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This article describes a study carried out on the competences of English teachers who teach in basic education and high school levels in the Province of Loja, in relation to the professional performance standards. The methodological design carried out was a descriptive-analytical-explanatory study with a random sample of: 201 teachers, 528 students and 24 directives of public and private educational institutions. The study is developed considering a specific research in the analysis of the English teachers’ linguistic competence from a communicative perspective, which includes mastery in: the linguistic component that includes the management of vocabulary, grammar and syntax, phonology and spelling. The sociolinguistic component that describes the appropriacy and the context in the use of the language; and the pragmatic component that refers to cohesion, coherence and fluency in the discourse. The results show a good linguistic management of the English language by teachers with certain limitations in phonology and pragmatics areas. [ABSTRACT FROM AUTHOR]

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