English language within the educational system of South Korea such as the EPIK and FSP, showing alternatives that may become applicable in the Ecuadorian context. This review is qualitative, exploratory and descriptive in scope. Information related to the needs and challenges faced by EFL contexts was recovered and organized into three main sections: (1); Specific needs of the teaching- learning of English, (2); What about teaching English in South Korea? (3); Challenges of the EFL Context. It was agreed that in Ecuador and Korea, students feel great difficulty developing productive skills (speaking / writing). Further research can take this article as a reference of the successes and challenges of EFL contexts to create more policies that can be implemented in such a way that schools, government and teachers are encouraged to take advantage of the variety of opportunities and overcome the challenges.  

Highlights

The desire and complexity of promoting a globalized world that disseminates better communication skills, knowledge of great usefulness and interest and quality training, today is strongly occupying a transcendental role in Ecuadorian education, for which teaching and learning A second language for the development of globalization is fundamental and an inescapable fact that must be faced, since it has great relevance in the educational field as well as in the labor field and in cultural, economic and political aspects
Thanks to international educational trends, we can learn from new experiences and aspects of life in today's society, which can be used essentially when they are the result of reflection on other realities and contexts whose main objective is to break with traditional standards, recognizing the importance of English for development and modernization
The policies used in the international context may be adjusted in the Ecuadorian context in the teaching of the English language, it will be difficult for them to be applied and bear fruit without the collaboration of teachers in this subject, especially when their training in the teaching of English. a second language is not consistent or deficient

Summary

Introduction

The desire and complexity of promoting a globalized world that disseminates better communication skills, knowledge of great usefulness and interest and quality training, today is strongly occupying a transcendental role in Ecuadorian education, for which teaching and learning A second language for the development of globalization is fundamental and an inescapable fact that must be faced, since it has great relevance in the educational field as well as in the labor field and in cultural, economic and political aspects. (2016) emphasize that "it is one of the main concerns of Ecuadorian teachers, highlighting that the content and quality standards that govern English programs in Ecuador are not very flexible [...]" (p.116). This causes an environment of instability for teachers who want to dynamize the teachinglearning process, which in turn demands the adaptation of new evaluation models and curricular modifications that meet the quality standards required by the teaching of the English language. It should be noted that the teaching of the English language in Ecuador is stipulated as mandatory in public schools and universities within the educational system, in addition Bernasconi & Celis (2017) emphasize that

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