My English
Portfolio letter Response essay Literary Analysis Interpretation essay Argumentation essay Final research project essay Reflections/Acknowledgments
Naomi CedeĂąo Manrique Yachay Tech December 15th, 2016
Dear Portfolio Reader, First of all, I want you to know that I am very pleased to show you my portfolio. It is a compilation of the essays and assignments that I have done during this semester, but it is also the result of all the effort and love that I put in my work all this time. I am really happy to be able to put together in one document everything that I learned at this level, and that you, dear reader, enjoy reading it just as I enjoyed writing it. At the beginning of this level, the last in the English for Academic Purposes program, I was not sure about the skills that I had, or about the impact that this course would have on my student life. I was sure that learning English was necessary, but not that it was something that would make me grow as a person. Over time and with the help of my teacher, I realized that everything I learned during this semester will help me to have a better performance in my university career, and then in the labor field. Obviously, not everything was easy from the beginning. In fact, my first assignment was not the best. I had many mistakes that I'm sure I will not make anymore. Every correction of my teacher made me improve considerably, and every assignment had fewer mistakes. I was very excited to know that I could learn more every day, and it allowed me to acquire new skills and strengthen those that I already had. I really enjoyed doing my homework; each one was a challenge for me, and I am happy to have succeeded in all of them. My favorite ones were the writing assignments, because by doing them I was able to expand my knowledge about topics of current interest, and express
my opinion about them, increase my vocabulary, and correct my grammar mistakes. On the other hand, making presentations made me lose the fear of speaking in front of other people. Also, I improved my pronunciation, and learned how to speak more fluently. At this moment, I feel like I'm finishing a long but satisfying road. The last four months have been special to me, I have learned a lot of new things and have met people who have improved my life. I am very satisfied with everything I have experienced during this time because I know that it will be useful to me when I have to face my next challenge, which is to speak English as well as Spanish. I will continue working hard to achieve this goal, and I will try to make everything I do better than before. Finally, I want to thank all the people who were with me throughout this adventure for making all this time funny and meaningful. I would also like to thank you, the person who is reading my letter at this moment, for allowing me to share with you this wonderful experience.
Sincerely, Helen Naomi CedeĂąo Manrique
Technology and classrooms Helen Naomi CedeĂąo Manrique Yachay University
RESPONSE ESSAY: FIVE WAYS TECHNOLOGY HAS CHANGED TEACHING AND LEARNING
Rebecca Paddick, in her article “Five ways technology has changed teaching and learning” talks about how technology makes a difference between classes of a century ago and today’s classes. In spite of the clear description of some of the characteristics that make this distinction, there are more ideas that could make her thesis stronger, and consequently, improve her article. In general, this article is about the implementation and use of academic applications within educational plans for students’ tasks and learning in order to have a more interactive experience. To support the thesis, the author mentions some aspects of technology that change the traditional education. These are the following: Simplifying lesson preparation, aiding assessment, breaking down boundaries, encouraging collaboration and introducing interactivity. The first point is about how teachers can use software platforms to reduce planning time and content review. Then, she explains that the assessment, generally provided at the class time, will be expanded so students can clear any doubt at the time they want, and teachers know what is the pace of learning of their class. The author also states that the technology is present in all places and that it is not just relegated to educational institutions, with the use of ICT’s, students can deep the knowledge already obtained at the end of the day class, being already at home, at the library, or any other establishment. The next idea shows how flexible is the technology in what refers to learning, and how it encourages teamwork among students. It also explains that mobile devices and laptops facilitate ending academic information online. Finally, the article describes all the advantages that bring the fact that information could be stored online, and that today this information is essential for us.
