Leer · La enseñanza del inglés como herramienta para la educación en derechos humanos: una experiencia pedagógica en territorios de posconflicto en Colombia

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ENGLISH LANGUAGE TEACHING AS A TOOL FOR HUMAN RIGHTS

EDUCATION: A PEDAGOGICAL EXPERIENCE IN COLOMBIA’S

POSCONFLICT TERRITORIES

DANA VALENTINA PEREIRA ALEJO

MATEO ROMERO SOLER

MARIETA QUINTERO MEJÍA

Tutor

Work submitted as a partial requirement for the degree of Bachelor’s in Foreign Languages with an Emphasis in English

District University Francisco José de Caldas Faculty of Sciences and Education Bogotá, D.C.

2026

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ENGLISH LANGUAGE TEACHING AS A TOOL FOR HUMAN RIGHTS

EDUCATION: A PEDAGOGICAL EXPERIENCE IN COLOMBIA’S

POSCONFLICT TERRITORIES

JOSÉ ANDELFO LIZCANO CARO

Rector

WILMAN ENRIQUE NAVARRO MEJÍA

Vicerrector Académico de la Universidad

ASTRID RAMÍREZ VALENCIA

Decana Facultad de Ciencias y Educación

ALEJANDRO McNEIL FERNÁNDEZ Coordinador Programa Académico Licenciatura en Lenguas Extrajeras con Énfasis en Inglés

BOGOTÁ D.C.

2026

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Agradecimientos.

Quiero agradecer principalmente a la Fundación Inju Huellas por brindarnos la oportunidad de vivir una experiencia tan significativa, que nos permitió acercarnos a los territorios y aportar, aunque sea con un pequeño grano de arena, a la transformación de nuestro país y nuestra sociedad. Gracias por permitirnos compartir y hacer parte del camino de vida de los 69 estudiantes que decidieron inscribirse, y de aquellos que se mantuvieron hasta el final. De manera especial, agradezco a la profesora Geraldine por ser una guía constante en cada paso de este proceso y por contribuir a la construcción de un futuro diferente en el territorio y en la vida de los estudiantes.

Agradezco de corazón a mi compañera, amiga y guerrera, Dana, con quien desde nuestras primeras clases en el año 2020 compartí el sueño de salir adelante y culminar esta carrera. Gracias por tu dedicación, tu esfuerzo y tu valentía para llegar hasta el final, siempre con el deseo de hacer las cosas de la mejor manera.

A Mary Luz, por guiarme, acompañarme y no dejarme renunciar en este camino pedagógico, y por enseñarme que la educación realmente transforma vidas.

A mi papá, porque este logro también es suyo. Gracias por vivir este proceso conmigo, por luchar desde el primer momento y por crear las condiciones que me permitieron estudiar y salir adelante.

A mis vecinas, a mi familia y a mi pareja, por su apoyo constante, por sus palabras y por ser ese impulso que siempre me motivó a seguir adelante.

— Mateo Romero

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La oportunidad de aprendizaje que me brindó la Fundación IN-JU HUELLAS, a través de este proyecto que me cautivó desde el primer momento, merece mi más profundo agradecimiento. Como docente en formación, esta experiencia me permitió abrir los ojos y darme cuenta de que es posible generar un aprendizaje significativo y transformador en nuestro país. Asimismo, agradezco profundamente a la Universidad Distrital Francisco José de Caldas, mi alma mater, por transformar mi vida a través de la educación pública.

A mis estudiantes, gracias por dejar en mí una huella imborrable. Durante cada sábado compartido, incluso en una de las etapas más desafiantes de mi vida, fueron una razón para levantarme, sonreír y seguir adelante. En ellos encontré distintas formas de ver y apreciar la vida, recordándome lo que significa ser humano. Gracias a la profesora Marieta, por brindarnos la oportunidad de vivir este proyecto, y a la profesora Geraldine, por acompañarnos en cada paso y decisión con su guía y apoyo.

