Successful English Language Teaching in a Resource-Limited Context: Lessons from Central Cuba

Abstract

The Cuban context poses significant challenges for English language learning. This article explores the pedagogical approaches, experiences, and strategies followed by English language teachers and learners at the Foreign Language Teacher Education Programme of the Universidad Central “Marta Abreu” de Las Villas. By means of semi-structured interviews and classroom observation, the article investigates the factors enhancing the high level of English proficiency among students, despite their limited exposure to native speakers of the English language and the economic barriers imposed by the United States’ sanctions. The findings reveal a strong emphasis on Communicative Language Teaching (CLT), the creation of context-specific and professionally oriented learning materials, and the integration of authentic resources to foster language learning. The study also identifies the teachers’ enthusiasm, teamwork, commitment to continuous professional development, and research, as well as the students’ motivation and engagement with English outside the classroom as part of their training process. It is concluded that the department’s innovative strategies and dedication to cultural relevance serve as a model for effective language education in resource-limited settings. The impact of language learning on learners’ professional identities and personal growth is also significant, underlining the transformative potential of foreign language learning.