Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

https://doi.org/10.62574/ncj1e347

Communicative-interactive teaching model for teaching and learning

English in multigrade settings IED

Modelo didáctico comunicativo-interactivo para la enseñanza y el

aprendizaje del inglés en sedes multigrado IED

Yenny Yadira Caraballo-Padilla

yennycaraballo.est@umecit.edu.pa

Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panamá,

Provincia de Panamá, Panamá

https://orcid.org/0000-0003-1467-2214

ABSTRACT

Teaching English in multigrade rural contexts presents particular challenges related to resource constraints.

This study aimed to design a communicative-interactive teaching model based on gamification for teaching

English in rural multigrade schools in Colombia. Qualitative research was conducted using a socio-critical

paradigm, working with 12 teachers, 45 students, and 176 parents from the Tisquesusa Departmental

Educational Institution, through non-participant observation, semi-structured interviews, and focus groups.

The results showed that 85% of teachers use traditional methodologies, have limited specialised training

and make poor use of academic time. A model structured around four interrelated components was

proposed: curricular, didactic, recreational-motivational and communicative, implemented through five

sequential stages that include contextualised gamified activities. Expert validation showed high approval

(4.7/5.0 in the pedagogical component), confirming the theoretical relevance and feasibility of the model for

transforming rural educational practices through innovative strategies.

Descriptors: community education; rural education; learning process. (Source: UNESCO Thesaurus).

RESUMEN

La enseñanza del inglés en contextos rurales multigrado presenta desafíos particulares relacionados con

limitaciones de recursos. Este estudio tuvo como objetivo diseñar un modelo didáctico comunicativo-

interactivo basado en gamificación para la enseñanza del inglés en sedes multigrado rurales colombianas.

Se desarrolló una investigación cualitativa con paradigma socio-crítico, trabajando con 12 docentes, 45

estudiantes y 176 padres de familia de la Institución Educativa Departamental Tisquesusa, mediante

observación no participante, entrevistas semiestructuradas y grupos focales. Los resultados evidenciaron

que el 85% de docentes emplean metodologías tradicionales, limitaciones en formación especializada y

deficiencias en el aprovechamiento del tiempo académico. Se propuso un modelo estructurado en cuatro

componentes interrelacionados: curricular, didáctico, lúdico-motivacional y comunicativo, implementado

mediante cinco etapas secuenciales que incluyen actividades gamificadas contextualizadas. La validación

por expertos mostró alta aprobación (4.7/5.0 en componente pedagógico), confirmando la pertinencia

teórica y viabilidad del modelo para transformar las prácticas educativas rurales mediante estrategias

innovadoras.

Descriptores: educación comunitaria; educación rural; proceso de aprendizaje. (Fuente: Tesauro

UNESCO).

Received: 02/03/2025. Reviewed: 11/03/2025. Approved: 01/04/2025. Published: 21/05/2025.

Research articles

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

INTRODUCTION

Teaching English as a second language in rural areas of Colombia presents

particular challenges due to multiple contextual factors. According to recent

research, there are considerable differences in learning outcomes between public

and private education systems, a situation that is exacerbated in rural

communities where resources are limited and traditional methods continue to

dominate (Mejía-Mejía, 2016).

Multigrade schools face specific obstacles that warrant differentiated educational

strategies. According to Hernández-Otálora (2024), the time available,

motivation, and performance as a second language are closely linked and largely

determine the effectiveness of the teaching-learning process. Therefore, there is

a need to design teaching models in line with the conditions and needs of these

school environments.

Current research suggests that internal motivation is an essential factor in

students' academic performance (Caviedes et al., 2024). Therefore, the

incorporation of innovative strategies that foster intrinsic motivation could

transform educational experiences in rural contexts, making them more attractive

and meaningful.

Based on the above, this article aims to design a communicative-interactive

teaching model for teaching and learning English in multigrade IED centres aimed

at Colombian educational institutions.

Theoretical framework

The construction of the teaching model is based on contemporary theoretical

perspectives that provide conceptual coherence and soundness. Studies on

learning styles to improve English language skills (Caicedo-Quinteros, 2023)

demonstrate that recognising individual differences in learning processes is a

fundamental element in the design of effective teaching strategies. This

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

perspective is particularly relevant in multigrade contexts, where students of

different ages and levels of development coexist.

