The document discusses the importance of teaching English as a second language in Ecuador. It notes that the Ministry of Education and Culture considers English an important tool for students' professional development and integral formation given today's globalized world. It also describes how since 1992, the Ministry of Education has implemented curriculum reforms, teaching methods, resources, and teacher training to develop students' English communication skills from 8th grade through high school graduation. The current focus remains on adapting English language curriculum to new proposals.

1. El conocimiento de más de un idioma es ventajoso para todos, por lo que, la atención a
las necesidades de los ciudadanos y entre ellas las necesidades de comunicación que es
una de las mas importante en un mundo globalizado, debe ser característica de la
educación moderna.
Se considera que el desafío de la educación contemporánea es contribuir a desarrollar
las competencias de los estudiantes para convivir en su comunidad local y en una cada
vez más cercana a la comunidapod mundial.
El ministerio del Educación y Cultura del Ecuador acorde con estas premisas, considera
al idioma Ingles como un instrumento de trabajo para los futuros profesionales que hoy
se preparan en las aulas en calidad de estudiantes y, es por lo tanto, uno de los
componentes sustanciales en su formación integral.
En nuestro país Desde 1992, el Ministerio de Educación (MINEDUC) a través de la
reforma curricular para el Desarrollo del Aprendizaje del Inglés (CUNA) ha utilizado
los planes y programas de estudio, recursos didácticos, sistemas de evaluación, y una
permanente formación de profesores del programa sobre la base de un enfoque
funcional -comunicativo para la enseñanza del idioma Inglés a los estudiantes de
octavo, noveno y décimo ano de Educación Básica (EGB) y el primer, segundo y
tercero de Bachillerato, mediante los cuales se trazan estrategias encaminadas al
desarrollo de sus competencias comunicativas, en trabajar a favor de habilidades de
comprensión, escucha y lectura, así como producción escrita y oral. En la actualidad,
debido a que la actualización y el fortalecimiento del plan de estudios de EGB
(Actualización y Fortalecimiento Curricular de la EGB), el documento ha sido validado
y se está llevando a cabo, sino que también ha sido necesario adaptar el currículo de
Inglés a una nueva propuesta
Teaching approaches and methods:
Methods and approaches influence the current state of English language teaching,
some of them are:
The grammar translation method: According to Richards, & Rodgers (2001) it
dominated European and foreign language teaching from the 1840 to the 1940, it has
been used by language educators for many years and is still widely practiced.
Freeman (2000, p. 11) states “This method was used for the purpose of helping students
read and appreciate foreign language literature”. Furthermore of this important concept,
Brown (2001) suggest that classes in the grammar translation method are taught in the
mother tongue, with a slight use of the target language, the vocabulary is taught in the

2. structure of isolated words, and finally little attention is paid to the content of the text
and to the pronunciation.
On the other hand Total Physical Response is other language teaching method
developed by James Asher, built around the coordination of speech and action.
Freeman (2000) suggest that one of the main characteristic of the TPR, was to reduce
the stress people feel when are studying a foreign language, by the use of a variety of
instructions and amusing skits, making in these way the language learning as enjoyable
as possible.
Moreover Asher (1997 p. 4) states that “Most of the grammatical structure of the target
language, and hundreds of vocabulary items, can be learned from the skillful use of the
imperative by the instructor”
Otherwise the Communicative Language Teaching (CLT) according to Richards
& Rodgers (2001, p. 172):
Is best considered an approach rather than a method, it refers to a diverse set of
principles that reflect a communicative view of language and language learning,
and that can be used to support a wide variety of classroom procedures.
A similar definition is proposed by Freeman (2000) who claims that the CLT, intend
broadly to submit an application to the theorical perspective of the Communicative
Approach by structuring communicative competence, the goal of language teaching and
by recognizing the interdependence of language and communication.
Otherwise Brown (2001) suggests that it is difficult to present a definition of
CLT, but, there are some interconnected characteristic that can offer a description about
the CLT as: Classroom goals are focused on all of the components (grammatical,
discourse, functional. Sociolinguistic, and strategic) of communicative competence
goals, therefore must intertwine the organizational aspect of language techniques,

3. designed to engage learners in the pragmatic, functional use of language for meaningful
purpose.
Another important approach is the Task Based Language Teaching (TBLT),
which as Richards & Rodgers (2001) claimed offer the notion of “task” as a
fundamental unit of planning and teaching. Its principal goal is to develop personal
communication skills, as: everyday language situation-conversations, shopping,
listening to the radio, and the like. In this way the students have the opportunity to
interact, work, to understand each other and to express their own meaning. In addition
Freeman (2000) suggest that TBLT, aims to supply learners with a natural context for
language use, in fact the language practiced in the classroom is not pre-determinate,
but rather derives from the nature of a particular project that students elect to do.
Cooperative language Learning (CLL) is an approach to teaching that makes
maximum use of cooperative activities, involving pairs and small groups of learning in
the classrooms, that learning is dependent on the socially structured exchanged
information between learners in groups and in which each learner is held accountable
for his or her own learning and is motivated to increase the learning of others

