TRANSFORMING ENGLISH LANGUAGE TEACHING A proposal implementing Cooperative, Inductive, and Agile Approaches in English I

• DOI: https://doi.org/10.22533/at.ed.4372522101

• Palavras-chave: Teaching, learning, English, language, experiential.

• Keywords: Enseñanza, aprendizaje, inglés, idioma, experiencial.

• Abstract: In recent decades, the teaching-learning process has undergone profound changes, driven by the need to respond to contemporary challenges. Active methodologies and models of educational innovation have consolidated as essential strategies to transform teaching practices, allowing for greater adaptation and dynamism in the classroom. This advancement has been made possible by the intensive use of information technologies, which facilitate interaction, access to resources, and the personalization of learning. In this context, an eclectic method (methodology/approach) is proposed because it combines cooperative learning, inductive methodology, and flipped classroom. Cooperative learning fosters collaboration and teamwork, allowing students to build knowledge together. The inductive methodology, for its part, promotes discovery and reflection based on concrete situations, encouraging critical thinking. The flipped classroom model facilitates students' access to theoretical content outside the classroom, dedicating in-person time to practical application and resolving doubts. Additionally, two models of educational innovation are integrated: Brain Gym and Agile. Brain Gym uses physical exercises to stimulate the brain and improve concentration, while Agile introduces flexible and adaptive dynamics that favor efficient learning management. The combination of these strategies is proposed to address topic 4, "Everyday Activities," of the Language I Program (English I) at the Universidad Veracruzana, promoting active, meaningful learning tailored to the current needs of students.