Likewise, research on the relationship between learning strategies and academic

performance (Cárdenas-Narváez, 2019) shows that the implementation of

diversified and contextualised strategies contributes significantly to the

improvement of educational outcomes. In the context of multigrade English

teaching, this perspective allows for the design of activities that respect the

different cognitive stages of students and promote the active construction of

linguistic knowledge.

Furthermore, studies on motivation and academic performance of students in the

English language (Muñoz-Jara & Correa-Pérez, 2023) establish a positive

correlation between student motivation and academic achievement. This

relationship is particularly valuable in multigrade classrooms, where diversity of

levels can be leveraged to create collaborative environments that strengthen

collective motivation.

Gamification and innovative teaching strategies

In this context, research has been conducted on innovative teaching strategies

that study academic performance in English (Moreira-López & Rivadeneira-

Barreiro, 2024), which demonstrate that incorporating playful and technological

elements into the educational process generates significant improvements in

student performance. These findings support the relevance of implementing

gamified approaches in contexts where traditional motivation may be insufficient.

On the other hand, e-learning platforms for English language learning have

shown promising results (Luna et al., 2023), although their implementation in rural

contexts requires specific adaptations due to limitations in connectivity and

technological resources. This situation justifies the development of hybrid models

that combine digital elements with face-to-face activities and physical materials.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

In relation to new technologies, the use of ChatGPT and English learning among

university students (Matos-Juarez et al., 2024) has demonstrated the potential of

artificial intelligence tools to personalise learning processes. However, these

technologies require pedagogical adaptations that take into account the specific

context of rural students.

Interactive English teaching

Studies on interactive English teaching (García et al., 2020; Vigil-García et al.,

2020) highlight the importance of creating authentic communicative environments

where students can use the language in real communication situations. This

approach is particularly appropriate for multigrade contexts, where diversity in

levels can be exploited to create natural communicative situations between

students of different ages.

Similarly, storytelling to contribute to English teaching (Herrera-Arencibia et al.,

2021) has proven to be an effective strategy for capturing students' interest and

facilitating language acquisition in a contextualised manner. This narrative

approach can be effectively integrated into gamified models that use stories as a

thread to link learning activities.

Finally, research on student profiles and linguistic production in English

(Espinoza-Hidrobo et al., 2023) reveals that factors such as gender, educational

background and visual media consumption influence the development of

communicative skills. This information is valuable for designing differentiated

strategies that take into account the specific characteristics of rural students

METHOD

The research was carried out under a socio-critical paradigm with a qualitative

approach, considering the particularities of the multigrade rural context and the

need to generate transformative proposals for the local educational reality. The

methodology adopted recognises the importance of time at school as a

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

determining factor in learning processes (Kraft & Novicoff, 2024), an aspect that

is particularly relevant in contexts where the number of hours of English is limited.

With regard to the study population, we worked with the educational community

of the Tisquesusa Departmental Educational Institution in the municipality of

Susa, Cundinamarca, Colombia. The sample included 12 teachers from rural

schools, 45 primary school students and 176 parents, selected through

intentional sampling that considered the representativeness of different villages

and socioeconomic levels.

Three main instruments validated by experts were used to collect information:

non-participant observation to document current teaching practices, semi-

structured interviews to explore participants' perceptions and experiences, and

focus groups to generate spaces for collective reflection on educational needs

and expectations.

For data analysis, a methodological triangulation approach was used to contrast

information obtained through different techniques and informants. The

categorisation process considered both predefined categories based on the

specialised literature and emerging categories that arose from the inductive

analysis of the data collected.

RESULTS

The analysis of classroom observations revealed that 85% of teachers use

traditional methodologies focused on content transmission, a situation that

coincides with the findings of González-Moncada and Sierra-Ospina (2008) on

the challenges and possibilities of content-based English teaching. In particular,

the most frequent strategies identified include lecturing on vocabulary, using

dictionaries to translate texts, and repetitive grammar exercises.

According to the interviews conducted, teachers report significant limitations in

their training for teaching English, which directly impacts their ability to implement

effective motivational strategies. One participating teacher said: "Ideally, there

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

should be a specialist for English. I do my best, but there are people who are

more proficient because they have had more training."

Similarly, it was evident that the use of classroom time (Razo-Pérez, 2016) was

significantly deficient, with frequent interruptions and inadequate distribution of

time among the different multigrade levels. This situation affects the continuity of

the learning process and limits opportunities for communicative practice.

