The teaching of English in multi-intercultural contexts in Ecuador with the support of technology

Abstract

The purpose of this article is to analyze a communicative didactic method and its methodological procedures to guide English teachers on the teaching of this language using the multi-intercultural approach with Ecuadorian students in language schools. A bibliographic study was developed. Analysis-synthesis and hermeneutic methods were used to evaluate the sources and highlight the most important aspects of teaching English in multi-ethnic contexts and make valuable interpretations around this process. A descriptive case study with a qualitative approach was developed using the observation technique and pedagogical tests. The results show that the students were able to practice oral and written aspects of the English language, being more aware of their traditions and customs, origins and cultural diversity with the support of technology. The methodological procedures and strategies applied improved the teaching-learning process of English and attention to multi-intercultural diversity in a language academy in Ecuador.