ACTIVE METHODOLOGIES IN ENGLISH LANGUAGE TEACHING IN HIGH SCHOOL: CONTRIBUTIONS, POSSIBILITIES AND PEDAGOGICAL CHALLENGES
Abstract
This article analyzes the contributions, pedagogical possibilities, and challenges related to active methodologies in English language teaching and learning in high school. The study is bibliographic, qualitative, exploratory, and analytical. Its theoretical framework combines research in Education and Applied Linguistics, empirical studies on active learning, and official educational documents. The analysis indicates that flipped classrooms, project-based learning, problem-based learning, task-based language teaching, gamification, and collaborative learning can increase student participation, autonomy, and contextualized language use. The findings also show that pedagogical effects do not result from the mere adoption of techniques or digital platforms. Didactic intentionality, teacher mediation, adaptation to the school context, and formative assessment are essential conditions. Infrastructure limitations, unequal access, large classes, limited instructional time, and the need for continuing teacher education remain relevant challenges. The conclusion argues that active methodologies can foster the integrated development of linguistic, intercultural, and digital competencies when teaching is organized around clear language objectives and meaningful opportunities for interaction.