A mi mamá, quien ha sido el pilar de mi vida. Gracias por escucharme en los momentos más difíciles, por ayudarme a encontrar soluciones y por cada taza de tinto que se convirtió en un abrazo para el alma. A mis abuelas, Margarita y Elvirita, por ser siempre mi motivación. A mi papá, Javier, quien, aunque ya no esté en este plano, vive en cada uno de mis días y me da fuerzas para continuar. A mis hermanos, David y Lina, por ser mi inspiración constante; a David L., por su escucha y sus risas, y a mi familia por acompañarme en este camino. A Emerson, por acompañarme durante todo este proceso con su calidez, comprensión, amor y apoyo incondicional; por estar presente en cada risa y en cada llanto de este proceso. A Bruce, mi compañero de cuatro patas, por acompañarme en cada noche de desvelo y brindarme el calor necesario para seguir.

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Finalmente, a mis amistades, quienes han sido fundamentales en este camino. Agradezco a Paula, por su apoyo y compañía a pesar de la distancia; a Lalu, uno de los regalos más valiosos que me dejó la Universidad Distrital; a Sarita, por su comprensión, escucha y resiliencia; a Daniela, por acompañarme en una nueva etapa; a Gabriel, Liz y Nico, por aparecer en este proceso y hacerlo más significativo; a Valentina, por ser mi luz en la distancia; a Danna, por su apoyo incondicional.

A Mateo, mi compañero de esta etapa de mi vida y de este proyecto, con quien compartí alegrías y dificultades, por su paciencia y compañía.

Gracias a cada uno por darme fuerzas para llegar hasta aquí.

— Dana Pereira.

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Resumen Este estudio analiza la implementación de un currículo de inglés como lengua extranjera (EFL) basado en un enfoque de derechos humanos en territorios rurales de posconflicto en Colombia. La investigación se enmarca en un enfoque cualitativo y en la Investigación Acción Participativa (IAP), y se desarrolló a través del programa Cultural English mediante entornos virtuales apoyados en TIC como Google Meet y WhatsApp. La intervención involucró a niños, niñas y adolescentes de regiones como Arauca y Meta, donde el conflicto armado, las limitaciones en el acceso a la educación y las desigualdades estructurales afectan los procesos de aprendizaje. A través de Cultural English, se integró la enseñanza del inglés con la educación en derechos humanos, promoviendo la participación, la reflexión crítica y la comprensión intercultural. A pesar de dificultades como la conectividad y la participación irregular, los estudiantes mostraron avances lingüísticos y utilizaron el idioma como herramienta para expresar su realidad y fortalecer su identidad.

Palabras clave: enseñanza del inglés, educación en derechos humanos, posconflicto, educación rural, Cultural English, investigación acción participativa

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Abstract This study examines the implementation of an English as a Foreign Language (EFL) curriculum based on a human rights approach in rural post-conflict territories in Colombia. Framed within a qualitative methodology and Participatory Action Research (PAR), the project was developed through the Cultural English program using virtual environments mediated by ICT tools such as Google Meet and WhatsApp. The intervention involved children and adolescents from regions such as Arauca and Meta, where armed conflict, limited access to education, and structural inequalities affect learning processes. Through Cultural English, language instruction was integrated with human rights education, fostering intercultural understanding, critical reflection, and active participation. Despite challenges such as connectivity issues and fluctuating engagement, students showed progress in basic linguistic skills. More importantly, English became a tool for expressing experiences, strengthening identity, and building a sense of belonging, highlighting the potential of context-sensitive EFL teaching in marginalized communities.

Keywords: EFL teaching, human rights education, post-conflict contexts, rural education, Cultural English, participatory action research

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Table content Agradecimientos.

Resumen

Abstract

Table content

List of figures

Description of the internship context.

General Objective:

Specific objectives:

Theoretical Framework

Post-conflict Rural Education and Human-rights based approach.

State of the Art.

English Language Teaching in Rural Colombia: Structural Challenges and Opportunities

Rural Education, Territory, and Contextualized Pedagogies

Questioning Bilingualism Policies and the National Bilingualism Program

Intercultural Pedagogies in ELT

ICT applied in rural contexts.

Human Rights, Peacebuilding, and Transformative ELT Practices

Research Gap

Integrating into Students’ Lives: Beginning of the PAR Cycle

Pedagogical Planning for the Second Stage of the Cultural English Project

Timeline for the Implementation of the Cultural English 2025 Cycle

From Planning to Practice: The Cultural English Project

Module 1: The Right to Belong a Community.