4. Teaching Techniques:
Teaching techniques could be defined in several ways, along with the theories
behind it. Brown (2001) suggest that : “The language teaching literature, considers
technique as a super-ordinate term, to refer to various activities that either teachers or
learners perform in the classroom”.
In other words, teaching techniques are the day to day activities planned and applied by
the teacher for a particular lesson. It can be either student-centered or teacher-centered,
and, it can be active or passive depending on how they are used or applied by the
educator.
In addition, as Harmer(2001) states, there are a number of study techniques,
which teachers can employ to ensure that students not only grasp the meaning of a
language form or how it is used in exchange or texts, but are also clear, about its
instruction, yet, the technique to be applied must have the potential to enhance and
improve the students’ learning experience. Furthemore, Dhand (2008 p.13 ) argues
that: “A teaching tecnique can be thought of as an activity which affect the leaners
encoding process, that is, how the learner will learn the desired information, concept,
generalization and-or skills.”
Even though, it is also important to consider that there are many factors which
can determinate the success or failure of any tecnique for that reason teachers must be
aware to the appropiateness of the teaching technique they may apply for the lesson .
In brief, as Dhand, (2008.p 14) suggests “ with virtually an unlimited supply of techniques
from which to choose, the teachers should establish the criteria on which to base his/her
choice for using specific techniques during the learning process”.

5. Managing Learning:
One of the teacher’s key roles, is the management of learning, and is, in these
part of the language teaching and learning process, where teachers have to ensure the
best use of the available time and resources.
One of these resources as Spratt, Pulverness, & Williams (2005) points out, is the
feedback which focuses on learners’ language skills, the ideas in their work, their
behavior, and their attitude to learning or their progress. The aims of feedback are: to
stimulate learners and to help them understand what their problems are, and how they
can improve or overcome it.
In addition, according to Harmer (2007) there are times at some stages in
communicative activities, when teacher may want to present corrections or suggest
alternatives, because the students’ communication is at risk, or because this might be
just the correct moment to draw the students’ attention to a problem. That is why
teachers need to be particularly sensitive about the way they give feedback, and the way
they correct.
For that reason, it is important as Hammer (2007,p .137) states , “To make sure that the
feedback we give; is appropriate to the students concerned and to the activity they are
involving in, and that we recognize feedback as a crucial part of the learning process.”
On the other hand, is also important to take into consideration the time-
managing skills as Fenstermacher & Soltis (2004) suggest, it intended to add to the
percentage of engaged time, relative to allocated time, and include such techniques as
monitoring seat work, reducing leisure chatter, maintaining a down-to-business
atmosphere, and providing students with an essay, comfortable means to signal their
position confusion with the material under consideration.

6. Lesson design:
The key of a successful teaching, purposeful class management, and the
achievement of sustained educational progress, lies in effective planning.
Spratt, Pulverness & Williams (2005) defined a lesson plan as a set of annotations that
help teachers to think through what they are going to teach , how they are going to
teach and also how can it guide them during and after the lesson.
In addition, other description of lesson plan is given by Butt (2006, p. 2) who
suggest, “A lesson plan is a concise, working document which outlines the teaching and
learning that will be conducted within a single lesson”
In fact, effective lesson planning takes time and a range of skills, that all teachers have
to master quickly, whether; they are within their period of early training or starting in a
new school as a new teacher. Furthermore, it is essential for teachers to identify the
most imperative components of a lesson plan by thinking carefully, about what they
want their learners to do, and how they want them to do it. The form of the adopted
lesson plan is a very much personal teachers’ choice: nevertheless, it is important to
note that all lesson plans enclose similar common elements, such as aims, learning
objectives, teaching and learning activities, timings, assessment and evaluation.
In brief as Harmer (2007) states, using a plan means having a usual dialogue
between what teachers planned to do and what is actually happening. In other words, it
is totally right and proper to design learning outcomes which teachers hope their
students will achieve

