Sánchez Hernández, VerónicaSánchez Hernández, Verónica; 0000-0002-3894-2250Sánchez Garfias, Mayanit2025-12-162025-12-162025-06https://hdl.handle.net/20.500.12371/30776"This study examines the English language teaching practices and the challenges faced by teachers in rural telesecondary schools in Mexico, where instruction is limited by several contextual constraints. Among these are the minimal or absent specialized training in English Language Teaching, the lack of materials suitable for students’ level and context, and the insufficient and outdated technological equipment. However, the data also reveal that teachers develop a sense of agency understood as a situated act linked to context and social dynamics, through which they seek wellbeing, make decisions, and solve problems to adapt and use the available resources even when doing so is challenging. The study is framed within Vygotsky’s Sociocultural Theory, emphasizing mediation, the Zone of Proximal Development, and sociocultural tools, as these elements are essential to understanding English teaching in telesecondaries. A qualitative case study approach was employed, and data were collected in three telesecondaries located in Southern Puebla through semi-structured interviews with principals, semi-structured focus groups with teachers, classroom observations, and student questionnaires. Findings show that teachers implement adaptive strategies such as scaffolding, peer mediation, and the use of multimodal materials. Finally, the study highlights the need for context-aligned educational policies and specialized ELT training, since these schools operate under conditions distinct from other secondary education modalities".pdfengHUMANIDADES Y CIENCIAS DE LA CONDUCTAFilología y lengua inglesa--Inglés moderno--Lengua--Estudio y enseñanzaTeoría y práctica de la educación--Enseñanza (Principios y práctica)Educación rural--Metas y objetivos--Estudio de casosInglés--Estudio y enseñanza (Secundaria)--Investigación--Hablantes extranjerosPráctica docente--EvaluaciónTesis de maestríaopenAccess