Tipo: artículo

Metodología: estudio empírico

Temas: inclusión y equidad

Resumen:

Framed within cognitive and sociocultural perspectives on second language learning, which draws together individual, social and environmental factors, this phenomenological qualitative study aims to shed some light on the largely unknown reality of Teaching English as a Foreign Language (TEFL) in rural multigrade classrooms as clear evidence of diversity within diversity, with a particular focus on English as a foreign language (EFL) teachers’ self-reported pedagogical practices and challenges. An ecological perspective on foreign language education, based on complexity theory, is adopted to understand the complex and dynamic relationships and interactions between language learners and the learning environment. While a qualitative approach was employed using open-ended questions, the content analysis technique was applied during the...

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