educational-policy
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- PaperOpenAlex — TESOL research22 Jul 2026
Analysis of challenges and opportunities in english language teaching to improve its methodologies at CEBG Nuevo San José, 2025
Benicio Ramón Chacón Rodríguez
Analyzes challenges and opportunities in English language teaching at CEBG Nuevo San José, a rural multigrade school lacking specialized teachers and resources. Uses interviews, observations, and surveys to understand student attitudes and proposes recommendations for improving language learning in underserved contexts.
Original abstract
La dirección principal de esta investigación es analizar e investigar los desafíos y oportunidades de la enseñanza del inglés que se presentan en el CEBG Nuevo San José, una escuela de entorno rural multigrado, en la actualidad no se cuenta con un docente especializado en la materia. Esta carencia, acompañada a la falta de recursos didácticos, dificulta al docente de grado regular que pueda impartir una enseñanza de calidad a un grupo de alumnos de diferentes niveles en la misma aula. Esto representa un gran obstáculo para que los estudiantes progresen en su aprendizaje y en su desarrollo académico. La adquisición de una segunda lengua es un instrumento esencial para su desarrollo profesional y educativo futuro, pero se ve limitada debido a que no reciben la orientación adecuada. Esta investigación utiliza diferentes instrumentos, como entrevistas, observaciones de profesores y alumnos, y encuestas, para comprender cómo se sienten los alumnos respecto al aprendizaje de un nuevo idioma. También busca explorar las cualidades de los estudiantes y la necesidad de utilizar tecnologías y herramientas reales que ayuden a mejorar sus habilidades de aprendizaje de idiomas de una manera real, sostenible y organizada en entornos rurales multigrado. El objetivo principal de esta investigación es generar recomendaciones claras sobre la importancia del aprendizaje de idiomas en entornos donde hay escasez de profesores especializados y promover políticas educativas más inclusivas.
- NewsEdSurge23 Jun 2026
I’m a Teacher, and I’m Against Phone Pouches
A teacher argues against the use of phone pouches in schools, noting that while they reduce distractions and may improve learning, practical concerns such as storage and student resistance outweigh the benefits. The article cites surveys showing strong public support for phone restrictions and research on teenage screen time.
Original abstract
<p>A recent craze in education that has garnered the attention of students and teachers alike is the ever increasing presence of phone pouches, or more specifically for my school, <a href="https://www.overyondr.com/about"><u>Yondr pouches</u></a>, These small, neoprene packs have a firm magnetic seal that can only be released by tapping it against an unlocking base. Their main purpose is quite simple: stop students from accessing their phone during the school day. The rationale is that the less time students spend on their phone, the more time they will spend learning.</p><p>Recently, the response from students and teachers seems to be fairly divided, with most students vehemently opposing it and most teachers earnestly welcoming it. Indeed, according to a recent poll from the Pew Research Center, <a href="https://www.pewresearch.org/short-reads/2026/01/13/about-4-in-10-teens-support-cellphone-bans-in-classrooms-fewer-back-all-day-restrictions/"><u>a majority of U.S. teenagers oppose banning phones during the school day</u></a>. On the contrary, a separate survey of 1,098 adults found that <a href="https://uasdata.usc.edu/survey/UAS+740"><u>93% of adults support cell phone restrictions</u></a>. This survey is part of the Understanding America Study (UAS), which was conducted last year by the University of Southern California Center for Economic and Social Research.</p><p>While common sense dictates what side I should take as a teacher, I can’t say I’m a fervent supporter of phone pouches.</p><p><strong>The Problem with Storage</strong></p><p>On the surface, phone pouches promise to create distance between the phone and their pupil. Ultimately, this distance may improve learning outcomes by helping minimize phone-fueled distractions. Indeed, according to a study published in the <em>Journal of the American Medical Association</em> (JAMA), U.S. teenagers already <a href="https://jamanetwork.com/journals/jama/fullarticle/2843506"><u>spend approximately 70 minutes using