Raising Rural EFL Students’ Intercultural Awareness through the Use of Gender-Contextualized Materials
This action-research study was focused on implementing contextualized materials, conceived and designed by own authorship, coined as “Gender-contextualized materials” with the aim of raising EFL students' intercultural awareness. It was conducted in a rural school from Oiba-Santander, with 22 eighth graders. Data was gathered through students’ artifacts, field notes and a focus group and it was then analyzed following some principles of the Grounded Theory. The results revealed that by working through contextualized materials, students not only connected emotionally and reflexively with the narratives of six Oiban historical women, but also, they recognized their contributions to the town. The results also unveiled how students were dynamically involved in the English classes while using their foreign language knowledge to reflect on their own identities as members of the society.
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