Teaching Bilingual Education During COVID-19: A Case study in an English School Center in Ecuador
Keywords:
Covid-19, CLIL, WELLBEING, CHALLENGES, EXPIRIENCESAbstract
This research was conducted in a private school of Cuenca (Ecuador). The participant school is based on bilingual education, employing CLIL in the teaching and learning process. This study was conducted with the participation of ten teachers and two principals, they collaborated voluntarily by sharing their perceptions and experiences about COVID-19. In this sense, the main aim of this study is to understand the challenges and difficulties that teachers experienced about bilingual education during the pandemic. In order to fulfill this goal, the research is framed within a qualitative approach and centered on a case study owing to a specific place and conditions. It has employed research techniques such as interviews and field diaries to comprehend the reality studied. The collected information was then triangulated, resulting in more robust and solid data. The main findings informed about teacher’s problems with wellbeing, pedagogical changes, and the lack of collaboration of parents during lockdown. These teachers are still concerned about learning losses in their students and conclude that the pandemic represents a real problem for them to face.
Downloads
References
Al Abiky, W. (2021). Lessons learned for teacher education: Challenges of Teaching Online Classes During COVID-19, What can Pre-service Teachers tell us? Revista Argentina De Clínica Psicológica, 30(2), 110-118. https://www.revistaclinicapsicologica.com/archivesarticle.php?id=442
Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ perspective. Education Sciences, 10(12), 368. https://www.mdpi.com/2227-7102/10/12/368
Álvarez, I., Quirós, C., Marín, R., Medina, L., & Biurrun, A. (2021). Desigualdad digital en Iberoamérica. Retos en una sociedad conectada. Madrid, Fundación Carolina. https://doi.org/10.33960/issn-e.1885-9119.DT50
Apolo, D., López, M., & Herrera, M. (2022) Educación de calidad y pandemia: retos, experiencias y propuestas desde estudiantes en formación docente de Ecuador. Texto Livre. https://www.scielo.br/j/tl/a/dRk4ckCj9JVGT6TW6SvHd5Q/?format=pdf&lang=es
Barry, D. M., & Kanematsu, H. (2020). Teaching during the COVID-19 pandemic. Eric. Institute of Education Sciences. https://eric.ed.gov/?id=ED606017
CEPAL, & Unesco. (2020). Education in the time of COVID-19. ECLAC-Unesco. https://www.cepal.org/en/publications/45905-education-time-COVID-19
Daniel, J. (2020). Education and the COVID-19 Pandemic. Prospects: Quarterly Review of Comparative Education, 49(1-2), 91-96. http://dx.doi.org/10.1007/s11125-02009464-3
Dirección Nacional de Normativa Jurídico Educativa del Ministerio de Educación. (2017). Reglamento General a la Ley Orgánica de Educación Intercultural. https://educacion.gob.ec/wpcontent/uploads/downloads/2017/05/ReglamentoGeneral-Ley-Organica-Educacion-Intercultural.pdf
Denny, R. (2006). The importance of communication. In Communicate to Win, 5-12. https://www.proquest.com/docview/287940983/fulltextPDF/63AFB01A69CB46AFPQ/1?accountid=198016&parentSessionId=FBcjpv17lehwZS8rcTrupEyTt57uCmg0b xzhxbjGplA%3D
Gallardo, V. M., Finnegan, P., Ingram, A., & Martin, S. (2020). Supporting Multilingual/English Learners during School Closures. Eric. Institute of Education Sciences. https://eric.ed.gov/?id=ED606049
Gunzenhauser, C., Enke, S., Johann, V. E., Karbach, J., & Henrik, S. (2021). Parent and teacher support of elementary students’ remote learning during the COVID-19 pandemic in germany. AERA Open, 7(1), 1-16. https://doi-org.universidadviu.idm.oclc.org/10.1177/23328584211065710
Grupo Banco Mundial. (2020). Gasto público en educación, total (% del gasto del gobierno)-Ecuador. Banco Mundial. https://datos.bancomundial.org/indicator/SE.XPD.TOTL.GB.ZS?end=2020&locations=EC&start=2010&view=chart
Herrero, A., Fiszbein, A., Stanton, & Flórez, A. (2020). Cambios e innovación en la práctica docente durante la crisis del covid-19. The Dialogue. https://www.thedialogue.org/analysis/practica-docente-durante-COVID-19/
Kwon, K., Ford, T. G., Tsotsoros, J., Randall, K., Malek-Lasater, A., & Sun, G. K. (2022). Challenges in working conditions and well-being of early childhood teachers by teaching modality during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 19(8), 4919. https://doi-org.universidadviu.idm.oclc.org/10.3390/ijerph19084919
Man, L., & Medwell, J. (2021). Impact of the COVID-19 pandemic on student teachers: How the shift to online collaborative learning affects student teachers’ learning and future teaching in a chinese context. Asia Pacific Education Review, 22(2), 169-179. https://doi-org.universidadviu.idm.oclc.org/10.1007/s12564-021-09686-w
Montaño, M. J. N. (2010). El estudio de casos como estrategia de investigación en educación/Case study as a research strategy in education. Revista Española De Orientación y Psicopedagogia, 21(3), 669-674. https://universidadviu.idm.oclc.org/login?url=https://www.proquest.com/scholarly- journals/el-estudio-de-casos-comoestrategiainvestigación/docview/1439085861/se-2
Mosquera, E. (2020). Percepción de docentes acerca de educación en línea en el marco de la emergencia sanitaria covid-19 caso 12 [Master thesis]. Universidad Casa Grande. http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/2648
Organización Internacional del Trabajo. (2021). Trabajo infantil: Estimaciones mundiales 2020, tendencias y el camino a seguir. OIT. https://www.ilo.org/ipec/Informationresources/WCMS_800301/lang--es/index.html
Quituisaca, L. (2021). Calidad Educativa. Contexto Educativo, 2, 19-29. https://educacion.gob.ec/publicaciones-estadistica-educativa/
Sandín, M. P. (2003). Investigación cualitativa en educación: Fundamentos y tradiciones. McGraw-Hill Interamericana de España.
