Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba /
Puche Miranda, Carmen Liliana
Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba / Carmen Liliana Puche Miranda ; directora, Marisela Restrepo Ruiz. - 878 KB ; 45 páginas
Trabajo de grado
Barowski, J., & Grimsley, S. (29 de 10 de 2021). Focus Groups: Definition & Purpose. Obtenido
de https://study.com/: https://study.com/learn/lesson/focus-groups-purpose-advantagesdisadvantages.html Cabrera, J. (2018). Education in Post-Conflict Colombia. USF Scholarship, 71.
Caro, C. (2022). Rural Community of Practice in Guatavita: EFL Taught from Challenges to
Primary Children. Obtenido de Repository Universidad Pedagógica Nacional:
http://repository.pedagogica.edu.co/bitstream/handle/20.500.12209/17927/Rural%20Com
munity%20of%20Practice%20in%20Guatavita.pdf?isAllowed=y&sequence=5 CNMH. (14 de 05 de 2019). Centro Nacional de Memoria Histórica. Obtenido de Centro Nacional
de Memoria Histórica: https://centrodememoriahistorica.gov.co/tag/tierralta/ CNMH. (14 de May de 2019). Centro Nacional de Memoria Histórica. Obtenido de Centro
Nacional de Memoria Histórica: https://centrodememoriahistorica.gov.co/tag/tierralta/ Cruz-Arcila, F. (15 de febrero de 2013). Accounting for Diff erence and Diversity in Language
Teaching and Learning in Colombia. Educ.Educ., 16(1), 80-92. Education Northwest. (March de 2016). Culturally Responsive Teaching Education Northwest.
Obtenido de Education Northwest:
https://educationnorthwest.org/sites/default/files/resources/culturally-responsiveteaching-508.pdf Hernández S. et al. (2016). Metodología de la Investigación. México D.F.: McGraw-Hill.
Hernández S., et al. (2016). Metodología de la Investigación. México D.F.: McGraw-Hill.
Holguín, B. R. (2016). English language teaching in rural areas: A new challenge for English
language teachers in Colombia. Cuadernos de Lingüística Hispánica, págs. 209-222. INESAC. (2023). PEI - Proyecto Educativo Institucional. San Clemente - Tierralta .
Jacobs, S. (2016). The Use of Participatory Action Research within Education-Benefits to
Skateholders. World Journal of Education. Knott, E., et al. (2022). Interviews in the social sciences. Nature Reviews Methods Primers, 1-15.
Law 1651. (2013). Plan Nacional de Bilingüismo. Obtenido de ministerio de educación:
https://eco.colombiaaprende.edu.co/aboutbilingualism/?playlist=55b8e92&video=d3092d9 Ley 115. (1994). Ley 115 de 1994. Obtenido de mineducacion.gov.co:
https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf Ley 893. (28 de May de 2017). https://www.suin-juriscol.gov.co/. Obtenido de suin-juriscol:
https://www.suinjuriscol.gov.co/viewDocument.asp?ruta=Decretos/30030685#:~:text=Cr%C3%A9anse%
20los%20Programas%20de%20Desarrollo,Final%2C%20en%20articulaci%C3%B3n%2
0con%20los
Martínez, L. (2007). La Observación y el Diario de Campo en la Definición de Tema de
Investigación. Revista perfiles libertadores, 73-80. Mejía, A. M. (2013). Mejía, A. M. (2013). Bilingual education in Colombia: The teaching and
learning of languages and academic content area knowledge. Bilingual and multilingual
education in the 21st century: Lessons from accumulated experience in bilingual and
multilingual education, 42-58. MEN. (31 de Diciembre de 2021). Ministerio de Educación Nacional. Obtenido de Ministerio de
Educación Nacional: https://educacionrindecuentas.mineducacion.gov.co/pilar-1-
educacion-de-calidad/programa-nacional-de-bilinguismo/ MinEducación. (2015). mineducacion.gov.co. Obtenido de www.mineducacion.gov.co:
https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdf Monk, D. (2007). Recruiting and Retaining High-Quality Teachers in Rural Areas. The Future of
Children, vol. 17 no. 1, 155-174. Montoya G., O. H., & Valencia C., M. I. (2014). La enseñanza del ingles en el departamento del
Quindio con metodología de Escuela nueva. revista facultad de educacion. cuadernos
interdiciplinarios pedagogicos, 1, 57-68.
