Analyzing the effectiveness of the Ecuadorian Curriculum in English as a Second Language for students with learning disabilities

Abstract

This research addressed the challenges faced by the Ecuadorian English Curriculum and middle-level Education General Basic Education (EGB) teachers. The main objective was to analyze the effectiveness of the Ecuadorian English Curriculum as a second language for students with learning difficulties. The methodology employed was a non-experimental qualitative approach, involving curriculum analysis, focus group development, and interviews with teachers and experts in the field. Additionally, a documentary literature search of articles and studies related to the topic was conducted. Results indicated that the English curriculum focuses on the holistic development of communicative skills, promoting growth in linguistic, cognitive, social, emotional, and physical aspects. Emphasizing competence progression and emotional connection in learning from A1 to A2 levels, the curriculum evaluates communication, reading, writing, and language through the arts for the middle EGB sublevel. While addressing inclusion, some objectives could benefit from greater specificity. Experts acknowledge advancements in inclusion but highlight challenges in implementation, emphasizing the need for increased training and support. Teachers suggest technological adaptations, workload reduction, and a multisensory approach, urging more institutional support and ongoing training.