The present qualitative-quantitative research presents a non-experimental cross-sectional study on the effectiveness of the gastronomic activities as an intercultural strategy for the teaching of English as a foreign language. The study was developed with the sample participation of 15 foreign language teachers, 100 first-year students of the Unified General Baccalaureate (BGU), and 100 parents-responsible for the students, all active in their functions within the educational system of the Costa region. -Galápagos de Ecuador, during the 2019-2020 school year. To collect the information, two instruments were applied to 50 teachers of English as a foreign language; the first was a test with 10 affirmative prepositions on a Likert scale and the second was a semi-structured interview. A test with 10 items was applied to the students and the parents-guardians. The results showed that teachers, parents, and students consider that the gastronomic recipe is not only effective as a strategy but also encourages the socialization of knowledge among peers, while stimulating and increasing students' intercultural knowledge, favoring their academic performance.
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