ONU. (2020). jointsdgfund. Obtenido de jointsdgfund: https://jointsdgfund.org/sustainabledevelopment-goals/goal-4-quality-education Orozco Parra, E. (2020). Teaching English in post-conflict Colombia: Challenges and
opportunities. Colombian Applied Linguistics Journal, 157-172.
Ortega, Y. (2019). PEACEBUILDING AND SOCIAL JUSTICE IN ENGLISH AS A FOREIGN
LANGUAGE: Classroom Experiences from. International Society for Language Studies,
págs. 63-90. Pineda, P., & Meier, M. (5 de 2020). Loose Coupling in Curriculum Reforms: Rural Teachers´
Perceptions of Peace Education in Post-Conflict Colombia. Peace and Conflict Studies,
27(1), 3. Obtenido de https://nsuworks.nova.edu/pcs/vol27/iss1/3 Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for
nursing practice. Lippincott Williams & Wilkins. Rahman, M. S. (2016). The advantages and disadvantages of using qualitative and quatitative
approaches and methods in language "testing and assessment" Reaseach: A literature
Review. Journal of Education and Learning, 11. Ramos., B., & Aguirre. (2016). English Language Teaching in Rural Areas: A New Challenge for
English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica., (27), 209-
222.
Ramos-Holgín, B., & Aguirre-Morales, J. (18 de septiembre de 2016). English Language Teaching
in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos
de Lingüística Hispánica, 27, 209-222. Roldán, Á., & Peláez-Henao, O. (2017). English Language Policy Relevance in a Colombian Rural
Area: A Case Study in Antioquia. Íkala, Revista De Lenguaje Y Cultura, 22(1), 121–139. Şahin, İ. (2021). Professional identity development of EFL teachers wo Selltiz, C., et al. (1980). Research Methods in Social Relations. New York: Holt, Rinehart and
Winston. Shan, L., & Aziz, A. (2022). A systematic review of teaching English in rural settings: Challenges
and solutions. International Journal of Academic Research in Business and Social Sciences
12(6), 1956-1977. Sierra-Gutierrez, D., & Sánchez-Gutiérrez, J. (2022). Challenges and opportunities of teaching
English in rural areas of Colombia: A case study. International Journal of Education in
Developing Countries, 49-64. Soto, D. (2022). Rural Learners: Culturally Based Materials to Develop EFL Receptive Skills.
Repositorio Universidad de Córdoba. Taherdoost, H. (2021). Data Collection Methods and Tools for Research; A Step-by-Step Guide
to Choose Data Collection Technique for Academic and Business Research Projects.
International Journal of Academic Research in Management (IJARM), 10-38. Tayade, S. (2012). Teaching English in rural Colleges: realities and remedies. Confluence, 330-
335. UNESCO, U. (17 de 03 de 2020). School-based violence in Colombia: links to state-level armed
conflict, educational effects and challenges. Obtenido de School-based violence in
Colombia: links to state-level armed conflict, educational effects and challenges:
https://unesdoc.unesco.org USFCA, U. (08 de 03 de 2023). Education in Post-Conflict Colombia. . Obtenido de Education in
Post-Conflict Colombia. : https://repository.usfca.edu/ Varghese. et al. (2023). Quality and Inclusion in Education: The Persisting Challenges. Taylor &
Francis. Velez-Rendon, G. (2003). English in Colombia: a sociolinguistic profile. World Englishes, 22(2),
185-198. Villar-Márquez, E. (2010). School-based violence in Colombia: links to state-level armed conflict,
educational effects and challenges. UNESCO, 13.
