1. Multilingual Education for Indigenous Populations Jessica Robb April 2015

2. 4 Regions Costal Lowlands (Costa) Andean Highlands (Sierra) Amazon (Amazonas/Oriente) Galapagos (Islas Galapagos) Ethic Groups ¿Como se considera? White (Blanco) Mixed Indigenous (Mestizo) ~60% of Ecuadorian population Indigenous (Indígena) 20% - 25% of Ecuadorian population Mixed Black (Mulato) Black (Negro) ECUADOR

3. Teaching Abroad in Guayaquil, Ecuador La Costa, La Zona 8 (Guayaquil, Durán y Samborondón)

4. My Experience as an English Teacher in a Bilingual Setting

6. Ultimate Goal is Equal Access to Education  General Education Program (1986) English becomes a mandatory subject in secondary schools  CRADLE (1992)  Ecuador’s 2008 Constitution Educational Attainment and Reform  Previous trends of inequality and continuing trends on inequality  No designed curriculum for teaching English in Ecuador  Large portion of minoritized population is excluded from educational community Education is one of the several important channels of upward mobility for individuals and groups. Haboud, Marleen. "Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural Education." IJES 9.1 (2009): 63-80. Print.

7. Increase in elementary completion Slower increase in secondary completion Completing secondary schooling is not legally compulsory in Ecuador Gradual increase in secondary education are increasing more rapidly than those attending university Low enrollment of indigenous students Rural locations Post, David. "Constitutional Reform and the Opportunity for Higher Education Access in Ecuador Since 1950." Education Policy Analysis Archives 19.20 (2011): 1- 24. Print.

8. Bilingualism – Who does it benefit? Elite Bilingualism  Subjects who speak Spanish – the official language of Ecuador – and another language of prestige (English, French, German)  Advancing towards modernity  Highly valued Minoritized Bilingualism  Subjects who speak Spanish in addition to an indigenous language, ie. Quechua  Conceived as an obstacle for the development of the peoples  Less valued Haboud, Marleen. "Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural Education." IJES 9.1 (2009): 63-80. Print.

9. Indigenous Nationalities in Ecuador “Minoritized Sectors”

10. Integrating Spanish, Quechua and English Education To learn more… Bilingual Education in Ecuador on the Rise (2014)  https://www.youtube.com/watch?v=3F7vwFP_8T0 https://www.youtube.com/watch?v=3F7vwFP_8T0 Educación bilingue en Ecuador / Bilingual education in Ecuador (2011)  https://www.youtube.com/watch?v=taOQiumTAAs 0:00 – 1:50 2:10 – 2:54 3:20 – 5:00 5:20 – 5:57 https://www.youtube.com/watch?v=taOQiumTAAs

11. From the voice of the Mestizo population  Reluctant to include a foreign language in the regular curriculum of schools  “Priority should be given to the teaching of Spanish. It is really difficult to think that another foreign language should be taught at indigenous schools, as we know, they are trying to learn a practical language like Spanish in order to defend themselves in this society. Therefore, I don´t believe French and English would be of any help for now...” (MFD, 11. 97). From the voice of the Indigenous population  Looking to better educational and equal opportunities with learning new languages  “We have to make ourselves respected. If we don’t improve our economic situation and own what is ours, we will never move on. I believe that if we know other languages, we will work better, our place in this society will be improved and then, only then, the mishus* will respect us…” *Mishu from Kichwa = mestizo  “A foreign language should be taught, especially English[…]; not only because childhood is the best stage to learn, but also because when (Indian) children go to school, they are in disadvantage with those children who have always studied in urban centers. Haboud, Marleen. "Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural Education." IJES 9.1 (2009): 63-80. Print.

12. Should a Foreign Language be Taught in Bilingual Quechua-Spanish Schools? (Quechua, Spanish, …and English?) Support  Limited Quechua speakers  English allows for new opportunity  Access to higher education  Better jobs success  Increase in tourism  Rid stereotype against Indian children Against  Learning foreign languages leads to loss of indigenous identity  Original indigenous languages are being lost  Indigenous are not part of the elite  Negative attitudes