The results of the analysis confirmed the importance of motivational levels in

academic performance (Fernández-Suárez et al., 2012). On the one hand,

students report significant difficulties in developing communication skills,

especially in pronunciation (78% of cases) and listening comprehension (65% of

cases), situations that are directly associated with low levels of intrinsic

motivation.

On the other hand, the research revealed that motivation and its influence on

academic performance (Soledispa-Rivera et al., 2020) are affected by multiple

contextual factors. One participating student commented, "I get confused with

pronunciation and don't understand when they speak English," evidencing the

frustration they experience with the difficulties of traditional learning.

Additionally, significant differences in motivational levels were identified

according to the gender and age of the students, a finding that coincides with

studies on student profiles and linguistic production (Espinoza-Hidrobo et al.,

2023). Female students showed a greater willingness to participate in narrative

and collaborative activities, while male students preferred competitive and

technological activities.

The assessment revealed significant limitations in infrastructure and

technological resources that affect the implementation of innovative strategies.

Seventy-five per cent of rural schools lack adequate internet connectivity, and

60% do not have sufficient technological equipment for all students, a situation

that contrasts with the successful experiences of e-learning platforms reported in

urban contexts (Luna et al., 2023).

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

In addition, it was found that excessive use of social media (Mendoza-Lipa, 2018)

does not correlate positively with academic performance in English, suggesting

that access to technology alone does not guarantee better educational outcomes

without appropriate pedagogical mediation.

However, research on the relationship between time and school learning

(Martinic, 2015) suggests that optimising the time available can partially

compensate for resource limitations, which is the basis for the proposal of

gamified activities that maximise the use of each class session.

PROPOSED TEACHING MODEL

The communicative-interactive teaching model is structured around four

interrelated components that respond to the needs identified in the diagnosis and

are based on contemporary scientific evidence. The curricular component is

based on the premise that external factors in academic performance (Cabeza et

al., 2020) can be mitigated through contextualised curricular adaptations that take

into account the particularities of the multigrade rural environment.

For its part, the teaching component integrates innovative strategies that have

proven effective in improving academic performance (Moreira-López &

Rivadeneira-Barreiro, 2024). These strategies include contextualised

gamification, intergenerational collaborative learning and continuous formative

assessment that leverages diversity of levels as a pedagogical strength.

Meanwhile, the recreational-motivational component is based on research

demonstrating the positive relationship between motivation and academic

performance in English (Muñoz-Jara & Correa-Pérez, 2023). This component

incorporates specific elements such as thematic narratives, progression systems,

collaborative recognition, and adaptive challenges that maintain student interest.

Similarly, the communicative component focuses on interactive English teaching

(García et al., 2020), prioritising authentic communicative situations that allow

students to use the language in meaningful and culturally relevant contexts.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

Contextualised Implementation Methodology

The implementation of the model is structured in five sequential stages that

consider the particularities of the rural context and the limitations identified in the

diagnosis. The first stage corresponds to the contextualised diagnosis, where not

only prior language skills are assessed, but also the predominant learning styles

(Caicedo-Quinteros, 2023) and the specific motivational factors of each site.

During the second stage of differentiated curriculum adaptation, the content is

organised considering the most effective learning strategies for each context

(Cárdenas-Narváez, 2019). This organisation respects individual learning

rhythms and takes advantage of the peer tutoring opportunities offered by the

multigrade context.

The third stage of contextual gamified planning includes the design of activities

that do not depend exclusively on technological resources, considering the

identified connectivity limitations. The activities integrate elements of local culture

and use easily accessible materials that can be produced by the educational

community.

In the fourth stage of collaborative implementation, the planned activities are

carried out, prioritising collaborative work that leverages the diversity of ages and

levels as a pedagogical strength. This stage includes specific strategies to

maintain motivation throughout the educational process.

The fifth stage of comprehensive formative assessment includes continuous

monitoring not only of academic progress but also of motivation levels and

student satisfaction. This assessment uses multiple sources of evidence and

considers both individual and collective achievements.

Contextualised gamified activities

The model includes a bank of gamified activities designed specifically for

multigrade rural contexts, considering resource constraints and diversity of levels.