WeatherSpark. (2023). weatherspark. Obtenido de weatherspark:
https://weatherspark.com/y/21561/Average-Weather-in-Tierralta-Colombia-Year-Round Xu, M., & Storr, G. (2012). Learning the Concept of Researcher as Instrument in Qualitative
Research. The Qualitative Report, 1-18.
Enseñar inglés como lengua extranjera en áreas rurales posconflicto en Colombia presenta desafíos únicos debido al contexto histórico del conflicto armado y su impacto en la educación. Este proyecto de investigación tiene como objetivo explorar las dificultades enfrentadas al enseñar inglés en Tierralta, un municipio en Córdoba, Colombia, profundamente afectado por la violencia y el desplazamiento. El estudio investigará factores que influyen en los resultados del aprendizaje del idioma, como la exposición limitada al inglés, la falta de recursos y la necesidad de estrategias de enseñanza culturalmente receptivas. Al abordar estos desafíos, la investigación busca contribuir al desarrollo de programas efectivos de inglés en áreas rurales posconflicto, apoyando la educación y el empoderamiento en estas comunidades. Teaching English as a foreign language in post-conflict rural areas in Colombia presents unique challenges due to the historical context of armed conflict and its impact on education. This research project aims to explore the difficulties faced in teaching English in Tierralta, a municipality in Córdoba, Colombia, which has been deeply affected by violence and displacement. The study will investigate factors influencing language learning outcomes, such as limited exposure to English, lack of resources, and the need for culturally responsive teaching strategies. By addressing these challenges, the research seeks to contribute to the development of effective English language programs in post-conflict rural areas, supporting education and empowerment in these communities.
Inglés.
Conflicto armado.
Lengua extranjera--Enseñanza.
Desafíos. Enseñanza del inglés. Lengua extranjera. Post-conflicto. Zona rural.
Challenges when teaching EFL in a post-conflict rural area to foster quality education and reduce inequalities in San Clemente Educational Institution at Tierralta, Córdoba / Carmen Liliana Puche Miranda ; directora, Marisela Restrepo Ruiz. - 878 KB ; 45 páginas
Trabajo de grado
Barowski, J., & Grimsley, S. (29 de 10 de 2021). Focus Groups: Definition & Purpose. Obtenido
de https://study.com/: https://study.com/learn/lesson/focus-groups-purpose-advantagesdisadvantages.html Cabrera, J. (2018). Education in Post-Conflict Colombia. USF Scholarship, 71.
Caro, C. (2022). Rural Community of Practice in Guatavita: EFL Taught from Challenges to
Primary Children. Obtenido de Repository Universidad Pedagógica Nacional:
http://repository.pedagogica.edu.co/bitstream/handle/20.500.12209/17927/Rural%20Com
munity%20of%20Practice%20in%20Guatavita.pdf?isAllowed=y&sequence=5 CNMH. (14 de 05 de 2019). Centro Nacional de Memoria Histórica. Obtenido de Centro Nacional
de Memoria Histórica: https://centrodememoriahistorica.gov.co/tag/tierralta/ CNMH. (14 de May de 2019). Centro Nacional de Memoria Histórica. Obtenido de Centro
Nacional de Memoria Histórica: https://centrodememoriahistorica.gov.co/tag/tierralta/ Cruz-Arcila, F. (15 de febrero de 2013). Accounting for Diff erence and Diversity in Language
Teaching and Learning in Colombia. Educ.Educ., 16(1), 80-92. Education Northwest. (March de 2016). Culturally Responsive Teaching Education Northwest.
Obtenido de Education Northwest:
https://educationnorthwest.org/sites/default/files/resources/culturally-responsiveteaching-508.pdf Hernández S. et al. (2016). Metodología de la Investigación. México D.F.: McGraw-Hill.
Hernández S., et al. (2016). Metodología de la Investigación. México D.F.: McGraw-Hill.
