FACULTY OF EDUCATION

PEDAGOGY FOR NATIONAL AND FOREIGN LANGUAGES ONLINE

​
TOPIC:​
SHOW WHAT YOU UNDERSTAND – SPEAK & WRITE MINI EXPLAINER

PRACTICAL COMPONENT PART 1

AUTHORS:

[Link] Baquerizo Cabezas

[Link] Guevara Lindao

[Link] Jose Galarza

[Link] Ruiz Brito

[Link] Cruz Reyes ​

COURSE:

Càtedra Integradora :Los contextos de los sujetos educativos y el aprendizaje humano

.El tratamiento del inglès en los diferentes contextos educativos :Educaciòn General
Bàsica y Bachillerato ​
PROFESSOR:

[Link] Marîa Maruri Orellana ​

SUBMISSION DATE:​
October 2,2025

INTAKE:​
April 2025 -July 2025

MILAGRO-ECUADOR
Index

[Link] of contents

[Link] of Inclusive Teaching Strategies

[Link] on the Influence of the Ecuadorian Context

[Link]

[Link] Analysis Report

Classroom Context

High school students in Ecuador come from diverse sociocultural backgrounds

,with significant differences in access to resources ,family support ,and
motivation toward English as a foreign language . Many recognize the
importance of English for higher education and future job opportunities ,
although its everyday use is limited and often restricted to the classroom .

The diversity of interests ,experiences ,and skill levels requires teachers to

adapt inclusive and flexible strategies to promote effective learning .

For example ,in an observed 11th-grade class,some students demonstrated

fluency in reading comprehension ,while others had difficulties with basic
vocabulary . This difference meant that teachers had to use differentiated
strategies , such as support groups and collaboration ,to ensure that everyone
participated and learned.
Interview

Interviewer : Good morning ,Professor .Thank you very much for agreeing to
this interview . To begin ,could you tell us a bit about your experience as an
English teacher ?

Teacher : Good morning .With pleasure.I have been teaching English at a

public school in the province of Cotopaxi for over ten years .I have worked with
students of different ages and backgrounds ,both urban and rural ,which has
allowed me to gain firsthand knowledge of the country’s cultural and linguistic
diversity .

Interviewer : In your experience ,how does cultural and linguistic diversity

influence English language teaching ?

Teacher : It’s a very important aspect .Many students have Kichwa or Shuar as
their native language ,and others come from families with strong local traditions
.When the book’s content doesn’t reflect their reality ,they lose interest .That’s
why I try to include topics that are close to their culture : celebrations,traditional
foods,or stories from their community .In this way,learning English becomes
more meaningful and respectful of their roots .

Interviewer :What strategies do you use to address the socioeconomic

differences among your students ?

Teacher : At my school ,not everyone has access to the Internet or electronic

devices , so I’m looking for activities that don’t rely on technology . For example
,I use recycled materials ,role-playing ,and group work .I also assign homework
that can be done at home with family support ,without needing to print anything
or go [Link] important thing is that everyone can participate without feeling
at a disadvantage
Interviewer : How do you address infrastructure and resource limitations at
your institution ?

Teacher : It’s a constant challenge . We don’t always have labs or projectors

,so creativity is essential .Sometimes we use the patio to play vocabulary
games or run simulations of real -life situations , such as in a restaurant or a
store . I also create materials using cardstock and flip charts .Students really
enjoy those hands -on visual activities

Interviewer : How motivated do you perceive your students to be when learning

English ?

Teacher : It depends a lot on the approach . If English is taught only through

grammar , students get bored . But if we connect the language to their interests
-for example ,music ,social media ,or tourism -they become more motivated .
Some see English as a gateway to better job opportunities ,while others
associate it with the chance to travel or meet people from other countries .The
key is to show them how it can be useful in their lives .

Interviewer : Finally , what role do you think the community plays in learning
English ?

Teacher :It’s fundamental .When families get involved ,students feel more
supported .At my school ,we’ve organized cultural fairs where parents
participate by showcasing local traditions in English .We have also worked with
community leaders to promote local tourism with bilingual guides .This shows
that English is not only learned in the classroom but can also contribute the
development of the entire community
Interviewer: Maria Galarza

student: Good morning, Professor. Thank you for agreeing to this interview. To
begin, could you tell us how your career in English teaching began?