I strongly agree with the author, the ways that she mentioned before are true and they make me think about all the benefits we can get from technological tools and the important change that it causes in education. The major point that I share is that ICT’s help professors to enhance their performance and make classes more interactive and dynamic. That fact increases the quality of the education and teaches students how to manipulate actual resources in an easy way, bringing them the opportunity of being an active part of this competitive world in the future. However, I still believe that something is missing. This article is more focused on expanding knowledge beyond the classroom, and this is good, but what about the using of technology into class? One of the main advantages of technology in the classroom is that it makes learning more didactic. Look at this situation: In a normal classroom, we can see a teacher explaining his class while he writes on the board, without making eye contact with students. We will also see students copying what is written without putting much interest in understanding the subject. This scene is repeated in many schools around the world and could change thanks to the introducing of multimedia. The using of multimedia devices is an aspect that should be included in the text because is the most used in teaching, the most accessible and easy to use. This resource offers several benefits within the teaching-learning process because it is easier to remember the content when it is seen or heard that when it is read, encouraging student’s interest, who sees this as a new and more dynamic way to build knowledge (Bhaskar, 2013). Another of the main advantages that the author does not mention, and that ICT's exhibit is the improving on personalized learning. Personalized learning education system is a highly effective method of education where students manage their own learning pace and set goals according to their level of knowledge (Buchem & Perez-Sanagustin, 2013). But what role does technology play in this? Well, this system is based on the use of interactive tools such as touch
whiteboards and learning management systems to focus learning on the student's skills through personalized digital content (Lang, 2016).
Being technology-focused, schools have the
opportunity to break the traditional model and follow the path of innovation and creativity in order to have a 21st century school, and students can greatly improve the way they educate themselves. A School should be the place where students learn tools to develop successfully in the labor field, and in some cases, not all the schools can give them the correct sources because there is not enough money to cover the price that represents buying stuff for class and less to having an interactive classroom. Despite this disadvantage, educational institutions can offer an innovative and modern education almost free. One of the great benefits that technology brings, and that the author does not mention is saving money using free software platforms. The free access software does not require subscriptions or licenses, or expensive equipment to function, and provides greater security than paid apps. On the Internet, you can find countless websites and online and offline applications that significantly improves student´s learning and greatly facilitates the work of the teachers. In addition, much of the content found in physical form can also be found in the digital version, minimizing costs and time spent on searching for information. As I mentioned before, the author of this article has shown several ways in which technology has transformed the world of education. Besides those mentioned, there are others that become relevant when we are discussing this issue. But beyond what or how many are the ways that change the manner we see education, the important thing is that, as a society, we are aware of the change that has suffered pedagogy which provides several benefits that improve efficiency in the classroom, and that arouse more interest in students than traditional learning. All of this will help the students of present and future generations to perform better in a
competitive world where those who manage current resources tend to have better development opportunities.
REFERENCES Bhaskar, S. (2016). New Ways of Using Multimedia in Classroom. EdTechReview. Retrieved 4 October 2016, from http://edtechreview.in/trends-insights/insights/746-new-ways-ofusing-multimedia-in-classroom Buchem, I. & Perez-Sanagustin, M. (2013). Personal Learning Environments in Smart Cities: Current Approaches and Future Scenarios. Open Education Europe. Retrieved 4 October
2016,
from
http://www.openeducationeuropa.eu/sites/default/files/old/eLPapers_Issue35_EN.pdf Lang, M. (2016). PLE and PLEI. Imaile.eu. Retrieved 4 October 2016, from http://www.imaile.eu/about/ple-personal-learning-environments/ Paddick, R. (2016). Five ways technology has changed teaching and learning. Education Technology. Retrieved 4 October 2016, from http://edtechnology.co.uk/Article/fiveways-technology-has-changed-teachingand-learning
