EFL in Rural Education: A Challenge when Applying the Suggested English Curriculum.

Abstract

The study seeks to know the pedagogical challenges experienced by three rural multigrade teachers of the municipality of Briceño-Boyacá in the EFL teaching process when applying the curricular guidelines suggested by the Ministry of National Education. The theoretical framework of the project is based on narrative inquiry and its relationship with EFL teaching and the application of the mandatory national curriculum. The research design focuses on the collection of information through six semi-structured interviews and three narrative frameworks, in which data are collected specifically about their training, professional profile, teaching practice, the teaching contexts, the development, and the teaching of the language. Three categories of analysis emerged from the findings, professional profile, curriculum and guidelines and challenges, so that the process of data analysis situates the origin of the pedagogical challenges encountered, which also reflects the self-reflection of the participating teachers on their role as teachers of English. This way, considering the analysis of the data and answering the research question, it was found that rural multigrade teachers face pedagogic challenges in the EFL teaching process related to the professional profile and the context where the process is carried out.