THE PERCEPTIONS OF INDIGENOUS STUDENTS TOWARDS THE OCCIDENTAL EDUCATIONAL SYSTEM OF THE ENGLISH CLASS: A STUDY IN AN ECUADORIAN PUBLIC UNIVERSITY PERCEPCIONES DE ESTUDIANTES INDÍGENAS HACIA EL SISTEMA EDUCATIVO OCCIDENTAL DE LA CLASE DE INGLÉS: UN ESTUDIO EN UNA UNIVERSIDAD PÚBLICA ECUATORIANA

This investigation aimed to find out the way a group of Indigenous students perceives the occidental educational system of the English class. This Emic micro-ethnography was conducted with a sample of 30 participants, who are students of distinct English levels of a Public University located in the highlands of Ecuador. This sample was divided into two groups. Phenomenological interviews were carried out with the first group, in turn, its data were compared with that of the Questionnaire of the second group. The obtained results disclose that the lack of a real cognitive justice in the English class leads Indigenous students to feel as folklore producers, and not as Ecuadorian citizens who can teach different realities that contribute to the construction of an inclusive society. In general, this target group kindly demands in English classes not only a development of their national identity but also of their ethnic one.

ducted with a sample of 30 participants, who are students of distinct English levels of a Public University located in the highlands of Ecuador. This sample was divided into two groups. Phenomenological interviews were carried out with the first group, in turn, its data were compared with that of the Questionnaire of the second group. The obtained results disclose that the lack of a real cognitive justice in the English class leads Indigenous students to feel as folklore producers, and not as Ecuadorian citizens who can teach different realities that contribute to the construction of an inclusive society. In general, this target group kindly demands in English classes not only a development of their national identity but also of their ethnic one.

RESUMEN
Esta investigación tuvo como objetivo descubrir la forma en que un grupo de estudiantes indígenas percibe el sistema educativo occidental de la clase de inglés. Esta microetnografía de corte Emic se realizó con una muestra de 30 participantes, que son estudiantes de distintos niveles de inglés de una universidad pública ubicada en la Sierra de Ecuador. Esta muestra se dividió en dos grupos. Se realizaron entrevistas fenomenológicas con el primer grupo, a su vez, sus datos se compararon con los del Cuestionario del segundo grupo. Los resultados obtenidos revelan que la falta de una verdadera justicia cognitiva en la clase de inglés hace que los estudiantes indígenas se sientan como productores de folklore y no como ciudadanos ecuatorianos que pueden enseñar diferentes realidades que contribuyen a la construcción de una sociedad inclusiva. En general, este grupo objetivo amablemente exige en las clases de inglés no solo el desarrollo de su identidad nacional sino también de su identidad étnica.

INTRODUCTION
Nowadays, the mastery of the Anglo-Saxon language is no longer perceived as a luxury of hegemonic groups, but as a definite need of the globalized world. Without a doubt, this phenomenon has touched every corner of the planet that today hundreds of people dominate this language. The indigenous communities have not been the exception; as a matter of fact, they are more interested in learning this language to let the outside world know about their philosophy (Haboud, 2009) Unfortunately, Indigenous people face many inconveniences when learning a foreign language principally due to the cognitive injustice exerted by the globalization of the occidental philosophy. This dominant culture has obligated the indigenous population to eliminate their cultural background in the classroom and to adopt it as the only means of indoctrination. Sadly, this obligation has been detrimental to this population as it contributes to their acculturation. To counteract this problem, several inquiries conducted worldwide indicate the necessity of providing a legitimate cognitive justice through the adequate incorporation of ethnic literature in the educational curricula. In doing so, apprentices can gain more confidence in the learning process, preserve their culture, and reduce acculturation (Banks, 2017;Carrasquillo & Rodríguez, 2007;De Sousa Santos 2015;Novikova, Gotovtseva, Lukina & Sukhorukova, 2017;Sleeter, 2011) ( 1 ) : 1 5 5 -1 6 3 -E N E R O 2 0 2 0 -I S S N 2 2 5 6 -1 5 3 6 · 1 5 7 ·     In the absence of it, educators are ineffective with language minority students (Nieves, 2017;Sleeter, 2011;Walsh, 2009

