During more than 50 years of socio-political unrest in Colombia, extreme violence has profoundly affected marginalized students in public schools. Although these topics have been mainly addressed by history and social studies teachers, English language teaching (ELT) has paid little attention to addressing issues of social injustice in the class. To fill this gap, this critical ethnography looks at how a social justice curriculum has been used in ELT classes to empower students to learn skills that allow them to discuss the violence that occurs both inside and outside of the school environment. The fieldwork was carried out in a public high school for eight months, in Bogotá (the capital of the country) with three English teachers and their young students. Data was collected through focus groups, interviews and classroom observations and then analysed using thematic analysis. The findings of the study revealed that the activities suggested by the teachers proposed a change in teaching pedagogies toward solving social problems in students’ communities. The findings further suggest that a negotiated curriculum with the students fosters a critical humanizing pedagogy that promotes social cohesion, and as a consequence improves language learning.

中文翻译：

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“Un futuro mejor para todos”：走向批判性的人性化英语教学


在哥伦比亚 50 多年的社会政治动荡中，极端暴力深刻影响了公立学校的边缘学生。尽管这些话题主要由历史和社会研究教师讨论，但英语教学（ELT）很少关注课堂上解决社会不公正问题。为了填补这一空白，这部批判性的民族志着眼于如何在英语教学课程中使用社会正义课程，使学生能够学习技能，使他们能够讨论学校环境内外发生的暴力行为。这项实地考察是在波哥大（该国首都）的一所公立高中与三名英语教师和他们的年轻学生一起进行的，为期八个月。通过焦点小组、访谈和课堂观察收集数据，然后使用主题分析进行分析。研究结果显示，教师建议的活动提出了教学方法的转变，以解决学生社区的社会问题。研究结果进一步表明，与学生商定的课程可以培养批判性的人性化教学法，从而促进社会凝聚力，从而改善语言学习。