Content-based instruction for level 3 business majors in the efl classroom at the University of Azuay: incorporating content without sacrificing language

La enseñanza de lenguas basadas en el contenido, también conocida como Instrucción Basada en Contenidos (CBI) en América del Norte y Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en Europa, es promocionada como una forma eficaz para mejorar el aprendizaje de un idioma, debido a que hace uso de asignaturas significativas impartidas en el idioma meta para enseñar contenidos y lenguaje de una forma simultánea. Con el objetivo de contribuir a la investigación actual sobre CBI en América Latina, este estudio incorporó contenidos de negocios en un curso convencional de idioma extranjero (inglés) para estudiantes de segundo año de administración de empresas de la Universidad de Azuay, Ecuador. Se analizaron datos cuantitativos y cualitativos de 29 participantes para determinar el impacto de CBI en sus destrezas gramaticales y motivación y sus percepciones sobre CBI. Los resultados muestran mejoras estadísticamente significativas en las destrezas gramaticales, no así en la intensidad motivacional y en las actitudes hacia el aprendizaje. Aunque la orientación instrumental de los participantes disminuyó ligeramente, se pudo observar mejoras en la auto-confianza, así como niveles reducidos de ansiedad. Se puede concluir que sí es posible mejorar la destreza gramatical con CBI con un verdadero equilibrio entre lenguaje y contenido. Los participantes reportaron haber ampliado sus conocimientos con CBI, a pesar de que fue más exigente cognitivamente. Dado los hallazgos no concluyentes en cuanto a la variable motivación, se recomienda realizar más investigaciones en esta área.Content-based language teaching, also known as Content-Based Instruction (CBI) in North America and Content and Language Integrated Learning (CLIL) in Europe, is widely touted as an effective means of enhancing language acquisition due to the use of meaningful subject matter to teach both content and language simultaneously. This study aims to contribute to current research on CBI in Latin America by assessing the outcomes of incorporating business-related content into a conventional EFL course for second-year business administration students at the University of Azuay, Ecuador. Quantitative and qualitative data from 29 participants were analyzed to determine the impact of CBI on their grammatical competence and motivation during one academic semester and their perceptions of CBI. The results show that participants made statistically significant gains in mean grammatical competence scores as measured by pre and post-tests. No significant changes were observed in motivational intensity and attitudes toward learning, which remained fairly neutral to moderately high. While participants’ instrumental orientation declined slightly, significant improvements were observed in their self-confidence as well as reduced levels of anxiety. It was concluded that progress in grammatical competence is possible with CBI, so as long as a true balance between language and content is achieved. Despite perceptions of CBI as a more cognitively demanding approach, participants reported feeling more knowledgeable as a result. Given the inconclusive findings concerning motivation and the complexities surrounding this construct, further research in this area is recommended.Magíster en Lingüística Aplicada a la Enseñanza del Inglés como Lengua ExtranjeraCuenc

Local culture and language learning: the impact on motivation in oral production in High Schoolefl class

Given the relation between language and culture, the incorporation of local culture topics in the EFL classroom can serve as a means of fostering greater comfort among students when speaking in public. Therefore, the present study aimed to provide a closer look at EFL learners’ speaking performance by introducing local culture topics to speaking assignments in class. This paper reports the findings of a mixed methods study on the effect of local culture topics on speaking skills and motivation of a group of students at a high school in Cuenca, Ecuador. Quantitative data was collected through a pre-test and post-test based on the Attitude Motivation Test Battery (Gardner, 1985). Qualitative data was gathered through speaking rubrics, class observations, student questionnaires and teacher interviews to gauge students’ level of comfort during speaking activities and their perceptions on the incorporation of local culture as a focal point. While the quantitative results showed no statistical differences between the students’ pre and post motivation scores, classroom observations showed increases in their oral production and appreciation for local culture topics. Further research with a longer period of intervention time is recommended. Keywords: Local culture, anxiety, motivation, speaking skills. RESUMEN Dada la relación entre el lenguaje y la cultura, la incorporación de temas de cultura local en el aula de inglés como lengua extranjera pueden servir como herramienta para fomentar mayor comodidad entre los estudiantes al momento de hablar en público. Este artículo reporta los resultados de un estudio de métodos mixtos sobre el efecto de temas de cultura local en destrezas orales y motivación de un grupo de estudiantes en un colegio secundario en Cuenca, Ecuador. Los datos cuantitativos fueron obtenidos a través de un pre y post-test basado en la prueba de actitud y motivación de Gardner (1985). Los datos cualitativos fueron obtenidos mediante rúbricas, observaciones en clase, cuestionarios a estudiantes y entrevistas a profesores. Si bien los resultados cuantitativos no mostraron diferencias estadísticas significativas con relación a los puntajes del pre y el post-test de motivación, las observaciones de clase mostraron un incremento en la producción verbal de los estudiantes y su apreciación por temas locales. Se recomienda para futuras investigaciones una mayor cantidad de tiempo de intervención. Palabras clave: Cultura local, ansiedad, actitud, motivación, destrezas orales