Holguín, B. R. (2016). English language teaching in rural areas: A new challenge for English
language teachers in Colombia. Cuadernos de Lingüística Hispánica, págs. 209-222. INESAC. (2023). PEI - Proyecto Educativo Institucional. San Clemente - Tierralta .
Jacobs, S. (2016). The Use of Participatory Action Research within Education-Benefits to
Skateholders. World Journal of Education. Knott, E., et al. (2022). Interviews in the social sciences. Nature Reviews Methods Primers, 1-15.
Law 1651. (2013). Plan Nacional de Bilingüismo. Obtenido de ministerio de educación:
https://eco.colombiaaprende.edu.co/aboutbilingualism/?playlist=55b8e92&video=d3092d9 Ley 115. (1994). Ley 115 de 1994. Obtenido de mineducacion.gov.co:
https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf Ley 893. (28 de May de 2017). https://www.suin-juriscol.gov.co/. Obtenido de suin-juriscol:
https://www.suinjuriscol.gov.co/viewDocument.asp?ruta=Decretos/30030685#:~:text=Cr%C3%A9anse%
20los%20Programas%20de%20Desarrollo,Final%2C%20en%20articulaci%C3%B3n%2
0con%20los
Martínez, L. (2007). La Observación y el Diario de Campo en la Definición de Tema de
Investigación. Revista perfiles libertadores, 73-80. Mejía, A. M. (2013). Mejía, A. M. (2013). Bilingual education in Colombia: The teaching and
learning of languages and academic content area knowledge. Bilingual and multilingual
education in the 21st century: Lessons from accumulated experience in bilingual and
multilingual education, 42-58. MEN. (31 de Diciembre de 2021). Ministerio de Educación Nacional. Obtenido de Ministerio de
Educación Nacional: https://educacionrindecuentas.mineducacion.gov.co/pilar-1-
educacion-de-calidad/programa-nacional-de-bilinguismo/ MinEducación. (2015). mineducacion.gov.co. Obtenido de www.mineducacion.gov.co:
https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdf Monk, D. (2007). Recruiting and Retaining High-Quality Teachers in Rural Areas. The Future of
Children, vol. 17 no. 1, 155-174. Montoya G., O. H., & Valencia C., M. I. (2014). La enseñanza del ingles en el departamento del
Quindio con metodología de Escuela nueva. revista facultad de educacion. cuadernos
interdiciplinarios pedagogicos, 1, 57-68.
ONU. (2020). jointsdgfund. Obtenido de jointsdgfund: https://jointsdgfund.org/sustainabledevelopment-goals/goal-4-quality-education Orozco Parra, E. (2020). Teaching English in post-conflict Colombia: Challenges and
opportunities. Colombian Applied Linguistics Journal, 157-172.
Ortega, Y. (2019). PEACEBUILDING AND SOCIAL JUSTICE IN ENGLISH AS A FOREIGN
LANGUAGE: Classroom Experiences from. International Society for Language Studies,
págs. 63-90. Pineda, P., & Meier, M. (5 de 2020). Loose Coupling in Curriculum Reforms: Rural Teachers´
Perceptions of Peace Education in Post-Conflict Colombia. Peace and Conflict Studies,
27(1), 3. Obtenido de https://nsuworks.nova.edu/pcs/vol27/iss1/3 Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for
nursing practice. Lippincott Williams & Wilkins. Rahman, M. S. (2016). The advantages and disadvantages of using qualitative and quatitative
approaches and methods in language "testing and assessment" Reaseach: A literature
Review. Journal of Education and Learning, 11. Ramos., B., & Aguirre. (2016). English Language Teaching in Rural Areas: A New Challenge for
English Language Teachers in Colombia. Cuadernos de Lingüística Hispánica., (27), 209-
222.
