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English as foreign language in ecuadorian primary schools before its official introduction into the national curriculum. What have we learned from it?

Abstract:

Between 2016 and 2017, English as a Foreign Language (EFL) was officially introduced as a compulsory subject in primary schools. Prior to this, EFL teaching in primary schools held the status of an elective subject or complementary activity, to the point that its inclusion in the school curriculum depended, among other aspects, on the school principal’s decision. In view of this, this paper sets to reveal the ups and downs that EFL in the primary underwent before acquiring official status. To do so, one hundred and twenty-one primary EFL teachers from several provinces of Ecuador were surveyed, and eight school principals were interviewed. The most salient features observed had to do with absence of trained teachers, nonexistence of a curriculum for this subject, deficient infrastructure and insufficient knowledge in terms of methodology. This investigation has touched on some curriculum, logistical, technical and policy-making aspects that the government should pay attention to. The introduction of EFL in primary schools since 2016 presents new challenges and concerns, as well as hope for stakeholders. In this sense, educators and researchers have an opportunity to help along the change Ecuadorians want for their children.