Enseñanza y aprendizaje del inglés como lengua extranjera: Una apuesta por la educación inclusiva e interculturalidad en el aula

Abstract

The research called "Teaching English as a foreign language: a commitment to Inclusive Education and Interculturality" had as main objective to promote an inclusive and intercultural environment in the English as a foreign language class, eighth grade of a private institution in the municipality of Soacha. Based on three essential elements: (1) the characterization of the main cultural, social and functional traits of the participants and their attitudes towards intercultural differences, (2) the implementation of a didactic sequence in the recognition and appreciation of diversity. in the learning environment of the English class to analyze its effects and (3) reflection on the benefits of inclusive practices in the class of English as a foreign language for the recognition of cultural diversity. The study was framed in a mixed, descriptive and interpretive approach following the research-action-reflection cycle, proposed by Quintana Dìaz et al. (2018) where it was possible to show a positive effect in the population since greater motivation, improvement of school coexistence, participation and collaborative work in the achievement of specific goals in terms of language proficiency were promoted, expressing a positive assessment of the diversity. Educational institutions are expected to promote and strengthen communication skills in English, including intercultural competence, with the design of significant experiences that favor interaction encounters and recognition of the other to contribute to the fulfillment of the Basic Rights of Learning English of the MEN and form the social awareness in students that allows them to discern and appropriate elements of their own culture and interculturality in all its dimensions, promoting true inclusive learning environments.