Improving Oral Fluency in A1 English Learners: A Communicative Language Teaching Approach for Kichwa Students

Resumen

In the modern world, communicative language skills are essential for success in every aspect of life, from personal interactions to professional achievements.  The most important aspect of learning English is oral fluency; however, many Indigenous students find it challenging to acquire due to the linguistic and cultural barriers, limited vocabulary, low confidence levels, and a lack of exposure to the language.  Furthermore, English is their third language, requiring the use of creative teaching techniques that successfully promote the development of oral fluency.  This study examines the effectiveness of the Communicative Language Teaching (CLT) approach in improving oral fluency among 30 seventh-grade bilingual students learning English as a foreign language at Unidad Educativa Velasco Ibarra in Guamote City, Province of Chimborazo.  The present research investigates the effects of incorporating CLT strategies, such as role-playing, interactive conversations, and task-based learning, on students' oral proficiency and motivation using a mixed-methods approach that includes pre- and post-tests as well as a survey.  The results show that CLT tactics enhance students' fluency and cultivate a positive attitude toward language learning by integrating Indigenous cultural elements into classes that are centered on real-life scenarios.  Furthermore, these outcomes can bridge the English proficiency gap and provide bilingual students with more academic and professional opportunities while offering educators practical insights on improving the oral fluency of low-level English learners, especially Kichwa-Spanish students.  Additionally, this study encourages the development of inclusive and equitable language teaching methods in Ecuadorian schools with policy reforms that ensure Indigenous students receive the necessary support and resources to succeed in an increasingly globalized society.