Aprendizaje de lenguas extranjeras en contextos indígenas: una perspectiva sociocultural

Abstract

Foreign language learning in Indigenous contexts presents challenges that can hardly be understood solely from linguistic or cognitive perspectives. Based on a reflection grounded in the research conducted by Narváez Vázquez and Pusil (2023) on the Kamëntŝá Indigenous community of Putumayo, this article analyzes the influence of various sociocultural factors on the processes of teaching and learning foreign languages. To this end, a reflective qualitative approach is adopted, supported by a review of literature related to intercultural education, bilingualism, mother tongue, and intercultural identity. The reflection highlights that elements such as cultural practices community dynamics, the mother tongue, and educational experiences largely shape the way learning is constructed. Likewise, the article examines the tensions that may arise between standardized pedagogical approaches and the sociocultural realities of Indigenous communities. It concludes that foreign language teaching in these contexts requires intercultural approaches capable of recognizing cultural and linguistic diversity as a valuable resource for learning.