7. Class size:
Into the teaching- learning process, there are many features that influence the teaching
of any language, one of these is the class size .
Brown , (2001) suggest that ideally language classes, should have no more than
a dozen students or so; they should be large enough to present diversity as well as
student interaction, and small enough to offer students the chance to practice and to
obtain individual attention.
Many teachers consider large classes, as a problem, and it is certainly true,
because there are several challenges they need to overcome , for instance, how can
they offer students personal attention? How can they get students interact with each
other? How can they organize dynamics and creative teaching and learning lessons?.
Nevertheless as Harmer, (2007) suggested:
Big groups have disadvantages of course , but they also have one main advantage, they
are bigger, so that humor, for example, is funnier, drama is more dramatic, a good class
feeling is warmer and more enveloping. Experience teachers use this potential to
organize exciting and involving classes.
On the other hand small classes have considerable advantages over classes with two or
more pupils. In the first place , meanwhile, in a group an individual student only get a
part of the teacher attention, in a small class the teacher focuses exclusively on one
person, on the second place students get deeply enhanced feedback from their teacher,
and last but not least, it permit teachers to enter into a really dialogic relationship with
their pupils in a way that is considerable less possible in a large group situation.
However small classes as Harmer, (2007) states:

8. “ Is not without its drawbacks, student and teachers can be often become tired and
sleepy in one-to-one session because the dynamic of a crowed classroom is missing”.
Classroom space
Most educators are not indifferent to the manipulation of classroom space, it can
be symbolic and conceptual, for that reason teachers need to study how the space
divides subjects and objects from one another, the gaps separating material objects, the
rifts among subjects, and in turn how that space can be reconstructed differently.
Tabassum, (2006) states that the spatial organization of the classroom is a
manifestation of how teachers want to lay out the curriculum and pedagogy, thus it is
essential for a teacher to examine the partners and meditations of classroom space
before it becomes unchallengeable.
Space provides the ideal medium for linking the many dimensions of the classroom. It
brings together the physical space of subjects and bodies as they circulate inside and
outside the classroom, and it examines how these movements affect the social
categories of that space
Another important point is the teachers’ organization of classroom time and space
determinate what kind of social interactions are put in into effect in the classroom.

9. Seating Arrangement:
Muijs & Reynolds (2005) states that one essential aspect of a successful
classroom management is providing appropriate seating arrangements in the class. One
general principle is that students should have an adequate space to work comfortably.
That is, if movement in the class is desired o required, students should be capable to do
this easily and without too much trouble. For that reason it is important to consider the
choice of exact seating arrangements according to the formats and goals of the lesson,
as well as the way students are positioned.
Therefore Savage, T. V. & Savage, M. K. (2010 ) propose three basic seating
arrangements models, most frequently used in classroom:
Rows: The teacher has a clear view of all the students and the students can all see the
teacher
Clusters:
Circular or semicircular patterns:
Moreover Bender (2004) claimed that seating arrangements may also prove
helpful in keeping serious behavior problems from increasing into classroom crises
some strategies as: Seat the constantly angry, verbally abusive, anti-authority student
near a classroom door, Seat the fidgety hyperactive student on the periphery of the
room, preferably at the back , and seat the insecure student who needs constant
reassurance close to you at the beginning of the school year.

10. In summary, as Savage, T. V. & Savage, M. K. (2010) suggest ; the correct choice of
seating arrangements in a class can have a considerable influence in student behavior,
classroom participation, and student attitudes.
Classroom and ∕ or teaching resource:
Teachers can use different resources to make lessons more interesting and
effective. The materials applied into the language classroom include anything that is
used to support the learning process.
Harmer, (2007) propose the concept and the use of several materials or
classroom resources, some of the most employed are listed below:
First of all, the board: which is the most versatile piece of teaching equipment. Boards
provide a motivations focal point during whole-class grouping.
Second, Cards (often called flashcards) they are smallish cards which teachers can holp
up for their students to see, they can be applied with either pictures or words for cue-
response work or as aids in pair work and group work.
Third, the cassette recorder is one of the language teacher’s most useful tools. Nearly all
coursebooks and other published EFL materials are accompanied by cassettes.
Last, the overhead projector: is an extremaly useful pieces of equipement since they
allow teachers to prepare visual or demonstration material.
Nevertheless Thornbury, (2006) suggest that it is important to take into acount
the arguments in favor of classroom resources, these are :
First they relieve the teacher of having to do copious training; second they allow
learners to continue studying outside class time; and finally they stimulate the language
production . On the downside, an over-reliance on materials can produce materials

11. centered classroom, at the expense of a person-centered on. It is significant, therefore, to
select and use materials thoughtfully, taking into consideration the learners’ needs and
interests, so that the resources are a help rather than a hindrance.
Classroom observation:
Classroom observation is a common feature of teacher-training courses and
constituted a part of in service teacher support in many schools.
In addition Wragg; Wikeley; Wragg; & Haynes (1996) state that several
forms of classroom observation have been developed in part because of the varied of
context in which lessons may be observed and analyzed , for instead , a primary teacher
being appraised by the deputy manager who comes for the afternoon to look at the
language and number work, a secondary science teacher watched by the head of
department during a one-and-a-half hour laboratory session as a part of school’s
assessment exercise, in both of these cases the observer is watching lessons, and, the
purpose and approaches are different.
In addition Wragg (1996 et all., ) consider skillful handled classroom
observation can benefit both: the observer and the person observer, helping to inform
and improve the professional abilities of both people. Badly handled, though, it
becomes counterproductive, at its worst arousing hostility, resistance and suspicion.
However , according to Brown (2001) “One of the most neglected areas of
professional growth among teachers is the mutual exchange of classroom observations”
but, it occur, because once teachers get into a teaching custom, it is very difficult to
make time to go and observe other teachers and to ask the same in return.
Nevertheless, in spite of some of the difficulties teachers may have of visiting classroom