L2 AS A MEANS TO DOMINATE L3
Because participants speak two languages L1 -Kichwa-and L2 -Spanish-it was necessary to identify the language used by them to acquire a third language L3 -English-. The applied questionnaires indicated that 28 students use their L2 to dominate L3. By corroborating this result, the interview also showed that L2 is considered as a tool to produce L3. These findings display that regardless of the bilingualism of eleven participants, the thirty utilize L2 as a means to generate L3 due to its linguistic sim- ( 1 ) : 1 5 5 -1 6 3 -E N E R O 2 0 2 0 -I S S N 2 2 5 6 -1 5 3 6 · 1 6 0 ·

WARDS L3
In the questionnaire, it was found that only four students out of twenty-six were motivated to learn a third language L3; whereas the interview showed no results as the core group had no motivation at all, which constitutes a deficient percentage of motivation for learning English in the Andean culture. The findings exhibit that the teaching environment of twenty-six indigenous has not promoted the necessary intercultural conditions for learning to occur. On the contrary, the rest of the sample feels that their teaching environment is suitable. In the 21st century, the role of motivation is transcendental in educational scenarios. In fact, it has been proven that despite technological tools with which people can learn, human brain learns better when another individual motivates, inspires, and acts as an example (Kuhl, Tsao & Liu, 2003;Sigman, Peña, Goldin & Ribeiro, 2014). In this context, the twenty-six indigenous students manifested that their English learning process is an anachronism which monitors their idiosyncrasy perniciously and punishes their Andean pedagogy.
This situation implies necessarily the reinvention of teaching role regarding Interculturality. Accordingly, further research should focus on strategies to motivate indigenous apprentices based ON THEIR PEDAGOGY.

OCCIDENTAL ACCULTURATION
Results from the questionnaire indicate that twenty-six participants have adopted the to innovate the learning process of minoritized students with heterodox educational perspectives (Banks, 2017;Bourdieu, 1998;Carjuzaa, 2017;De Sousa Santos 2015;Paris, 2012). In this view, the twenty-six indigenous students sustained that their English language learning has been reductionist, and has not helped to perpetuate their culture, but rather to fragment it. This context implies an internal participatory curricular reform where aspects of indigenous students' language and culture are fully valued.
In conclusion, further research should focus on finding heterodox teaching perspectives to fit them in the classroom according to indigenous students' needs. After this, the use of occidental philosophy as the only means of English teaching solely indoctrinates this population. Therefore, the use of contents reflecting their cultural identity is indispensable for them to grasp the English Language. However, the use of these contents must exhibit a proper mastery of the Andean pedagogy, and not a precarious and folkloric discussion of their vestment, ancestral language or dances.

CONCLUSION
Additionally, it is imperative to contemplate that the interference of their mother tongue is imperceptible and transferable either to their Spanish as well as to their English; in other words, the knowledge of their mother tongue delays the English learning process. (Guion, 2003) In this regard, indigenous students need special attention, adequate language environment, and appropriate assessment to overcome this difficulty which is a destroyer of their cultural identity.
With all this background, it is concluded that there is a definite urgency of integrating ecology of knowledge and Intercultural translation in the language learning environment of this population. But to attain this integration, it would be advisable to rethink the reductionist educational micro-curriculum with an Intercultural and challenging one that employs somehow the hints above which reflect the voice of the affected actors, and occidental educational instruments in order to convey not only a well-formulated Interculturality of tolerance but also an Interculturality of knowledge. Finally, we are still preoccupied with the emergencies and absences that we did not value in this investigation. However, we humbly hope we have not only contributed with guidelines for the creation of the Intercultural micro-curriculum mentioned above but also have established the path for future research.

LIMITATIONS AND RECOMMENDATIONS
Unfortunately, the phenomenon of acculturation made indigenous students hide their cultural identity; as a result, data collection was difficult to conduct. Establishing a good rapport with indigenous population is the key to obtain reliable findings, so that, if new researchers desire to apply quantitative or qualitative investigation, they must make sure beforehand they are involved in a long-term commitment before collecting data. It would then be advisable to carry out a similar study with longitudinal design to present findings that transversal design cannot provide in detail.