Os ODS nos relatórios de sustentabilidade em empresas do Equador, Colômbia e Chile

The Sustainable Development Goals (SDGs) linked to the 2030 Agenda have been widely accepted by public and private companies, with many choosing to incorporate them within the framework of their social responsibility initiatives. This research article aims to find out how the SDGs are reflected in corporate sustainability reports and in which business activities they stand out the most. To this end, using a sequential explanatory methodology, the authors analyzed 12 sustainability reports issued in 2021 by large companies in Colombia, Chile, and Ecuador to verify their alignment with the SDGs. The reports showed evidence of a diverse range of programs associated with at least three SDGs, thus highlighting the importance of fulfilling not only the needs based on each company’s field of expertise but also those of its audiences and the community in general. The most prevalent SDGs were “decent work and economic growth” (SDG 8) and “gender equality” (SDG 5), followed by “responsible consumption and production” (SDG 12). This paper contributes to a growing interest among academia in the research on sustainability communication evidenced in annual reports.Iniciativas globales como los Objetivos de Desarrollo Sostenible, ODS, impulsados por las Naciones Unidas, han sido fuertemente promovidos gracias a la acogida que las empresas públicas y privadas han dado en el marco de sus acciones de responsabilidad social; sin embargo se requiere conocer de qué manera los ODS se reflejan en los reportes de sostenibilidad y cuáles son los de mayor presencia. Se realizó un análisis de contenido a los reportes de sostenibilidad del año 2021 de doce grandes empresas de Colombia, Chile y Ecuador para constatar su relación con los ODS. Los hallazgos mostraron que, a pesar de la pandemia, las empresas mantuvieron sus programas de responsabilidad social conscientes del valor de las comunicaciones. La creación de trabajo decente y el crecimiento económico (ODS 8) así como la igualdad de género (ODS 5) son los ODS más frecuentes, seguidos de la producción y el consumo responsable (ODS 12). Los informes también mostraron que las empresas han implementado una gama de programas con más de tres ODS, lo que destaca la importancia de no solo satisfacer las necesidades del campo de especialización de cada empresa, sino también las necesidades de sus públicos y comunidad en general.Iniciativas globais como os Objetivos de Desenvolvimento Sustentável, ODS, promovidos pelas Nações Unidas, têm sido fortemente promovidas graças à acolhida que empresas públicas e privadas têm dado no âmbito de suas ações de responsabilidade social; porém, é preciso saber como os ODS se refletem nos relatórios de sustentabilidade e quais têm maior presença. Foi realizada uma análise de conteúdo nos relatórios de sustentabilidade 2021 de doze grandes empresas da Colômbia, Chile e Equador para verificar sua relação com os ODS. As descobertas mostraram que, apesar da pandemia, as empresas mantiveram seus programas de responsabilidade social conscientes do valor das comunicações. A criação de trabalho decente e crescimento econômico (ODS 8), bem como a igualdade de gênero (ODS 5) são os ODS mais frequentes, seguidos pela produção e consumo responsáveis (ODS 12). Os relatórios também mostraram que as empresas implementaram uma série de programas com mais de três ODS, destacando a importância de atender não apenas às necessidades da área de atuação de cada empresa, mas também às necessidades de seus públicos e da comunidade em geral

