The purpose of this study was to identify the current situation of our indigenous students in relation to low performance and the impact that motivation causes in learning the English language at the Faculty of Business Administration and Accounting (FAECO) and at the Faculty of Humanities.
It is a descriptive cross-sectional study. A diagnosis and a survey were applied to a sample of 24 indigenous students between these Gunas and Embera. English workshops were organized from an intercultural context in order to know the attitude and perception of students in regular English classes and the causes of the high percentages of failures, dropouts and learning problems that interrupt the process that indigenous students have with respect to their mother tongue, forcing them to read and write in a language that they often do not know, they do not speak or write it, leading them to reject or neglecting their own language to acquire a second language resulting in the loss of the first.
It was observed that it is possible that FAECO indigenous students feel excluded from learning activities in a traditional classroom. They can even become marginalized and demoralized, if teachers ignore the development of intercultural competence in their lessons.
Therefore, we can conclude that the teaching of English from an intercultural perspective reinforces values, beliefs, and identity, as integrating elements in the development of a foreign language and that the modality of workshops provides an excellent opportunity to design dynamic and inclusive classes for Low-performing indigenous students in English classes.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
