In tune with science, technology and communication development that has characterized the 21st century birth; it is necessary to assume innovative strategies to address the new professional generations training. The emphasis has been centered in both the new theoretical point of view analysis and the own training and abilities, capabilities and competences development which allow the graduates do perform according to the nowadays society requirements. Concerning this, the World declaration about 21st century High Education of the UNESCO (1998) states, on its article I (B) and (d) that the high education mission is “constitute an open environment for high education that enhances the permanent learning…, contribute to understand, interpret, preserve, reinforce, promote and spread the national, regional, international and historical cultures within a context of pluralism and cultural diversity…” (UNESCO, 1998: 2).

In Latin America it is more and more necessary the follow-up of the Languages Common European reference framework patterns, and the emphasis to achieve the communication in multicultural and multilingual contexts. The difference about the MCER is that, in Latin America, the teaching and learning of a foreign language process takes place, mainly, far fro, the context of the learned language. Particularly it demands a high teachers’ and students training not only in the linguistic field but also in the social meaning that have the linguistic structures in different contexts.

During the last years, Ecuador has invested a lot in the Quality of education improvement. In this way, it has been prioritized the teachers’ training and the implementation of English teaching and learning  ideal conditions. The High Education Organic Law (2010) states on its 124 article the need of forming professionals with a proficiency in a foreign language. This, particularly is complemented with the Academic Regime regulation (2013) on its article 31 when it refers to the fact that “ In the third level majors, it will be understood as sufficiency the mastery of a foreign language, at least a B2 level according to the MCER”  (RRA,2013 : 21). For it, the same article gives the freedom of including, or not, the foreign language learning in the curricular pensum and stablish agreements with authorized entities that provide languages courses.

In this context, the creation of a Language School ensures the bachelor students training and gives the chance of designing courses addressed to the continuing education. Considering the requirements and certificates of the teachers in charge of working and directing the languages school. It is also given the chance of providing to the languages teachers improvement to contribute with their permanent preparation and updating.

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