Are the Attitudes of Mallard’s Marriage Related with the Attitudes of Today’s Marriages? Helen Naomi Cedeño Manrique Yachay University
ARE THE ATTITUDES OF MALLARD’S MARRIAGE RELATED WITH THE ATTITUDES OF TODAY’S MARRIAGES? Mallard’s marriage was a normal couple of 19th century until Mr. Mallard appears in the list of “killed” in a train accident. Her wife was depressed, but suddenly her behavior started to change. She began to feel happy for the death of her husband, and her necessity to be free became bigger. This situation would be totally strange to a common family, so this means that there were abnormal attitudes in their relationship that led to Mrs. Mallard to feel happy about a tragedy. These attitudes are the oppression and the lack of independence, common at this time. Nowadays, relationships’ behavior changed a lot, but these unacceptable attitudes still repeat in many women like a déjà vu of Mrs. Mallard’s life. One of the characteristics of Mallard’s marriage was the oppression. The author did not say if Mr. Mallard was a bad person, so maybe there was not an oppressive husband but an oppressive relationship. Maybe she did not love him like she loves herself; maybe she was frustrated about her life as a wife. She was not a cruel person, she only did not know that she was living an oppressive life until she saw freedom. Actually, many people feel the same about their own relationships. They want to leave their life because they are victims of chauvinism, underestimation, loneliness or simply routine. They are sad, confused and frustrated. They have heart troubles. Although in the text the author mentioned the “heart trouble” as a physical condition, I am convinced that it is a deeper issue. Her illness is a physical expression of her emotions. It was the reason why “her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body” (Chopin, 1894). She was excited, happy and afraid at the same time, and her body reacted to these emotions. This human behavior did not change through time: unhappy couples tend to have physical reactions (obviously not like Mrs. Mallard), and illness related
to depression, anxiety and neurological unbalances, and these illnesses have more intensity because of the fast pace of our actual lifestyles. Another thing that brought joy to Mrs. Mallard was the independence that her husband’s death meant. She was an intelligent and kind person, and she wanted to have a happy life and to live for herself. Her main wish was to be free and independent even if this meant the death of a man that she appreciated. When she opened the window, she was welcoming her new life, a long and hopefully life. Everybody wants to live this kind of life no matter the time or the place where we are, but only people like Mrs. Mallard know how important is to be free for their life, and what they are able to do in order to achieve their freedom. Some couples of today are in a toxic relationship that makes them take apart their dreams and illusions, and consequently, their motivation. They are like robots, without feelings and purposes. As I mentioned before, there are attitudes that are common between marriages of the 19th century and actual marriages. These attitudes are regrettable and cause physical and psychological effects in the people that are victims of these behaviors. People like Mrs. Mallard are unhappy with their lifestyle, and only want a good life. When they cannot have this life, the loss of joy can kill them.
REFERENCES Chopin, K. (1894). The Story of an Hour.
Interpretation
Essay
The Vitruvian Man Laura Sofía Caiza Llano, Helen Naomi Cedeño Manrique Yachay University
THE VITRUVIAN MAN “Learn how to see. Realize that everything connects to everything else�. Leonardo Da Vinci
Leonardo da Vinci was an Italian painter, architect, engineer, writer and sculptor of the Renaissance with a huge knowledge in many fields. Because of his different way of thinking, he becomes an extremely important man, recognized for his curiosity and ingenuity. He stood out for his deep passion for knowledge and research, clear principles that were highlighted in one of his most relevant works: the Vitruvian Man. Although this work was not recognized at first, from approximately three centuries ago it surprised experts because of its accuracy and meaning. In this drawing, that was made in 1492, Da Vinci shows the symbolic solution of a mathematical problem known as "the quadrature of a circle" through a representation of a naked man in two overprinted positions of his arms and legs, and inscribed into a circle and a square. But in a deeper context, what he tries to express is that the perfect proportions of the human body have a close relationship with anatomy, architecture, and religion. Based on this idea, he