English language education in a rural school
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Publicado:
Jan 25, 2023
Palabras clave:
Educación, idioma inglés, instalaciones, escuela rural.
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Resumen
El inglés es uno de los idiomas más hablados alrededor del mundo, entonces es necesario la introducción de este idioma en todas las instituciones educativas. Este estudio se enfoca en identificar la realidad de la enseñanza del idioma inglés en una escuela rural de Latacunga. Esta investigación fue un estudio cualitativo descriptivo que utilizó la entrevista semi estructurada y observación como métodos como método de recolección de datos. Los resultados a partir de la entrevista hecha a siete miembros de la comunidad educativa revelaron que la falta de recursos de enseñanza, la escasez de docentes de inglés, la poca motivación en los estudiantes y un carente ambiente escolar son algunos de los problemas más comunes que enfrenta esta escuela. Además, los datos obtenidos por medio de la observación revelan que las instalaciones escolares deben mejorarse para promover mejores experiencias de aprendizaje. No obstante, es importante reconocer el esfuerzo por la comunidad escolar en mantener una institución estable.
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Lucero Chillagana, E. E., Tigasi Chiluisa, B. M., & Cando Guanoluisa, F. S. (2023). English language education in a rural school. Explorador Digital, 7(1), 64-85. https://doi.org/10.33262/exploradordigital.v7i1.2458
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Adjibolosoo, S., Dzeagu-Kudjodji, J., Nanor, J., Agbeko, I., & Anim, C. (2019). What are the conditions of toilet facilities used in basic schools? insights from some selected basic schools in the eastern and volta regions of Ghana. International Journal of Academic Research and Reflection, 7(5), 1-27. what are the conditions of toilet facilities used in basic schools? insights from some selected
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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
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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
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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
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