Análisis de las implicaciones y retos en el aprendizaje del inglés como lengua extranjera en comunidades con lengua nativa Creole en un colegio público en San Andrés Isla

Abstract

The learning of English in Colombia has faced various challenges and implications in its implementation across different bilingual learning environments in remote areas; these include the lack of recognition of mother tongue, the imposition of the official language over native languages, cultural barriers, and the need for intercultural pedagogical models. This case study, employing a qualitative approach with sociolinguistic and pedagogical orientations, examines the challenges and implications of learning English as a foreign language among Creole-speaking students at a public school on San Andrés Island. Through interviews with teachers and students, as well as classroom observations, three main categories were identified: the influence of Creole, learning challenges, and pedagogical implications. Based on data analysis, it was concluded that multiple challenges exist in the teaching and learning process within the context studied. These include the actual implementation of educational policies, the development of contextualized pedagogical strategies and materials, and teacher training aligned with the sociolinguistic reality of the native Creole language. Besides, it is concluded that English may generate linguistic interference and teaching difficulties, particularly due to the lack of adapted materials and contextualized approaches. Moreover, integrating Creole into pedagogical practices could contribute to strengthening learning, promoting equity, and fostering intercultural competence in the multilingual context of the target population. Key Words: English, foreing language language learning