CASE STUDY

SAMPLE
BACKGROUND

▪ One of the policies declared in the agenda for equal rights of nationalities and indigenous peoples and
Afro-Ecuadorian and Montubio people highlights that the bilingual intercultural education system is
considered a fundamental right, deserving adequate financial and material support. It should feature
pedagogical methods with cultural significance, a non-standardized evaluation system rooted in
pedagogical innovations, and foster cooperative learning over competition.

▪ The Art 2 of The Organic Law of Intercultural Education outlines principles governing decisions and
activities in the educational field, emphasizing equity, inclusion, and equal opportunities for diverse
communities. It aims to establish an inclusive school culture through affirmative action measures,
fostering interculturality and plurinationality. The law emphasizes knowledge, recognition, respect, and
valuation of the various nationalities, cultures, and peoples within Ecuador. The Art. 6 ensures, based on
principles of equity, equality, non-discrimination, and freedom, that everyone has access to quality and
accessible public education.
DESCRIPTION OF THE CASE:

▪ XXXXXXXXX Public High School is located in a rural area in Urcuquí, District 10D01, Province of Imbabura.
This is an eight-grade classroom of Basic Education that has 40 students. Most students come from rural
areas and the majority are mestizos, some of them are indigenous, and a few are Afro-Ecuadorians.
There is electricity but no internet connection available. English teachers may face difficulties in keeping
students focused, and attentive during lessons. DECE reported that there is one student with dyslexia
and another one with visual impairment in the classroom. Three 45-minute periods per week are
allotted to the teaching of the English language.
1. TOPIC

It refers to the general subject or area of interest that the

proposal focuses on.
The multicultural classroom
1.TITLE OF THE PROPOSAL:
It summarizes the proposal and reflects the understanding of the
case.
The appreciation of multicultural environments through English
language teaching in rural contexts .
2. JUSTIFICATION OF THE PROPOSAL

Commodity: The teaching of English in rural contexts is often limited to grammar and translation, without exploring the
cultural richness of the language. The proposal seeks to foster an appreciation of multicultural environments through the
teaching of English, making classes more engaging and relevant to students.
Social relevance: The proposal benefits students in rural areas, allowing them to learn about and understand other cultures,
allowing them to develop a broader worldview, and improve their intercultural skills.
Practical implications: The proposal solves the problem of the lack of intercultural learning opportunities in rural areas. The
proposed methodology integrates culture into language teaching, using authentic materials and interactive activities.
Theoretical value: The proposal contributes knowledge to teaching English as a foreign language (EFL) by demonstrating that
language teaching can be a vehicle for intercultural education.
Methodological utility: The proposal suggests new methods for teaching English in rural contexts, such as the use of
collaborative projects with students from other cultures, the creation of contextualized learning materials, and the
integration of ICTs.
In summary, the proposal is justified by its potential to enrich English language teaching in rural contexts, foster appreciation
of cultural diversity, and provide students with intercultural learning opportunities.
3. THEORETICAL FOUNDATION OF THE PROPOSAL

Support each of table with a maximum of 150 words

the theory and pedagogical model, whose foundations
the pedagogical proposal is based on.
Theory Description and main characteristics Role of the Learner Role of the teacher How is learning achieved?

Howard Gardner's Theory of Howard Gardner's Theory of Multiple Self-assessment: Students Cater to diverse Research Projects: Students will conduct
Multiple Intelligences Intelligences: Recognizes that there are must identify their dominant intelligences: Design activities research on different cultures and share
different types of intelligence and that intelligences and recognize and assessments that engage their findings with the class. Textbooks:
each person learns differently. This their strengths and different learning styles. Textbooks that incorporate content
theory can be useful in adapting English weaknesses in different Integrate multicultural related to interculturality will be used.
teaching to the needs and learning styles areas. Adaptive Learning: Use content: Use materials and
learning strategies that align resources that represent various
of students in rural contexts.
cultures and perspectives.
with your core intelligences to
Linguistic: Proficiency in language and Promote
improve understanding and collaboration: Encourage
communication.
retention. Collaboration: students to learn from each
Logical-mathematical: Ability to
Working as a team to other's diverse backgrounds.
analyze, reason, and solve problems.
Spatial-visual: Capacity for visual thinking leverage colleagues' Facilitate reflection: Guide
and imagery. individual strengths and students to ponder their own
Bodily-kinesthetic: Excellence in physical approach tasks more cultural identities and biases.
movement and control. effectively. Comprehensive Create a safe learning
Musical: Sensitivity to sound, rhythm, and Development: Search for environment: Ensure respect
patterns. educational experiences and tolerance for all cultures and
Interpersonal: Skill in social interaction their expressions.
and understanding others.
Intrapersonal: Insight into oneself and
one's emotions.
Naturalistic: Connection with nature and
the environment.
Model Description and main Role of the Learner Role of the teacher How is learning achieved?
characteristics

