Teoría de la autodeterminación: lineamientos didácticos para el bilingüismo y la inclusión socioeconómica.

Abstract

According to various studies, it has been evidenced that in many public educational contexts, traditional pedagogical practices centered on memorization and repetition continue to prevail, limiting the development of students’ communicative competencies (Basurto et al., 2022; Quintero et al., 2018). In line with these perspectives, the present project's findings identified classroom dynamics characterized by high dependence on the teacher, low student participation, and little relation between the content and students’ real-world situations. In contrast, the Ministerio de Educación Nacional (2006) states that English teaching should be oriented toward meaningful use in real contexts. This tension between institutional guidelines and classroom practices is also influenced by motivational and real aspects that directly affect the learning process, especially in diverse socioeconomic environments (Carrillo, 2023). Within this context, the present project aimed to propose didactic guidelines structured through a pedagogical route, grounded in Self-Determination Theory (SDT) (Deci & Ryan, 1985; 2008) and the immersive classroom approach, aimed at strengthening English as a Foreign Language learning and socioeconomic inclusion among sixth-grade students in a public educational institution. This study was developed using a qualitative approach (Hernández et al., 2014) and a case study design (Yin, 2018; Stake, 1999), allowing for an understanding of classroom dynamics in their real-world context. Information was collected through techniques such as non-participant observation, focus groups, and document analysis, which provided a comprehensive view of the educational phenomenon under study (Valles, 1999). The results revealed a high dependence on the teacher, low levels of autonomy, and unequal participation among students. Likewise, it was observed that initial motivation tends to decrease when activities are not meaningful, which coincides with the perspectives of Reeve (2008) Weiner (2010) regarding the influence of context on learners’ motivation. Alternatively, playful and contextualized strategies were identified as factors that foster greater participation and engagement (Molina-García et al., 2021; García & Mora, 2020). Based on these findings, a pedagogical route structured into four stages was designed: motivation activation, contextualized comprehension, interaction and language production, and reflection and self-regulation. Likewise, it was concluded that the integration of Self-Determination Theory (SDT) and immersive classrooms constitutes a relevant approach to promoting meaningful English learning. Consequently, socioeconomic inclusion is envisioned as a potential impact by promoting equitable access to linguistic tools. It is concluded that the SDT-immersive classroom articulation is relevant for promoting meaningful and equitable learning.