Why don’t students of baccalaureate get the b1 proficiency level when leaving high school
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Date
2024
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Publisher
PUCE - Ibarra
Abstract
La investigación analiza las notables diferencias en el nivel de competencia en inglés entre los estudiantes de tercer año de bachillerato de dos escuelas publicas y dos privadas en Ibarra. Destaca la disparidad en las habilidades lingüísticas entre la educación publica y privada. El enfoque esta en identificar los factores que afectan la capacidad de los estudiantes para alcanzar el nivel B1 del Marco Común Europeo de Referencia para las Lenguas (MCER). A pesar de que el inglés es una parte obligatoria del sistema educativo ecuatoriano, los niveles de competencia de los estudiantes, especialmente en las escuelas públicas, siguen siendo significativamente bajos. Empleando un enfoque integral de métodos mixtos, la investigación integra metodologías cualitativas y cuantitativas. Se realizaron encuestas y entrevistas, involucrando a estudiantes, educadores y personal administrativo de instituciones educativas tanto públicas como privadas en toda la provincia de Imbabura. La investigación examina el contraste en la competencia en inglés entre los estudiantes de tercer año de bachillerato en dos escuelas públicas y dos privadas en Ibarra, enfocándose en los factores que influyen en su capacidad para alcanzar el nivel B1 en el MCER. A pesar de la educación obligatoria en inglés en Ecuador, la competencia sigue siendo notablemente baja, especialmente en las escuelas públicas. Las conclusiones extraídas de la investigación subrayan la necesidad imperativa de iniciativas continuas de desarrollo docente, estrategias específicas para apoyar la motivación de los estudiantes y la promoción de asociaciones colaborativas con instituciones de educación superior y organizaciones comunitarias para fortalecer la educación en lengua inglesa. Reconociendo el papel crucial de la participación de los padres en el cultivo de un entorno de aprendizaje de apoyo, se enfatizan los esfuerzos para involucrar a los padres con el apoyo de las autoridades de cada institución.
The research investigates the notable differences in English proficiency among third year baccalaureate students from two public and two private schools in Ibarra. It emphasizes the disparity in language skills between public and private education. The focus is on identifying the factors that affect students’ ability to reach level B1 of the Common European Framework of Reference for Languages (CEFR). Despite English being a mandatory part of Ecuador’s education system, students’ proficiency levels, especially in public schools, remain significantly low. Employing a comprehensive mixed-methods approach, the research integrates both qualitative and quantitative methodologies. Surveys and interviews were conducted, engaging students, educators, and administrative staff from both public and private educational institutions across the Imbabura province. This contrast among public and private schools in Ibarra shows the factors influencing their ability to achieve B1 level in the CEFR. Despite mandatory English education in Ecuador, proficiency remains notably low, especially in public schools. Conclusions drawn from the research underscore the imperative of continual teacher development initiatives, targeted strategies to support student motivation, and fostering collaborative partnerships with higher education institutions and community organizations to fortify English language education. Recognizing the crucial role of parental involvement in cultivating a supportive learning environment, efforts to engage parents are emphasized with the support of the authorities of each institution.
The research investigates the notable differences in English proficiency among third year baccalaureate students from two public and two private schools in Ibarra. It emphasizes the disparity in language skills between public and private education. The focus is on identifying the factors that affect students’ ability to reach level B1 of the Common European Framework of Reference for Languages (CEFR). Despite English being a mandatory part of Ecuador’s education system, students’ proficiency levels, especially in public schools, remain significantly low. Employing a comprehensive mixed-methods approach, the research integrates both qualitative and quantitative methodologies. Surveys and interviews were conducted, engaging students, educators, and administrative staff from both public and private educational institutions across the Imbabura province. This contrast among public and private schools in Ibarra shows the factors influencing their ability to achieve B1 level in the CEFR. Despite mandatory English education in Ecuador, proficiency remains notably low, especially in public schools. Conclusions drawn from the research underscore the imperative of continual teacher development initiatives, targeted strategies to support student motivation, and fostering collaborative partnerships with higher education institutions and community organizations to fortify English language education. Recognizing the crucial role of parental involvement in cultivating a supportive learning environment, efforts to engage parents are emphasized with the support of the authorities of each institution.
Description
Keywords
Competencia en inglés, Nivel b1, Sistema educativo, Disparidad, Escuelas públicas, Escuelas privadas