DOI:
https://doi.org/10.14483/22487085.18919Published:
2024-09-12Issue:
Vol. 26 No. 2 (2024): CALJ : july-decemberSection:
Research ArticlesLanguage Learning form an Intercultural Perspective
Exploring Afro Culture
Aprendizaje de lenguas desde una perspectiva intercultural
Keywords:
contexto local, cultura, enseñanza de lenguas, interculturalidad (es).Keywords:
culture, interculturality, language teaching, local context, afro-culture (en).Downloads
Abstract (en)
Due to the highly globalized nature of communication and the increasing acknowledgement of the role of one’s social context in language learning, the intercultural dimension has increasingly been included in the EFL agenda. Nevertheless, the exploration of one’s own culture and local context still requires closer attention. Hence, this qualitative action-research study examines how ninth graders conceptualized their own culture and reflected upon their local cultural symbols and practices after the implementation of a pedagogic proposal based on an intercultural view of language teaching. Data were collected through surveys and class workshops. Thematic analysis was applied. Findings suggest that the students identified with Afro- Colombian culture and its symbolic representations. Furthermore, they discussed the meaning of Afro Culture and its diverse components. Similarly, some activities such as poster design, dancing performances, and oral presentations stood out as amongst the most useful to promote intercultural skills.
Abstract (es)
Debido a la naturaleza altamente globalizada de la comunicación y el creciente reconocimiento del rol del contexto social en el aprendizaje de lenguas, se ha observado un incremento notable en la inclusión de la dimensión intercultural en la agenda de enseñanza de lenguas. Sin embargo, la exploración de la cultura propia y el contexto local aún requiere mayor atención. Por esta razón, este estudio cualitativo de investigación-acción examina cómo los estudiantes de noveno grado conceptualizaron su propia cultura y reflexionaron sobre sus símbolos y comportamientos culturales locales tras la implementación de una propuesta pedagógica basada en la visión intercultural de la enseñanza de lenguas. Los datos fueron recolectados mediante encuestas y talleres de clase, y se aplicó un análisis temático. Los resultados sugieren que los estudiantes se sintieron identificados con la cultura afrodescendiente y sus representaciones simbólicas. Además, evidencian las discusiones que tuvieron lugar entre los estudiantes sobre el significado de la cultura afrodescendiente y sus diversos componentes. De forma similar, algunas actividades como el diseño de afiches, presentaciones de baile y presentaciones orales se destacaron entre las más útiles para promover habilidades interculturales.
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Copyright (c) 2024 Alejandro Fernández Benavides, Andrea María Cruz Mosquera, Catalina Castrillón Valderrama
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