Teacher: Good morning. I started teaching English about fifteen years ago. I
studied English Language and Literature because I have always been
passionate about languages and intercultural communication. My first job was
at a rural school in the province of Imbabura, where I learned the importance of
adapting teaching to the realities of each community.

student: What do you consider most important when teaching English to

Ecuadorian students?

Teacher: The most important thing is to connect the language with their
environment. English should not be seen as something distant or foreign, but as
a tool that can help them in their daily and professional lives. I try to make my
classes practical, using real-life examples, songs, movies, and everyday
situations.

student: What are the biggest challenges you face in your teaching work?

Teacher: One of the main challenges is the lack of practice outside the
classroom. Many students only use English during class, which limits their
progress. In addition, not everyone has access to the internet or educational
apps. That’s why I look for strategies that allow them to practice the language
without relying on technology, such as role-playing, debates, or group reading.

student: How do you handle cultural and linguistic diversity in your classroom?

Teacher: It’s a key aspect. In my school, there are students who speak Kichwa
and others who come from urban backgrounds. I try to integrate that diversity
into the lessons. For example, I ask them to translate typical words or phrases
from their native language into English, or to share local stories. This fosters
respect for their roots and, at the same time, strengthens their learning.

student: What role do you think values and motivation play in the
teaching–learning process of English?

Teacher: They are essential. Teaching English is not only about transmitting
vocabulary or grammar but also about promoting values such as perseverance,
empathy, and teamwork. When students feel valued and understood, they
become more motivated to participate and lose their fear of making mistakes.

student: Finally, what message would you give to future English teachers?
Teacher: I would tell them to be patient, creative, and always willing to learn.
Teaching English in Ecuador is a challenging but very rewarding path. Each
class can change the way a student sees the world — and that is the most
valuable part of this profession.

Maria Galarza

Personal Diversity Reflection Paper

Diversity is an essential part of our society and our classrooms. Throughout my

personal and academic experiences, I have learned that understanding and
respecting differences helps us grow as individuals. In education, diversity is
reflected in languages, cultures, and learning styles. As a future professional, I
believe it is important to value every person’s background and create inclusive
spaces where everyone feels respected and heard. Recognizing diversity not
only enriches our perspectives but also strengthens empathy, cooperation, and
equality in any environment.

Melany Daniela Guevara Lindao

Interviewer (Melany): Good morning, Lic. Karla. Thank you for giving me
this space. To begin, what motivated you to choose teaching, specifically
in the English area, as your profession?

Teacher (Lic. Karla): Good morning, Melany. From a very young age I
was interested in languages, especially English, because of its global
importance. In high school I enjoyed helping my classmates understand
texts or songs in English, and that is when I discovered that teaching this
language could be a way to transform lives. That is why I decided to
become an English teacher.

Interviewer: In your experience, what strategies have given you the best
results in the classroom when teaching English?

Teacher: I have found that active learning works very well. I try to make
students participate in dialogues, role-playing, songs, and group projects
where they can use English in real-life situations. This builds their
confidence and helps them see that the language is not only theory, but
also a practical tool.
Interviewer: We know that each group of students is different. How do
you manage the different learning styles in English classes?

Teacher: It is a constant challenge, but also very enriching. I try to vary

my activities: some are more visual, like using images and videos; others
are auditory, like listening to dialogues or songs; and I also include written
tasks and speaking practice. I like to know what motivates my students so
I can integrate their interests into English lessons.

Interviewer: What do you consider the main difficulty English teachers

face today?

Teacher: One of the biggest challenges is that students often only

practice English inside the classroom. Since they do not use it outside,
their progress is slower. Also, not everyone has access to the internet or
apps to practice. That is why I try to create opportunities for practice in
class through debates, role-plays, or collaborative activities.

Interviewer: Regarding values, how do you integrate them into English

teaching?

Teacher: Values are essential. When students work in teams to perform a

dialogue or present a project in English, I take the opportunity to
emphasize the importance of respect, responsibility, and cooperation.
Teaching a language goes hand in hand with teaching how to
communicate with empathy and openness towards other cultures.

Interviewer: To conclude, what advice would you give to those of us who

are preparing to become future English teachers?

