English in rural schools: to teach it or not, that is the dilemma
The objective of this presentation is to shed light on the difficulties that rural teachers from Colombian public schools have when teaching English, using their own voices to do so, and also, to put forward possible solutions regarding this recurrent problem. The methodology used was that of observ...
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Subcomité editorial y de evaluación de obras de la Facultad de Ciencias de la Salud Editora Revista Dra. Bibiana Matilde Bernal Gómez
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/salud_sociedad/article/view/11789 |
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| author | Velasquez, Silvina |
| author_facet | Velasquez, Silvina |
| author_sort | Velasquez, Silvina |
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| description | The objective of this presentation is to shed light on the difficulties that rural teachers from Colombian public schools have when teaching English, using their own voices to do so, and also, to put forward possible solutions regarding this recurrent problem. The methodology used was that of observation, the results of which were written down in a journal. In addition, several interviews and surveys were conducted with teachers in Boyacá and Santander. Most of the educators who were consulted are aware of their limitations when it comes to teaching a foreign language. Very few of them have the necessary training to give the classes and reach the objectives set for them, in some cases due to a lack of resources and time, and in others simply because they do not feel capable of learning the language. Furthermore, the majority of the teachers surveyed agreed that the objectives that schools and the Ministry for Education insist upon are not always realistic and the results expected are, in most cases, almost impossible to attain. Many teachers who work in rural schools do not feel prepared to teach English and that leads them to one of three scenarios: to teach what they know, to the extent that they can and with the few resources they have; to hire a third party to teach the English class; or to reduce the number of hours devoted to the English language to a minimum. This is translated into inefficient training and a reluctance on the part of the students to study the language, thus, disregarding the importance that a second language holds in academic and professional life today. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11789 |
| institution | Revista Salud & Sociedad |
| language | spa |
| publishDate | 2020 |
| publisher | Subcomité editorial y de evaluación de obras de la Facultad de Ciencias de la Salud Editora Revista Dra. Bibiana Matilde Bernal Gómez |
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| spelling | oai:oai.revistas.uptc.edu.co:article-117892023-11-29T14:16:18Z English in rural schools: to teach it or not, that is the dilemma El inglés en la escuela rural: enseñarlo o no, he aquí el dilema Inglês em escolas rurais: ensinar ou não, esse é o dilema Velasquez, Silvina teaching English official schools teachers’ voices problem awareness constructive solutions enseñanza del inglés escuelas rurales voces docentes visibilización de problemáticas soluciones constructivas ensino da língua inglesa escolas rurais voz dos professores visibilidade dos problemas soluções construtivas The objective of this presentation is to shed light on the difficulties that rural teachers from Colombian public schools have when teaching English, using their own voices to do so, and also, to put forward possible solutions regarding this recurrent problem. The methodology used was that of observation, the results of which were written down in a journal. In addition, several interviews and surveys were conducted with teachers in Boyacá and Santander. Most of the educators who were consulted are aware of their limitations when it comes to teaching a foreign language. Very few of them have the necessary training to give the classes and reach the objectives set for them, in some cases due to a lack of resources and time, and in others simply because they do not feel capable of learning the language. Furthermore, the majority of the teachers surveyed agreed that the objectives that schools and the Ministry for Education insist upon are not always realistic and the results expected are, in most cases, almost impossible to attain. Many teachers who work in rural schools do not feel prepared to teach English and that leads them to one of three scenarios: to teach what they know, to the extent that they can and with the few resources they have; to hire a third party to teach the English class; or to reduce the number of hours devoted to the English language to a minimum. This is translated into inefficient training and a reluctance on the part of the students to study the language, thus, disregarding the importance that a second language holds in academic and professional life today. El objetivo de este escrito es visibilizar las dificultades de los docentes rurales en