Bridging the gap between regional culture, curriculum and foreign language learning
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Keywords
Sociocultural, Curriculum, Foreign language, Regional culture
Abstract
Framed within the Sociocultural theory and following the principles of the action-research approach in the classroom, this work presents final results concerning the connection between the teaching and learning of English through the incorporation of regional culture contents. To do so, a set of contextualized culturally-based classes were carried out in a public elementary school located in a Colombian Caribbean town. The project was developed through three stages named diagnosis, action plan, and evaluation. The results revealed that regional culture provided a contextualized environment to work in the classroom. Students acquired new and better alternatives to learn a foreign language and to recover their culture isolated from the school. It can be stated that the sociocultural approach supports theoretical and methodological principles to acquire a foreign language, enabling the students to progressively reinforce their ability to create and transfer meaningful tasks to other real situations.
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Josefina Quintero Corzo, University of Caldas, Manizales, Colombia
Full-Time Professor at Universidad de Caldas, Colombia. PhD in Education. Post-doctoral researcher
Fabio Ignacio Munévar Quintero, University of Magdalena, Santa Marta, Colombia
Full-Time Professor at Universidad del Magdalena, Colombia. PhD in Education and Communication.
Luis Alberto Humanez Atencio, University of Magdalena, Santa Marta, Colombia
PhD student at the University of Magdalena, Colombia. Doctorate in Educational Sciences –RUDECOLOMBIA. English teacher at Fe y Alegría Educational Institution Santiago Canabal, Tierralta, Córdoba