Percepciones de los docentes de básica primaria sin formación en ile sobre el ambiente de aprendizaje en instituciones educativas públicas de Santander

Abstract

This study analyzes the perceptions of primary school teachers without training in English as a Foreign Language (EFL) regarding learning environments in two public educational institutions in Santander, Colombia. It targets multifunctional teachers who assume EFL instruction without specialized preparation, a widespread condition in the Colombian educational system. The research addresses the gap between the Ministry of Education's bilingualism goals and actual classroom conditions. Using a qualitative exploratory-descriptive approach, questionnaires and semi-structured interviews were applied to 15 teachers from two public schools. Findings reveal that teachers face significant linguistic limitations, scarce resources, and professional insecurity, yet deploy autonomous pedagogical strategies such as self-made materials and play-based activities. The study concludes that the learning environment operates as a space of structural tension, where teacher agency sustains the educational process despite adverse systemic conditions.