This article reflects on the experiential learning of a second language (L2) English by students in technical secondary education of an official educational institution in the rural context, for global citizenship. In this way, the paradigm is qualitative, of a hermeneutical type. With this, two categories emerge: 1. The experiential learning of students in L2. 2. The teaching of a second language for global citizenship. Thus, the relevance of this work is because the teaching-learning processes of L2 are closely and intimately linked to all the social, historical, cultural, political, ecological and economic contexts in which people live, cohabit and move. The results show that stimulating socio-educational practices, from the experiences of the students themselves, is a determining element of the subject's training, based on their own educational practice. Likewise, the teaching of a second language will allow the ability to understand oneself as an active part of global citizenship to be promoted. Hence, it is concluded that this type of didactic work, in which there are clear purposes and contextual and sequenced activities, makes it possible for the student to produce coherent texts in English L2 from his or her own contextual reality, through his or her experiential praxis.