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Review of English Teaching in Rural Areas in Colombia: Challenges, Setbacks, and Lessons Learned

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Title: Review of English Teaching in Rural Areas in Colombia: Challenges, Setbacks, and Lessons Learned
Language: English
Authors: Yamith José Fandiño-Parra (ORCID 0000-0002-5567-5465), Andrea Muñoz-Barriga (ORCID 0000-0002-0275-6528), Sandra Patricia Barbosa-Hernández (ORCID 0000-0002-0892-5329)
Source: HOW. 2025 32(2):149-168.
Availability: ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Rural Areas, Educational Policy, Educational Practices, Barriers, Language Teachers, Multilingualism, Cultural Pluralism, Rural Education
Geographic Terms: Colombia
ISSN: 0120-5927
Abstract: This article explores the evolution of English teaching in rural areas in Colombia. Drawing on insights gleaned from scholarly literature, it will critically examine the transformative journey of English teaching and learning in these regions. The initial discussion will delve into a historical overview of rural education and the teaching of English in rural areas. The discussion seeks to identify how educational policies and classroom practices have evolved concerning working with foreign languages in Colombian rural areas. This will, then, be followed by an analysis of the current challenges and opportunities of English teaching in educational institutions based on a review of recent academic studies. This review aims to provide a set of theoretical and methodological findings learned by Colombian foreign language teachers when investigating educational policies and language programs in rural areas. Finally, the paper proposes plurilingualism, interculturality, and situated teaching and learning based on service to the community as frameworks to transform and improve the teaching of English in rural schools.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487388
Database: ERIC
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  Data: Review of English Teaching in Rural Areas in Colombia: Challenges, Setbacks, and Lessons Learned
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  Data: <searchLink fieldCode="AR" term="%22Yamith+José+Fandiño-Parra%22">Yamith José Fandiño-Parra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5567-5465">0000-0002-5567-5465</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrea+Muñoz-Barriga%22">Andrea Muñoz-Barriga</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0275-6528">0000-0002-0275-6528</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sandra+Patricia+Barbosa-Hernández%22">Sandra Patricia Barbosa-Hernández</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0892-5329">0000-0002-0892-5329</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22HOW%22"><i>HOW</i></searchLink>. 2025 32(2):149-168.
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  Data: ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
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  Data: 0120-5927
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  Data: This article explores the evolution of English teaching in rural areas in Colombia. Drawing on insights gleaned from scholarly literature, it will critically examine the transformative journey of English teaching and learning in these regions. The initial discussion will delve into a historical overview of rural education and the teaching of English in rural areas. The discussion seeks to identify how educational policies and classroom practices have evolved concerning working with foreign languages in Colombian rural areas. This will, then, be followed by an analysis of the current challenges and opportunities of English teaching in educational institutions based on a review of recent academic studies. This review aims to provide a set of theoretical and methodological findings learned by Colombian foreign language teachers when investigating educational policies and language programs in rural areas. Finally, the paper proposes plurilingualism, interculturality, and situated teaching and learning based on service to the community as frameworks to transform and improve the teaching of English in rural schools.
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        PageCount: 20
        StartPage: 149
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Rural Areas
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      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Educational Practices
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      – SubjectFull: Barriers
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      – SubjectFull: Language Teachers
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      – SubjectFull: Multilingualism
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      – SubjectFull: Cultural Pluralism
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      – SubjectFull: Rural Education
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      – SubjectFull: Colombia
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      – TitleFull: Review of English Teaching in Rural Areas in Colombia: Challenges, Setbacks, and Lessons Learned
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              Y: 2025
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