Evaluación del inglés como lengua extranjera en las escuelas secundarias públicas ecuatorianas: alineando los marcos internacionales con las realidades locales
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https://doi.org/10.70881/mcj/v4/n1/118Palabras clave:
evaluación formativa, contexto ecuatoriano, literacidad en evaluación docente, educación bilingüe, reforma educativa Global SouthResumen
En el contexto ecuatoriano, la evaluación del aprendizaje de inglés como lengua extranjera enfrenta desafíos significativos relacionados con recursos limitados, formación docente insuficiente y la necesidad de alinear estándares internacionales con realidades locales. Este artículo examina mediante revisión sistemática de 24 fuentes académicas cómo otros contextos del Sur Global, particularmente India, han abordado desafíos similares, proporcionando un modelo "glocalized" replicable en Ecuador. Los hallazgos demuestran que las prácticas de evaluación formativa y portafolios académicos dominan el consenso internacional (45.8% de las fuentes), ofreciendo alternativas sostenibles que no requieren inversión tecnológica sofisticada. La investigación destaca que el desarrollo de competencias docentes en evaluación es el factor determinante para reformas efectivas, más relevante aún que la incorporación de herramientas digitales. El estudio propone un camino claro hacia la transformación de la evaluación de EFL en Ecuador a través de cinco ejes estratégicos: capacitación integral en alfabetización de evaluación, integración de metodologías formativas como enfoque fundacional, alineación entre currículo nacional y prácticas evaluativas, valorización explícita de la equidad educativa reconociendo contextos bilingües e idiomas indígenas, e integración tecnológica selectiva que complemente sin reemplazar el diseño pedagógico
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Derechos de autor 2026 Betsy Vanessa Alvarado Reyes, Jesús Naun Huezo Castillo, Luz Angélica Cervera Suárez, Frans Andrés Recalde García (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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