Teaching english from Carti in Gunayala: intercultural awareness and linguistic equity

Abstract

This essay examines intercultural awareness and identifies the ethnolinguistic complexity in the classroom. It is a qualitative study case with an ethnographic perspective. Students from the Anexo program in Carti of the University of Panama were exposed to innovative English teaching strategies for intercultural contexts. Surveys, interviews, field notes, and diagnostic tests were used to collect data. In this study, the researchers observed that 64% of Guna students showed structural confusion among the three languages: native language and Spanish when exposed to a third language, English. It occurred because of the language interference and the ethnolinguistic complexity. This study showed that the indigenous students required a more flexible methodology for learning English. They integrated intercultural awareness strategies and resources into the EFL (English as a Foreign Language) curriculum. Will reinforce their identity and revitalize their native language and worldview.

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