Sarmiento, O., Pizarro, J., & Matamoros, A. (2021). Estado del arte de la metodología CLIL desde una perspectiva métrica. Horizontes Revista de Investigación en Ciencias de la Educación, 5(19), 753-774. https://doi.org/10.33996/revistahorizontes.v5i19.235
Simons, H. (2011). Estudio de caso: Teoría y práctica. Morata. https://bv.unir.net:2610/#!/search?bookMark=eNqNjU1OwzAUhC1UJNrSDSd4UrekdeykidlCK9ghwb56sk1wldrFP1yGE7DuEXIxrHAA2I1mvpmZkQWmK5tNBKjVoTclHRVMyrWXmq1aigX4oJMS9G2BWsEn2RdclqwSmyuyCyEA6W1qJ pmSr4eTPDpJM1wtvCsFXbDucuzoC1sVZL4m7xomaxCbxAQosfP4TuA0j2k4AAt9mPLZQuebIjYeTzewXLURxNduIVkQYeYlBkpibn4R35NLtwD3pBJtEnPSfL3fb1_rE4efeRMrs_uOTzd9izuhK8bJnY8P9RPxH9aA8
Setyaningrum, R., Setiawan, S., Anam, S., & Retnaningdyah, P. (2020). Content and Language Integrated Learning (CLIL) in science class during COVID-19 outbreak: A narrative inquiry. English Review: Journal of English Education, 9(1), 35-46. https://doi.org/10.25134/erjee.v9i1.3777
Toapanta, K. (2021). Pandemia y barreras de acceso a la Educación General Básica: Prioridad para una reactivación inclusiva [Trabajo de Integración Curricular]. Pontificia Universidad Católica del Ecuador. http://repositorio.puce.edu.ec/bitstream/handle/22000/19562/Ensayo%20Academico%20Karol_Toapanta.pdf?sequence=1&isAllowed=y
Treve, M. (2021). What COVID-19 has introduced into education: Challenges facing higher education institutions (HEIs). Higher Education Pedagogies, 6(1), 212-227. https://doi org.universidadviu.idm.oclc.org/10.1080/23752696.2021.1951616
Unesco. (2021). The state of global education crisis: A path to recovery. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000380128?1=null&queryId=614a4175-b722-4536-a73b-5ff9f9f1ea3c
Unesco & IESALC. (2020). COVID-19 y educación superior: De los efectos inmediatos al día después. Análisis de impactos, respuestas políticas y recomendaciones. Unesco & IESALC. https://www.iesalc.unesco.org/wp-content/uploads/2020/05/COVID-19-ES130520.pdf
Unicef & Ministerio de Educación. (2022). Resultados de las encuestas de monitoreo del impacto de la pandemia de COVID-19 en la comunidad educativa ecuatoriana. Ministerio de Educación. https://educacion.gob.ec/wp-content/uploads/downloads/2022/12/Situacion-Comunidad-Educativa.pdf
United Nations. (2020). Informe de políticas: La educación durante la COVID-19 y después de ella. Naciones Unidas. https://www.un.org/sites/un2.un.org/files/2020/09/policy_brief_-_education_during_covid-19_and_beyond_spanish.pdf
Vaca, L., Guevara, E., Escudero, C., & Novillo, L. (2021). Rol del docente para la educación virtual en tiempos de pandemia: Retos y oportunidades. Polo del Conocimiento: Revista científico-profesional, 6(11), 30-45. https://dialnet.unirioja.es/servlet/articulo?codigo=8219343
Yan-Rong, G., Qing-Dong C., Zhong-Si, H., Yuan-Yang, T., Shou-Deng, C., Hong-Jun, J., Kai-Sen, T., De-Yun, W., & Yan, Y. (2020). The origin, transmission and clinical therapies on coronavirus disease 2019 (COVID-19) outbreak-an update on the status. Military Medical Research, 7, 1-10. https://pubmed.ncbi.nlm.nih.gov/32169119/
Zapata-Ros, M. (2015). Teorías y modelos sobre el aprendizaje en entornos conectados y ubicuos: Bases para un nuevo modelo teórico a partir de una visión crítica del “conectivismo”. Education in the Knowledge Society, 16(1), 69-102. https://universidadviu.idm.oclc.org/login?
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Mamakuna
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
