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

• In Event: Teacher Isolation in the Post-Digital Era: Challenges and Opportunities for Developing Teacher Networks Today

Abstract

Overview
This study 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. And how, as part of these efforts, the Godparents Project was created to develop a network of practice in which geographically isolated educators working in rural schools could be supported in teaching English without being EFL teachers. 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.

Perspectives
Most rural teachers implementing ISL have no English knowledge or are beginners, and the expectation is that they will learn the language alongside their students. To provide support, Uruguay’s administration of public education created the Godparents Project network, in which rural teachers are paired with a volunteer godparent proficient in English. The program creates a network that fosters continuous learning and engagement by connecting classroom educators, students, and external volunteers. This structure allows flexibility in volunteer roles, aligning with the varied needs of rural schools. Networks of Practice (NoP) have looser social formations than Communities of Practice, but the members of both are still oriented towards the same goals.

Methods & Data Sources
Starting in fall 2023, the ISL team began to send a monthly survey to volunteers participating in the network to keep a record of their activities. This paper analyzes the volunteers’ responses to that survey, which provided valuable information to be used by the Godparents Network coordinators to plan specific interventions to support godparents and the teachers participating in the program.

Results
The September 2023 survey gauged the involvement of godparents, and 41% of volunteers reported meeting with their assigned teachers and students three to four times a month. To understand how volunteers support students and teachers, we asked them to report on activities that they did most frequently. Volunteers indicated that they most often implement pronunciation practices (57%), language games (43%), and singing songs (40%). Many used this to connect English with their students’ lived experiences. Finally, the godparents have reported developing special and unique bonds with teachers and children. Sometimes these connections extend beyond the school walls, reaching the surrounding community.

Scholarly Significance
This paper intends to contribute to TEFL and rural education by documenting a volunteer-supported model for supporting English instruction in rural schools from Uruguay. Grounded in Network of Practice (NoP) theory and Bandura’s concept of self-efficacy, we explore how the Inglés Sin Límites program and its Godparents Project network empower non-specialist rural teachers to co-learn English with their students. Combining policy analysis with practice-based insights, we highlight the potential of digital collaboration and culturally relevant materials to overcome barriers in multilingual education. This model challenges traditional assumptions in TEFL, providing a scalable framework for language instruction in diverse contexts across the Global South through integrating policy, theory, and community-based practice to expand equitable access to language learning and cultural exchange.

Authors

• Valentina Alpuín, University of Illinois at Chicago

• Vanessa Z Mari, Nevada State College