Non formal teaching of EFL in a disadvantaged setting. Impact of active methodologies in students’ communication skills and linguistic attitudes

Abstract

The content of this paper is rooted in the existing concepts of social inclusion and linguistic diversity in unfavourable settings. In particular, the article shows the research carried out in a non-formal context of teaching English as a Foreign Language (EFL) to students in a situation of socio-educational vulnerability. The study aims to delve into the impact of active, functional and communicative methodologies on the development of communication skills and attitudes towards EFL of primary school learners who attend a language laboratory located in a socially deprived urban environment. According to the qualitative nature of the study, data collection is accomplished through direct participant observation of 48 sessions, as well as through interviews with the teachers involved in the classroom. From a descriptive and interpretative approach, the information was processed by applying the global technique of thematic content analysis according to a previous system of categories and subcategories. The results reveal significant effects of active methodologies on communication skills and attitudes, especially on Listening Comprehension and Participation, respectively. The study comes to the conclusion that, when it comes to socio-educationally disadvantaged students, both oral competences and communicative attitudes improve through the use of active and communicative methodologies.