Module 2: Camila’s Right to Have an Identity

Module 3: Mother Earth’s Rights

Module 4: Palos Verdes is a Wonderful Natural Place

Module 5: Bochica City: A new and a different place on Earth

Module 6: Santiago Has the Right to Have a Decent Job

Module 7: Right to Be Protected

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Module 8: Our Body Is Part of Our Identity

Reflection of the cycle

Objective #1

Objective #2

Objective #3

Conclusions

References

List of tables Table 1. Place of students’ residence: ....................................................................................... 43 Table 2. In terms of age distribution:........................................................................................ 45 Table 3. Population group self-identification ........................................................................... 45 Table 4. Type of technological access ........................................................................................ 48 Table 5. Educational level .......................................................................................................... 50 Table 6. Reasons for joining the project ................................................................................... 53 Table 7. Preferred learning activities ........................................................................................ 54 Table 8. Modules: ........................................................................................................................ 58 Table 9. Schedule: ....................................................................................................................... 60

List of figures Figure 1. Vocabulary activity on citizenship and human rights used during the lesson. ............. 63 Figure 2. Student drawing about coexistence created by EM4 ................................................... 65 Figure 3. Student drawing about coexistence created by EM7 ................................................... 65 Figure 4. Student drawing about coexistence created by EH2 .................................................... 65 Figure 5. Student drawing about coexistence created by EM9 ................................................... 65

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Figure 6. Student drawing about coexistence created by EH10 .................................................. 65 Figure7. Canva presentation used in class. Source: own elaboration. ........................................ 66 Figure 8. Palos verdes map ......................................................................................................... 72 Figure 9. Student drawings by EM3 and EM11 showing the natural places around their homes.

....................................................................................................................................................... 74

Figure 10. Screenshot of students (EM7, EM2, EM3, EM9, EH2, and EM8) sharing the natural places around their homes during the virtual session. These productions reflect students’ understanding of the right to care for and protect their territory. ................................................. 74 Figure 11. Bochica city ................................................................................................................ 75 Figure 12. Word search for activity ............................................................................................. 78 Figure 13. Canva slide for a safe/unsafe activity on protection. Source: own elaboration. ......... 79 Figure 14. Padlet interface displaying students’ responses. ......................................................... 80 Figure 15. Screenshots of Padlet contributions showing students (EH4, EH2 and EM1) sharing their ideas and reflections about friendship during the Love and Friendship session. ................. 84 Figure 16. Screenshots of Padlet contributions showing students (EM5, EM6 and EH3) sharing their ideas and reflections about friendship during the Love and Friendship session. ................. 84 Figure 17. Screenshots of Padlet contributions showing students (EH8, EM3 and EM9) sharing their ideas and reflections about friendship during the Love and Friendship session. ................. 85 Figure 18. Student drawing representing love and friendship (EM4) ......................................... 85 Figure 19. Student drawing representing love and friendship (EH2) ......................................... 85 Figure 20. Student drawing representing love and friendship (EM3) ......................................... 85 Figure 21. Student drawing representing love and friendship (EH7) .......................................... 86 Figure 22. Student drawing representing love and friendship (EM6) ......................................... 86

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Figure 23. Student drawing representing love and friendship (EM8) ......................................... 86

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Introduction This internship was developed within the framework of the Foundation for Research, Development, Education, and Culture for Children and Youth - IN-JU HUELLAS -, through its PazArte program, which promotes peaceful coexistence and peacebuilding in vulnerable communities through education. In this context, the Cultural English course became the space for a pedagogical intervention that integrated English language teaching with a human rights-based approach.

The project was carried out with children and adolescents from rural territories such as Catatumbo (Norte de Santander), Arauca, and Guaviare, regions historically affected by the armed conflict. However, despite being considered post-conflict territories, these areas continue to face conditions such as displacement, limited access to education, and structural inequalities, which directly impact students’ learning processes.

In response to this context, the internship needed to rethink the role of English language teaching, moving beyond a focus on grammar to position language as a tool for reflection, expression, and recognition of human rights. This led to guiding questions such as: How can English teaching contribute to the recognition and exercise of rights in post-conflict territories? And how can language learning become meaningful for students whose realities are shaped by these conditions?

To address these questions, the project was grounded in a Participatory Action Research (PAR) approach, which enabled the active involvement of students and the adaptation of the pedagogical process to their contexts. Through virtual sessions supported by ICT, and using the

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material “Niños y niñas, Tejedores de Paz formando huellas,” the intervention integrated linguistic objectives with activities focused on identity, territory, and community life. This document presents the development of this experience, including the contextual framework, the characterization of the population, the pedagogical intervention, and the analysis of the results and reflections derived from the process.