La convivencia democrática en estudiantes de programas no escolarizados

In any research process, as we know, the scientific method allows us to detect problems and set objectives. Precisely, the study carried out, by the logical sense of educational research, starts by formulating an objective, based on the problem we determined, it was raised with the following statement: Establish the characteristics of democratic coexistence in the Students of the Non-School Program of the town of Los Ángeles, Tournavista, Puerto Inca 2020. The appropriate method was the analysis that allowed us to understand the texts included in the study. The result was; The correlation index shows that the value of r = 0.69 and r = 0.81, are located in the interval 0.40 ≤ r <0.80 and its interpretation indicates that there is a significant relationship between the theoretical characteristics of democratic coexistence and the practice of behavior of democratic coexistence in the Students of the Non-School Program of the town of Los Angeles, Tournavista, Puerto Inca 2020. Consequently, we have: It was established that there is a significant relationship between the theoretical characteristics of democratic coexistence and the practice of the behavior of Democratic coexistence, It was evidenced that there is a significant relationship between the characteristics of democratic coexistence with the ability to interact with all people, It was proven that there is a significant relationship between the characteristics of democratic coexistence with the management of conflicts in a constructive and it was stated that there is a significant relationship between the characteristics of e democratic coexistence with participation in actions that promote common welfare in the Students of the Non-School Program of the town of Los Angeles, Tournavista, Puerto Inca 2020.En todo proceso de investigación, como sabemos, el método científico nos permite detectar problemas y plantear objetivos. Precisamente, el estudio realizado, por sentido lógico de investigación educativa, parte formulando un objetivo, sobre la base del problema determinamos éste se planteó con el siguiente enunciado: Establecer las características de la convivencia democrática en los Estudiantes del Programa no Escolarizado del poblado de los Ángeles, Tournavista, Puerto Inca 2020. El método adecuado fue el análisis que permitió comprender los textos incluidos en el estudio. El resultado fue; El índice de correlación muestra que el valor de r = 0.69 y r= 0.81,   se ubican en el intervalo 0,40 ≤ r < 0.80 y su interpretación señala que existe una relación significativa entre las características teóricas de la convivencia democrática y la práctica de la conducta de convivencia democrática en los Estudiantes del Programa no Escolarizado del poblado de los Ángeles, Tournavista, Puerto Inca 2020. En consecuencia, tenemos: Se estableció que existe una relación significativa de las características teóricas de la convivencia democrática y la práctica de la conducta de convivencia democrática, Se evidenció que existe una relación significativa entre las características de la convivencia democrática con la capacidad de interactuar con todas las personas, Se acreditó que existe una relación significativa entre las características de la convivencia democrática con el manejo de conflictos de manera constructive y se afirmó que existe una relación significativa entre las características de la convivencia democrática con la participación en acciones que promueven el bienestar común en los Estudiantes del Programa no Escolarizado del poblado de los Ángeles, Tournavista, Puerto Inca 2020

MOOCs in Ecuador: an overview of courses from a Latin American perspective

This paper presents the status of the massive open online courses at universities and other Ecuadorian institutions. Our aim is to explore the panorama to a new educational arena, which leads us to define this type of course offering in Ecuador and to analyze its evolution. We have compiled data through an exhaustive search process on the website of each Ecuadorian university on MOOC platforms. The search was conducted using Google and related key words and we requested additional information from the decision-makers responsible for the Ecuadorian MOOC platforms. The study shows the impact that the MOOCs have had in universities and in state institutions and the support of the Ecuadorian government for the development of this form of online education through modifications made to the Academic Regulation. While the offering has not increased, there is evidence of a rapid growth in the creation of this type of courses over the last few years

La evolución del inglés como lengua franca, su enseñanza y aplicación en los negocios

El inglés se ha convertido en la lengua universal (franca) en el ámbito de los negocios, científico y profesional. Mediante un breve análisis histórico-lingüístico, el artículo tiene como objetivo explorar la evolución del inglés como lengua franca y su función en los negocios internacionales. Para ello, se exploran las relaciones del inglés y sus diferentes aplicaciones. Por otra parte, se realiza un breve examen de la capacitación en inglés en el Ecuador bajo la perspectiva del Régimen de Reglamento Académico del Consejo de Educación Superior de la República del Ecuador, los Estándares de Aprendizaje del Ministerio de Educación y el Marco Común Europeo de Referencia para las Lenguas. Se incluye una  mirada histórica hacia los diferentes métodos de enseñanza del inglés y la evolución de este idioma en un mundo globalizado. Los autores concluyen que, para poder participar de manera exitosa en el mundo internacional de los negocios, se requiere de un inglés profesional que vaya más allá de las destrezas de comunicación interpersonal básica para poder integrar contextos auténticos, normas culturales, y pensamiento crítico

A communal catalogue reveals Earth's multiscale microbial diversity

Our growing awareness of the microbial world's importance and diversity contrasts starkly with our limited understanding of its fundamental structure. Despite recent advances in DNA sequencing, a lack of standardized protocols and common analytical frameworks impedes comparisons among studies, hindering the development of global inferences about microbial life on Earth. Here we present a meta-analysis of microbial community samples collected by hundreds of researchers for the Earth Microbiome Project. Coordinated protocols and new analytical methods, particularly the use of exact sequences instead of clustered operational taxonomic units, enable bacterial and archaeal ribosomal RNA gene sequences to be followed across multiple studies and allow us to explore patterns of diversity at an unprecedented scale. The result is both a reference database giving global context to DNA sequence data and a framework for incorporating data from future studies, fostering increasingly complete characterization of Earth's microbial diversity.Peer reviewe

