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Glocal knowledge to develop confidence in English speaking: An Action-Research study at a high school in Cartagena de Indias

El conocimiento glocal para alentar la confianza al hablar inglés: Investigación-Acción en una secundaria de Cartagena de Indias



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Pérez-Salcedo, M. V., & Castillo, R. (2021). Glocal knowledge to develop confidence in English speaking: An Action-Research study at a high school in Cartagena de Indias. Assensus, 6(11), 92-105. https://doi.org/10.21897/assensus.2715

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The Assensus journal has a Creative Commons license. The citation, use and partial or total reproduction of the contents is authorized by citing sources. For more information, see https://creativecommons.org/licenses/by-sa/4.0/deed.en

Maryuris Vanessa Pérez-Salcedo
Rigoberto Castillo

This paper presents action research on how global and local [glocal] knowledge can enrich the curriculum and motivate students. The problem consisted of the lack of participation due to topics and practices not very significant for secondary students of a semi-private school. The problem increased with the abrupt move to remote learning. To make learning situated, evocative, and expressive, 22 tenth grade participants consulted authentic printed and audio-visual texts in English on the historical-tourist sites of Cartagena de Indias. This approach prepared them to play the role of tour guides in English. After a stage of digital literacy to exploit digital resources, participants did interviews, reports and dramatizations. Surveys were conducted on learning preferences and self-evaluation of performance. The data answered the question, how can glocal knowledge contribute to meaningful learning and speaking? The results indicated that a) the themes of history and the city as a historical heritage of humanity sparked creativity, b) the introduction of glocal themes gave participants a voice and confidence to express themselves in English, c) motivation and commitment increased with this approach. On the other hand, Spanish and English language and cultures were treated equally, especially when the participants' arguments were more complex than their current command of English.


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