Statement of the problem This project emerged from the need to analyze the educational dynamics of English as a foreign language teaching in rural areas of Colombia affected by the aftermath of the armed conflict. In these contexts, education continues to face multiple barriers, including limited infrastructure, restricted access to pedagogical resources, and the presence of non-state armed groups. These conditions directly affect the educational processes of children and youth, who require not only access to academic learning but also transformative tools that contribute to the strengthening of a culture of peace.

In this sense, the implementation of Information and Communication Technologies (ICT) proved to be a relevant strategy to reach these communities and partially overcome geographical and access barriers. As Sarkar (2012) states, “One important characteristic of ICTs is their capability to go beyond time and space […] they can improve the quality and the quantity of educational provision.” Within the development of this project, ICT-mediated education enabled the continuity of learning processes despite the territorial limitations experienced by the participants.

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Beyond being solely an academic subject, English was approached as a pedagogical tool to facilitate intercultural experiences, broaden students’ perspectives, and promote the understanding of human rights, which are essential in the construction of education for peace. This perspective gained particular relevance considering that the project was implemented in territories such as Tame (Arauca) and Vista Hermosa (Meta), where education is deeply affected by insecurity and the presence of illegal armed groups.

Throughout the implementation of the Cultural English project, ICTs enabled flexible and accessible pedagogical mediation, allowing the development of distance education processes adapted to the students’ realities. In this context, English language teaching was not only oriented toward improving educational opportunities, but also toward fostering a human rightsbased approach, contributing to the promotion of peacebuilding processes within these communities.

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Description of the internship context.

This internship took place in the rural areas of Tame, Arauca, Vista Hermosa, Meta, Norte de Santander and part of the Guaviare’s department, territories historically affected by the armed conflict in Colombia. To this day, the young people of Vista Hermosa do not know a precedent in the history of their town and community outside of war and armed conflict.

Meeting with the youth, “he said”, forces us to think about what country we have offered them and what country we want to offer the youngest. The youth deserve more: they deserve a more dignified life, free from the shocks of war. They deserve to know what it means to live in peace. (Comisión de la Verdad Colombia, 2020) As mentioned by the local Arauca Coordination team, since 2022 there has been an intensification of the armed conflict that persisted throughout 2023. This intensification has affected the entire region and has caused multiple damages to the civilian population due to the presence of Non-State Armed Groups, which has reduced the possibilities of access to education and increased the risk of forced recruitment of children and youth (United Nations Office for the Coordination of Humanitarian Affairs [OCHA], 2024).

Likewise, in the Listening Space ‘La Vida, las Voces y los Cuerpos de las Juventudes en la Construcción de Paz en Vista Hermosa - Meta,’ led by Corporación “Yo Puedo” in articulation with the Truth Commission, it was made evident how in Vista Hermosa, Meta, the women of the community are concerned about the impact of the war on young people, and how they yearn for a future where young people can have an ‘after’ the war.

The young people have questions about the past of their territories and about the fate of their relatives in the war. Many wonder where their grandparents are; others wonder why they grew up without a father or mother; others are still waiting for their missing loved ones to return home. Children and young people also yearn for a reparative truth in order

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to move towards non-repetition. (Comisión de la Verdad Colombia, 2020) The internship was developed through the Foundation for Research, Development, Education, and Culture for Children and Youth -IN-JU HUELLAS-, a non-profit organization that seeks to support children and youth in vulnerable communities to promote peaceful conflict resolution through coexistence and participation. In this way, the foundation designs and implements the PazArte Schools program, which seeks to promote a culture of peace through workshops, training, and community work.

In this search, wanting children to be weavers of peace and thus evaluate their ways of coexisting with others, the line of work “forming footprints - the value of values” was developed, where the Cultural English course is located.

