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TEFL in Rural Schools of Uruguay: Designing a Network of Practice to Enhance Language Teaching

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Bibliographic Details
Title: TEFL in Rural Schools of Uruguay: Designing a Network of Practice to Enhance Language Teaching
Language: English
Authors: Vanessa Z. Mari, Valentina Alpuín
Source: Rural Educator. 2025 46(3):24-28.
Availability: National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://scholarsjunction.msstate.edu/ruraleducator/
Peer Reviewed: Y
Page Count: 6
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Foreign Countries, Rural Schools, English (Second Language), Second Language Learning, Second Language Instruction, Urban Schools, Program Descriptions, Communities of Practice, Language Teachers, Volunteers, Language Proficiency
Geographic Terms: Uruguay
ISSN: 0273-446X
Abstract: This article explores the program "Inglés Sin Límites" (English Without Limits), established in Uruguay to bridge teaching English as a foreign language (TEFL) instruction between urban and rural schools. As part of these efforts, the Godparents Project was created to develop a network of practices in which educators in rural schools could be supported in the teaching of English. Through the lens of a network of practice, we discuss the approaches used to support teachers as well as recommendations for expanding these practices and supporting rural teachers and students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481300
Database: ERIC
Description
Abstract:This article explores the program "Inglés Sin Límites" (English Without Limits), established in Uruguay to bridge teaching English as a foreign language (TEFL) instruction between urban and rural schools. As part of these efforts, the Godparents Project was created to develop a network of practices in which educators in rural schools could be supported in the teaching of English. Through the lens of a network of practice, we discuss the approaches used to support teachers as well as recommendations for expanding these practices and supporting rural teachers and students.
ISSN:0273-446X