Historical and Political Overview of Ecuador

In contrast, the United States does not have a similar term to describe somebodys who be social products of two or more categories. A person takes the racial identity of one or the other parent. For example, a person with mixed black and white parentage is constantly considered black.

The Ecuadorian mestizo groups speak either Spanish or Quechua. Although Spanish is dominant, both are considered the communityal actor's line of Ecuador. Further, "the comprehensive term for national identity (Ecuatoriano) does not correspond to all of the terms designating the narrower social identities" (Minaya-Rowe, 1980, p. 16). In the United States, the situation is rather different. The term "American" implies both national identity and "that ethnic category of citizens who are tokens of the identity, i.e., not members of any other of the umpteen 'foreign' ethnic groups" (p. 15). English, the national row of the United States, is also considered the language identity of the socially-dominant population group.

Since English is the national language in the United States, the aim of education programs is to produce a nation of monolingual speakers. Although bilingual education programs exist in America, more or less perceive bilingualism as a transitional state. Teachers aim at taking monolingual students through a transition to bilingualism with the eventual(prenominal) goal of creating a monolingual community. Therefore, bilingual education in the United States pr

The pupil-teacher ratio at the primary level is 36:1, the ratio at the substitute(prenominal) level is approximately 16:1 (p. 346). The most modern data indicates that about 9 percent of Ecuador's elementary commandment staff lacked full certification (p. 345).

Egginton, Everett and DeBevoise, Wynn. (1987). Ecuador. World Education Encyclopedia. Ed. George doubting Thomas Kurian. New York: Facts on File.

The appropriate testing and placement of communicatory children such as Ecuadorian immigrants requires a comprehensive sagacity system.

This system must include teachers, administrators, counselors, and parents. The comprehensive appraisal would be obtained from observational data, other data available, language dominance, educational estimation data, sensory-motor and/or psycholinguistic data, adaptive behavior data, medical and/or development data, personality discernment data (including self-report), and intellectual assessment data (Samuda, 1983, p. 182). In a comprehensive assessment, psychological assessment and special education should be the last options considered.

Bilingualism in Ecuador promotes an intercultural supervene upon between the Spanish language and the indigenous Quechua language. This placing of language in an intercultural context received widespread implementation by the Ecuadorian government in 1983. An article to the Ecuadorian Constitution was ratified which provided that native languages would be the first languages of education in areas with predominantly indigenous populations. The article further provided that, in these indigenous areas, Spanish would be used as a second language or language of intercultural communication.

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