Cultural English seeks to provide an intercultural experience, with a focus on human rights, which strengthens the human rights approach, in which capacities and personal, social and collective development of children and adolescents are strengthened. (Cultural English, n.d.b) Together with our students, we entered this course along with its protagonists: Camila, a social leader, and Pablo, a farmer, in the community of Palos Verdes Village, where we explored their daily experiences while introducing human rights related to existence, citizenship, and development. This was carried out while teaching grammatical and linguistic topics of English, as well as the four communicative skills, following the international standard of the Common European Framework of Reference, and in relation to this:

Provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what learners have to learn to use a language for communication and what knowledge and skills they have to develop to be able to act effectively. (Common

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European Framework of References for Languages, 2001, p. 1) In this context, the internship took place during the first semester of 2025, using Information and Communication Technologies (ICT) as the primary teaching medium. The classes were conducted through video conferencing platforms such as Google Meet, complemented by instant messaging applications such as WhatsApp, facilitating continuous communication and the sharing of educational material. Students connected both from their homes and the municipal school, receiving teaching support mainly from Bogotá.

This digital approach allowed real-time classes and the distribution of support materials and assignments, encouraging autonomous learning outside the virtual classroom and guaranteeing continuous and accessible formation despite geographical and contextual challenges.

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Description of the Problem In Colombia, diverse educational policies have sought to strengthen the teaching of English as a foreign language through the National Bilingualism Program, promoted by the Ministry of National Education (MEN). This initiative establishes basic learning rights and proposes a general curriculum for primary and secondary education, aiming to foster educational equity and position English as a key tool for the comprehensive development of students. The MEN mentions that: “Having a good level of English facilitates access to employment and educational opportunities that help improve the quality of life. Being proficient in another language is essential in the globalized world, which requires being able to communicate better, to open borders, to understand other contexts, to appropriate knowledge and make it circulate, to understand and make oneself understood, to enrich oneself and others. And be understood, be enriched, and play a decisive role in the development of the country. Being bilingual broadens the opportunities to be more competent and competitive.” (Ministerio de Educación Nacional, 2020) In municipalities such as Tame (Arauca) and Vista Hermosa (Meta), where this research is situated, the application of the National Bilingualism Program faces substantial challenges. These challenges are largely associated with social, economic, and geographic barriers that affect students’ access to quality education.

In these contexts, marked by rurality and, in some cases, by conditions of social vulnerability, there are evident gaps between urban and rural educational opportunities. Such disparities limit the effectiveness of standardized curricular proposals that do not fully consider local realities.

However, despite these initiatives, significant inequalities persist in the distribution of educational resources, particularly between urban and rural areas. According to the 2023 Formal Education Technical Bulletin (EDUC) of the National Administrative Department of Statistics

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(DANE), “Of the total number of students enrolled in 2023, 7,250,761 (75.9%) were attended in educational centers located in the urban area and 2,296,399 (24.1%) in educational venues in rural areas.” Likewise, regarding teachers: “324,799 teachers (71.6%) taught in urban areas, while 128,741 (28.4%) did so in rural areas.” (Departamento Administrativo Nacional de Estadística

[DANE], 2024)

These data show a clear difference in the number of students and teachers participating in education in rural areas compared to urban areas of the country. This contrast indicates that access to quality education is more limited in rural areas, where the shortage of teachers becomes a critical obstacle.

Considering these structural limitations, and adding the conditions of insecurity, poverty, and violence present in these territories, the provision of quality and accessible education for children and youth becomes even more complex.

From a Participatory Action Research (PAR) standpoint, the problem is not only the limited effectiveness of English language teaching in these contexts, but also the lack of active participation of educational actors—students, teachers, and communities—in the design and adaptation of pedagogical strategies. This absence of contextualized and participatory approaches restricts the possibility of constructing meaningful learning processes and reinforces existing educational gaps. Given this context, it is clear that despite the effort of the National Bilingualism Plan to build standardized curricular guidelines, the relevance of learning a foreign language such as English in these contexts is often diminished. Its usefulness is primarily defined in terms of responding to the demands of a globalized world and providing access to better job and educational opportunities. However, this perception does not have the same impact in rural contexts, where communities are engaged in processes of territorial redefinition. In this sense, the approach of this curriculum does not respond to the needs of students in these areas and remains distant from their daily realities.

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Throughout our academic journey, we have questioned whether language can genuinely serve as a tool for transformation or whether, as foreign language teachers, we are constrained by the limits of our pedagogical practice. In our teaching experiences, we have observed how dynamic approaches to English learning are often restricted by traditional views that frame teaching as the transmission of foreign cultural content.

