Constructing Sociocultural Awareness from the EFL Classroom

  • Nancy Yolanda Bautista Pérez Universidad Cooperativa de Colombia
Keywords: Postmethod Pedagogy, macrostrategy, sociocultural skills, local and global context


This article reports an action research project carried out with a group of 24 undergraduate students in a private university in Ibagué, Colombia. The study aimed to characterize the development of university students’ sociocultural skills, to analyze their perceptions and to examine the teacher’s procedures and possible implications required to implement the Raising Cultural Consciousness Macrostrategy taken from the Postmethod Pedagogy. To reach these objectives a series of interconnected tasks were designed and implemented in three different stages. To collect the data, five data collection methods were used: the students’ artifacts, teacher’s field notes, questionnaires, video recordings and a focus group. The findings revealed that these university students became gradually aware of the importance of having the opportunity to develop tasks that allowed them to connect the English classroom with the local and global context. Furthermore, students suggested that this type of pedagogy should be an explicit component of the curricula of their professional programs. A review of the literature also showed that in our local context this kind of sociocultural study with a postmethod orientation is scarce, thus this study intends to bridge this gap in the Colombian ELT field


Download data is not yet available.

Author Biography

Nancy Yolanda Bautista Pérez, Universidad Cooperativa de Colombia

Nancy Bautista Pérez holds a Specialization in English Language Teaching and a B.A. in English. She is candidate to an English Didactics Master’s degree from Universidad del Tolima. She has been teaching English and Portuguese for more than twelve years, and is currently working as a full-time professor at Universidad Cooperativa de Colombia in Ibagué. She was the winner of the Third Meaningful Experience Competition at national level in 2017 with her pedagogical innovation “Constructing Sociocultural Awareness from the EFL classroom”. Her main research interests are the sociocultural and intercultural dimensions of English language learning and teaching.


Aldemar, J., & Bonilla, M. (2009). Addressing culture in the EFL classroom: A dialogic proposal. PROFILE, 11(2), 151-170.

Allwright, D. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5, 156-171.

Allwright, D., & Bailey, K. (1991). Focus on the language classroom. Cambridge: Cambridge, University Press.

Byram, M. (1997). Teaching and assessing intercultural communicative competence, Clevedon, U.K, Multilingual Matters.

Byram, M. (2000). British Studies: Intercultural perspectives. Edinburgh, Longman in Association with the British Council.

Byram, M. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg, Council of Europe.

Brown, H. D. (2007). Principles of language learning and teaching. New York: Pearson Education, Inc.

Burns, A. (1999). Collaborative action research for English language Teachers. Cambridge University Press.

Burns, A. (2005). Action research: An evolving paradigm?. Language Teaching. Cambridge: University Press.

Canagarajah, A. S. (2005). Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. U.S.A.

Common European Framework of References for languages, (2001). Retrieved from:

Elliot, J. (1991). Action research for educational change. Open University Press.

Fandiño, Y. (2014). Teaching culture in Colombia Bilingue: From theory to practice. Colombian Applied Linguistics Journal. 16(1), 81-92.

Freire, P. (1972). Pedagogy of the Oppressed. Harmondsworth, United Kingdom: Penguin Books.

Freire, P. (1988). Pedagogy of the oppressed. New York: Continuum.

Freeman, D. (1998). Doing Teaching Research: From Inquiry to Understanding. 208.

Foucault, M. (1984). Las Palabras y las Cosas. Barcelona: Planeta-Agostini.

Giroux, H. A. (1988). Teachers as Intellectuals: Towards a critical pedagogy of learning. South Hadley. MA: Bergin Garvey.

Glaser, B.G., & Strauss, A.L. (1999). The discovery of the grounded theory. Strategies for qualitative research. New York.

Halpern, D. (1996). Thought and knowledge: An introduction to critical thinking. New Jersey, Lawrence Erlbaum Associates.

Jackson, J. (2012). The Routledge handbook of intercultural communication. London: Routledge.

Johnson, K. (2009). Second Language Teacher Education: A Sociocultural Perspective. Routledge, Taylor & Francis Group.

Johnson, B. & Christensen, L.B. (2004). Educational research: Quantitative, qualitative, and mixed approaches. USA: Pearson Education Inc.

Kelly, G.A. (1955). The psychology of personal constructs. New York: Norton.

Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. Melbourne: Deakin University.

Kumaravadivelu, B. (2001). Toward a Postmethod Pedagogy. Tesol Quarterly, 35 (4), 737-560.

Kumaravadivelu, (2003) Beyond Methods: Macrostrategies for Language Teaching.University Press New Haven London. Yale University.

Kumaravadivelu, B. (2003). Critical Language Pedagogy: A Postmethod Perspective on English Language Teaching. World Englishes, 22 (4), 539-550.

Kramsch, C. (2001). Context and Culture in Language Teaching. Oxford University Press.

Kramsch, C. (2005). Third culture and language education. In Vivian Cook & Li Wei (Eds.) Contemporary Applied Linguistics. 1, 233-254. London: Continuum.

Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching. 44(3), 354-367.

Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Reserch. 1(1), 57-768. Urmia University Press.

Macedo, D. (1994). Preface. In P. McLaren & C. Lankshear (Eds.), Conscientization and resistance. New York: Routledge.

McKernan, J. (1996). Curriculum Action Research. A handbook of methods and resources for the reflective practitioner. London: Kogan Page.

Murrell, P. (2001). The community teacher: A new framework for effective urban teaching. New York, NY: Teachers College Press.

Nunan, D. H. (1989). Understanding language classrooms: A guide for teacher-initiated action. New York: Prentice Hall.

Porto, M. & M. Byram (2015). Developing Intercultural citizenship education in the language classroom and beyond. Argentinian Journal of Applied Linguistics, 3 (2), 9-29.

Ramos, B. (2013).Towards the development of intercultural competence skills: A pedagogical experience with pre-service teachers. HOW, A. Colombia Journal for Teachers of English. 20(1),206-225.

Rodgers, T. (1990). After Methods, What? In S.Aninan (ed), Language Teaching Methodology for the Nineties. Singapore: SEAMEO Regional Language Centre.

Sabariego, M. (2002). La educación intercultural: Ante los retos del siglo XXI. Bilbao, España: Declee De Brower S.A.

Stern, H. H. (1992). The Cultural syllabus: Issues and Options in Language Teaching. Oxford: Oxford University Press.

Stewart, V. (2007). Becoming citizens of the world. Education Leadership. 64 (7), 8-14.

Williams, R. (1976). Keywords: A vocabulary of culture and society. Revise Edition. Oxford University Press. New York.

Williams, R., & Burden (1997). Psychology for language teachers: A social constructivists approach. Cambridge University Press.

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. New York, U.S.A.

Zeichner, K. M. and Liston D.P. (1996). Reflective Teaching: An Introduction.Mahwah, New Jersey: Lawrence Erlbaum.
How to Cite
Bautista Pérez, N. Y. (2018). Constructing Sociocultural Awareness from the EFL Classroom. GiST Education and Learning Research Journal, (15), 149-172.