Ruralidad que enseña: contextualización del inglés como puente de equidad

Abstract

This research analyzes the impact of implementing contextualized learning environments on rural students’ motivation toward learning English as a foreign language. The study was conducted at El Espiritano School, located in the district of El Salado (Bolívar), a context characterized by limitations in infrastructure, connectivity, and teaching resources, but also by significant cultural and environmental richness. The problem addressed is the lack of contextualization in English language teaching, which leads to demotivation, low participation, and less meaningful learning experiences. In response to this situation, a contextualized flipbook was designed and implemented based on elements from the local environment, such as flora, fauna, and cultural practices, with the aim of resignifying language learning through students’ everyday experiences. The research follows a qualitative action research approach, allowing the teacher-researcher to reflect on and transform pedagogical practices. The sample consisted of six multigrade primary school students from second to fourth grade. The data collection instruments included surveys and field journals, which made it possible to analyze perceptions, motivation levels, and participation dynamics within the classroom and the community. The findings reveal a transformation in students’ motivation, shifting from instrumental motivation to a more situated motivation connected to their real needs, environment, and experiences. Likewise, an increase in academic engagement was observed, especially in contextualized, playful, and visually and digitally mediated activities. The flipbook proved to be an effective pedagogical mediator that promoted interaction, participation, and meaningful learning. It is concluded that contextualized learning environments supported by accessible digital resources can transform pedagogical practices in rural settings by strengthening motivation, sense of belonging, and communicative competence in English. This research also provides a replicable proposal for other rural contexts, contributing to a more equitable, inclusive, and relevant education. Nevertheless, one of the main limitations of the study lies in the small sample size and the technological conditions of the context, which may limit the generalization of the results.