Entender las prácticas de participación proyectiva en el aula de inglés como lengua extranjera, mediadas por el aprendizaje basado en fortalezas en la educación primaria

Abstract

Being important that students use their strengths as a foundation for learning success, this action research project seeks to understand how projective participation practices, mediated by the strength-based learning (SBL) dynamics, emerge in the English as a Foreign Language (EFL) classroom. The participants were primary school students attending a public school in Bogotá, Colombia, undergoing their initial exposure to the academic environment and the identification of their strengths and skills. The data was collected through different methods, including questionnaires, journals, focus groups, and scales. The initial phase of this intervention focused on encouraging students to identify their academic strengths and understand how the English class became a cross-cutting experience facilitating language acquisition. The consequent phase focused on nurturing those strengths that could benefit their educational path. The study's findings revealed that students felt comfortable and confident enough to identify and point out their strengths, but their projective participation did not progress significantly. Consequently, this proposal aims to contribute to a more student-centered vision of the classroom, empowering students to become proactive agents in proposing and executing the EFL course content, ensuring that the content aligns with their needs and learning objectives.