Sociocultural Characteristics and The Pedagogical Practices of a Bilingual Learning Environment in a Public School in Barranquilla, Colombia.

Abstract

This research investigates the sociocultural characteristics and pedagogical practices in a bilingual learning environment within a public school in Barranquilla, Colombia. The study explores how sociocultural diversity, teaching strategies, and institutional factors influence bilingual education outcomes, providing practical insights for stakeholders. Using a qualitative case study methodology, data were collected through semi-structured interviews, classroom observations, and student surveys. These instruments facilitated an in-depth understanding of interactions among students, teachers, and curriculum dynamics, focusing on the challenges and opportunities in bilingual education. Key challenges include limited technological resources, insufficient instructional time, and misalignment between pedagogical strategies and sociocultural realities. However, the findings highlight opportunities for improvement, such as promoting active student participation, leveraging culturally relevant teaching materials, and enhancing teacher training programs to foster inclusive learning environments. The study concludes with recommendations for adopting culturally responsive pedagogical practices, advocating for policy reforms, and integrating formative assessments to support continuous learning progress. These findings contribute to the discourse on bilingual education and its potential for addressing diversity in resource-constrained settings.