Reflexión sobre el diseño de un syllabus de inglés contextualizado para tercer grado en Yopal (Casanare)

Abstract

This study will describe the design of a brief and contextualized English syllabus for third-grade students in a public school in Yopal (Casanare). The problem to be addressed is the lack of curricular guidelines adapted to the local sociocultural reality, which limits the continuity and relevance of English learning in primary education. An exploratory qualitative case study approach will be employed. Data will be collected through the observation of an English class and a semi-structured interview with two primary school teachers; both instruments will be validated by three experts using the institutional format required by the Master’s program. Thematic analysis will allow for the characterization of practices, challenges, and available resources—inputs that will guide the definition of pedagogical principles, content sequencing, and key activities. The final product will be a syllabus ready for implementation and evaluation in subsequent academic cycles. This work will contribute a simple and replicable model of curricular intervention for rural and semi-urban contexts with limited resources.