Teaching english to mixed-level classes in rural schools
English education in mixed-level classes in rural schools is a complex and challenging task because it requires educators to address the students' multiple academic abilities, backgrounds, interests, and particular needs in a single class. This research synthesis, on the one hand, presents a s...
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| Format: | Article |
| Language: | Spanish |
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Universidad Metropolitana de Ecuador
2024-05-01
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| Series: | Revista Metropolitana de Ciencias Aplicadas |
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| Online Access: | http://remca.umet.edu.ec/index.php/REMCA/article/view/523 |
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| _version_ | 1850202763309350912 |
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| author | Dalia Mariela Tillaguango-Pintado Juanita Argudo-Serrano |
| author_facet | Dalia Mariela Tillaguango-Pintado Juanita Argudo-Serrano |
| author_sort | Dalia Mariela Tillaguango-Pintado |
| collection | DOAJ |
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English education in mixed-level classes in rural schools is a complex and challenging task because it requires educators to address the students' multiple academic abilities, backgrounds, interests, and particular needs in a single class. This research synthesis, on the one hand, presents a systematic review and aims to explore the background of this educational setting, focusing on the diverse challenges that teachers come across when teaching English. On the other hand, it analyzes effective teaching strategies that help the instructor address these problems. By synthesizing existing research, this review tries to shed light on the implications for educators and curriculum developers in enhancing English language instruction in similar contexts. The methods involve a comprehensive analysis of scholarly articles, case studies, and empirical research published in peer-reviewed journals to provide insights into best practices for promoting inclusive learning environments and improving language outcomes of students in mixed-level classes in rural areas. The review pretends to contribute to the literature by compiling the most reported ongoing strategies in English classes in rural areas. In this way, it attempts to offer insights that can inform practice and contribute to the improvement of English language instruction in similar educational contexts, thus benefiting the field of foreign language research.
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| format | Article |
| id | doaj-art-d557c2c8c1f943f9bb83cd8458361344 |
| institution | OA Journals |
| issn | 2661-6521 2631-2662 |
| language | Spanish |
| publishDate | 2024-05-01 |
| publisher | Universidad Metropolitana de Ecuador |
| record_format | Article |
| series | Revista Metropolitana de Ciencias Aplicadas |
| spelling | doaj-art-d557c2c8c1f943f9bb83cd84583613442025-08-20T02:11:41ZspaUniversidad Metropolitana de EcuadorRevista Metropolitana de Ciencias Aplicadas2661-65212631-26622024-05-017210.62452/tdkw0s24523Teaching english to mixed-level classes in rural schoolsDalia Mariela Tillaguango-Pintado0https://orcid.org/0009-0001-7158-3579Juanita Argudo-Serrano1https://orcid.org/0000-0002-3337-7803Universidad Católica de Cuenca. Ecuador.Universidad Católica de Cuenca. Ecuador. English education in mixed-level classes in rural schools is a complex and challenging task because it requires educators to address the students' multiple academic abilities, backgrounds, interests, and particular needs in a single class. This research synthesis, on the one hand, presents a systematic review and aims to explore the background of this educational setting, focusing on the diverse challenges that teachers come across when teaching English. On the other hand, it analyzes effective teaching strategies that help the instructor address these problems. By synthesizing existing research, this review tries to shed light on the implications for educators and curriculum developers in enhancing English language instruction in similar contexts. The methods involve a comprehensive analysis of scholarly articles, case studies, and empirical research published in peer-reviewed journals to provide insights into best practices for promoting inclusive learning environments and improving language outcomes of students in mixed-level classes in rural areas. The review pretends to contribute to the literature by compiling the most reported ongoing strategies in English classes in rural areas. In this way, it attempts to offer insights that can inform practice and contribute to the improvement of English language instruction in similar educational contexts, thus benefiting the field of foreign language research. http://remca.umet.edu.ec/index.php/REMCA/article/view/523Mixed-level classesteaching Englishchallengesstrategiesrural schoolsEFL |
| spellingShingle | Dalia Mariela Tillaguango-Pintado Juanita Argudo-Serrano Teaching english to mixed-level classes in rural schools Revista Metropolitana de Ciencias Aplicadas Mixed-level classes teaching English challenges strategies rural schools EFL |
| title | Teaching english to mixed-level classes in rural schools |
| title_full | Teaching english to mixed-level classes in rural schools |
| title_fullStr | Teaching english to mixed-level classes in rural schools |
| title_full_unstemmed | Teaching english to mixed-level classes in rural schools |
| title_short | Teaching english to mixed-level classes in rural schools |
| title_sort | teaching english to mixed level classes in rural schools |
| topic | Mixed-level classes teaching English challenges strategies rural schools EFL |
| url | http://remca.umet.edu.ec/index.php/REMCA/article/view/523 |
| work_keys_str_mv | AT daliamarielatillaguangopintado teachingenglishtomixedlevelclassesinruralschools AT juanitaargudoserrano teachingenglishtomixedlevelclassesinruralschools |