Learning English In Dispersed Communities: An Intercultural Perspective, Impact, And Educational Conditions

Abstract

Background. English has become a global language associated with competitiveness, employability, technological participation, and access to academic networks. However, its teaching continues to be marked by profound inequalities, especially in rural, Indigenous, Afro-descendant, border, and geographically dispersed communities.   Methods. A qualitative study with a documentary design and descriptive-interpretive scope was conducted. The analysis was based on a critical review of scientific literature, public bilingual education policies, institutional documents, and studies on rural education and interculturality. The information was examined through a hermeneutic and comparative approach aimed at identifying the territorial, linguistic, technological, and pedagogical gaps that shape English language education in geographically dispersed communities, with particular reference to La Guajira.   Findings. The study found that bilingual education policies are often designed on the basis of urban conditions, including stable internet access, specialised teachers, accessible materials, and adequate infrastructure. These conditions do not reflect the reality of many remote communities, where institutional, technological, and educational precariousness limits English learning and deepens social and territorial inequalities.   Interpretation. English language education can become an effective opportunity for development only when it is linked to linguistic justice, context-sensitive pedagogy, and territorial equity. In La Guajira, this approach is essential to reduce educational gaps and expand personal, academic, professional, and regional opportunities.