For the first academic period, the unit "My Body, a Magical Treasure" incorporates

activities such as "The Race of Shapes and Colours," which uses elements from

the local natural environment and promotes collaboration between students of

different ages.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

Similarly, the activity "The Mysterious Family Robot" combines body vocabulary

learning with the recognition of rural family diversity, using recycled materials and

elements of local culture. This activity demonstrates how storytelling (Herrera-

Arencibia et al., 2021) can be effectively integrated into gamified strategies.

For the second period, the unit "Learning to Be and Live Together" includes "The

Traffic Light of Emotions," an activity that helps students express their feelings in

English while developing social-emotional skills. This activity considers the

gender differences identified in the diagnosis and offers alternative ways to

participate that respect diverse learning styles.

During the third period, "The Animal and Nature Safari" connects English learning

with knowledge of the local natural environment, allowing students to use their

previous experiences as a basis for building new vocabulary. This activity

demonstrates how natural resources in rural contexts can be used as teaching

materials.

In the fourth period, activities such as "Culture and Family Bingo" and "The Hobby

Race" integrate English learning with recognition of local and regional cultural

diversity, strengthening cultural identity while developing communication skills in

the foreign language.

Validation and evaluation of the model

The model validation process was carried out using a mixed methodology that

included both the judgement of academic experts and social validation by the

local educational community. Academic evaluators analysed the theoretical

coherence of the model based on contemporary scientific literature, while the

educational community evaluated the relevance and feasibility of implementation

in the specific context.

The results of the academic validation show a high level of approval in all

components of the model. In the pedagogical component, the experts highlighted

the coherent integration of contemporary theories on motivation and learning

(Justiniano-Flores & Cancino-Cotrina, 2024), giving an average rating of 4.7/5.0.

Regarding the didactic component, the incorporation of innovative strategies that

have proven effective in similar contexts (Moreira-López & Rivadeneira-

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

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Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

Barreiro, 2024) was positively evaluated, with an average rating of 4.6/5.0. The

evaluators particularly highlighted the adaptation of activities to technological

resource constraints.

Social validation by the educational community revealed high acceptance of the

proposal, especially among students who expressed greater interest in

contextualised gamified activities. Parents positively valued the incorporation of

local cultural elements that strengthen regional identity while learning the foreign

language.

Differentiated assessment tools

To facilitate the systematic evaluation of the model during its implementation,

specific instruments were designed that consider the diversity of learning levels

and styles identified in the diagnosis. The instruments include differentiated

rubrics that assess both individual and collaborative progress, recognising that in

multigrade contexts, collaborative learning is a specific strength.

Student performance assessment incorporates multiple forms of evidence that

go beyond traditional assessments, including digital portfolios when possible or

physical portfolios when there is no access to technology, systematic

observations of participation in gamified activities, and self-assessments that

strengthen student metacognition.

At the same time, instruments for the continuous assessment of motivational

levels are proposed, based on recent research on motivation in learning

(Justiniano-Flores & Cancino-Cotrina, 2024). These instruments allow for the

early identification of situations that may affect student engagement and enable

timely adjustments to the strategies implemented.

Therefore, evaluation criteria for the model were established that consider both

academic results and the impact on student motivation and the satisfaction of the

educational community. This comprehensive evaluation allows for the

documentation of not only academic achievements but also attitudinal changes

towards English language learning.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

Expected impact and projections

The implementation of the communicative-interactive teaching model has the

potential to significantly transform teaching practices in rural multigrade contexts,

especially considering time as a critical factor in educational processes (Kraft &

Novicoff, 2024). In terms of communication skills, students are expected to

develop greater oral fluency and improve their listening comprehension through

contextualised gamified activities.

With regard to student motivation, the model seeks to generate sustainable

changes in attitudes towards English language learning, transforming the

perception of difficulty into opportunities for discovery and personal growth.

Contextualised gamification strategies are designed to maintain long-term

interest and develop autonomy in learning.

In relation to teaching practices, the model provides methodological tools that

allow teachers to take advantage of the specific strengths of the multigrade

context, such as age diversity and the possibility of peer tutoring. These tools

empower teachers to optimise their teaching regardless of their level of

specialisation in English.

Furthermore, it is hoped that the relationship between the school and the

community will be strengthened by valuing local knowledge and incorporating

cultural elements into the English learning process. This approach can help

reduce the perception that learning foreign languages means abandoning one's

local cultural identity.