Ramos-Holgín, B., & Aguirre-Morales, J. (18 de septiembre de 2016). English Language Teaching
in Rural Areas: A New Challenge for English Language Teachers in Colombia. Cuadernos
de Lingüística Hispánica, 27, 209-222. Roldán, Á., & Peláez-Henao, O. (2017). English Language Policy Relevance in a Colombian Rural
Area: A Case Study in Antioquia. Íkala, Revista De Lenguaje Y Cultura, 22(1), 121–139. Şahin, İ. (2021). Professional identity development of EFL teachers wo Selltiz, C., et al. (1980). Research Methods in Social Relations. New York: Holt, Rinehart and
Winston. Shan, L., & Aziz, A. (2022). A systematic review of teaching English in rural settings: Challenges
and solutions. International Journal of Academic Research in Business and Social Sciences
12(6), 1956-1977. Sierra-Gutierrez, D., & Sánchez-Gutiérrez, J. (2022). Challenges and opportunities of teaching
English in rural areas of Colombia: A case study. International Journal of Education in
Developing Countries, 49-64. Soto, D. (2022). Rural Learners: Culturally Based Materials to Develop EFL Receptive Skills.
Repositorio Universidad de Córdoba. Taherdoost, H. (2021). Data Collection Methods and Tools for Research; A Step-by-Step Guide
to Choose Data Collection Technique for Academic and Business Research Projects.
International Journal of Academic Research in Management (IJARM), 10-38. Tayade, S. (2012). Teaching English in rural Colleges: realities and remedies. Confluence, 330-
335. UNESCO, U. (17 de 03 de 2020). School-based violence in Colombia: links to state-level armed
conflict, educational effects and challenges. Obtenido de School-based violence in
Colombia: links to state-level armed conflict, educational effects and challenges:
https://unesdoc.unesco.org USFCA, U. (08 de 03 de 2023). Education in Post-Conflict Colombia. . Obtenido de Education in
Post-Conflict Colombia. : https://repository.usfca.edu/ Varghese. et al. (2023). Quality and Inclusion in Education: The Persisting Challenges. Taylor &
Francis. Velez-Rendon, G. (2003). English in Colombia: a sociolinguistic profile. World Englishes, 22(2),
185-198. Villar-Márquez, E. (2010). School-based violence in Colombia: links to state-level armed conflict,
educational effects and challenges. UNESCO, 13.
WeatherSpark. (2023). weatherspark. Obtenido de weatherspark:
https://weatherspark.com/y/21561/Average-Weather-in-Tierralta-Colombia-Year-Round Xu, M., & Storr, G. (2012). Learning the Concept of Researcher as Instrument in Qualitative
Research. The Qualitative Report, 1-18.
Enseñar inglés como lengua extranjera en áreas rurales posconflicto en Colombia presenta desafíos únicos debido al contexto histórico del conflicto armado y su impacto en la educación. Este proyecto de investigación tiene como objetivo explorar las dificultades enfrentadas al enseñar inglés en Tierralta, un municipio en Córdoba, Colombia, profundamente afectado por la violencia y el desplazamiento. El estudio investigará factores que influyen en los resultados del aprendizaje del idioma, como la exposición limitada al inglés, la falta de recursos y la necesidad de estrategias de enseñanza culturalmente receptivas. Al abordar estos desafíos, la investigación busca contribuir al desarrollo de programas efectivos de inglés en áreas rurales posconflicto, apoyando la educación y el empoderamiento en estas comunidades. Teaching English as a foreign language in post-conflict rural areas in Colombia presents unique challenges due to the historical context of armed conflict and its impact on education. This research project aims to explore the difficulties faced in teaching English in Tierralta, a municipality in Córdoba, Colombia, which has been deeply affected by violence and displacement. The study will investigate factors influencing language learning outcomes, such as limited exposure to English, lack of resources, and the need for culturally responsive teaching strategies. By addressing these challenges, the research seeks to contribute to the development of effective English language programs in post-conflict rural areas, supporting education and empowerment in these communities.
Inglés.
Conflicto armado.
Lengua extranjera--Enseñanza.
Desafíos. Enseñanza del inglés. Lengua extranjera. Post-conflicto. Zona rural.
