Tensiones, desafíos y desplazamientos en estudiantes Zenú en salones de EFL

Abstract

Inside of ELT classrooms, the connection between culture and identity presents distinctive challenges, particularly for cultural-displaced indigenous students in Colombia. This research aims to explore two main questions: What challenges do indigenous displaced students encounter in EFL classrooms concerning culture and identity? What perceptions arise from these challenges in relation to EFL learning?. By actively listening to the voices of these students, this study seeks to comprehend their perceptions of reality and the expression, transmission, and preservation of their cultural heritage while engaging with the English language as a foreign entity. Drawing from indigenous research paradigms, Critical Race Theory, and TribalCrit, this study embarked on a comprehensive exploration. Through an extensive journey encompassing literature review, immersive experiences within the Zenú community, and methodological frameworks such as the "Talking Circle", we aimed to understand the narratives and perspectives of indigenous displaced students in formal education concerning their process of learning English. Our findings offer insights into the complex interplay between displacement, cultural identity, and English Language Learning, shedding light on the challenges faced by these students and advocating for more inclusive and culturally responsive teaching approaches. Findings revealed four interconnected threads (challenges) such as exploitation of indigenous knowledge, lack of government recognition, endangerment of traditional knowledge, and resilience of indigenous communities which weave together to form a comprehensive understanding of the complexities as a single braid.