wants to support the Renaissance theory that the human is the center of the universe. Although many consider it only as a sketch, this drawing has an important connection with architecture, and the great influence it had on the architectural models of the Renaissance remains to these days. The Vitruvian Man was made from the indications of the Renaissance architect Vitruvius, a Roman architect of the first century who basically sought for someone who would make the human body, by solving the squaring of a circle, a reference to improve the appearance and functionality of the architectonical structures of that time (Borson, 2013). And Da Vinci succeeded, through his ability to integrate the different areas of knowledge, he was able to show the human nature and the perfection of it, catching the attention of the whole world. The aspect that attracts viewers the most is the proportionality of his drawing, the mathematical relationship between every part of the body; the accuracy in this work creates in
the viewer an almost unconscious feeling of curiosity towards it. This accuracy is in the fact that the Vitruvian Man was formed by nature so that the face, from the chin to the highest part of the forehead measure one of the tenth parts of its total highest. Also, Da Vinci uses the umbilicus as the natural focal point of the human body because the hands and toes have the same distance from the umbilicus, that is the relation with the circumference in one of both positions (Da Vinci, 1492). On the other hand, it can be noticed the dedication he put into this work by the artistic concepts used such as the Fibonacci sequence, the double unit and the golden ratio. These concepts used by Da Vinci are so useful and appealing that today they are widely used in photography and painting. The anatomic notes at the bottom of the drawing relate it with anatomy. Those notes which originally belong to Vitruvius, give a complete description of the external anatomy of humans, in which all the measures are related. The resemblance of the measures proposed by him and those of a real human are surprising. But, how can an artist represent something with such precision? Well, Da Vinci had an intense curiosity about the exploration of the human body. He was one of the first to dissect anatomical structures, so he knew in depth the characteristics of a body and how to draw it in detail (Hudson, 2014). Moreover, the Vitruvian Man is related to a healthy and balanced human who is a model of welfare, reaching the conclusion that the human body is perfect. Also, the drawing is used as an image of the practice of medicine. According to the Stanford University, the Vitruvian Man was considered the ideal patient in the medical field, and also it symbolizes the three characteristics of a complete physician: science, humanitarianism, and artistry (2012). In conclusion, this illustration reflects several anatomical points through the perfection of a human. This fact was important to anatomy because these points were fundamental for the medical description of this time. Out of the scientific implications of Vitruvian man, this drawing impresses for the relation that has with the philosophy and the religion, especially with the humanism. At the
Renaissance was born the humanism movement, which is characterized by putting the human being at the center of the cosmos, and recognizes the human as the wisest and most independent living being (IHEU, 2014). This way of thinking won many supporters in Europe, and Da Vinci was one of them. The Vitruvian Man is perhaps Da Vinci’s work that has more humanist influence. In this, he tries to show that man is the measure of all the things, that is, that all things in the universe should have proportions like the human ("Humanism, Leonardo da Vinci, and the Vitruvian Man", 2014). In addition, the artist suggests that man is the center of the cosmos by placing it in the center of the circle and the square, which in a philosophical context represent the spiritual world and the earthly world respectively. In the drawing, the man connects the circle and the square with his fingers, which would imply that the human being is the bridge between the material and the divine and that the connection between these two worlds would be the soul. All the ideas mentioned before show that Da Vinci’s work is meaningful, it is amazing to know that he, in a single work, could integrate aspects as different as architecture, medicine, philosophy and mathematics with the mastery that he did. Besides that, the artist can express that the human is the center of the universe in a unique and complex idea that has influenced the way in which the Renaissance humanists saw cosmos and has aroused the curiosity of the experts in arts. The Vitruvian Man is a work of art and a scientific illustration at the same time, is a magnificent representation of perfection, of accuracy, and of the beauty of the human kind.
