My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.

La relación entre la identidad cultural, el aprendizaje de idiomas y la narración de historias no ha sido explorada por los investigadores en las escuelas públicas de nuestro país. En Colombia, la cultura no se discute a fondo en las aulas de inglés como lengua extranjera (EFL) (Mejía, 2006). Las in...

Full description

Autores:: Rodríguez Aranzalez, Johana Carolina

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

id	RPEDAGO2_0d9fe48e224939fa9fc80f7e8f95dbd6
oai_identifier_str	oai:repository.pedagogica.edu.co:20.500.12209/21174
network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.eng.fl_str_mv	My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.
title	My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.
spellingShingle	My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom. Identidad cultural Género Narración de historias Aprendizaje de inglés Cultural identity Gender Storytelling English learning
title_short	My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.
title_full	My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.
title_fullStr	My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.
title_full_unstemmed	My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.
title_sort	My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.
dc.creator.fl_str_mv	Rodríguez Aranzalez, Johana Carolina
dc.contributor.advisor.spa.fl_str_mv	Cruz Arcila, Ferney
dc.contributor.author.none.fl_str_mv	Rodríguez Aranzalez, Johana Carolina
dc.subject.spa.fl_str_mv	Identidad cultural Género Narración de historias Aprendizaje de inglés
topic	Identidad cultural Género Narración de historias Aprendizaje de inglés Cultural identity Gender Storytelling English learning
dc.subject.keywords.eng.fl_str_mv	Cultural identity Gender Storytelling English learning
description	La relación entre la identidad cultural, el aprendizaje de idiomas y la narración de historias no ha sido explorada por los investigadores en las escuelas públicas de nuestro país. En Colombia, la cultura no se discute a fondo en las aulas de inglés como lengua extranjera (EFL) (Mejía, 2006). Las investigaciones consultadas demuestran que las historias se componen de conocimiento cultural (Lucaraveschi, 2016), lo que podría aumentar el interés de los estudiantes en explorar su propia cultura, y al compartir historias personales, surge una oportunidad potencial para mejorar el desarrollo de su identidad (Kim y Li, 2020). Esta investigación propone una estrategia pedagógica basada en la narración de historias con un enfoque de género para cuestionar las identidades culturales de los estudiantes mediante el análisis crítico de los roles de género presentes en ellas. Esta se llevó a cabo en una escuela pública de Bogotá con un grupo de muestra compuesto por estudiantes mujeres de 11vo grado, utilizando un enfoque de indagación narrativa e implementando instrumentos de recolección de datos como notas de campo, cuestionarios, entrevistas e historias durante las intervenciones. Los hallazgos demuestran que la identidad cultural propia de los estudiantes puede cuestionarse al abordar críticamente las problemáticas de género en el aula de inglés a través de la narración de historias. En conclusión, estas pudieron reposicionarse desde diversos lugares de enunciación como mujeres en la sociedad, no sólo negociando sus identidades sino también potenciando el aprendizaje de lenguas extranjeras en el proceso.
