Design and Implementation of a Didactic Strategy for the Teaching of the English Language Adapted to the Differentiating Conditions in the Territories
DOI:
https://doi.org/10.47185/27113760.v5n2.155Keywords:
meaningful learning, identity of the territory, subregional nodes, English as a foreign language- EFLAbstract
In Colombia, the results obtained by undergraduate students in the ICFES exams (Saber, Saber TyT, and Saber Pro) have shown that English is one of the subjects where students perform the lowest. This situation is even more pronounced in rural areas or in municipalities far from major cities. This project aims to analyze and demonstrate that one of the main causes of this poor performance in English is the lack of representation and identity in the teaching-learning process related to the territory. For example, most of the methods and textbooks used for teaching foreign languages lack a connection to the students' daily lives and the territorial context to which they belong. This leads to these resources being insignificant to them, causing them to view learning a new language as something impractical, distant, and uninteresting.
To address this issue, specific booklets were designed for the territories reached by the Institution through its Subregional Nodes in the Northeast and Southwest. These booklets were a means to implement a differentiated didactic strategy with the aim of facilitating the learning process and enhancing students' performance, not only in the ICFES exams but also in their personal and professional lives.
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