Teacher: I would advise you to be patient and innovative. Teaching

English requires creativity, since it is not only about explaining grammar,
but about motivating students to speak and lose their fear. I would also
say to never stop learning, because English evolves with culture, music,
technology, and the world itself.

Reflection

Reflecting on the interview with Lic. Karla, I realized that teaching English
goes beyond grammar and vocabulary. It is about inspiring students to
see the language as a useful tool in their lives and motivating them to
practice it with confidence. The professor emphasized the importance of
adapting strategies to different learning styles, which made me
understand that flexibility and creativity are essential qualities for every
teacher.

Another aspect that stood out was the integration of values into the
English classroom. Teaching a language is also teaching respect,
cooperation, and empathy, since communication is built not only on words
but also on attitudes and human interactions. I also learned that
challenges such as lack of resources or practice outside the classroom
can be transformed into opportunities if the teacher is innovative and
committed.

This interview encouraged me as a future teacher. It reminded me that

teaching English is both demanding and rewarding, and that each class is
an opportunity to make a difference in students’ lives.

Personal Diversity Reflection Paper

Diversity in language education is a complex and enriching reality that deeply

influences how students learn English in Ecuadorian classrooms. After

reviewing several studies and interviewing an experienced English teacher from

a public high school, I identified three main types of diversity that strongly affect

English as a Foreign Language (EFL) teaching: cultural, socioeconomic, and

linguistic diversity.

Cultural diversity is one of the most valuable aspects of Ecuadorian classrooms.

Students come from different communities—Indigenous, Afro-Ecuadorian, and

Mestizo—and bring unique traditions and perspectives. As García (2021)

suggests, recognizing these backgrounds helps teachers design lessons that

are more meaningful and culturally connected. I learned that including students’

local traditions, such as festivals or customs, in English lessons increases their

motivation and sense of identity.

Through this process, I have learned that teaching inclusively requires empathy,

creativity, and constant reflection. Each student deserves to feel respected and

capable, regardless of their background or conditions. The interview with the

English teacher gave me a clearer understanding of real classroom challenges,

but also showed me that small inclusive actions can make a big difference. My

professional goal is to keep learning about inclusive EFL strategies and to

become a teacher who embraces diversity as the heart of education.

Interviewer: Barbara Ruiz

Student: Good morning, Professor Jahir. Let me introduce myself. I'm Barbara
Ruiz, a language pedagogy student. I really appreciate your time and
willingness to talk about your experience.

Teacher: Good morning, my dear Barbara. Claro, I will share with you my
experience about diversity.

Student: It is difficult to address cultural diversity in the classroom?

Teacher: At the school where I work, it has not been difficult since our
pedagogical project is the variety of learning styles and rhythms at different
levels of interest and motivations, both in the cognitive and curricular aspects.

Student: Thank you very much for sharing your experience

Reflection

Diversity in the classroom is a challenge that opens up multiple

opportunities for us, since we are all different. In today's world, it is
increasingly common to encounter diversity problems, but we must
always establish curricular projects and meet the needs of students.

Diversity allows us to observe how students can approach learning

through different means, so that students have a greater understanding of
their domains and types of intelligence and individual goals.

My professional commitment is to continue training in inclusive strategies

(e.g., UDL and culturally responsive teaching), collaborate with
colleagues to exchange resources, and advocate for institutional policies
that provide time and support for curricular adaptation. I firmly believe that
truly inclusive language education not only teaches communicative skills
but also develops respectful and critical citizens, capable of managing
diversity as a common cultural heritage.

Karina Cruz Reyes

Teacher Interview: “Challenges of Diversity in Language Teaching”

Interviewer: Karina Cruz

Interviewee: María Fernanda Rojas – English teacher with 12 years of

experience in secondary education.

Date: October 5, 2025

Location: Unidad Educativa “Nueva Esperanza”

1. How would you define diversity in the language classroom?

Teacher:

Diversity is the presence of students with different linguistic, cultural,

cognitive, and socioeconomic characteristics. In the language classroom,
this is reflected in the way each student learns, participates, and
communicates. For me, diversity not only involves recognizing
differences, but also leveraging them as an opportunity to enrich
collective learning.

2. What types of diversity do you most frequently observe in your

classes?

Teacher:

In my classes, there are three main types of diversity:

Linguistic, because some students are influenced by different dialects or

native languages.

Cognitive, because some students have learning difficulties such as

dyslexia or attention deficit disorder.

