Social matters in ELT : tenth graders critical dialogues on dangers of the internet

Abstract

Using the English language communicatively to take a stand constitutes a challenge since it demands deep knowledge in how to engage learners. To achieve quality education, this challenge must be met, and thus this paper reports a case study conducted at a school in Bogotá, which looked for ways of understanding positioning students assume through critical dialogues on dangers of the internet with 13 tenth graders aged 15 to 17 years old working on social matters. The lessons included readings, videos, worksheets, and dialogues. The discussions and artifacts were examined to determine how students handled context, implications, and assumptions to position themselves about a social issue. The findings reflect gains in English language proficiency and social awarenes