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-06-20T14:07:35Z
dc.date.available.none.fl_str_mv	2025-06-20T14:07:35Z
dc.date.issued.none.fl_str_mv	2025
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
format	http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/21174
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv	repourl: http://repositorio.pedagogica.edu.co/
url	http://hdl.handle.net/20.500.12209/21174
identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Abo Skhela, K. A. A-R. (2010) The Effectiveness of Using Storytelling Technique in Enhancing 11th Graders' Listening Comprehension Sub-Skills in Middle Gaza Governorate. The Islamic University – Gaza Deanery of Graduate Studies. Curricula & English Teaching Ahmad Khan, W. (2020) Your language, your identity: The impact of cultural identity in teaching English as foreign language. European Journal of English Language Teaching, Volume 5. Arabia Saudi. Altugan, A. (2015). The Relationship between cultural identity and learning. Procedia - Social and Behavioral Sciences, 186, pp. 11591162. Barkhuizen, G. (2011). Narrative Knowledging in TESOL. TESOL Quarterly, 45(3), 391- 414. doi: DOI 10.5054/ tq.2011.261888. Barzaq .M.(2009) Integrating Sequential Thinking Thought Teaching Stories in the Curriculum. Al– Qattan Center for Educational Research and Development QCERD. Gaza. Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly Bhabha, Homi K. (2007) El lugar de la cultura. - 1a ed. 1a reimp. Manantial. Bourdieu, P. (1977) The economics of linguistic exchanges Braun, V. & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London: Sage. Bruner (1983), Text, play, and story: The construction and reconstruction of self and society. Princeton, NJ: American Ethnological Society. Bruner, E. M. (1984). Introduction: The opening up of anthropology. In S. Plattner & E. M. Butler, J. (1990) Gender trouble. Feminism and subversion of identity. Routledge, New York and London. Butler, J. (1989) Variaciones sobre sexo y género: Beauvoir, Wittig y Foucault. Canagarajah, S. 1999. Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press. Chen, V. H. H. (2014) Cultural identity. Key Concepts in Intercultural Dialogue, 22. Clandinin, D.J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27, 44-54 Condon, J. C. (1993). Cultural anthropology. New York: Random House Dumitrašković, T. A. (2015) Culture, Identity and Foreign Language Teaching and Learning. Journal of Foreign Language Teaching and Applied Linguistics. Dyson, A., & Genishi, C. (1994) Introduction: The need for story. In Dyson, A., & Genishi, C. (Editors). The need for story: Cultural diversity in classroom and community. Illinois: The National Council of Teachers of English. Ellis, Rod. (2008). The Study of Second Language Acquisition. 2nd Edition. Oxford: Oxford University Press. Ehrlich, S. (1997) Gender as social practice. Studies in Second Language Acquisition 19(04):421 – 446 DOI:10.1017/S0272263197004014 Fandiño, Y. J. (2014). Teaching culture in Colombia Bilingüe: From theory to practice. Colombian Applied Linguistics Journal, 16(1). 81-92. Freeman, S; Martin, J; Nash, C; Hausknecht, S; Skinner, K (2020) Use of a Digital Storytelling Workshop to Foster Development of Intergenerational Relationships and Preserve Culture with the Nak’azdli First Nation: Findings from the Nak’azdli Lha’hutit’en Project. Canadian Journal on Aging / La Revue canadienne du vieillissement 39 Freire, P. (1970) Pedagogy of the oppressed. Hall, S., & Du Gay, P. (1996) Questions of cultural identity. Sage Publications, Inc. Ho, T. (2009). The relationship between culture and language. ELT Journal, 63(4), 371-380. hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. Jund, A. (2010). Toward a pedagogy of intercultural understanding in teaching English for Academic Purposes.The Electronic Journal for English as a Second Language. Kim, D; Li, M. (2020) Digital storytelling: facilitating learning and identity development. Journal of Computers in Education ISSN 2197-9987. Beijing Normal University. Kumaravadivelu, B. (2001). Towards a Postmethod Pedagogy. TESOL Quarterly. Kramsch, Claire. (1998) Language and Culture. Oxford: Oxford University Press. Kristiawana, D., Ferdiansyah, S., & Picard, M. (2022) Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Iranian Journal of Language Teaching Research 10(1). Lamas, M. (1996) La antropología feminista y la categoría de “género”. Lamas, M. (2000) Diferencias