Enseñanza del idioma inglés en una escuela rural
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Publicación 4. Vol 7. Num 1 (Español (España))
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Published:
Jan 25, 2023
Keywords:
Education, English language, facilities, rural school
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Abstract
English is one of the most widely spoken languages around the world, so it is necessary to teach it in all institutions. This study focused on identifying realities of English language education in a rural school of Latacunga. This research was a qualitative descriptive study that used semi-structured interviews and observation as data collection methods. The results of interviews conducted to seven members of the educational community revealed that the lack of teaching resources, the scarcity of English teachers, the low students’ motivation, and poor educational environment are some of the most common problems that this school faces. Moreover, data collected by means of observation reveals that the school facilities need to be improved to promote better learning experiences. Nevertheless, it is important to recognize the effort made by the school community in maintaining a stable institution.
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Lucero Chillagana, E. E., Tigasi Chiluisa, B. M., & Cando Guanoluisa, F. S. (2023). Enseñanza del idioma inglés en una escuela rural. Explorador Digital, 7(1), 64-85. https://doi.org/10.33262/exploradordigital.v7i1.2458
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References
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Ramos Holguín, B., & Aguirre Morales, J. (2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica, (27), 109-222. https://www.redalyc.org/pdf/3222/322243845010.pdf
Romero Villarroel, W., & Camacho Estrada, S. (2018). The use of standardized English exams in the internationalization of English as a global language. Ciencia Digital, 2(2), 497-510. https://doi.org/10.33262/cienciadigital.v2i2.115
Shahnaz, M., & Saleha, I. (2021). Teaching English in a Rural School: How the Pandemic Affects Teachers’ Beliefs and Practices. Advances in Social Science, Education and Humanities Research, 546, 334-340. https://www.atlantis-press.com/proceedings/conaplin-20/125956050
Singh, P. (2021). English Language Teaching to Rural Students: Challenges and Strategies. The Criterion: An International Journal in English, 12(1), 211-219. https://www.researchgate.net/publication/349964239_English_Language_Teaching_to_Rural_Students_Challenges_and_Strategies
Torres, P., & McCandless, M. (2021). Integración de los principios metodológicos Clil en la enseñanza de materias de contenido en inglés. Ciencia Digital, 6(2), 87-104. https://cienciadigital.org/revistacienciadigital2/index.php/CienciaDigital/article/view/2149/5268
World Health Organization & UNECE. (2019). Improving health and learning through better water, sanitation, and hygiene in schools. World Health Organization. https://n9.cl/mzsvi
Alqahtani, A. (2021). The Lack of Qualified EFL Teachers in Saudi Schools: A Qualitative Interview Study. English Language Teaching, 14(11), 24-29. https://files.eric.ed.gov/fulltext/EJ1318374.pdf
Alyousif, R., & Alsuhaibani, Z. (2021). English Language Learning Demotivating Factors for Saudi High School EFL Students. Canadian Center of Science and Education, 14(8), 29-39. https://files.eric.ed.gov/fulltext/EJ1308901.pdf
Arfan, N., Hye, A., Qayyum, N., Iqbal, S., & Shareef, H. (2019). Relationship of School Environment and English Language Learning at Government Schools. Public Administration Research, 3(1), 1-13. https://www.ccsenet.org/journal/index.php/par/article/view/0/39239
Barre-Parrales, P., & Villafuerte-Holguín, J. (2021). English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated Learning during 2019-2021. English Language Teaching Educational Journal, 4(2), 99-112. https://files.eric.ed.gov/fulltext/EJ1311546.pdf
Beinert, C., Sørlie, A., Åbacka, G., Palojoki, P., & Nordgård, F. (2022). Does food and health education in school influence students’ everyday life? Health Education Journal, 81(1), 29-39. https://journals.sagepub.com/doi/pdf/10.1177/00178969211045722
Brown, H. D. (2013). Teaching by Principles an Interactive Approach to Language Pedagogy. Pearson Education. https://octovany.files.wordpress.com/2013/12/ok-teaching-by-principles-h-douglas-brown.pdf
Browning, M., & Rigolon, A. (2019). School Green Space and Its Impact on Academic Performance: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 16(3), 1-22. https://www.mdpi.com/1660-4601/16/3/429
Cahyati, P. & Madya, S. (2019). Teaching English in Primary Schools: Benefits and Challenges. Advances in Social Science, Education and Humanities Research, 326, 395-400. https://www.atlantis-press.com/proceedings/iccie-18/125910403
Cárdenas Sánchez, S., Morales Rodas, L., & Goyes Robalino, A. (2019). Teaching English as a foreign language to young adolescents. Ciencia Digital, 3(2), 91-101. https://doi.org/10.33262/cienciadigital.v3i3.1.678
