Bouleverser les réalités rurales locales grâce à l’apprentissage par enquête dans les classes d’anglais langue étrangère
DOI :
https://doi.org/10.17533/udea.ikala.355857Mots-clés :
décolonialité, EFL, ELT, enseignement de l’anglais dans les zones rurales, apprentissage par enquêteRésumé
L’enseignement de l’anglais (ELT) dans les zones rurales s’écarte souvent de l’agenda global avec des pratiques qui contribuent au bien-être des étudiants au-delà du développement des compétences linguistiques. Cet article présente une étude de cas qualitative qui a exploré l’influence de l’apprentissage par enquête (APE) sur la sensibilisation des étudiants EFL (anglais langue étrangère) aux questions socioculturelles locales dans une école publique rurale du département de Huila, dans le sud-ouest de la Colombie. Dans le cadre de ce projet, une intervention pédagogique a été mise en oeuvre, dans la quelles ont été recueillies données d'auprès de 22 lycéens qui ont rempli des questionnaires et des entretiens, lesquels ont été analysés dans une perspective décoloniale. L’analyse thématique des réponses des élèves a permis de dégager trois catégories : a) l’inertie des élèves face aux questions socioculturelles locales : les opinions initiales issues d’un engagement passif typique, b) l’élargissement des perspectives socioculturelles : le bond en avant de la pensée critique des élèves, et c) l’élan du changement : la conscience socioculturelle et l’activisme des élèves. Les résultats montrent que les étudiants ont abordé de manière critique des questions socioculturelles complexes, telles que la violence à l’égard des femmes, la toxicomanie et la maltraitance des enfants, qui étaient auparavant ignorées. En plus, les élèves ont développé des stratégies pour relever les défis de leur communauté. Par conséquent, les élèves ont renforcé leur conscience socioculturelle et leur activisme social, révélant ainsi que l’IBL est une approche pédagogique significative pour promouvoir une approche holistique du ELT. En jouant un rôle proactif dans leur rocessus d’apprentissage et en s’émancipant des agendas politiques et économiques locaux qui interfèrent avec le Système éducatif, les étudiants affirment leur dignité et sont habilités à aider les autres à surmonter les problèmes sociaux de leur communautés.
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