PERCEPTION OF LEARNING ESL IN STUDENTS OF MINING ENGINEERING PROFESSIONAL SCHOOLS IN PERU

Abstract

English proficiency in the training of Peruvian Mining Engineering students is essential for access to specialized technical information, academic mobility, and competitiveness in the labor market. This is key to success and opens the door to professional development. However, its teaching and learning face structural and socioeconomic barriers that limit its integration into the university curriculum and equitable access to its teaching. Objective: To analyze the perceptions of Mining Engineering professors regarding the teaching and learning of English as a second language and its impact on professional training. Methodology: A qualitative design with reflective thematic analysis was based on semi-structured interviews with five professors from two public universities in Peru. Sampling was conducted by theoretical saturation, and ATLAS.ti v.23 software was used to organize the data. Results: Three emerging categories were identified: English as a key competence, barriers to teaching and learning, and pedagogical facilitators. English is considered to operate as cultural capital, providing academic and professional advantages, but its acquisition is conditioned by economic capital. The limited presence of English in the curriculum and the lack of access to complementary programs could reinforce inequality. However, strategies such as incorporating materials in English and the motivating role of teachers can enhance learning. Conclusion: English language teaching in Mining Engineering must be strengthened to reduce educational inequalities and optimize student training for a globalized labor market.