Abstract:

Studying to become an English teacher in an Indigenous context, where the person's believes differs in its totality in relation to the new language to be learned, is difficult. However, it gets more complicated considering that the individual being trained is a woman. This research tells the story of a Saraguro Indigenous woman's journey towards her education as an English teacher. Examining the effects of cultural, social, and ethnic ties on the academic and professional growth of indigenous women teaching English was the goal of this study. In order to examine education as a Saraguro indigenous woman, a case study using a qualitative approach was employed, conceptualizing the data through in-depth interviews with the subject. The study's findings illustrated the difficulties of learning and instructing a new language while protecting one's original tongue and cultural identity (KICHWA). Each of the instances related by our participant has highlighted how resilience, and both personal and academic support have aided her in overcoming the difficulties in her path. The participant showed a strong resolve to use her cultural identity as a source of inspiration and perseverance despite all the difficulties related to her social and economic circumstances. She was able to fulfill her dream of becoming an English teacher thanks to the encouragement and support of her family and teachers. The participant also emphasized the significance of changing the educational system to make it more inclusive, particularly with regard to indigenous groups. In summary, this study attempts to show that although each community's cultural identity might provide obstacles and difficulties, it can also be a tool for empowerment.

Keywords:

Teacher training, Cultural identity, Indigenous teachers.