Scalability and sustainability of the model

The model's design considers scalability aspects that facilitate its implementation

in other similar rural contexts, taking advantage of lessons learned about the

complexity of teachers' time (Thompson et al., 2024). The proposed activities use

low-cost materials and methodologies that can be adapted to different regional

realities without losing their pedagogical effectiveness.

Consequently, the modular structure of the model allows for gradual

implementation that respects institutional rhythms and local capacities for

change. This flexibility is an important strength for its sustainable adoption in

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

different rural regions of the country, considering that each context has its own

specific characteristics.

The sustainability of the model is strengthened by involving the educational

community in the design and validation process, ensuring that the proposed

strategies respond to real needs and can be maintained in the long term with

locally available resources.

In addition, the model includes continuous teacher training strategies that can be

developed through collaborative networks between rural institutions, optimising

resources and facilitating the exchange of successful experiences between

similar contexts.

Contextual implementation challenges

The implementation of the teaching model faces several challenges that must be

considered to ensure its success in specific rural contexts. First, research on the

complexity of teacher time use (Thompson et al., 2024) shows that the

incorporation of new methodologies requires training and support processes that

can be challenging in contexts where teachers have multiple responsibilities.

Second, although the model has been designed to minimise technological

dependence, connectivity and digital resource limitations may restrict some

activities that could significantly enrich the learning experience. This situation

requires constant pedagogical creativity to adapt strategies that have been

successful in other contexts.

Thirdly, the financial sustainability of the model may be affected by budgetary

instability in rural educational institutions. However, the focus on low-cost

materials and training in the development of local teaching resources partially

mitigates this challenge.

Fourth, resistance to change on the part of some members of the educational

community may constitute a barrier to successful implementation. This resistance

is often based on traditional conceptions of English language teaching that

prioritise grammar and translation over communication skills.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

IED

Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

Methodological limitations of the study

This study has some methodological limitations that should be considered when

interpreting the results and planning future research. In this context, the research

was conducted in a specific rural context in Cundinamarca, Colombia, which may

limit the direct generalisation of the results to other rural contexts with different

geographical, cultural or socio-economic characteristics.

Furthermore, the proposed model was not fully implemented during the research

period, so the results are based on the theoretical design, expert validation and

acceptance by the educational community, but not on empirical evidence of its

effectiveness in terms of measurable academic performance improvement.

Therefore, although methodological triangulation was used to strengthen the

validity of the results, the absence of quantitative measurements of academic

progress before and after implementation constitutes a limitation in establishing

definitive causal relationships between the proposed model and learning

outcomes.

CONCLUSION

The development of this communicative-interactive teaching model based on

gamification represents a significant contribution to addressing the contemporary

challenges of English language teaching in multigrade rural contexts. The

research revealed that limitations in current teaching practices are directly related

to motivational factors, resource constraints, and a lack of knowledge of

innovative teaching strategies that have proven effective in other contexts.

The proposed model responds comprehensively to these issues by integrating

four interrelated components that consider both the technical aspects of teaching

and the motivational and contextual factors that influence student learning. This

holistic approach recognises that educational success in rural contexts requires

strategies that leverage the specific strengths of these environments.

Expert validation and acceptance by the educational community confirm the

theoretical and social relevance of the model, highlighting its potential to

transform learning experiences in contexts where resources are limited but the

possibilities for pedagogical innovation are vast.

Cognopolis

Revista de educción y pedagogía

Vol. 3(2), 59-74 2025

Modelo didáctico comunicativo-interactivo para la enseñanza y el aprendizaje del inglés en sedes multigrado

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Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

Yenny Yadira Caraballo-Padilla

The model contributes to the field of rural pedagogy by demonstrating that it is

possible to develop innovative proposals that respond to specific needs without

requiring massive technological investments. Its focus on contextualised

gamification and intergenerational collaborative learning offers new perspectives

for optimising educational processes in multigrade classrooms.

For future research, it is recommended that the model be implemented in real

contexts to evaluate its empirical effectiveness through experimental or quasi-

experimental designs that allow causal relationships to be established between

the strategies implemented and the learning outcomes. Similarly, it would be

valuable to develop comparative studies with other teaching methodologies and

explore its adaptability to different rural regions of the country.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with individuals or institutions linked to the

research.

ACKNOWLEDGEMENTS

To the educational community of the Tisquesusa Departmental Educational

Institution in the municipality of Susa, Cundinamarca, Colombia.

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Communicative-interactive teaching model for teaching and learning English in multigrade settings IED

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