This panorama led us to the question: Can we teach English from within our own culture? To answer this question, we explored various educational contexts where we could develop a pedagogical proposal focused on using English as a tool to connect with students, in contrast to current curricula that prioritize global demands. During this process, reflections on the realities of our country and the book Las Mujeres en la Guerra by Patricia Lara emerged, highlighting that peace is essential for re-signifying the memory of war.

From that moment on, and upon engaging with the Inju-Huellas Foundation, we decided to focus on post-conflict rural areas in order to contextualize our teaching role by understanding the challenges and limitations of these communities.

As mentioned above, numerous studies have shown how access to education in rural areas of Colombia remains limited, especially due to the lack of teachers. This confirms the importance of implementing programs that respond not only to academic needs but also to the realities of the territory.

Current policies have not been able to close the educational gap between rural and urban areas, and traditional practices do not take into account the particularities of post-conflict regions, where English teaching should engage with local realities and contribute to the construction of intercultural identities grounded in human rights.

Consequently, several gaps in the literature supporting this internship were identified. Firstly, Angulo and Piñeros (2023) developed a practicum with Human Rights modules in Vista Hermosa.

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Secondly, Barrientos, Hurtado, and Jaimes (2021) focused on rural teachers in post-conflict contexts. Thirdly, Aldana Gutiérrez (2021) analyzed peacebuilding discourse in ELT. Fourthly, Martínez Lirola (2021) proposed Theatre of the Oppressed as a pedagogical tool. Lastly, Catellani (2023) integrated English teaching with art to promote Human Rights.

To address these gaps, through Participatory Action Research (PAR), this project sought to create a learning environment where students, teachers, and community members were actively involved in the teaching of English, using as the primary resource “Cultural English: Boys and Girls Weavers of Peace, Forming Footprints.”

By redirecting the focus from English as a tool for global competitiveness to English as a means of fostering community, identity, and human rights awareness, this project aimed to contribute to a more inclusive and meaningful educational experience.

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General Objective:

To develop an EFL curriculum using a human rights approach in a post-conflict setting to promote intercultural and educational experiences in children and teens.

Specific objectives:

● To design didactic units for the Cultural English program, based on a human rights

approach to teach English in a post-conflict setting through the “Cultural English” book.

● To co-construct English learning virtual environments that integrate a human rights

approach, aiming to enrich the students' learning experiences.

● To evaluate the impact of implementing a contextualized curriculum when learning

English as a foreign language in a post-conflict setting

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Theoretical Framework

This chapter explores and analyzes the key concepts that guide the evaluation of the implementation of English activities and classes in rural areas of post-conflict Colombia. It considers the sociopolitical and educational context in which this initiative takes place, seeking to understand how the peace agreements have influenced rural education, which is viewed as a tool for promoting development, peace, and social inclusion.

The chapter also outlines the background and context of post-conflict Colombia following the peace agreements signed in Cartagena after the negotiations in Havana. It examines their impact on different territories and how these transformations have been reflected in rural education. In this sense, rural education is understood as a relational process between education and development (Trujillo, 2020), and as a strategy to improve access to education and contribute to the social and economic progress of rural communities.

Additionally, this chapter discusses relevant aspects of the humanistic approach to rural education and its role in peacebuilding, emphasizing its contribution to rebuilding the social fabric and providing a conceptual framework for this research.

The final section presents the state of the art, which consists of a review of relevant literature that informs the planning of this internship and contributes to understanding the challenges teachers face in rural areas of the country, where they must continuously adapt and transform their teaching practices.

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Post-conflict Rural Education and Human-rights based approach.

To understand the concept of post-conflict in the Colombian context, it is essential to refer to the “Acuerdo Final para la Terminación del Conflicto y la Construcción de una Paz Estable y Duradera” (2016), signed between the Colombian State and the FARC-EP. On August 24, 2016, the Colombian government and the FARC-EP signed this Final Agreement, a historic pact that marked the beginning of a new stage in the country’s history. Among its provisions, the Agreement establishes guarantees for rural education, stating that:

Con el propósito de brindar atención integral a la primera infancia, garantizar la cobertura, la calidad y la pertinencia de la educación y erradicar el analfabetismo en las áreas rurales, así como promover la permanencia productiva de los y las jóvenes en el campo, y acercar las instituciones académicas regionales a la construcción del desarrollo rural, el Gobierno Nacional creará e implementará el Plan Especial de Educación Rural (Acuerdo Final, 2016,

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This Agreement highlights the commitment to promoting quality rural education as a key pillar for restoring the social fabric and fostering the inclusion of communities most affected by the armed conflict. Within this framework, education is conceived as part of a transformative pedagogical approach aimed at strengthening the social and cognitive capacities of rural students. In this regard, the creation of the Plan Especial de Educación Rural becomes an essential component of the process, as it seeks to address the specific needs of rural areas that have historically been marginalized within the national education system.

