Inclusive Strategies for Learning the English Language

Abstract

Introduction: Inclusive strategies are a necessary tool in the English teaching process because they allow the identification and elimination of learning barriers, providing adjustments and support that benefit students with difficulties in acquiring the language. This work shows the results of the implementation of inclusive strategies to improve the oral skills of high school students in English. Materials and methods: This is a mixed-methods study where instruments were applied to diagnose students' oral skills, group interviews were conducted with teachers, and classroom observations were made. The sample consisted of 80 students and 6 English teachers. Results: Once the strategies were implemented, the results obtained showed a significant improvement in the percentage of students who passed, with 71.25% compared to the results prior to the implementation of the strategies. Discussion: The relevance and relevance of the English language in Ecuadorian high school motivated the research and systematization of strategies that promote the inclusion of students with language deficiencies. The entire process was based on adherence to the country's educational guidelines and the literature reviewed, which provided the theoretical foundations for English speaking skills and inclusive strategies. Conclusions: The climate of cooperation and respect created during the research process between teachers and students was favorable, allowing us to achieve the stated objectives and propose a deeper understanding of strategies applied to other language skills.