Main aspects of the English as a Foreign Language Ecuadorian Curriculum.

1. UNIVERSIDAD NACIONAL DE LOJA
CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS
CURRICULAR PLANNING
“ENGLISH AS A FOREIGN LANGUAGE ECUADORIAN CURRICULUM”
PROFESSOR: Mg. Sc. Patricia Rodríguez
NAME: Miguel Ángel Herrera Mora.

2. What is curriculum?
The term curriculum refers to the lessons and
academic content taught in a school or in a
specific course or program.
EFL Curriculum is designed for students of EGB
(2nd -10th) and for students of BGU(1st 3th)

3. CORE PRINCIPLES
• The communicative language approach: Means to interact and
communicate, rather than as a body of knowledge to be
memorized.
• (CLIL): Used to integrate the learning of language with cultural
and cognitive aspects of learning such that language acquisition
serves as a driver for learners’ development.
• International standards: the curriculum is based on
internationally recognized levels as teachers as students.

4. • Thinking skills: learning English should support the
development of the thinking, social and creative skills needed for
lifelong learning and citizenship.
• Learner-centered approach: teaching methodologies should
reflect and respond to learners’ strengths and challenges, and
facilitate the process of learning by supporting learners’ motivation
for and engagement with learning.

5. Learner-Centered Teaching Methodology
• Teachers are focused on what and how the students are learning,
not on their performance as a teacher
• Teachers recognize that students learn in different ways and
teachers personalized approach to teaching is needed.
• A positive learner attitude is the key to successful learning.
(Teachers motivation).
• The respect is increased when teachers focus on meaning as well
as form.

6. • Learning is an active, dynamic process. It occurs more effectively
when students are actively involved, rather than passively
receiving information.
• Teachers are committed to a constructivist approach by building
upon knowledge that the learners already know.
• Assessment is more formative than summative in nature. It
provides the teacher with frequent feedback, which will be used to
give support future learning.
• Developing skills that support lifelong learning. Creating
motivated and independent learners