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Consequently, rural territories became a central focus of the peace agreements, given that these regions experienced the most severe consequences of the armed conflict. In this context, the country faces the urgent need to redefine the concept of peace through education. Trujillo (2020) argues that teachers, through their pedagogical practices, can become agents of social change who contribute to the construction of peace and to the reparation of communities affected by violence. Their role should not be limited to the transmission of academic content; rather, it should also promote the reconstruction of the social fabric and the development of peaceful coexistence, both of which are essential for national reconciliation. In this sense, Trujillo (2020) emphasizes that the post-conflict period seeks to rebuild social relationships and foster peaceful coexistence throughout the country.

Within the framework of government policies developed over the years—particularly after the peace agreements—rural territories have become key spaces for implementing education as a tool for social transformation and empowerment. Rural education, understood through the perspectives of thinkers such as Durkheim and Freire (1999, 1997, as cited in Trujillo, 2020), can be seen as a process of socialization through which rural individuals acquire the tools necessary to actively participate in their communities while developing their cognitive, moral, and social capacities. In this sense, educational action plays a fundamental role in fostering citizenship committed to peacebuilding and conflict resolution.

According to Trujillo (2020), this social process seeks to provide individuals with elements that not only support their personal development but also contribute to the well-being of their communities and environments.

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In line with this perpective, rural education should not only aim at social integration and the strengthening of citizenship but must also move beyond traditional teaching models. This approach promotes a broader understanding of literacy that goes beyond traditional functional literacy, where students merely learn to read and write. As Molina (2020) explains, “La concepción tradicional de la alfabetización se basa en una teoría deficitaria del aprendizaje, según la cual es necesario enseñar a leer y escribir a los sectores desfavorecidos para garantizar su subsistencia económica y social” (p. 66). In the words of Giroux (2012), this perspective reflects a functional approach to literacy whose main objective is to “train workers for occupations that require ‘functional’ reading and writing skills.”

From this perspective, literacy must go beyond being understood as a mechanical and functional process. Instead, it should be seen as a tool that enables individuals to confront political, ideological, and decision-making challenges in their daily lives. For Freire (1970, as cited in Giroux, 2012), literacy constitutes a political process through which individuals not only exercise their right and responsibility to read, understand, and transform their experiences, but also reconstruct their relationship with society as a whole. As Freire states: “La alfabetización es inherentemente un proyecto político mediante el cual los hombres y las mujeres afirman su derecho y la responsabilidad que tienen, no sólo en cuanto a leer, comprender y transformar sus propias experiencias, sino también en cuanto a reconstituir la relación que guardan con respecto a la sociedad como un todo. (Giroux, 2012, p. 232).

In this sense, rural education must align with the region’s values, teachings, and traditions so that its inhabitants can recognize and be aware of their territory’s cultural richness

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and knowledge. Through English teaching, the goal is to offer participants a new perspective on life, allowing them to explore new possibilities.

La enseñanza del idioma inglés debe ser utilizada como un medio para dialogar críticamente con las estructuras sociales existentes. Esto permite a quienes aprenden el idioma identificar ejemplos de injusticias sociales y tomar medidas para abordar los desequilibrios. Este enfoque conlleva un modelo de enseñanza del inglés como lengua extranjera (ELT) que no solo es socialmente responsable, sino también coherente con los principios aceptados en materia de adquisición de lenguas. (British Council México, 2020). Taking this into account, each opportunity for exploration through a foreign language and the approach of teachers to rural territories opens the possibility of raising awareness and sensitizing about human rights and their fundamental pillars: “freedom, equality and solidarity” (Organization for Security and Co-operation in Europe [OSCE], 2003) Teaching English as a Foreign Language (EFL) can play a crucial role in this process, offering students a tool to communicate globally and a platform to critically reflect on the essential values underpinning peaceful coexistence and human development. "Human rights guarantee equality, such as the equal protection against all forms of discrimination in the enjoyment of all human rights, including full equality for women and men. Solidarity stands for economic and social rights, like the right to social security, just remuneration, and an adequate standard of living, health and accessible education, which are an integral part of the human rights framework" (Organization for Security and Co-operation in Europe [OSCE]. (2003).