A communal catalogue reveals Earth’s multiscale microbial diversity

Our growing awareness of the microbial world’s importance and diversity contrasts starkly with our limited understanding of its fundamental structure. Despite recent advances in DNA sequencing, a lack of standardized protocols and common analytical frameworks impedes comparisons among studies, hindering the development of global inferences about microbial life on Earth. Here we present a meta-analysis of microbial community samples collected by hundreds of researchers for the Earth Microbiome Project. Coordinated protocols and new analytical methods, particularly the use of exact sequences instead of clustered operational taxonomic units, enable bacterial and archaeal ribosomal RNA gene sequences to be followed across multiple studies and allow us to explore patterns of diversity at an unprecedented scale. The result is both a reference database giving global context to DNA sequence data and a framework for incorporating data from future studies, fostering increasingly complete characterization of Earth’s microbial diversity

The genomic landscape of balanced cytogenetic abnormalities associated with human congenital anomalies

Despite the clinical significance of balanced chromosomal abnormalities (BCAs), their characterization has largely been restricted to cytogenetic resolution. We explored the landscape of BCAs at nucleotide resolution in 273 subjects with a spectrum of congenital anomalies. Whole-genome sequencing revised 93% of karyotypes and demonstrated complexity that was cryptic to karyotyping in 21% of BCAs, highlighting the limitations of conventional cytogenetic approaches. At least 33.9% of BCAs resulted in gene disruption that likely contributed to the developmental phenotype, 5.2% were associated with pathogenic genomic imbalances, and 7.3% disrupted topologically associated domains (TADs) encompassing known syndromic loci. Remarkably, BCA breakpoints in eight subjects altered a single TAD encompassing MEF2C, a known driver of 5q14.3 microdeletion syndrome, resulting in decreased MEF2C expression. We propose that sequence-level resolution dramatically improves prediction of clinical outcomes for balanced rearrangements and provides insight into new pathogenic mechanisms, such as altered regulation due to changes in chromosome topology

Content-based instruction for level 3 business majors in the efl classroom at the University of Azuay: incorporating content without sacrificing language

La enseñanza de lenguas basadas en el contenido, también conocida como Instrucción Basada en Contenidos (CBI) en América del Norte y Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en Europa, es promocionada como una forma eficaz para mejorar el aprendizaje de un idioma, debido a que hace uso de asignaturas significativas impartidas en el idioma meta para enseñar contenidos y lenguaje de una forma simultánea. Con el objetivo de contribuir a la investigación actual sobre CBI en América Latina, este estudio incorporó contenidos de negocios en un curso convencional de idioma extranjero (inglés) para estudiantes de segundo año de administración de empresas de la Universidad de Azuay, Ecuador. Se analizaron datos cuantitativos y cualitativos de 29 participantes para determinar el impacto de CBI en sus destrezas gramaticales y motivación y sus percepciones sobre CBI. Los resultados muestran mejoras estadísticamente significativas en las destrezas gramaticales, no así en la intensidad motivacional y en las actitudes hacia el aprendizaje. Aunque la orientación instrumental de los participantes disminuyó ligeramente, se pudo observar mejoras en la auto-confianza, así como niveles reducidos de ansiedad. Se puede concluir que sí es posible mejorar la destreza gramatical con CBI con un verdadero equilibrio entre lenguaje y contenido. Los participantes reportaron haber ampliado sus conocimientos con CBI, a pesar de que fue más exigente cognitivamente. Dado los hallazgos no concluyentes en cuanto a la variable motivación, se recomienda realizar más investigaciones en esta área.Content-based language teaching, also known as Content-Based Instruction (CBI) in North America and Content and Language Integrated Learning (CLIL) in Europe, is widely touted as an effective means of enhancing language acquisition due to the use of meaningful subject matter to teach both content and language simultaneously. This study aims to contribute to current research on CBI in Latin America by assessing the outcomes of incorporating business-related content into a conventional EFL course for second-year business administration students at the University of Azuay, Ecuador. Quantitative and qualitative data from 29 participants were analyzed to determine the impact of CBI on their grammatical competence and motivation during one academic semester and their perceptions of CBI. The results show that participants made statistically significant gains in mean grammatical competence scores as measured by pre and post-tests. No significant changes were observed in motivational intensity and attitudes toward learning, which remained fairly neutral to moderately high. While participants’ instrumental orientation declined slightly, significant improvements were observed in their self-confidence as well as reduced levels of anxiety. It was concluded that progress in grammatical competence is possible with CBI, so as long as a true balance between language and content is achieved. Despite perceptions of CBI as a more cognitively demanding approach, participants reported feeling more knowledgeable as a result. Given the inconclusive findings concerning motivation and the complexities surrounding this construct, further research in this area is recommended.Magíster en Lingüística Aplicada a la Enseñanza del Inglés como Lengua ExtranjeraCuenc