Rural Contexts and their Possibilities to Enhance English Teaching and Learning Focused on Cultural Identity Development; San Isidro Parish.
This study aimed to analyze the potential of English teaching and learning (ETL) in rural contexts as it enriches the cultural identity of schools and their academies, using the case of the San Isidro Parish. This research seeks to recognize the socio-economic, cultural, and tourism and community da...
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| Formatua: | bachelorThesis |
| Hizkuntza: | spa |
| Argitaratua: |
2025
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| Gaiak: | |
| Sarrera elektronikoa: | http://dspace.unach.edu.ec/handle/51000/15461 |
| Etiketak: |
Etiketa erantsi
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Etiketa erantsi | Gaia: | This study aimed to analyze the potential of English teaching and learning (ETL) in rural contexts as it enriches the cultural identity of schools and their academies, using the case of the San Isidro Parish. This research seeks to recognize the socio-economic, cultural, and tourism and community data that are meaningful to gather the most relevant information according to its academic potential and build microcurricular resources incorporating this knowledge into English language learning. Using a qualitative and exploratory approach, the research involved fieldwork, through semi-structured interviews, participant observation and systematic bibliographic review. This in-depth study of local residents is linked to the socioeconomic, cultural, and touristic sector, offering a holistic view of the nexus of language learning and local identity. The results underscore that integrating local myths, customs, and socio-economic habits in EFL instruction promotes students' participation and cross culture consciousness. Producing interactive spin wild, gamified activities through storytelling tasks based on authentic data collected through liaison with the community. The purpose of these resources is to provide students with meaningful learning experiences that will enable them both in exploring their heritage and obtaining communicative competence in English. Compared to more common language practices, such as repetition and memorization, the culturally grounded aspects of language instruction have been shown to lead to stronger linguistic results, as well as the ability for learners to enable their identity and how they express themselves through it. This consideration of English thus invites the language to serve both as a tool for preserving culture and as a vehicle for global connection in classrooms across rural communities. |
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