EMPOWERING ECUADORIAN INDIGENOUS LEARNERS IN THEIR ENGLISH PERFORMANCE

Current bilingual education in our local context is no longer adequate for empowering indigenous students in 21st century. It is precisely that bilingual education must involve local and international socio-cultural contexts under social justice and social practice principles. Consequently, the goal of this book is to promote a new English language educator, a Global educator, who has to be knowledgeable of theoretical bilingualism framework for carrying out bilingualism in teaching practices. There are many approaches and concepts which must be wellmanaged and performed by a Global educator. Thus, the legal foundation promotes human rights, sustainability and interculturality.

They have to be intertwined with Second language acquisition and learning theories for reaching a Communicative competence, as the ability to use a language accurately, appropriately, and flexibly. Not only the teaching and learning approaches have to be taken into account, but also language as a socio-linguistic phenomenon since a language influences speakers’ worldview and people influence linguistic changes too. Today, there is a particular attention to English, as a global language and as an inclusive language too. Additionally, teaching and learning a foreign language in public education institutions merit to analyze their curriculum and the way how they assess and strengthen educators to become more efficient. In the endeavor to innovate bilingual education in the local context, global educators have to either adapt or create or design their own strategies for favoring minorities, including nature awareness, professional work collaboration, and moral leadership promotion. All of them together will foster cultural, social and economic productivity among Ecuadorian indigenous students.