REFERENCES Borson, B. (2013). Scale and Proportion – The Architect’s Domain. Life of an Architect. Retrieved 13 November 2016, from http://www.lifeofanarchitect.com/scale-andproportion-the-architects-domain/ Da Vinci, L. (1492). Le proporzioni del corpo umano secondo Vitruvio. Venecia, Italia: Galería de la Academia de Venecia. Hudson, A. (2014). Leonardo da Vinci: Art, anatomy and humanism. Leonardo Da Vinci: Between Art and Science. Retrieved 15 November 2016, from http://faculty.virginia.edu/Fiorani/NEH-Institute/essays/jones Humanism, Leonardo da Vinci, and the Vitruvian Man. (2014). Beau's Blog. Retrieved 15 November 2016, from https://beacou.wordpress.com/2014/02/14/humanism-leonardoda-vinci-and-the-vitruvian-man/ International Humanist and Ethical Union. (2014). What is Humanism?. Iheu.org. Retrieved 14 November 2016, from http://iheu.org/humanism/what-is-humanism/ Stanford University. (2012). The Vitruvian Man. Leonardodavinci.stanford.edu. Retrieved 12 November 2016, from https://leonardodavinci.stanford.edu/submissions/clabaugh/today/health.html
ON
Argumentation Essay
Should Ecuador Replace English with Kichwa? Helen Naomi CedeĂąo Manrique Yachay University
SHOULD ECUADOR REPLACE ENGLISH WITH KICHWA? The majority of countries have 2 or more official languages, and Ecuador is not the exception. Spanish and Kichwa are the official languages, even there are more languages that are spoken for tribes and minorities. Otherwise, English is a foreign language, but is considered a global language specially in the business and science world. For this reason, English is the official language in many countries. In spite of the fact that English is not an official language in Ecuador, English teaching is mandatory in all their education levels. This fact makes that some people think: Why we do not our other official language instead of English? Well, there are many reasons why we should not replace English for Kichwa. The first, and maybes the most important reason is that English has international acceptation, and Kichwa does not have it. It means that in other countries English is commonly spoken, and it allows Ecuadorians who know this language to have more fluent conversation with foreign people. When this happens in the labor field, the opportunities for Ecuadorians increase, and consequently, the benefits for Ecuador increases too. This situation is not only applicable for work, but it is also for the educational and scientific areas. Many scholarships will be denied if students do not have at least an acceptable level of English, and this level cannot be achieved when students do not learn English since they are children. Also, there will be many discovers and research that will be not diffused if they are not in English, and this could represent the loss of many links in the international scientific community. As I mentioned before, to achieve a good level of English, the student must learn it since they are children because it is easier for them to acquire knowledge; and it happens with all languages. For this reason, start to teach Kichua instead of English could mean a big and difficult transition. Just think in teenagers and even adults that are learning English in schools and universities. Imposing a new language it is like starting over again, and this will be
shocking for them. In addition, teaching a new language will represent an important loss of money because is necessary to train Kichwa. Many English teachers will lose their jobs, increasing poverty. The argument that teach one common language will improve internal negotiations and strength the cultural identity it is valid. For example, Pakistan replaced English with Urdu because for, according to Pakistan’s government, it will strength relationships between population and government (Agraval, 2015). In this country, English is considered an elite language. But the truth is that replacing English with other language is not convenient for countries like Ecuador. First, there are not enough Kichwa speakers to consider the idea of replacing an extended language like English, so it is easier to teach English to a minority that teaching Kichwa to almost all Ecuadorian students. Moreover, replacing English for Kichwa will not strength our cultural identity as a country because the majority of tribes in Ecuador do not speak Kichwa. Kichwa was considered as an official language because the biggest tribes speak it, but they do not represent a big population. For all the reasons that I have mentioned before, it is more convenient to continue speaking English and teaching it in educational institutions. English is a language that has more speakers each day, and we cannot change this situation. So, if we want to progress and achieve the dream of development in all fields, we must adapt to the global context and teach English in a better way instead of replacing it with other language, in order to have more opportunities for our citizens.
REFERENCES Agraval, A. (2015). Why Pakistan is Replacing English With Urdu. Retrieved from http://www.time.com/pakistan-english-urdu
final Research Project
Teaching of English as a Foreign Language in Ecuador. Helen Naomi CedeĂąo Manrique Yachay University
ABSTRACT
Nowadays, almost all the people around the world should speak at least one language besides their native one. In a place that is developing like our country, where the development of technology and science is constantly growing, English is the key to the door to a world on track to advance. For this reason, the government should ensure high-quality teaching this language. Unfortunately, the majority of the Ecuadorian education institutions do not have the resources to give a good English education, and consequently, the students cannot achieve the international standards of proficiency required. In order to find alternatives to solve this problem, this research inquires the main flaws presented by the project of the English teaching program in this country.
