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
Howard Gardner's Theory of Howard Gardner's Theory of Multiple
Multiple Intelligences Intelligences: Recognizes that there are
different types of intelligence and that
each person learns differently. This
theory can be useful in adapting English
teaching to the needs and learning styles
of students in rural contexts.
Linguistic: Proficiency in language and
communication.
Logical-mathematical: Ability to
analyze, reason, and solve problems.
Spatial-visual: Capacity for visual thinking
and imagery.
Bodily-kinesthetic: Excellence in physical
movement and control.
Musical: Sensitivity to sound, rhythm, and
patterns.
Interpersonal: Skill in social interaction
and understanding others.
Intrapersonal: Insight into oneself and
one's emotions.
Naturalistic: Connection with nature and
the environment.
Role of the Learner
Self-assessment: Students
must identify their dominant
intelligences and recognize
their strengths and
weaknesses in different
areas. Adaptive Learning: Use
learning strategies that align
with your core intelligences to
improve understanding and
retention. Collaboration:
Working as a team to
leverage colleagues'
individual strengths and
approach tasks more
effectively. Comprehensive
Development: Search for
educational experiences
Role of the teacher How is learning achieved?
Cater to diverse Research Projects: Students will conduct
intelligences: Design activities research on different cultures and share
and assessments that engage their findings with the class. Textbooks:
different learning styles. Textbooks that incorporate content
Integrate multicultural related to interculturality will be used.
content: Use materials and
resources that represent various
cultures and perspectives.
Promote
collaboration: Encourage
students to learn from each
other's diverse backgrounds.
Facilitate reflection: Guide
students to ponder their own
cultural identities and biases.
Create a safe learning
environment: Ensure respect
and tolerance for all cultures and
their expressions.
Model Description and main Role of the Learner
characteristics
Project-Based Learning Learner-centered: Students
(PBL) is an instructional take ownership of their learning
approach where students journey.
learn by investigating Authentic problems: Projects
real-world problems and address real-world issues
actively constructing relevant to students and their
communities.
solutions.
Collaboration and
teamwork: Students work
together to achieve common
goals.
Integration of subjects: Multiple
disciplines intertwine in the
project's exploration.
Interdisciplinary skills
development: Students acquire
communication, critical
thinking, problem-solving, and
research skills.
Multiple learning styles: Varied
activities cater to diverse
learning preferences.
Technology
integration: Technology
enriches
research, collaboration, and
project presentation.
Active
participant: Students
research, investigate, anal
yze, and propose
solutions.
Team member: They
collaborate, communicate,
and contribute effectively.
Problem-solver: They face
challenges and devise
creative solutions.
Communicator: They
convey their findings and
learn through
communication.
Reflective learner: They
reflect on their learning
process and make
connections.
Role of the teacher
Facilitator: Guides
students, provides
resources, and fosters
discussion.
Mentor: Offers
support, coaching, and
feedback throughout the
project.
Content expert: Shares
knowledge relevant to the
project's theme.
Assessor: Evaluates
student learning progress
and project outcomes.
Community
connector: Links students to
relevant community
resources and experts.
How is learning achieved?
Inquiry-based exploration: Students research the
problem, gather information, and ask questions.
Collaborative discussions: Students share
ideas, debate solutions, and build knowledge
together.
Problem-solving activities: Students apply their
learning to find solutions and overcome
challenges.
Creative expression: Students present their
findings and solutions through various forms
(presentations, videos, performances).
Reflection and feedback: Students reflect on their
learning, receive feedback, and iterate on their
work.
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

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).
O.EFL 4.8 Integrate
Example:
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.
EFL 4.4.5. Recognize that
various types of writing
require different language,
Promote writing through formatting and special
intercultural vocabulary. (Example: a
understanding through recipe, a letter, etc.)
comparative analysis of
texts.
CE.EFL.4.17. Show an
ability to convey and
organize information
through the use of facts
and details and by
employing various stages
of the writing process,
while using a range of
digital tools to promote
and support collaboration,
learning and productivity.
CE.EFL.4.15. Express
information and ideas and
describe feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in order
to influence an audience,
while recognizing that
different texts have
different features and
showing the ability to use
these features
appropriately in one’s
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