de sexo, género y diferencia sexual. Cuicuilco, vol. 7, núm. 18. Escuela Nacional de Antropología e Historia. Lantolf, J. P. (Ed.) (2000). Sociocultural theory and second language learning, Oxford: Oxford University. Liu, K-P; Tai, S-J. D; Liu, C-C. (2018) Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course. Association for Educational Communications. Taiwan – China. Lucarevschi, C. R. (2016). The role of storytelling in language learning: A literature review. Working Papers of the Linguistics Circle of the University of Victoria. Maynard, B. (2005) The Importance of Story. McCullum, M.M., Maldonado, N., & Baltes, B. (2014). Storytelling to teach cultural awareness: The right story at the right time. LEARNing Landscapes, 7(2), 219-232. McDrury, J., & Alterio, M. (2003). Learning through storytelling in higher education. Sterling, VA: Kogan Page Limited. McLaren, P. 1994. Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. New York: Longman. Mejía, A.-M. (2006). Bilingual education in Colombia: towards a recognition of languages, cultures and identities. Colombian Applied Linguistics Journal, (8), 152–168. Mendieta, J. A., (2013). Narrative research: An alternative approach to study language teaching and learning. Revista Folios, (37), 135-147. Merriam, S. and Tisdell, E. (2016). Qualitative Research. A guide to Design and Implementation. Josset-Bass A Wiley Brand 4th ed. Mitchell, R & F. Myles. (2004) Second Language Learning Theories. Moen, T. (2006). Reflections on the narrative research approach. International Muzammil, L & A. (2017) Teaching proficiency through reading and storytelling (TPRS) as a technique to foster students’ speaking skill. JEELS, Volume 4, Number 1. Universitas Kanjuruhan Malang, Indonesia. Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman/Pearson Education. Norton, B; Toohey, K (2004) Critical pedagogies and language learning: An introduction. Norton, B; Pavlenko, A. (2004) Addressing gender in the ESL/EFL classroom. TESOL Quarterly 38(3) DOI:10.2307/3588351 Pavlenko, A. (2002). Narrative study: Whose story is it, anyway? TESOL Quarterly, 36(2), 213–218. doi:10.2307/3588332. Pavlenko, A., (2004). Gender and sexuality in foreign and second language education: Critical and feminist approaches. Pennycook, A. (2001) Critical Applied Linguistics: A Critical Introduction. Pennycook, A. (1989) The Cultural Politics of English as an International Language. Perez-Gomez, F & Cortes Cross, D. E. (2021) On Intercultural Communicative Competence: Student-teachers’ Accounts of Colombian Cultural Identity. English Language Teaching; Vol. 14, No. 12; 2021. Riley, Philip (2007) Language, Culture and Identity. London: Continuum. Rodríguez Tamayo, I. Y., & Tenjo-Macías, L. M. (2019). Children’s Cultural Identity Formation: Experiences in a Dual Language Program. GIST – Education and Learning Research Journal, (18), 86–108. Tajeddin, Z., & Teimournezhad, Sh. (2014). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. The Language Learning Journal, 1, pp. 1-14. Van Lier, L. (2008). Agency in the classroom. In J. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). London: Equinox Publishers. Viveros, M. (2016) La interseccionalidad: una aproximación situada a la dominación. Universidad Nacional de Colombia. Weedon, C. (1997). Feminist practice and poststructuralist theory. London: Blackwell.
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons.none.fl_str_mv	Attribution-NonCommercial-NoDerivatives 4.0 International
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 Attribution-NonCommercial-NoDerivatives 4.0 International
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.coverage.spatial.spa.fl_str_mv	Bogotá, Colombia
dc.publisher.spa.fl_str_mv	Universidad Pedagógica Nacional
dc.publisher.program.spa.fl_str_mv	Licenciatura en Español y Lenguas Extranjeras
dc.publisher.faculty.spa.fl_str_mv	Facultad de Humanidades
institution	Universidad Pedagógica Nacional
bitstream.url.fl_str_mv	http://repository.pedagogica.edu.co/bitstream/20.500.12209/21174/5/My%20culture%2c%20my%20story.pdf.jpg http://repository.pedagogica.edu.co/bitstream/20.500.12209/21174/3/license.txt http://repository.pedagogica.edu.co/bitstream/20.500.12209/21174/4/202503250112993-06%20JUN%2025%20JOHANA%20RODRIGUEZ.pdf http://repository.pedagogica.edu.co/bitstream/20.500.12209/21174/1/My%20culture%2c%20my%20story.pdf
bitstream.checksum.fl_str_mv	4e94652345ff67e4dd440bd45d371aac 8a4605be74aa9ea9d79846c1fba20a33 c1d3373ed5c2c50f09b61eee8759390c 1cfb2839c557a250e54c7e56e8923277
