Interpretación de narrativas de desplazamiento forzado: textos para una clase de inglés como lengua extranjera

Abstract

Although there is a diversity of ways to activate the teaching of armed conflict, there are specific demands that require teachers to propose historical memory as a strategic-pedagogical horizon from empathy for the other, identity as a community and the problematization of history as a responsibility common to all experiences of violence. This creation and innovation proposal addresses a gap in the understanding of the narratives of Colombian historical memory in the English class and presents a route of action to include the phenomenon of violence within the English language curriculum. For this purpose, two pedagogical interventions were carried out in which semi-structured interviews, observations, and memory artifacts created by primary and secondary school students in two public schools in Bogotá were analyzed. The result of these interventions was the creation of a pedagogical booklet with seven lesson plans to work on learning the English language using testimonies of forced displacement in Colombia. The results suggest that the use of this material promotes empathy, tolerance and cultural sensitivity among learners, promoting a more inclusive society in Colombia. He also notes that teaching English through narratives allows students to interact with authentic linguistic materials, such as personal stories, first-hand accounts, and literary works. This exposure to real-world language use is beneficial in improving your linguistic, vocabulary, grammar, and comprehension skills in a second language. Overall, this study opens an alternative where educators in Colombia can foster linguistic, cultural and social development among students while promoting empathy, critical thinking along with the learning of English.