1. The inclusive education in Ecuador presents relevant advances during the century XXI. However, the information available regarding English as a Foreign Language (EFL) teaching-learning process in students with Special Educational Need (SEN) suggest the revision of the government policy from the inclusive approach for contributing to the improvement of the current teaching practice.
1.1. English foreign language (EFL)
1.1.1. English Language Teaching (ELT) has been widely discussed for many decades by teachers, theorists and researchers all over the world. There are some prestigious institutions that keep a regular report about the English language in many countries.
2. Ecuador’s commitment to education
3. The Government of Ecuador has undertaken actions aimed at improving the quality of education in the country. In that context, he promised to pay attention the academic excellence at all levels, considering that this is the most suitable way to achieve development and end inequality. He also prioritized the human talent, science and technology looking forward to achieving excellence in education.
4. The ministry of education strengthens the English level in the Educational system
4.1. Education was established for the entire education system. The purpose was the student at the end of the 3rd year of Baccalaureate, they will be able to reach a level B1 according to the Common European Framework, which means that he or she is able to read and write without difficulty.
4.1.1. 1 for 8th EGB 2 for 9th EGB 1 for 10th EGB 2 for 1st BACC 1 for 2nd BACC 2 for 3rd BACC
5. A brief history of the Common European Framework
5.1. The CEFR is the result of developments in language education
5.1.1. The development of the CEFR coincided with fundamental changes in language teaching, with the move away from the grammar-translation method to the functional/notional approach and the communicative approach.
5.1.1.1. The CEFR is also the result of a need for a common international framework for language learning which would facilitate co-operation among educational institutions in different countries, particularly within Europe.
5.1.2. The common reference levels
5.1.2.1. The use of the Common European Framework of Reference (CEFR) for Languages is one of the most widely adopted language frameworks in Ecuador, based on the comprehensive report of the British Council Education Intelligence (2015).
5.1.2.2. This is due to the legal requirement of government higher education institutions to require schools and universities to teach English as foreign language. Acosta, H. & Cajas, D. (2018)
5.1.2.3. Ecuador is one of the seven countries that has been in the frontline of EFL implementation in all levels of education. In its efforts to teach English from a clear and well-founded basis, most universities and the Ministry of Education
6. National English curriculum
6.1. The Ministry of Education integrated the Communicative-Functional Language approach and the Common European Framework while designing the National English Curriculum Guidelines.
6.2. the Ministry of education has been applying the new National English Curriculum that guides English instruction in public schools, to contribute to the development of students’ ability to interact actively in their environments.
6.2.1. The integration of these two components permitted associate the principles about the nature of language and language teaching and learning to be in tune with authenticity and the CEFR that gave the basis for the elaboration of the syllabus. (MOE, 2012, p.4)