Academic performance differences between Spanish and indigenous speakers in Ecuador

Bibliographic Data

ID12682104
AuthorsXimena D Burgin (0000-0002-3494-569X, Northern Illinois University, corresponding author)
Year2023
Volume34
Issue4
Pages346-361
Publication date2023-03-09
Open AccessNo
TypeARTICLE
VenueEuropean Journal of Intercultural studies (JOURNAL)
Journal identifiersISSN: 0952-391X • E-ISSN: 1469-8439
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14675986.2023.2187348
OpenAlexW4323661889
LanguageEN
References cited31

The Ecuadorian government has reported remarkable learning gains regarding the academic progress of students in the educational system. However, the academic gains for indigenous students have not been clearly demonstrated. This quantitative study aimed at understanding the progress of educational reforms in Ecuador for indigenous students. These students tend to learn an indigenous language first. We focus here on the 2015–2016 student public sample datasets produced by INEVAL for fourth graders in Basic General Education (Educación General Básica; EGB). The results of the analyses indicate that urban students who spoke Spanish first outperformed rural students who learned an indigenous language first. The findings of this study also point to the importance of integrating diverse students’ assets and prior experiences as part of the curriculum to support the academic success of diverse groups of students

Academic achievement · Bilingual education · Curriculum · Government (linguistics · Indigenous · Indigenous Education · Indigenous language · Linguistics · Mathematics education · Pedagogy · Sample (material · Sociology · Indigenous Cultures and Socio-Education · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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