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Enacting Agency and Valuing Rural Identity by Exploring Local Communities in the English Class
Promoción de la agencia y valoración de la identidad rural mediante la exploración de la comunidad en la clase de inglés
DOI:
https://doi.org/10.15446/profile.v23n1.85984Keywords:
agency, community teacher, rural identity, situated pedagogies (en)agencia, docente comunitario, identidad rural, pedagogías situadas (es)
This article reports on an action research study about the exploration of local communities to enact agency and value rural identity. Thirty-three students from a rural public school in Colombia participated in the study. Our aim was to examine ways in which students enacted agency as a result of participating in local community inquiry to realize the predominant value of their identity as farmers. Data were gathered through a focus group, interviews, students’ artifacts, and teacher journals. Results showed that when communities are linked with classroom practices and foreign language learning, English becomes a vehicle to explore their places, who they are as members of the community, and how to promote decision making to help others.
Este artículo es un estudio de investigación-acción sobre la exploración de comunidades locales para promover agencia y valorar la identidad rural. En el estudio, participaron 33 estudiantes de una escuela pública rural en Colombia. Nuestro objetivo fue examinar la forma en que los estudiantes promovieron la agencia como resultado de explorar su comunidad para valorar la identidad rural. Los datos se recopilaron mediante un grupo focal, entrevistas, artefactos de los estudiantes y el diario del maestro. Los resultados muestran que, al vincular la comunidad con el aula y el aprendizaje de la lengua extranjera, el inglés se convierte en un vehículo para explorar sus lugares, quiénes son como miembros de una comunidad y tomar decisiones para ayudar a otros.
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1. Edgar Picón-Jácome, Juan Carlos Montoya López. (2024). Consolidating a Culture of Assessment for Learning. Colombian Applied Linguistics Journal, 26(2), p.102. https://doi.org/10.14483/22487085.20961.
2. Hans Oviedo-Gómez, Catalina Jaramillo-Cárdenas. (2024). Critical Intercultural Pedagogical Experiences: The case of two public schools. Colombian Applied Linguistics Journal, 25(2), p.74. https://doi.org/10.14483/22487085.20616.
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Copyright (c) 2021 Lucelly Paredes-Mendez, Ingrid Alexandra Troncoso-Rodríguez, Sandra Patricia Lastra-Ramírez
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