A Methodological Route for Teaching Vocabulary in Spanish as a Foreign Language Using Oral Tradition Stories: The Witches of La Jagua and Colombia’s Linguistic and Cultural Diversity

Guardado en:

Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 8 (2025), p. 949-966
Autor principal:	Guarín, Daniel
Publicado:	MDPI AG
Materias:	Colombia Study abroad Teaching Students Cultural differences Second language instruction Oral tradition Colombian literature Foreign language learning Textbooks Language culture relationship Educational materials Pragmatics Spanish as a second language Didacticism Linguistics Education Language Pedagogy Second language vocabulary learning Spanish language Culture Vocabulary instruction Native literature Cultural instruction Teaching methods Second language teachers Literature Classrooms Narratives Design Multiculturalism & pluralism Local knowledge 21st century Worldview Cultural sensitivity Teachers Foreign languages Curricula Intercultural competence Creativity Vocabulary Traditions Linguistic Input Communicative Competence (Languages) Language Teachers Applied Linguistics Academic Accommodations (Disabilities) Linguistic Competence Cultural Pluralism Educational Objectives Folk Culture Lexicology Learner Engagement Cross Cultural Training Competence Language Skills Learning Processes Cultural Background Indigenous Knowledge Instructional Materials Grammar Translation Method Classroom Techniques Audiolingual Methods Language Planning Educational Facilities Improvement Cross Cultural Studies
Acceso en línea:	Citation/Abstract Full Text + Graphics Full Text - PDF
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Descripción
Resumen:	Oral tradition stories hold a vital place in language education, offering rich repositories of linguistic, cultural, and historical knowledge. In the Spanish as a Foreign Language (SFL) context, their inclusion provides dynamic opportunities to explore diversity, foster critical and creative thinking, and challenge dominant epistemologies. Despite their pedagogical potential, these narratives remain largely absent from formal curricula, with most SFL textbooks still privileging canonical works, particularly those from the Latin American Boom or European literary texts. This article aims to provide practical guidance for SFL instructors on designing effective, culturally responsive materials for the teaching of vocabulary. Drawing on a methodological framework for material design and a cognitive approach to vocabulary learning, I present original pedagogical material based on a Colombian oral tradition story about the witches of La Jagua (Huila, Colombia) to inspire educators to integrate oral tradition stories into their classrooms. As argued throughout, oral narratives not only support vocabulary acquisition and intercultural competence but also offer students meaningful engagement with the values, worldviews, and linguistic diversity that shape Colombian culture. This approach redefines language teaching through a more descriptive, contextualized, and culturally grounded lens, equipping learners with pragmatic, communicative, and intercultural skills essential for the 21st century. My goal with this article is to advocate for teacher agency in material creation, emphasizing that educators are uniquely positioned to design pedagogical resources that reflect their own cultural realities and local knowledge and to adapt them meaningfully to their students’ needs.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15080949
Fuente:	Education Database