Fostering Cultural Identity: A CLIL-Based Research Grounded in Critical Pedagogy

Abstract

This study addresses a critical gap in bilingual education in Colombia, where formal linguistic aspects often overshadow the reflective dimension of language as a means to explore personal and cultural identity. English instruction has historically relied on imitation models that replicate native-speaker norms, perpetuating hegemonic ideologies privileging foreign curricula over local knowledge. At a private school in Boyacá, 10th-grade students exhibit a disconnect between English learning and their cultural identities, viewing language primarily as an instrumental tool rather than a medium for critical engagement. The research investigates how integrating intercultural competences through critical pedagogy principles within Content and Language Integrated Learning (CLIL) lessons can enhance students’ understanding of cultural identity and foster intercultural skills. The study employs a qualitative approach to examine students’ perceptions, assess pedagogical integration, and evaluate its impact on cultural awareness. Drawing on intercultural competence theory, critical pedagogy, and CLIL methodology. Findings demonstrate the possibility of transformative educational settings that affirm students’ identities and promote context-sensitive bilingual approaches by empowering learners as culturally aware citizens prepared for meaningful participation in local and global communities.