Project-Based Learning Learner-centered: Students Active Facilitator: Guides Inquiry-based exploration: Students research the
(PBL) is an instructional take ownership of their learning participant: Students students, provides problem, gather information, and ask questions.
approach where students journey. research, investigate, anal resources, and fosters Collaborative discussions: Students share
learn by investigating Authentic problems: Projects yze, and propose discussion. ideas, debate solutions, and build knowledge
real-world problems and address real-world issues solutions. Mentor: Offers together.
actively constructing relevant to students and their Team member: They support, coaching, and Problem-solving activities: Students apply their
communities. collaborate, communicate, feedback throughout the learning to find solutions and overcome
solutions.
Collaboration and and contribute effectively. project. challenges.
teamwork: Students work Problem-solver: They face Content expert: Shares Creative expression: Students present their
together to achieve common challenges and devise knowledge relevant to the findings and solutions through various forms
goals. creative solutions. project's theme. (presentations, videos, performances).
Integration of subjects: Multiple Communicator: They Assessor: Evaluates Reflection and feedback: Students reflect on their
disciplines intertwine in the convey their findings and student learning progress learning, receive feedback, and iterate on their
project's exploration. learn through and project outcomes. work.
Interdisciplinary skills communication. Community
development: Students acquire Reflective learner: They connector: Links students to
communication, critical reflect on their learning relevant community
thinking, problem-solving, and process and make resources and experts.
research skills. connections.
Multiple learning styles: Varied
activities cater to diverse
learning preferences.
Technology
integration: Technology
enriches
research, collaboration, and
project presentation.
4. GENERAL OBJECTIVE:

▪O.EFL 4.8 Integrate written and spoken text in order to

identify cultural differences and similarities within a range
of local, national, and global contexts familiar to the
learner.
5. SPECIFIC OBJECTIVE:

▪ (State your own objectives based on the context of the case and the National Curricular Threads)

▪ Curricular Thread 1: Writing

▪ Objective 1: Promote writing through intercultural understanding through comparative

analysis of texts.

▪ Curricular Thread 2: Communication and cultural awareness

▪ Objective 2: Promote tolerance and respect for cultural diversity.

▪ Curricular Thread 3: Oral Communication

▪ Objective 3: Develop cultural sensitivity in oral and written communication.

 6. DEVELOPMENT OF THE PROPOSAL

(Students must take the components that fit the

particular needs of the case)
 Skills and Performance
General Objective
Specific Objective 1 Criteria Evaluation Criteria

CE.EFL.4.17. Show an
State the Curricular ability to convey and
Thread and write the organize information
skill 1 to be developed through the use of facts
and details and by
considering the National employing various stages
Curriculum (adapt the of the writing process,
skill to the context of the while using a range of
case if necessary). digital tools to promote
O.EFL 4.8 Integrate and support collaboration,
Example: learning and productivity.
written and spoken
text in order to CURRICULAR THREAD:
identify cultural WRITING
differences and
similarities within a EFL 4.4.7 Use the
process of prewriting,
range of local, drafting, revising, peer
national, and global editing and proofreading
contexts familiar to (i.e., “the writing
the learner. process”) to produce
well-constructed informational
texts.
CE.EFL.4.15. Express
information and ideas and
describe feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in order
EFL 4.4.5. Recognize that to influence an audience,
various types of writing while recognizing that
require different language, different texts have
Promote writing through formatting and special different features and
intercultural vocabulary. (Example: a showing the ability to use
understanding through recipe, a letter, etc.) these features
comparative analysis of appropriately in one’s
texts. own writing.

Name of student 1: Each student must write their name in the box that corresponds to the work
done.
Methodological strategy Writing new words in a picture dictionary and adding a sticker or picture.

Activities Resources

-Select two or more texts from different cultures that 1- Libros

address the same topic.
2.- Revistas
-Read and analyze the texts in depth, identifying
similarities and differences in the way the topic is 3.- Música
presented.

