Immersion strategies and generational diversity in teaching english as a foreign language

Abstract

This study analyzes how total English immersion and collaborative support in multigenerational groups (ages 11 to 40) foster the development of communicative competence in English as a foreign language. The central thesis holds that continuous exposure to the language, combined with intergenerational collaboration and the use of active methodologies, fosters practical learning that transcends formal settings and traditional grammar-based approaches. The research adopts a qualitative approach with a case study design, articulated through the systematization of experiences framework proposed by Jara (2018), enabling a critical interpretation of pedagogical practice. The contexts examined include virtual classes at the Fundación Alianza Social Educativa and English immersion camps in the Caldas and Risaralda regions of Colombia. Data was collected through field diaries, session recordings, photographs, and observation notes. The main findings indicate that total immersion, supported by nonverbal resources, artistic expressions, and recreational activities, reduces language anxiety, increases spontaneous participation, and strengthens communicative confidence. Furthermore, generational diversity proved to be a valuable pedagogical resource: older participants contributed discipline and life experience, while younger ones brought dynamism and creativity, shaping a balanced and meaningful learning environment.