English language learning in a rural multigrade school: Challenges, strategies and opportunities

Abstract

This study analyzes English language learning in the multigrade rural school of Cibeles in Betulia, Antioquia, focusing on the challenges, teaching practices, and learning outcomes in a context of limited resources and diverse student needs. This multigrade setting, in which English classes are taught to students of different ages and levels, presents unique pedagogical conditions that influence language acquisition. Through classroom observations, surveys, analysis of student work, and use of Duolingo, Worksheets, and Educaplay, the study examines how English is taught and learned in these environments. The results reveal that, while limitations such as insufficient materials and uneven student proficiency levels hinder effective teaching, multigrade settings also offer opportunities for peer learning, collaboration, and student autonomy. The study highlights the importance of context-sensitive teaching strategies and targeted professional development to improve English language learning in multigrade rural schools. These findings contribute to a better understanding of language teaching in marginalized contexts and offer practical implications for policymakers, teacher educators, and professionals working in similar educational settings.