Gender and social imaginaries narration through epistles: Materials development in Applied linguistics to ELT for secondary school pre-service teachers

Abstract

This graduation project aims to develop an epistolary booklet as an alternative didactic material for pre-service teachers enrolled in the Bachelor's Degree in Foreign Languages with an emphasis on English at Universidad Distrital Francisco José de Caldas. The booklet integrates artistic storytelling through fictional letters to address themes of gender identity and social imaginaries, particularly migration, within English Language Teaching (ELT) contexts. Following the methodological framework by Jolly and Bolitho (2011), the project identifies the need for material that transcends traditional linguistic-focused approaches and fosters critical reflection in secondary school students aged 12 to 17. Drawing upon educational philosophies such as critical pedagogy and constructivism, as well as language theories like pragmatics and language as identity, the material encourages discussions about diversity, inclusion, and social realities. The project also includes feedback from pre-service teachers, confirming the relevance and effectiveness of the epistolary genre in promoting meaningful classroom interactions. Ultimately, the booklet seeks to fill the existing gap in creative materials for ELT, contributing to a more inclusive and humanistic educational environment.