Cartilla de cuentos cortos en inglés como lengua extranjera basada en la cosmovisión de comunidades indígenas: Pasto y Coconuco

Abstract

The indigenous cultures are a valuable source of cultural outlooks handed down over generations through oral lore. Despite its cultural relevance, such a source is invisible to the eye of EFL textbooks used in Colombian public education settings. This study, tailored in a creation-interpretation perspective, aimed at designing a primer based on the worldview of two Colombian indigenous communities to make this cultural resource visible in the shape of a complementary EFL tool. Critical Discourse analysis was implemented in the approach of textbooks which demonstrated the lack of small c (Kramsh, C. 2012) cultural content. Thus, based on the cultural content gap found, the complementary material went on the process of creation to be then applied to a sample population of 11th graders from a secondary public school in Bogotá, Colombia. After analyzing the data collected through observation, semi-structured interviews, and surveys, it was concluded that this parallel schoolbook not only boosted the visibility of the communities using English as a vehicle to construct meaning but also heightened cultural awareness, made assimilation and acculturation processes conspicuous from the acknowledgment of indigenous communities and their worldview as well as their importance in EFL classrooms.