Foreign language culture teaching and learner's cultural identity

Abstract

The present research study sought to determine if the teaching and socialization of the cultural components of a target language within the context of a bilingual school in Barranquilla threatened leaners’ mainstream cultural identity. The primary source of data collected came from a group of fifth grade students that had experienced the school’s teaching and socialization of the foreign culture for more than five years. Secondary data collected came from a group of teachers, the coordinator, and observation of context. Methodology: The research study used a qualitative approach with an ethnographic case study design, which allowed a systematic and flexible approach to data collection. Results: Final results of research study suggest that learners have not adopted a foreign cultural identity and that mainstream culture dominates school ground context. Conclusions: results indicate that the school’s teaching and socialization of the foreign culture, does not threaten learners’ cultural identity. More so, it is considered that students benefit from exposure to the foreign culture and that they might be developing intercultural competences.