escuelas oficiales colombianas a la hora de enseñar inglés, utilizando sus relatos para expresarlo, y plantea posibles soluciones ante esta problemática. La metodología utilizada fue la de la observación, cuyos resultados fueron plasmados en una bitácora de investigación y también se realizaron entrevistas a docentes de Boyacá y Santander. La mayoría de los docentes consultados se sienten en desventaja a la hora de enseñar la lengua extranjera. Muy pocos de ellos se capacitan para poder impartir las clases y cumplir con los objetivos pautados, ya sea por falta de recursos y tiempo o, simplemente, porque no se sienten capaces. Además, consideran que los objetivos que las escuelas y el Ministerio de Educación plantean no siempre son realistas y se esperan resultados que, generalmente, son casi imposibles de alcanzar. En conclusión, muchos docentes rurales no se sienten preparados para enseñar inglés y eso los lleva a enfrentarse a tres escenarios: enseñar lo que saben, como pueden; contratar a un tercero para que dicte las clases; o reducir al mínimo la carga horaria de la segunda lengua. Lo anterior se traduce en una preparación poco eficiente y en que los estudiantes sientan disgusto por la materia, desatendiendo así la importancia que una segunda lengua tiene actualmente en la vida académica y laboral. O objetivo deste artigo é tornar visíveis as dificuldades dos professores rurais das escolas oficiais colombianas ao ensinar inglês, usando suas histórias para expressá-las, e propor possíveis soluções para esse problema. A metodologia utilizada foi a observação, cujos resultados foram registrados em um diário de pesquisa, e também foram realizadas entrevistas com professores em Boyacá e Santander. A maioria dos professores consultados se sente em desvantagem ao ensinar o idioma estrangeiro. Pouquíssimos deles são treinados para ministrar as aulas e atingir os objetivos estabelecidos, seja por falta de recursos e tempo ou simplesmente por não se sentirem capazes de fazê-lo. Além disso, eles acham que os objetivos não são os mesmos que os da escola. Além disso, eles acham que os objetivos estabelecidos pelas escolas e pelo Ministério da Educação nem sempre são realistas e que se esperam resultados que, em geral, são quase impossíveis de alcançar. Concluindo, muitos professores rurais não se sentem preparados para ensinar inglês e isso os leva a enfrentar três cenários: ensinar o que sabem, como podem; contratar um terceiro para dar as aulas; ou reduzir a carga horária do segundo idioma ao mínimo. Isso resulta em uma preparação ineficiente e na aversão dos alunos à matéria, negligenciando assim a importância de um segundo idioma na vida acadêmica e profissional de hoje. Subcomité editorial y de evaluación de obras de la Facultad de Ciencias de la Salud Editora Revista Dra. Bibiana Matilde Bernal Gómez 2020-10-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/salud_sociedad/article/view/11789 Salud & Sociedad Uptc; Vol. 4 Núm. 1 y 2 (2019): Salud y Sociedad Uptc Número especial Enero-diciembre 2019; 38-46 2744-953X 2389-8038 spa https://revistas.uptc.edu.co/index.php/salud_sociedad/article/view/11789/13660 Derechos de autor 2020 Salud & Sociedad Uptc https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| spellingShingle | teaching English official schools teachers’ voices problem awareness constructive solutions enseñanza del inglés escuelas rurales voces docentes visibilización de problemáticas soluciones constructivas ensino da língua inglesa escolas rurais voz dos professores visibilidade dos problemas soluções construtivas Velasquez, Silvina English in rural schools: to teach it or not, that is the dilemma |
| title | English in rural schools: to teach it or not, that is the dilemma |
| title_alt | El inglés en la escuela rural: enseñarlo o no, he aquí el dilema Inglês em escolas rurais: ensinar ou não, esse é o dilema |
| title_full | English in rural schools: to teach it or not, that is the dilemma |
| title_fullStr | English in rural schools: to teach it or not, that is the dilemma |
| title_full_unstemmed | English in rural schools: to teach it or not, that is the dilemma |
| title_short | English in rural schools: to teach it or not, that is the dilemma |
| title_sort | english in rural schools to teach it or not that is the dilemma |
| topic | teaching English official schools teachers’ voices problem awareness constructive solutions enseñanza del inglés escuelas rurales voces docentes visibilización de problemáticas soluciones constructivas ensino da língua inglesa escolas rurais voz dos professores visibilidade dos problemas soluções construtivas |
| topic_facet | teaching English official schools teachers’ voices problem awareness constructive solutions enseñanza del inglés escuelas rurales voces docentes visibilización de problemáticas soluciones constructivas ensino da língua inglesa escolas rurais voz dos professores visibilidade dos problemas soluções construtivas |
| url | https://revistas.uptc.edu.co/index.php/salud_sociedad/article/view/11789 |
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