Pedagogical Models in Languages: Historical-Social Diagnosis of National and Foreign Education

Abstract

Language teaching has undergone paradigmatic transformations, shifting from traditional grammatical approaches to communicative, intercultural, and technological models. This research is justified by the need to overcome the uncritical importation of foreign methodologies in Latin American contexts, particularly in Ecuador, where tensions persist between globalized models and local educational realities characterized by linguistic diversity and structural inequalities. The general objective was to conduct a comparative historical-social analysis of pedagogical models in language teaching across Ecuadorian, European, and North American contexts, proposing contextualized pedagogical strategies. Specific objectives included the historical analysis of international models, the diagnosis of the Ecuadorian educational system, the identification of transferable lessons, and the formulation of recommendations for hybrid models. A qualitative approach of documentary and comparative analysis with a historical-critical design was employed. The corpus included primary sources (educational laws, national curricula) and secondary sources (academic articles, international reports) consulted in repositories such as Google Scholar, Redalyc, Scielo, and ERIC. The main results revealed four evolutionary stages in international contexts: grammar-translation, audiolingual method, communicative approach, and plurilingual-decolonial paradigms. In Ecuador, structural problems persist: a shortage of specialized teachers, dependence on imported materials, rural-urban gaps, and a disconnect between intercultural bilingual education and English language teaching. The conclusions highlight the need for contextualized hybrid models that integrate plurilingual perspectives, culturally adapted materials, ongoing teacher training, and critical technological integration, moving beyond both the uncritical reproduction and isolation of internationally validated pedagogical developments.