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In July, colleagues in Ecuador shared how the coronavirus...
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Text 11A1-IV
The more that you read, the more things you will know.
The more that you learn, the more places you’ll go.
Dr. Seuss. I can read with my eyes shut! New York: Random House, 1987.
In July, colleagues in Ecuador shared how the coronavirus pandemic affected teaching in the country and how students adapted. They also showed how rooting a course in the local context increases learner engagement.
Learners in Ecuador take English from first grade, but disconnection from the language and culture can reduce engagement.
Lester Pereddo examined the effects of covid-19 on teaching English in Ecuador, identifying barriers such as the depressed economy, poor internet in rural highlands, work obligations at home, and lack of devices. These challenges reflected local realities, and Lester shared lessons and suggestions for teachers.
Catherine Rayson. Local contexts can make a difference in learning and adapting. September 10th, 2021. Internet: <https://www.cambridge.org/> (adapted).
Considering the challenges described by Lester Pereddo in the previous text, choose the option that presents a correct inference about the access to English learning during the coronavirus pandemic.
A
Remote learning improved equally for all students regardless of local context.
B
Students with fewer financial resources likely faced more obstacles in accessing online English classes.
C
Most students preferred not to study English because the content was too difficult.
D
English classes became unnecessary once students began helping their parents at work.
E
Students in all regions had equal access to internet and devices.