To be or not to be bilingual? That is the question: Un estudio sobre las diferencias cognitivas y culturales en la enseñanza bilingüe de la historia dentro de un ‘‘E-School’’

Abstract

This research proposal aims to analyze the cognitive and cultural implications of the development of historical thinking and historical awareness in the bilingual teaching of History in the Rhetoric group belonging to the E-school Rhema in order to create a pedagogical intervention proposal that aims to form a Model United Nations in a virtual environment. The study seeks to identify the teaching methods used in the subject of Society and Globalization, Social Studies and English (a subject where historical content is taught) as well as the possible cognitive and cultural barriers that may arise in the development of historical thinking and historical awareness both in English and in Spanish for students who are part of an E-School, understanding the latter as "an online, non-traditional alternative education model" (Pineda, 2024). Thus, it is expected that the results of this research will contribute significantly to a better understanding of the implications of bilingual teaching on historical awareness and historical thinking within a non-traditional virtual setting.