Integrating cultural literacy in English language learning: analyzing its impact on staff members at a bilingual school in tunja

Abstract

This study analyzes the impact of integrating cultural literacy into the English language learning process among staff members at a bilingual school in Tunja, utilizing participatory action research. Data collection involved language tests, focus groups, teacher journals, semi-structured interviews, and student artifacts. Results indicated that cultural literacy was constructed through the interactions of staff members during the English course. By examining the challenges faced, the processes of cultural interaction, and the practices developed throughout the learning journey, the conclusion highlights the importance of recognizing and incorporating participants' cultural backgrounds into the educational framework, ultimately enhancing the effectiveness of language acquisition and fostering a more inclusive learning environment.