Living my surroundings: Implementación de materiales interculturales y decoloniales en el fortalecimiento de identidad cultural y la disminución del filtro afectivo

Abstract

This research project analyzes the teaching of English as a foreign language (EFL) from an intercultural and decolonial perspective, with the purpose of designing and implementing contextualized materials that integrate local culture, promote meaningful learning, and reduce the affective filter. In the case of Institución Educativa Villas del Progreso, the results showed that students’ perception of English materials improved significantly when these reflected their sociocultural context. Furthermore, the inclusion of cultural content was found to reduce anxiety, increase motivation, and boost self-confidence, thereby helping to lower the affective filter. Both teachers and students highlighted that traditional materials, focused on foreign cultures, tend to be less meaningful, whereas contextualized materials enhance comprehension, increase participation, and promote a more human and engaging learning process. Overall, the findings confirm that teaching English from an intercultural and decolonial perspective transforms not only pedagogical practices but also the affective dynamics within the classroom. This approach fosters an emotionally safe environment where motivation, confidence, and empathy become key pillars of learning. By integrating local culture, students feel recognized and valued, which reduces anxiety and strengthens their willingness to communicate in English.