TEACHING OF ENGLISH AS A FOREIGN LANGUAGE IN ECUADOR
According to Luke Mastin, English is the most common foreign language for nonEnglish speakers around the world. Almost a quarter of the population, which is approximately two billion people, can understand English and have basic writing and speaking skills (2011). English is considered the lingua franca because it is the door to communicate with almost all professionals around the world. In Ecuador, English has become more relevant since the late twentieth century. The teaching of this language in Ecuadorian schools began in 1992, when the Ministry of Education and British Council signed an agreement to carry out a project called CRADLE. This project had the main purpose of developing the communicative skills of English, and brought a substantial reform of the education system of that time. Less than a decade ago the government implemented the EFL program, a teaching plan that basically follows the same structure as the CRADLE project. In spite of the improvements that the EFL presents, it also has some weaknesses. Several flaws can be found when analyzing the learning of English in this country, and this fact affects significantly the students’ development. In order to improve the areas that determine the kind of education that defines the successful future of Ecuadorian students, the government through the Ministry of Education can take several steps in administrative and teaching areas to improve the situation we are living today. To understand the reasons why English teaching should improve its quality in Ecuador, it is necessary to know the importance of learning a foreign language in our country. In spite of all the advantages of English and the importance that it leads, there are people that still believe that English is not necessary. One of these people is Robert Eberhardt, who in his article “Why English Class Isn’t Important”, states that English classes should be excluded because the contents taught are basically the same and that the only thing that usually changes is the amount of vocabulary (2011). Also, he makes a comparison between Math and English classes, concluding that math develops in a more complex subject while English stagnates in writing
and reading issues, and for this reason it is not necessary to teach English after elementary school. Although it is true that there are some topics that are repeated through all the levels of English, it does not mean that English is unnecessary for the acquisition and development of knowledge in higher stages of education. One of the main reasons why English is included in the curricula of high schools and universities is because it polishes the communicative skills acquired in elementary English. By increasing the amount of vocabulary, the students’ communication way becomes more complex and sophisticated, which will help them to a better development in the professional area. In addition, it is necessary to teach English at all levels of education because the more you learn, the more opportunities for you to have to access to tools that expand knowledge, and most of them are in English. On the other hand, the constant repetition of topics is done to consolidate basic aspects for the correct management of English. This is done because students tend to forget certain basic concepts, and without them it is difficult to move towards more complex ones. In conclusion, English is extremely important for the acquisition of knowledge in students, especially at the highest educational levels. For this reason, it is fundamental to raise awareness about the importance of having a good quality foreign language education, and consequently, to correct the failures that English teaching in Ecuador has. As mentioned before, it is essential that students can understand English, at least in the most basic aspects. According to the Ministry of Education (2016) students should graduate as B1 (which is intermediate according to the scale of the Common European Framework of References); at that level, they would be able to have daily conversations in English, solve basic problems and communicate needs and requirements that they have. In theory, this approach is consistent because the standards imposed on students are attainable, and the skills they acquire would be useful enough to enable them to perform in college. The problem is that schools need qualified teachers (at advanced or proficient) in order to achieve this goal, and
the majority of Ecuadorian teachers do not meet this requirement. According to the British Council in the article "English in Ecuador: An examination of policy, perceptions and influencing factors", less than 1 percent of teachers in public schools and schools are in B2 (2015). It is disappointing that in reality we are in a situation totally different from the one proposed in the governmental program. So, how can we expect students in our country to reach an acceptable level of English if teachers are on the same level, or even lower? The answer to this question is simple: We cannot expect it. It is very difficult for students to reach B1 without outside help such as private lessons. Although the Ecuadorian government increased the stringency of admission requirements for English teachers by declaring that they should all be at B2 as a minimum; and that it is working with private companies to provide training for those who do not meet the required standard, this problem still continues. One of the alternatives to solve this problem is to provide online training, so that teachers can improve their level of English while continuing to teach, and thus avoid the decreasing in the number of teachers in schools. It is highly desirable to carry out this alternative because the lack of teachers is causing significant changes in the structure of the English teaching plan. The greatest transformation caused by the lack of teachers is the shortening of the school years in which English is taught. Two years ago, the Ministry of Education through the Ministerial Agreement 0041-14 decreed that English would no longer be a subject in public schools’ curricula, and that it would be compulsory only in high schools until the government has the budget and the human resources for the teaching of this subject in schools. (2014). This change represents a great disadvantage with respect to the learning progress of Ecuadorian students due to the fact that it is more difficult to teach them a new language when they are teenagers than when they are children. Elementary school is where students experience the most important phase of their student life because it is where they acquire the basic knowledge they will need to learn for understanding more complex things in the future. Children tend to
understand the information better, and they are more curious and eager to learn. When it comes to language teaching, this factor becomes more relevant because the student's willingness and receptivity will define their level of proficiency and fluency in the language. In addition, teaching English from school avoids one of the biggest problems of EFL, which is the repetition of content. The following graph will explain how it would help the compulsory English in the first years of study.