12. and observing lessons, it is a worthwhile-enterprise and one that should be undertaken
in a thoughtful and professional manner.
Student Motivation:
At its most basic stage motivation according to Hammer (2007) “is some kind of
internal drive which pushes someone to do things in order to achieve something “
Spratt, Pulverness,, & Williams (2005) state that Motivation play an important
role in language learning, because it helps make learning successful.
Nevertheless, certain factors influence students’ motivation to learn a determinate
language. These factors include: first, the usefulness to them of knowing the language
well, e.g. getting on to courses of study, getting good marks from the teacher, second,
the interest in the target language culture, third encouragement and support from others,
e.g. teacher, parents, classmates, school, society, and finally their interest in the
learning process: the interest and relevance of the course content, classroom activities,
the teacher’s personality, and teaching methods
Otherwise Lightbown & Spada (1999) suggest that motivation in second
language learning is a multifaceted phenomenon which can be described in terms of two
issues: learners’ communicative requests and their attitudes towards the second
language community.
In other hand is important to consider that the most widely recognized types of
motivation are: extrinsic and intrinsic motivation

13. Extrinsic motivation according to Harmer (2007) is the result of any number of outside
factors, for instance, the need to pass an exam, the hope of financial reward or the
possibility of a future car.
And intrinsic motivation, however, comes from whiting the individual, therefore, a
person may be motivated by the gratification of the learning process itself or by de
desire to feel better .
Learning Style :
It is perceptible to many of those who have considered learning, that we learn in
a singular and different ways from each other, and we often decide to use what has
become known as a ‘ learning style’.
Pritchard (2009) Define learning style as the prefered or a particular way in which an
individual learns and study, apliying differents strategies, for example: using pictures
instead of text; working alone as opposed as working in groups, and so on.
Another definition is also proposed by Murphy (2008) who states that “when
we talk about learning styles, we are talking about how you get a job done” according to
this author, learning styles are relatec to the five senses and the learning channels.
Otherwise it is also important to take in consideration that there a different learning
styles applied into the teaching- learning proccess some of them are:
Those related with with the five senses( hearing, seeing, feeling, smelling and tasting)
so when more than one of the senses is used,it is known as multi-sensory learning, and
those interrelated with the senses make up the learning channels known as: visual,
auditory and kinesthetic.
Furthemore one learning style is not better than another one, people frequently
employ the learning styles they are tough in, and evade using the ones that are weaker.

14. It is an excellent idea to learn and do things using a strong style, but also is noteworthy
to strengthen the weaker styles by using them in every day situations.
Students Intelligence or aptitude to learning:
Since, 1905, when psychologists Theodore Simon and Alfred Binet originally
developed an intelligence scale in order to categorize those students who would most
benefit from special education; schools have placed much importance on measuring and
reporting students’ levels of intelligence.
The term “intelligence” as Lightbown & Spada (1999) suggest has traditionally been
used to refer to a performance on certain kinds of tests which are often associated with
success in school, and a link between intelligence and second language learning.
Additionally Partin, (2009) stated that Gardner in his theory know as Multiple
Intelligence, recognized eight different kind of intelligence, these are:
Logical-mathematical, Linguistic, Spatial, Musical, Bodily-kinesthetic, Intrapersonal,
and Naturalist
However, traditional education system may have tended to focus on some intelligence
over others, especially on language and logical intelligence, this narrow conception of
intelligence has short chanced those students whose talents lie in other forms of
intelligence, that is, for example one student might be strong in musical and bodily
intelligence, while another may be strong in language and understanding other people.

15. To sum up Partin (2009) suggest that it is essential recognizing and development the
student’s individual patterns of multiple intelligences, consent teachers to help all
students to maximize their learning success, both in and out of school
Gardener suggests that probably all have these seven intelligences but in different
proportions..

16. Over the years, many studies using a variety of intelligence (‘IQ’) tests and different
methods of assessing language learning have found that IQ scores were a good means of
predicting how successful a learner would be.
However as Richards & Rodgers (2001) stated “ Gardner note that traditional
IQ test measure only logic a language , yet the brain posses other similar important
types of intelligence”