Challenges in Teaching English as a Foreign Language in Rural Latin America: Policy, Practice, and Pedagogy

Abstract

Teaching English as a Foreign Language (EFL) in rural Latin America presents multifaceted challenges that span policy, practice, and pedagogy. This study explores the complex interplay between governmental language policies, classroom realities, and teaching methodologies within under-resourced rural contexts. Limited infrastructure, scarce qualified teachers, and socio-economic barriers constrain effective English instruction, while centralized policies often fail to address local needs and cultural specificities. Additionally, traditional pedagogical approaches may not align with the linguistic backgrounds and learning environments of rural students. By analyzing these obstacles through a critical lens, this paper highlights the necessity for adaptive, context-sensitive strategies that integrate community participation, teacher training, and flexible curricula. Addressing these challenges is crucial for enhancing English language acquisition and fostering equitable educational opportunities in rural Latin America.