Socioeconomic, because not everyone has access to the same

technological resources or study materials.

These differences directly impact the pace and manner in which students
assimilate content.

3. What pedagogical strategies do you use to address this diversity?

Teacher:
I apply differentiated strategies, such as station work, where each group
completes activities according to their level. I also use visual and auditory
resources for those who learn best in a multisensory way. I also
implement cooperative learning because it allows students to support
each other and share their strengths. During assessment, I offer options:
some present oral projects, others write or video-recorded projects.

4. What support do you receive from the institution to work with diverse
students?

Teacher:

The institution promotes inclusion and provides training workshops,

although they are still few. There is a Student Counseling Department
(DECE) that supports specific cases, but in matters of linguistic or cultural
diversity, greater technical support and adapted materials are still lacking.

5. What do you consider the main challenges of diversity in language

teaching?

Teacher:

The biggest challenge is time. Adapting materials and assessments for all
levels requires extra planning. The lack of technological resources also
limits working with low-income students. Another challenge is changing
the traditional mindset of some teachers who think that teaching
inclusively means "lowering the bar," when in reality it means making it
more accessible and meaningful.

6. Could you share a positive experience related to diversity in your

classes?

Teacher:

I remember a student with dyslexia who was very insecure about reading
in English. I decided to assign him a different role: preparing illustrations
for a group reading. Over time, feeling valued, he was encouraged to
read aloud and improved noticeably. That experience reaffirmed to me
that all students can participate if we give them a space that recognizes
their talents.

7. What role do you think cultural diversity plays in language teaching?

Teacher:

It's fundamental. Teaching a language also involves understanding other

ways of seeing the world. When we integrate diverse cultural content—for
example, songs, holidays, or customs from different countries—students
develop empathy and respect. They also identify with seeing their own
culture reflected in the classroom.

8. What recommendations would you give to other teachers to improve

inclusion?

Teacher:

First, listen to students: understand their interests, difficulties, and

contexts. Second, vary methodologies and allow for options in
assignments. Third, work as a team with other teachers, because
diversity cannot be addressed alone. Finally, always have an open
attitude and continuous learning; inclusion is not a fad; it's a way of
achieving educational justice.

9. How do you evaluate whether your strategies truly promote inclusion?

Teacher:

I observe whether students participate more, whether they express their

ideas confidently, and whether the group cooperates without exclusions. I
also conduct short surveys to find out which activities help them the most.
Inclusion is evident when everyone feels part of the process, not just
when they pass the tests.

10. What final message would you leave about educational diversity?
Teacher:

Diversity is not an obstacle; it's a reality that invites us to be better

teachers. Every difference teaches us something new about how others
learn, and that also broadens our way of teaching. Educating through
diversity means forming more empathetic people and more humane
societies.

Reflective Essay: “Diversity in Language Teaching: Challenges and

Commitments”

In my experience as a student/observer in language classrooms, diversity

presents itself every day and in multiple forms: speakers of different
native languages, cultural differences, varied learning paces, and,
sometimes, special educational needs. At the beginning of my teaching
practice, I perceived these differences as logistical problems: “How can
we assess everyone fairly?” or “How can we prepare materials for so
many levels?” Over time, I realized that diversity is actually a pedagogical
opportunity: each linguistic and cultural variant provides cognitive and
communicative resources that can enrich learning activities.

A key change in my practice was to incorporate activities that transform

diversity into content: peer language exchange tasks, projects that require
sharing cultural expressions, and multiple submission options (oral,
written, multimedia). These adaptations not only facilitate access but also
increase the motivation and self-esteem of students who had previously
remained invisible. Furthermore, I have learned the importance of
formative assessment: frequent feedback and clear rubrics allow progress
to be recognized more fairly than a single summative test.

However, challenges persist. The lack of technological resources or

adapted materials and the need for more teacher training in addressing
diversity limit the scope of good practices. I also observe attitudinal
barriers: some colleagues fear that adaptation will lower academic
standards, when in reality it requires rethinking objectives and methods to
ensure equitable learning.
My professional commitment is to continue training in inclusive strategies
(e.g., UDL and culturally responsive teaching), collaborate with
colleagues to exchange resources, and advocate for institutional policies
that provide time and support for curricular adaptation. I firmly believe that
truly inclusive language education not only teaches communicative skills
but also develops respectful and critical citizens, capable of managing
diversity as a common cultural heritage.