Graph 1. Levels of Proficiency: Branching Approach (Ministerio de Educaciรณn del Ecuador, 2016)
This illustration shows the levels of proficiency that Ecuadorian students have in each grade. We can observe that in fifth-grade students should reach A1, and with the new reform students would be doing it at the end of ninth-grade. With the ministerial decree, they would be losing four years of study of English. If the government allow the teaching of English during these years, students could graduate as B2 and thus gradually improve the average proficiency of Ecuadorians. Otherwise, it should be taken into account that if English teaching starts from school, students would receive the PRE-A1, which is a level of adaptation to the language. This level is very important because it gives students enough time to receive the basic concepts of English, so that they will not be affected by the sudden acquisition of information that is totally new to them. On the other hand, it is necessary to clarify that this decree does not imply that private schools have to comply with it as long as they have the necessary resources to cover the
expenses of teaching materials and to pay teachers' salaries. Most private schools can do it, and this causes the level of knowledge among students in public and private schools to be uneven. This differs from the concept of equality promoted by the Ministry of Education, which states that everyone should have the same development opportunities regardless of the kind of education they have received. Situations like this hinder the fulfillment of the objectives of the EFL program, stagnate the process of improvement in the English teaching, and consequently retard the inclusion of future Ecuadorian professionals in the international labor field. Nowadays, the teaching of English is very important in almost every educational system in the world, and Ecuador is not the exception. It is essential that the new generation of Ecuadorians become aware of the benefits of speaking English correctly, and of the progress for the country that it would mean. For this reason, the government should take the necessary actions in order to improve the quality of teaching of this language. Unfortunately, the foreign language teaching system of our country is not efficient enough. It does not mean that the current program is useless, but there are several aspects such as the fact that language is not taught from an early age, the lack of training or inadequate training of teachers and the short time allocated to this subject in the curricula of some public educational institutions; result in low-quality learning for students, or simply lack of interest in them in learning English. These weak points should be considered as areas where it is necessary to work so that students reach the level of English required to ensure their good performance when they have to face the challenges presented by this globalized world.
REFERENCES British Council. (2015). English in Ecuador: An examination of policy, perceptions and influencing factors (1st ed.). Retrieved from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Ecuador.pdf Eberhardt, R. (2011). Why English Class Isn't Important. Campus Complaints: Beginning College. Retrieved from http://ekpr.weebly.com/why-english-isnt-important.html Haboud, M. (2009). Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural Education. International Journal Of English Studies, 9 (1), 63-80. Retrieved from http://revistas.um.es/ijes/article/viewFile/90641/87451 Mastin, L. (2011). Who Speaks English?. TheHistoryOfEnglish.com. Retrieved from http://www.thehistoryofenglish.com/history_today.html#Who Ministerio de Educaciรณn del Ecuador. (2014). Acuerdo Ministerial 0041-14 (pp. 3-5). Quito. Ministerio de Educaciรณn del Ecuador. (2016). English as a foreign language (1st ed.). Retrieved from http://educacion.gob.ec/wpcontent/uploads/downloads/2016/03/EFL.pdf Ministerio de Educaciรณn del Ecuador. (2016). Levels of Proficiency: Branching Approach. Retrieved from https://educacion.gob.ec/wpcontent/uploads/downloads/2016/03/EFL.pdf
REFLECTIONS
I am very grateful for all the things that I have learned in this semester, and for all the amazing people that I met. I am completely sure that I will never forget this incredible experience. Thank you for reading my portfolio, I really hope you enjoyed it!