Castillo, M., Célleri, S., Rojas, W., & Lara, V. (2019). La motivación intrínseca en el proceso enseñanza - aprendizaje de inglés como lengua extranjera. [Intrinsic motivation in the teaching - learning English process as a foreign language]. Ciencia Digital, 3(4.2), 144-159. https://doi.org/10.33262/cienciadigital.v3i4.2.1017
Castro-García, D. (2020). Public school students as a clear disadvantage in English language vocabulary production. Káñina, 44(2), 69-94. https://www.scielo.sa.cr/pdf/kan/v44n2/2215-2636-kan-44-02-69.pdf
Cronquist, K., & Fiszbein, A. (2017). English Language Learning in Latin America. The Dialogue Leadership for the Americas. https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-Latin-America-Final.pdf
Djumabaeva, J., Sayfullaeva, R., & Mamatova, D. (2022). Modern Methods of Teaching English in Preschool Institutions. Journal of Positive School Psychology, 6(3), 1735-1742. https://www.journalppw.com/index.php/jpsp/article/view/1895/1094
Hossain, M. (2016). English Language Teaching in Rural Areas: A Scenario and Problems and Prospects in Context of Bangladesh. Advances in Language and Literary Studies, 7(3), 1-12. https://files.eric.ed.gov/fulltext/EJ1127201.pdf
Izquierdo, J., Aquino Zúñiga, S., & García Martínez, V. (2021). Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico. Studies in Second Language Learning and Teaching, 11(1), 133-156. https://files.eric.ed.gov/fulltext/EJ1302248.pdf
Karim, A., Mohamed, A., Ismail, S., & Rahman, M. (2018). Organized Hypocrisy in EFL Teacher Training Programs. International Journal of Instruction, 11(2), 437-450.https://files.eric.ed.gov/fulltext/EJ1175032.pdf
Kormos, E., & Wisdom, K. (2021). Rural School and the Digital Divide: Technology in the Learning Experience and Challenges to Integration. Theory & Practice in Rural Education (TPRE), 11(1), 25-39. https://tpre.ecu.edu/index.php/tpre/article/view/756/79
Menor-Rodriguez, M., Cortés-Martín, J., Rodríguez-Blanque, R., Tovar-Gálvez, M., Aguilar-Cordero, M., & Sánchez-García, J. (2022). Influence of an Educational Intervention on Eating Habits in School-Aged Children. Children, 9(574), 1-15. https://www.mdpi.com/2227-9067/9/4/574/pdf?version=1650333850
Mogire, M. (2019). The Relationship between Classroom Equipment and Students’ Academic Achievement in Public Day Secondary Schools. International Journal of Research and Innovation in Social Science (IJRISS), 3(8), 53-57. https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-3-issue-8/53-57.pdf
Nimmala, T., Nowbattula, P., Mylabattula, S., & Sodadasi, V. (2016). Socio-economic Effects on English Language Learners in Andhra Pradesh. International Journal of Science Technology and Management, 5(8), 104-107. http://www.ijstm.com/images/short_pdf/1470367608_1043ijstm.pdf
Niyozova, A. (2020). The Importance of English Language. International Journal on Orange Technologies, 2(1), 22-24. https://media.neliti.com/media/publications/333378-the-importance-of-english-language-2c7b6d03.pdf
Orosz, A., Monzón, M., & Velasco, P. (2021). Ecuadorian Teachers’ Perceptions of Teaching English: Challenges in the Public Education Sector. International Journal of Learning, Teaching and Educational Research, 20(3), 229-249. http://www.ijlter.net/index.php/ijlter/article/view/143/143
Puma Chadán, G. (2017). El idioma Inglés en las zonas urbano-marginales del Ecuador [English language in marginal urban areas of Ecuador]. Vínculos-ESPE, 2(1), 23-29. https://journal.espe.edu.ec/ojs/index.php/vinculos/article/view/200/477
Ramos Holguín, B., & Aguirre Morales, J. (2016). English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica, (27), 109-222. https://www.redalyc.org/pdf/3222/322243845010.pdf
Romero Villarroel, W., & Camacho Estrada, S. (2018). The use of standardized English exams in the internationalization of English as a global language. Ciencia Digital, 2(2), 497-510. https://doi.org/10.33262/cienciadigital.v2i2.115
Shahnaz, M., & Saleha, I. (2021). Teaching English in a Rural School: How the Pandemic Affects Teachers’ Beliefs and Practices. Advances in Social Science, Education and Humanities Research, 546, 334-340. https://www.atlantis-press.com/proceedings/conaplin-20/125956050
Singh, P. (2021). English Language Teaching to Rural Students: Challenges and Strategies. The Criterion: An International Journal in English, 12(1), 211-219. https://www.researchgate.net/publication/349964239_English_Language_Teaching_to_Rural_Students_Challenges_and_Strategies
Torres, P., & McCandless, M. (2021). Integración de los principios metodológicos Clil en la enseñanza de materias de contenido en inglés. Ciencia Digital, 6(2), 87-104. https://cienciadigital.org/revistacienciadigital2/index.php/CienciaDigital/article/view/2149/5268
World Health Organization & UNECE. (2019). Improving health and learning through better water, sanitation, and hygiene in schools. World Health Organization. https://n9.cl/mzsvi