Innovación, Territorio y Paz
URI permanente para esta colecciónhttp://hdl.handle.net/11634/21943
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Ítem Práctica docente en la enseñanza del inglés como lengua extranjera en una sede rural de básica primaria del municipio de Cúcuta: una mirada desde la narrativa docente(2020-07) Niño Parada, Cindy Lizeth; Moreno Carrillo, Yashin Daniel; http://scienti.colciencias.gov.co:8081/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001418977; https://scholar.google.es/citations?user=Ym4KwHsAAAAJ&hl=es; https://orcid.org/0000-0001-6933-9350The teacher’s classroom practice in English as a foreign language conducted in rural elementary schools in Colombia is articulated by the social, cultural and economic diversity of the educational context and the national bilingualism policies. Hence, the purpose of this research was to understand from the teacher’s narratives his classroom practice regarding Teaching English as a Foreign Language (TEFL) process at a rural elementary school. Thus, a biographical-narrative inquiry was developed to know through the teacher’s voice, his pedagogical experience in rural scenarios, bearing in mind his professional training and the challenges lived teaching English. To do that, a characterization of the rural scholar context, a description of the articulation of the teacher’s classroom practice between New School Method and mono-grade classroom and an analysis of the TEFL process, were done, as well as, the consolidation of the teacher’s narrative through a thematic analysis. In consequence, it was established that the TEFL process is important to enhance the education quality in rural contexts, that the teacher’s classroom practice has been pertinent to students’ and rural scholar context particularities and that the construction of the teacher’s narrative allowed him to initiate a transformation from the “how”, “why” and “what for” of his own practice.