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv	repositorio@pedagogica.edu.co
_version_	1836753107774603264
spelling	Cruz Arcila, FerneyRodríguez Aranzalez, Johana CarolinaBogotá, Colombia2025-06-20T14:07:35Z2025-06-20T14:07:35Z2025http://hdl.handle.net/20.500.12209/21174instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/La relación entre la identidad cultural, el aprendizaje de idiomas y la narración de historias no ha sido explorada por los investigadores en las escuelas públicas de nuestro país. En Colombia, la cultura no se discute a fondo en las aulas de inglés como lengua extranjera (EFL) (Mejía, 2006). Las investigaciones consultadas demuestran que las historias se componen de conocimiento cultural (Lucaraveschi, 2016), lo que podría aumentar el interés de los estudiantes en explorar su propia cultura, y al compartir historias personales, surge una oportunidad potencial para mejorar el desarrollo de su identidad (Kim y Li, 2020). Esta investigación propone una estrategia pedagógica basada en la narración de historias con un enfoque de género para cuestionar las identidades culturales de los estudiantes mediante el análisis crítico de los roles de género presentes en ellas. Esta se llevó a cabo en una escuela pública de Bogotá con un grupo de muestra compuesto por estudiantes mujeres de 11vo grado, utilizando un enfoque de indagación narrativa e implementando instrumentos de recolección de datos como notas de campo, cuestionarios, entrevistas e historias durante las intervenciones. Los hallazgos demuestran que la identidad cultural propia de los estudiantes puede cuestionarse al abordar críticamente las problemáticas de género en el aula de inglés a través de la narración de historias. En conclusión, estas pudieron reposicionarse desde diversos lugares de enunciación como mujeres en la sociedad, no sólo negociando sus identidades sino también potenciando el aprendizaje de lenguas extranjeras en el proceso.Submitted by Johana Carolina Rodriguez Aranzalez (jcrodrigueza@upn.edu.co) on 2025-06-06T20:19:14Z No. of bitstreams: 2 My culture, my story.pdf: 2975085 bytes, checksum: 1cfb2839c557a250e54c7e56e8923277 (MD5) Licencia_uso_trabajos_y_tesis_grado (1).pdf: 6241554 bytes, checksum: c1d3373ed5c2c50f09b61eee8759390c (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2025-06-06T21:19:30Z (GMT) No. of bitstreams: 2 My culture, my story.pdf: 2975085 bytes, checksum: 1cfb2839c557a250e54c7e56e8923277 (MD5) Licencia_uso_trabajos_y_tesis_grado (1).pdf: 6241554 bytes, checksum: c1d3373ed5c2c50f09b61eee8759390c (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2025-06-20T14:07:35Z (GMT) No. of bitstreams: 2 My culture, my story.pdf: 2975085 bytes, checksum: 1cfb2839c557a250e54c7e56e8923277 (MD5) Licencia_uso_trabajos_y_tesis_grado (1).pdf: 6241554 bytes, checksum: c1d3373ed5c2c50f09b61eee8759390c (MD5)Made available in DSpace on 2025-06-20T14:07:35Z (GMT). No. of bitstreams: 2 My culture, my story.pdf: 2975085 bytes, checksum: 1cfb2839c557a250e54c7e56e8923277 (MD5) Licencia_uso_trabajos_y_tesis_grado (1).pdf: 6241554 bytes, checksum: c1d3373ed5c2c50f09b61eee8759390c (MD5) Previous issue date: 2025Colegio Lorencita Villegas de Vargas, Universidad Pedagógica NacionalLicenciado en Español y Lenguas ExtranjerasPregradoThe relationship between cultural identity, language learning and storytelling has not been explored by researchers regarding public schools in our country. In Colombia, culture is not deeply discussed in EFL classrooms (Mejia, 2006). Reviewed investigations demonstrate that stories are composed of cultural knowledge (Lucaraveschi, 2016) which might increase students’ interest in exploring their own culture, and while sharing personal stories, a potential opportunity to enhance the development of their identity emerges (Kim & Li, 2020). This research proposes a pedagogical strategy based on storytelling with a focus on gender to question learners’ cultural identities by critically analyzing gender roles in stories. It was conducted at a public-school in Bogota with a sample group composed of 11th-grade female students, using a narrative inquiry approach and implementing data collection instruments such as field notes, questionnaires, interviews and stories during interventions. Findings demonstrate that students’ own cultural identity can be questioned while critically addressing gender issues