English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia

Holguín, Bertha Ramos; Morales, Jahir Aguirre

doi:10.19053/0121053x.4217

Cited by 23 publications

(22 citation statements)

References 9 publications

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“…Despite the establishment of the English language in the form of linguistic imperialism, the learning of English constitutes a major curricular change in countries that see in this language a benefit for international interaction and economic growth (Woodend et al, 2019). Nonetheless, in many parts of the world, the teaching of English and the attainment of the L2 curricular goals in public elementary and secondary schools face many challenges (Coelho & Henze, 2014;Giannikas, 2011;Izquierdo et al, 2016;Lightbown & Spada, 2020;Ramos Holguín & Aguirre Morales, 2016;Roldán & Peláez, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

2021

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In many countries, English as a foreign/second language (L2) teaching has become compulsory in urban and rural public schools. In rural areas, the challenges for the implementation of this state-sanctioned policy have been explored among L2 teaching specialists. However, this mixed-methods study considered a different teacher group and examined the struggles and initiatives of generalist teachers who are obligated to teach English in rural schools. To this end, data were collected from 115 teachers in 17 rural secondary schools in the Southeast of Mexico. First, the participants completed a survey with closed-ended questions that elicited information about teacher education, teaching experience and knowledge of the rural school system. Then, a subsample of participants completed an individual thematized semi-structured interview. They were selected on the basis of L2 teacher education involvement. In the survey data, response patterns were identified using frequency analyses. The interview data were analyzed using categorical aggregation. The data revealed that the generalist teachers struggle with L2 professionalization, sociocultural and instructional challenges. Nonetheless, only few participants have been engaged in L2 teacher education which could help them overcome these challenges. Instead, they rely upon limited strategies to counteract the day-to-day challenges at the expense of effective L2 teaching practices.

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Section: Literature Reviewmentioning

confidence: 99%

Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

2021

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“…Selain itu, lingkungan keluarga atau orang tua dan tempat tinggal juga sangat berperan dalam membantu meningkatkan kualitas belajar siswa. Namun, peran orang tua di lingkungan pedesaan dalam membantu siswa belajar bahasa Inggris dinilai sangat rendah (Holguín & Morales, 2016).…”

Section: B Pengaruh Lingkunganunclassified

“…Ini menjadi salah satu bukti bahwa fasilitas sekolah sangat membantu terlaksananya proses pembelajaran di kelas. Jika fasilitas pembelajaran tidak memadai, maka proses pembelajaran bisa terhambat (Holguín & Morales, 2016).…”

Section: Kompetensi Guru Bahasa Inggrisunclassified

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Tantangan Belajar Bahasa Inggris di Sekolah Pedesaan

Harlina

Yusuf

2020

JPP

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Terdapat banyak kendala yang ditemukan pada pembelajaran bahasa Inggris di sekolah pedesaan. Kesulitan yang ditemui dalam pembelajaran bahasa Inggris di sekolah pedesaan berkaitan dengan kondisi siswa, lingkungan, dan juga kompetensi guru bahasa Inggris. Penelitian ini bertujuan untuk mengeksplor kendala yang muncul pada pembelajaran bahasa Inggris di sekolah pedesaan. Penelitian ini menggunakan desain metode kualitatif dengan dua guru bahasa Inggris sebagai responden. Hasil dari penelitian ini menunjukkan bahwa masih banyak kendala yang ditemui pada pembelajaran bahasa Inggris di sekolah pedesaan. Pembelajaran bahasa Inggris sulit karena beberapa sebab, diantaranya rendahnya minat siswa terhadap pelajaran bahasa Inggris, kurangnya support terhadap pembelajaran bahasa Inggris seperti support dari orang tua dan lingkungan sekitar, serta kualitas guru bahasa Inggris yang dinilai masih rendah.

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“…The concern over rural students' low achievement in the subject has been discussed quite extensively in the literature (Azman, 2011;Ee, 2012;Hassan & Rasiah, 2011;Nur, 2015;Wreikat, Kabilan, & Abdullah, 2014). Findings from several studies have shown that this phenomenon is more apparent in developing countries such as Tanzania (Mosha, 2014), Colombia (Holguín & Morales, 2016) and Bangladesh (Hossain, 2016). In the Malaysian context, the World Bank's (2010) report has provided alarming evidence of the disparity between urban and rural schools which is seriously pressing students' achievement in the subject, and this situation is the most serious and remains a prominent issue in poorer states such as Sabah, Kelantan, and Malacca.…”

Section: Introductionmentioning

confidence: 99%

Coping with stress: Exploring the lived experiences of English teachers who persist in Malaysian rural schools

Aziz

Swanto

Azhar

2019

Indonesian J. Appl. Linguist.

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Teaching English as a second language is a long and complex undertaking, particularly when it is done in multilingual rural areas where English serves a limited purpose. The purpose of this phenomenological case study was to shed light and describe the lived experiences of ten English teachers who persist in rural schools in Sabah, Malaysia. Data gleaned from in-depth interviews and observations and were thematically analyzed. The research questions captured teachers' perceptions of the existing teaching and learning environment, sources of stress and coping strategies through interviews and observations. The findings depicted that rural schools do not benefit from a conducive environment to support English teaching and learning due to the limited English environment, shortage of teaching resources and poor physical environment. The findings also revealed that dealing with low English proficiency (LEP) students was their main stressor in teaching English in rural schools, followed by students' disruptive behaviours, excessive workload and lack of support. To cope with the stress, teachers first evaluate and assess possible solutions through a stress appraisal process. The present study identified that the personal, social, professional, and institutional coping strategies were used by teachers to cope with stress faced. The findings have implications for the teaching of English in rural schools and could offer recommendations for changes in educational practices in which the authorities, school administrators and teachers could collaborate in improving English education in rural schools and thus students' learning, achievement, and school reputation.

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English Language Teaching in Rural Areas: A New Challenge for English Language Teachers in Colombia

Abstract: * Artículo de reflexión que da cuenta de algunos de los resultados del proyecto de investigación: "Towards the Exploration of Pre service Teachers Identities as Language Learners and Future Teachers: a Case Study", código SGI 1521,

Cited by 23 publications

References 9 publications

Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico

Tantangan Belajar Bahasa Inggris di Sekolah Pedesaan

Coping with stress: Exploring the lived experiences of English teachers who persist in Malaysian rural schools

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