Key factors

[Link] and linguistic diversity : The presence of students who speak Spanish
,as their primary language , as well as indigenous languages (such as Kichwa )
,influences their comprehension and production of English .Integrating local
cultural content helps students feel represented and motivated.

[Link] diversity : Some students must combine their studies with

family work or domestic responsibilities ,affecting their availability for
extracurricular activities . Flexible strategies and peer tutoring are necessary

[Link] toward English : Anxiety is observed in oral production , reading ,and

writing in English ,especially in students with less exposure to the language
outside the classroom .Positive feedback and safe environments are essential .

[Link] infrastructure : Limitations in language labs , libraries , and access to

technology require creativity ,using educational videos ,educational games ,and
printed materials

Initial assessment of diversity

-Self-assessment questionnaires on attitudes toward diversity and learning

expectations.
-Interviews with teachers and school leaders about challenges and available
resources .

-Classroom observation to analyze interaction dynamics ,participation ,and

methodologies .

Key findings and analysis

[Link] and collaborative methodologies :Participation in interactive activities

and group projects improves motivation and learning .Heterogeneous groups
enable mutual learning .

2. Need for differentiated materials :Resources adapted to different levels ,

learning styles ,and individual paces are essential .

[Link] of cultural and technological elements :Local connect and digital

tools increase participation and relevance of learning .
[Link] :Formative assessment ,continuous feedback ,safe
environment ,and community participation

Brief references

●​ Ministerio de Educaciòn del Ecuador .(2022).Polìticas de inclusiòn

educativa . Quito, Ecuador.

●​ Richards,J.,& Rodgers,T.(2014).Approaches and methods in language

teaching(3rd ed.)..Cambridge University Press.

●​ Tomlinson , B.(2017).Developing Materials for Language Teaching

.Bloomsbury

[Link] of Inclusive Teaching Strategies

[Link] Classroom Design

Physical Environment :

-Flexible desk layout in groups of 3-5 students

-Bilingual visual resources (English /Spanish)

-Accessible technology (computers, projectors, tablets)

-Reading corners and areas for oral presentations .

Social environment :

-Encourage collaboration and mutual respect.

-Establish peer mentoring and inclusive communication.

[Link] and Inclusion Policies

-Equal participation ,respect for cultural differences and abilities

-Adaptation of materials and assessments according to needs

-Encourage debates ,guided discussions ,and surveys on learning preferences

[Link] strategies

-Cooperative learning with defined roles (leader ,reporter , researcher,designer)

-Instructional differentiation according to level and learning style

-Integration of local culture and technology(videos, digital ,

platforms,Ecuadorian topics)

[Link] assessment

-Fair assessment :exams ,projects ,presentations ,and assignments with clear

rubrics .

[Link] professional growth plan

-Participate in workshops on inclusive teaching and ICT applied to EFL

-Observe colleagues’ classes and provide feedback .

-Create and update teaching materials adapted to the context .

-Keep a teacher reflection journal on inclusive strategies

[Link] on the Influence of the Ecuadorian Context

Cultural and linguistic diversity :

-Strategies that respect native languages and local cultures .

Socioeconomic differences :

-Implementation of flexible and accessible strategies .

Educational infrastructure and resources:

-Creativity in materials and activities adapted to resource limitations .

Motivation and perception of English :

-Connect learning with student’s interests and goals .

Community involvement :

-Integrate families and local leaders into educational activities.

Conclusion
Teaching English requires empathy, creativity ,and flexibility, adapting strategies
to sociocultural diversity ,individual needs ,and available resources, ensuring
inclusive and effective teaching for all students

References

●​ Ministerio de Educaciòn del Ecuador.(2022).Polìticas de inclusiòn

educativa .Quito,Ecuador.

●​ Richards,J.,& Rodgers,T.(2014).Approaches and methods in language

teaching(3rd ed.) .Cambridge University Press.

●​ Tomlinson ,B.(2017).Developing Materials of Language Teaching.

Cambridge University Press.

●​ Tomlinson ,B.(2017).Developing Materials for Language

[Link]

●​ Investigación propia :entrevistas,observaciones y cuestionarios en aulas

de bachillerato .