English in the Dark. Learners, Parents, and Teachers' Perspectives of English Language Teaching and Learning in a Rural School in Boyacá
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| Title: | English in the Dark. Learners, Parents, and Teachers' Perspectives of English Language Teaching and Learning in a Rural School in Boyacá |
|---|---|
| Language: | English |
| Authors: | José Adriano Barbosa-Corredor (ORCID |
| Source: | HOW. 2025 32(2):169-185. |
| 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: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | English (Second Language), Second Language Instruction, Rural Schools, Teacher Attitudes, Parent Attitudes, Student Attitudes, Educational Practices, Educational Change, Barriers, Instructional Materials, Access to Computers, Foreign Countries, Elementary Secondary Education |
| Geographic Terms: | Colombia |
| ISSN: | 0120-5927 |
| Abstract: | This article reports on research conducted at a rural school located in Boyacá, Colombia, as part of an ethnographic exploration in which learners, parents, and teachers presented their perspectives about English Language Teacher/Teaching (ELT) evolution, progress, and challenges within teaching and learning practices and community dynamics. Results offer a landscape of how English has been taught in a rural context, as well as the way English teaching and learning have changed in the last 60 years, concerning information access and institutional organization. The community acknowledges changes in terms of teachers' qualifications and didactic strategies; they also point to challenges regarding material and technological resources in rural contexts. The case of the rural school illustrates how ELT education has evolved in Colombia along an ever-changing/challenging trajectory in the territories. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487405 |
| Database: | ERIC |
| Abstract: | This article reports on research conducted at a rural school located in Boyacá, Colombia, as part of an ethnographic exploration in which learners, parents, and teachers presented their perspectives about English Language Teacher/Teaching (ELT) evolution, progress, and challenges within teaching and learning practices and community dynamics. Results offer a landscape of how English has been taught in a rural context, as well as the way English teaching and learning have changed in the last 60 years, concerning information access and institutional organization. The community acknowledges changes in terms of teachers' qualifications and didactic strategies; they also point to challenges regarding material and technological resources in rural contexts. The case of the rural school illustrates how ELT education has evolved in Colombia along an ever-changing/challenging trajectory in the territories. |
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| ISSN: | 0120-5927 |
