Teaching a foreign language to adults with unfinished education through effective methodological strategies

Abstract

This essay examines English language instruction for adults with incomplete schooling (EPJA) in Quito, highlighting how traditional approaches can result in demotivation and dropout. It demonstrates that andragogical strategies—like self-directed learning, problem based learning (PBL), and storytelling—effectively address these issues by connecting language learning to students' everyday experiences. A qualitative case study involving 20 students aged 30 to 60 was conducted at the Ángel Polibio Córdova Santander Educational Institution. The research utilized interviews, classroom observations, and thematic analysis, drawing on the works of authors like Knowles and Steber & Rossi. The results show that practical relevance, autonomy, and collaborative environments are essential for engaging in learning English as a second language. An integrative framework is proposed that transforms classrooms into inclusive communities by suggesting teacher training and curricular flexibility to promote equitable and sustainable learning.