Culturally based activities in the English classroom
Authors
RodrÃguez, Alejandra Castillo
Issue Date
2021
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study was conducted in a semi-rural secondary school in Cuencamé, Durango, Mexico, focusing on a second-grade group of 38 students aged 13-14 with a beginner level of English. The teacher aimed to explore the impact of culturally based activities, which she had been incorporating into her lessons to introduce English-speaking cultures and enhance language learning. Students were motivated but had limited exposure to diverse cultures due to socioeconomic constraints.
Aims: The research sought to understand how culturally based activities could involve students in learning English while introducing cultural aspects. The teacher also aimed to assess the effectiveness of these activities in teaching vocabulary and expressions, promoting engagement, and addressing students' perceived disconnection from the language.
Methods: The study employed a student questionnaire, a digital journal, a recorded lesson observation, and lesson plan analysis. These tools gathered feedback on students' perceptions, documented the teacher's reflections, analysed classroom interactions, and evaluated the integration of cultural content.
Findings: The study revealed that students found culturally based activities engaging, describing them as "pleasant" and "interesting." Students appreciated learning common phrases and cultural facts but felt they needed more vocabulary and extended time for activities. Observations highlighted the relevance of everyday expressions and students' active participation. Challenges included insufficient vocabulary support and limited time to consolidate learning.
Implications: The teacher implemented changes, including dedicating entire lessons to cultural content, increasing vocabulary from 5-7 to 8-10 items per lesson, and using flashcards for reinforcement. These adjustments improved student confidence and participation while making activities more effective and enjoyable. Teachers might learn from this approach to integrate cultural content into the curriculum while focusing on vocabulary and practical expressions to enhance engagement and comprehension.
Aims: The research sought to understand how culturally based activities could involve students in learning English while introducing cultural aspects. The teacher also aimed to assess the effectiveness of these activities in teaching vocabulary and expressions, promoting engagement, and addressing students' perceived disconnection from the language.
Methods: The study employed a student questionnaire, a digital journal, a recorded lesson observation, and lesson plan analysis. These tools gathered feedback on students' perceptions, documented the teacher's reflections, analysed classroom interactions, and evaluated the integration of cultural content.
Findings: The study revealed that students found culturally based activities engaging, describing them as "pleasant" and "interesting." Students appreciated learning common phrases and cultural facts but felt they needed more vocabulary and extended time for activities. Observations highlighted the relevance of everyday expressions and students' active participation. Challenges included insufficient vocabulary support and limited time to consolidate learning.
Implications: The teacher implemented changes, including dedicating entire lessons to cultural content, increasing vocabulary from 5-7 to 8-10 items per lesson, and using flashcards for reinforcement. These adjustments improved student confidence and participation while making activities more effective and enjoyable. Teachers might learn from this approach to integrate cultural content into the curriculum while focusing on vocabulary and practical expressions to enhance engagement and comprehension.
Description
Keywords (free text)
english as a foreign language , culturally based activities , english-speaking cultures , vocabulary learning , student engagement , language and culture integration , exploratory action research