Políticas educativas para la enseñanza del inglés en la educación superior de Ecuador

IF 0.7
José Luis Andrade Mendoza, Carina Fernanda Vallejo Barreno, Marjory Estefanía Lechón de la Cruz
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引用次数: 0

Abstract

The teaching-learning processes of contents and the human capacities that emerge from them on a daily basis are "determined" by the policies, plans and concrete projects that regulate the subject and the teaching of English is no exception; thus, it is the national, regional, local and institutional policies that produce or delay, as the case may be, the conditions of possibility for the achievement of the programmatic objectives of a subject of strategic use such as English. By means of a descriptive, analytical and documented methodology, the objective of this article was to review some educational policies for the teaching of English in higher education in Ecuador. The results obtained allow us to conclude that, although educational policies are regularly designed asymmetrically, from a hegemonic institutional center (State, Teachers, University, among others) and imposed in a relatively consensual way to the rest of the actors of the educational process, in the cases known by this research, the successful teaching of English also depends significantly on the creative capacity of the teacher and, even more, on the commitment of the students in the development of their language skills in order to achieve meaningful learning.
厄瓜多尔高等教育中英语教学的教育政策
内容的教学过程和日常产生的人的能力是由规范该学科的政策、计划和具体项目“决定”的,英语教学也不例外;因此,正是国家、区域、地方和体制政策产生或推迟了实现英语等战略用途科目的方案目标的可能性条件。本文采用描述性、分析性和文献化的方法,回顾了厄瓜多尔高等教育英语教学的一些教育政策。所获得的结果使我们能够得出结论,尽管教育政策经常是不对称设计的,从霸权的制度中心(国家、教师、大学等)开始,并以相对一致的方式强加给教育过程的其他参与者,但在本研究所知的情况下,英语教学的成功也在很大程度上取决于教师的创新能力,更重要的是,取决于学生在发展语言技能以实现有意义的学习方面的承诺。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Cuestiones Politicas
Cuestiones Politicas POLITICAL SCIENCE-
自引率
42.90%
发文量
154
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