Pedagogical Practices in the Teaching of English in Rural Contexts: Analysis of Teaching Strategies

Abstract

The teaching of English in rural areas of Colombia faces significant challenges related to the lack of adequate teaching resources, the limited training of teachers in the area of the language, and the scarce implementation of innovative methodologies. This research aimed to analyze the pedagogical practices of teachers in the teaching of English in rural educational institutions. The study adopted a qualitative approach with an action research design, using data collection techniques such as participant observation, semi-structured interviews, and documentary analysis. The sample consisted of 10 primary school teachers from rural areas. The results showed that, despite structural barriers and limited teacher training in English, strategies adapted to students' specific contexts were implemented, albeit inconsistently. Despite the efforts made, the quality of English learning is affected by the lack of a coherent methodology and appropriate resources. A methodological strategy is proposed that could improve pedagogical practices and strengthen English learning in these rural contexts.