Objective:

This paper aims at examining the how bilingual education is implemented in Ecuador on the basis of its pedagogical foundations and its characteristic features in the national environment.

Methods:

The authoress rely on the analysis of documents and theoretical methods such as the dialectic, systemic and historical analysis to systematize the foundations of intercultural bilingual education un Ecuador.

Results:

The study yields the characteristic features of intercultural bilingual education in Ecuador on the bases of four descriptors: educational policy, pedagogic models, teachers’ education and outcomes.

Conclusion:

Though the bilingual education in Ecuador is considered one of the most advanced in the continent for its plural, intercultural, scientific and contextualized character, there are still challenges to face related to economic resources, and the survival of events of discrimination, violence and inequality.

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