An experience report of the difficulties to implement student-centered strategies during esl classes in traditional classrooms in Fortaleza-CE

Abstract

Student-centered strategies and constructivist approaches have been largely promoted in university courses and teacher’s trainings in current times. These approaches suggest enhancement in student’s motivation, stimulation of critical thinking, and better preparation for real-world challenges. However, attempting to implement a number of such concepts in a traditional classroom setting might be demanding and face many obstacles, such as time constraints, obligation to follow the school curriculum, lack of proper training, absence of appropriate resources and the grading system. All of the aforementioned might negatively impact the effort to follow some of these guidelines, as well as evoking feelings of inadequacy. In this experience report, I discuss moments in my teaching practice, in Fortaleza-Ceará, as an ESL teacher, where I tried to apply student-centered techniques as well as reflect on the obstacles I faced in my practice. Thus, I intend to contribute to the discussion on the struggles and the pressure teachers in the traditional school sphere encounter when attempting to apply student-focused methods.