Management of the English Language teaching and learning process at Bluefields Indian & Caribbean University, Nicaragua

Abstract

The study analyzes the management of the teaching-learning process of the English language in students of the Faculty of Economic and Administrative Sciences of the Bluefields Indian & Caribbean University (BICU). With an observational, qualitative-quantitative, descriptive, and cross-sectional approach, the research included semi-structured interviews with teachers and students, in addition to a survey applied to 32 students. Based on Herbert Blumer’s Symbolic Interactionism, the findings reveal that, although teachers demonstrate the ability and willingness to implement learning strategies, there are areas for improvement related to student motivation and the use of educational technologies. A significant proportion of students perceive deficiencies in key skills such as reading, comprehension, pronunciation, and writing. The correlation between teachers’ perceptions and student progress suggests that class structure has a significant influence on learning. In terms of academic performance, most students are at a regular level, although there are opportunities to strengthen language skills, adapt methodologies and improve educational infrastructure. In conclusion, it is recommended to design an interdisciplinary and contextualized management model for the English department at BICU. This model should focus on curriculum, programs, linkage and implementation of innovative and motivating strategies, along with the effective use of ICTs. Continuous teacher training is essential to meet today’s educational challenges. In addition, it is suggested to implement internships that guarantee an adequate renewal of the faculty.