in the English classroom through storytelling. In conclusion, they could reposition themselves from diverse loci of enunciation as women in society, not only negotiating their identities but also enhancing foreign language learning in the process.Inglésapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalIdentidad culturalGéneroNarración de historiasAprendizaje de inglésCultural identityGenderStorytellingEnglish learningMy culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbo Skhela, K. A. A-R. (2010) The Effectiveness of Using Storytelling Technique in Enhancing 11th Graders' Listening Comprehension Sub-Skills in Middle Gaza Governorate. The Islamic University – Gaza Deanery of Graduate Studies. Curricula & English TeachingAhmad Khan, W. (2020) Your language, your identity: The impact of cultural identity in teaching English as foreign language. European Journal of English Language Teaching, Volume 5. Arabia Saudi.Altugan, A. (2015). The Relationship between cultural identity and learning. Procedia - Social and Behavioral Sciences, 186, pp. 11591162.Barkhuizen, G. (2011). Narrative Knowledging in TESOL. TESOL Quarterly, 45(3), 391- 414. doi: DOI 10.5054/ tq.2011.261888.Barzaq .M.(2009) Integrating Sequential Thinking Thought Teaching Stories in the Curriculum. Al– Qattan Center for Educational Research and Development QCERD. Gaza.Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL QuarterlyBhabha, Homi K. (2007) El lugar de la cultura. - 1a ed. 1a reimp. Manantial.Bourdieu, P. (1977) The economics of linguistic exchangesBraun, V. & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. London: Sage.Bruner (1983), Text, play, and story: The construction and reconstruction of self and society. Princeton, NJ: American Ethnological Society.Bruner, E. M. (1984). Introduction: The opening up of anthropology. In S. Plattner & E. M.Butler, J. (1990) Gender trouble. Feminism and subversion of identity. Routledge, New York and London.Butler, J. (1989) Variaciones sobre sexo y género: Beauvoir, Wittig y Foucault.Canagarajah, S. 1999. Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press.Chen, V. H. H. (2014) Cultural identity. Key Concepts in Intercultural Dialogue, 22.Clandinin, D.J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27, 44-54Condon, J. C. (1993). Cultural anthropology. New York: Random HouseDumitrašković, T. A. (2015) Culture, Identity and Foreign Language Teaching and Learning. Journal of Foreign Language Teaching and Applied Linguistics.Dyson, A., & Genishi, C. (1994) Introduction: The need for story. In Dyson, A., & Genishi, C. (Editors). The need for story: Cultural diversity in classroom and community. Illinois: The National Council of Teachers of English.Ellis, Rod. (2008). The Study of Second Language Acquisition. 2nd Edition. Oxford: Oxford University Press.Ehrlich, S. (1997) Gender as social practice. Studies in Second Language Acquisition 19(04):421 – 446 DOI:10.1017/S0272263197004014Fandiño, Y. J. (2014). Teaching culture in Colombia Bilingüe: From theory to practice. Colombian Applied Linguistics Journal, 16(1). 81-92.Freeman, S; Martin, J; Nash, C; Hausknecht, S; Skinner, K (2020) Use of a Digital Storytelling Workshop to Foster Development of Intergenerational Relationships and Preserve Culture with the Nak’azdli First Nation: Findings from the Nak’azdli Lha’hutit’en Project. Canadian Journal on Aging / La Revue canadienne du vieillissement 39Freire, P. (1970) Pedagogy of the oppressed.Hall, S., & Du Gay, P. (1996) Questions of cultural identity. Sage Publications, Inc.Ho, T. (2009). The relationship between culture and language. ELT Journal, 63(4), 371-380.hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom.Jund, A. (2010). Toward a pedagogy of intercultural understanding in teaching English for Academic Purposes.The Electronic Journal for English as a Second Language.Kim, D; Li, M. (2020) Digital storytelling: facilitating learning and identity development. Journal of Computers in Education ISSN 2197-9987. Beijing Normal University.Kumaravadivelu, B. (2001). Towards a Postmethod Pedagogy. TESOL Quarterly.Kramsch, Claire. (1998) Language and Culture. Oxford: Oxford University Press.Kristiawana, D., Ferdiansyah, S., & Picard, M. (2022) Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Iranian Journal of Language Teaching Research 10(1).Lamas, M. (1996) La antropología feminista y la categoría de “género”.Lamas, M. (2000) Diferencias de sexo, género y