-Write an essay in which the texts are compared and

 Specific Objective Skills and Performance
General Objective
1 Criteria Evaluation Criteria

State the Curricular

Thread and write the skill
1 to be developed
O.EFL 4.8 Integrate considering the National
written and spoken text in Curriculum (adapt the
order to identify cultural skill to the context of the CE.EFL.2.1. Differentiate
case if necessary). between different living
differences and situations in a variety of
similarities within a range surroundings and express
Example: curiosity about the world
of local, national, and through simple questions
global contexts familiar to CURRICULAR THREAD:
the learner. Communication and
cultural awareness
EFL.2.1.4. Express curiosity
about the world and other
cultures by asking simple
WH- questions in class after
reading and/or participating
in presentations or other
group work. .
EFL.2.1.4. Express curiosity
about the world and other
cultures by asking simple
WH- questions in class after CE.EFL.2.2. Catalog
reading and/or participating everyday objects and
Promote tolerance in presentations or other places in different cultures
and respect for group work. and recognize ways to act
responsibly towards one’s
cultural diversity
environment and
surroundings.
Name of student 2: Alejandra Zapata
Methodological strategy A strategy to be used during the class will be to put values into
practice through actions because this allows them to perceive the
situation of the environment, in which students can have an exchange
of opinions, obtaining from this perspective different points of view.
Activities Resources
*Leisure activities. Their main objective is *watching movies and reading comics.
entertainment, where they use various means
and techniques of distraction to bring pleasure to *dances and concerts, parades and processions.
the individual.
*fairs and ceremonies.
*Social activities. They provide people with a
favorable environment to strengthen group *traditional dances, carnivals, holidays. Artistic
bonds or collective belonging, expand social activities.
circles and build meaningful interpersonal
*museum exhibitions, poetry readings,
relationships.
architectural tours.
*Religious activities. They can strengthen
*children's museums, science fairs, craft
people's connection to their established religion
 Skills and Performance
General Objective
Specific Objective 1 Criteria Evaluation Criteria
State the Curricular
Thread and write the
skill 1 to be developed
considering the National
Curriculum (adapt the
skill to the context of the
case if necessary).
Example:
CURRICULAR THREAD:
ORAL COMMUNICATION

CE.EFL.4.6. Listening for

Meaning: Understand and
EFL.2.2.1. Understand follow the main idea in
meanings expressed in spoken texts set in
short dialogues on familiar everyday
familiar topics, as well as contexts, provided speech
O.EFL 4.8 Integrate basic spoken instructions is clear and articulate, and
written and spoken deduce the meanings of
and simple questions unfamiliar words and
text in order to about self, people, phrases using context
identify cultural animals, or things, clues and/or prior
differences and especially when spoken knowledge.
similarities within a slowly and clearly.
range of local, (Example: greetings,
national, and global short phrases, basic
contexts familiar to range of classroom
instructions, common
the learner. personal information
questions: What’s your
name? etc.)

CE.EFL.4.9. Production –
Fluency: Use simple
language to describe,
compare and make
statements about familiar
everyday topics such as
EFL 4.2.12. Describe habits, objects, possessions and
routines, past activities and routines in structured
experiences within the situations and short
personal and educational conversations. Interaction
domains. is with reasonable ease,
provided speech is given
clearly, slowly and
Develop cultural directly.
sensitivity in oral and
written communication.
Name of student 1: Each student must write their name in the box that corresponds to the work
done.
Methodological strategy Listening to short, staged instructions and carrying them out.

Activities Resources
8. FINAL RECOMMENDATIONS TO THE IMPLEMENTATION OF THE
PEDAGOGICAL PROPOSAL

▪ Each student formulates a 100-120 word recommendation for the

efficient implementation of the PEDAGOGICAL PROPOSAL, seeking
to meet the requirements presented in the case. No other
recommendations should be added.
Name of student 1 Embrace local cultural heritage: Integrate local folktales, songs, and
traditions into English lessons, highlighting their richness and building
cultural pride. Partner with community elders to share local
knowledge with students. Showcase global connections: Use
authentic English materials featuring diverse characters, perspectives,
and experiences. Encourage virtual exchanges with students from
different countries to foster understanding and empathy. Foster
critical thinking: Challenge stereotypes and encourage discussions
about cultural similarities and differences. Utilize project-based
learning to explore global issues like environmentalism or human
rights, promoting responsible global citizenship. Celebrate
multilingualism: Encourage students to share their native languages in
class, showcasing their linguistic heritage and fostering an inclusive
learning environment. Integrate basic phrases from other languages
into English lessons.
Name of student 2 Strengthen teacher training There is a need to provide rural English
teachers with special training in cross-cultural methods and learner-
centered teaching methods. This allows them to adapt teaching
strategies to the needs and interests of the learners and to integrate
cultural diversity into the curriculum.
Design contextual materials: It is recommended to develop