diferencia sexual. Cuicuilco, vol. 7, núm. 18. Escuela Nacional de Antropología e Historia.Lantolf, J. P. (Ed.) (2000). Sociocultural theory and second language learning, Oxford: Oxford University.Liu, K-P; Tai, S-J. D; Liu, C-C. (2018) Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course. Association for Educational Communications. Taiwan – China.Lucarevschi, C. R. (2016). The role of storytelling in language learning: A literature review. Working Papers of the Linguistics Circle of the University of Victoria.Maynard, B. (2005) The Importance of Story.McCullum, M.M., Maldonado, N., & Baltes, B. (2014). Storytelling to teach cultural awareness: The right story at the right time. LEARNing Landscapes, 7(2), 219-232.McDrury, J., & Alterio, M. (2003). Learning through storytelling in higher education. Sterling, VA: Kogan Page Limited.McLaren, P. 1994. Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. New York: Longman.Mejía, A.-M. (2006). Bilingual education in Colombia: towards a recognition of languages, cultures and identities. Colombian Applied Linguistics Journal, (8), 152–168.Mendieta, J. A., (2013). Narrative research: An alternative approach to study language teaching and learning. Revista Folios, (37), 135-147.Merriam, S. and Tisdell, E. (2016). Qualitative Research. A guide to Design and Implementation. Josset-Bass A Wiley Brand 4th ed.Mitchell, R & F. Myles. (2004) Second Language Learning Theories.Moen, T. (2006). Reflections on the narrative research approach. InternationalMuzammil, L & A. (2017) Teaching proficiency through reading and storytelling (TPRS) as a technique to foster students’ speaking skill. JEELS, Volume 4, Number 1. Universitas Kanjuruhan Malang, Indonesia.Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman/Pearson Education.Norton, B; Toohey, K (2004) Critical pedagogies and language learning: An introduction.Norton, B; Pavlenko, A. (2004) Addressing gender in the ESL/EFL classroom. TESOL Quarterly 38(3) DOI:10.2307/3588351Pavlenko, A. (2002). Narrative study: Whose story is it, anyway? TESOL Quarterly, 36(2), 213–218. doi:10.2307/3588332.Pavlenko, A., (2004). Gender and sexuality in foreign and second language education: Critical and feminist approaches.Pennycook, A. (2001) Critical Applied Linguistics: A Critical Introduction.Pennycook, A. (1989) The Cultural Politics of English as an International Language.Perez-Gomez, F & Cortes Cross, D. E. (2021) On Intercultural Communicative Competence: Student-teachers’ Accounts of Colombian Cultural Identity. English Language Teaching; Vol. 14, No. 12; 2021.Riley, Philip (2007) Language, Culture and Identity. London: Continuum.Rodríguez Tamayo, I. Y., & Tenjo-Macías, L. M. (2019). Children’s Cultural Identity Formation: Experiences in a Dual Language Program. GIST – Education and Learning Research Journal, (18), 86–108.Tajeddin, Z., & Teimournezhad, Sh. (2014). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. The Language Learning Journal, 1, pp. 1-14.Van Lier, L. (2008). Agency in the classroom. In J. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). London: Equinox Publishers.Viveros, M. (2016) La interseccionalidad: una aproximación situada a la dominación. Universidad Nacional de Colombia.Weedon, C. (1997). Feminist practice and poststructuralist theory. London: Blackwell.THUMBNAILMy culture, my story.pdf.jpgMy culture, my story.pdf.jpgIM Thumbnailimage/jpeg3704http://repository.pedagogica.edu.co/bitstream/20.500.12209/21174/5/My%20culture%2c%20my%20story.pdf.jpg4e94652345ff67e4dd440bd45d371aacMD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/21174/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202503250112993-06 JUN 25 JOHANA RODRIGUEZ.pdf202503250112993-06 JUN 25 JOHANA RODRIGUEZ.pdfLICENCIA APROBADAapplication/pdf6241554http://repository.pedagogica.edu.co/bitstream/20.500.12209/21174/4/202503250112993-06%20JUN%2025%20JOHANA%20RODRIGUEZ.pdfc1d3373ed5c2c50f09b61eee8759390cMD54ORIGINALMy culture, my story.pdfMy culture, my story.pdfapplication/pdf2975085http://repository.pedagogica.edu.co/bitstream/20.500.12209/21174/1/My%20culture%2c%20my%20story.pdf1cfb2839c557a250e54c7e56e8923277MD5120.500.12209/21174oai:repository.pedagogica.edu.co:20.500.12209/211742025-06-20 23:00:46.386Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

My culture, my story : storytelling as a pedagogical strategy to question students' own cultural identities in the English classroom.

Publicaciones similares