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Through this approach, teachers can foster in students a deep understanding of their rights and responsibilities as global citizens, encouraging them to reflect on how these values can be applied in their daily lives and communities. Thus, English teaching becomes a means of empowering students, inviting them to critically engage with their reality and envision ways to contribute to social change, not only from a local perspective but also a global one.

This educational vision is closely related to a humanistic approach, which broadens the learning horizon by placing the human being at the center of all pedagogical processes. From this perspective, the aim is not only to transmit knowledge but also to create spaces that recognize and respect each individual’s intrinsic value and the territories’ collective needs and wealth. Según Rodríguez Albarracín (2008), "Humanismo significa confiar en el hombre, tener fe en el hombre y comprometerse –estar comprometido– para que su vida sea digna y feliz, justa y dichosa". This approach places students at the center of the teaching and learning process, promoting a perspective in which the human being becomes the axiological center of the cosmos, understood as the root and purpose of all relationships established with nature and others (Rodríguez Albarracín, 2008). From this perspective, education seeks not only to transmit knowledge but also to form individuals capable of contributing to humanity’s progress and collective well-being.

Furthermore, this approach and academic spaces must promote dialogue and discussion where students have the opportunity can “pronounce the world,” whether in their native or foreign language, to achieve collective transformation. In Freire words’ (1970): “existir humanamente es pronunciar el mundo, es transformarlo. El mundo pronunciado, a su vez,

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retorna problematizado a los sujetos pronunciantes, exigiendo de ellos un nuevo pronunciamiento"(p. 71). Through this dialogical process, students will be engaged in critical reflection and become the change agents in their communities without being limited to the classroom.

Integrating human rights and peacebuilding into rural education is a transformative approach that stresses the potential of EFL to empower marginalized communities. Following principles of equity, social inclusion, and intercultural understanding, these constructs provide a strong theoretical foundation for the research. This alignment emphasizes the role of education as a driver of community-led transformation and frames the subsequent exploration of practical applications and empirical evidence.

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State of the Art.

English Language Teaching in Rural Colombia: Structural Challenges and Opportunities A comprehensive review of English language teaching (ELT) in rural areas of Colombia reveals persistent structural challenges that continue to shape educational practices and outcomes. Fandiño, Muñoz, and Barbosa (2025) provide a broad overview of the historical evolution of English teaching policies in rural contexts, tracing their origins from colonial schooling—largely oriented toward linguistic and religious imposition—to more recent policydriven initiatives aimed at expanding coverage and quality. Despite these transformations, the literature consistently reports unresolved structural issues, including poverty, limited access to educational resources, and unequal opportunities between urban and rural schools (González & Rodríguez, 2021).

More specifically, studies identify a shortage of qualified English teachers in rural institutions, insufficient infrastructure and technological resources, minimal exposure to English beyond the classroom, standardized curricula misaligned with rural realities, and a lack of continuity in public educational policies. In response, several authors stress the importance of context-sensitive approaches. Durán Estupiñán (2024), for instance, argues that “the inclusion of intercultural perspectives and the adaptation of content to local realities are essential for meaningful learning” (p. 27).

At the same time, research highlights the resilience, agency, and motivation of rural students as valuable assets for English learning, alongside emerging national and local initiatives that seek to improve access and quality in rural ELT (Ramírez, 2018). These perspectives open opportunities for strengthening cultural identity through linguistic contrast, promoting local

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cultures through English, and implementing innovative pedagogical methodologies adapted to rural contexts.

Within this panorama, public policies for English teaching must recognize Colombia’s plurilingual and intercultural realities. As Guerrero (2018) asserts, “plurilingualism in Colombia is not only a reality, but a necessity for the construction of a more equitable society that respects diversity” (p. 45). This body of research provides a foundational understanding of the structural conditions in which rural ELT operates and frames the need for pedagogical interventions that respond meaningfully to territorial, cultural, and social realities. Rural Education, Territory, and Contextualized Pedagogies Beyond language policy and structural limitations, several studies emphasize the importance of recognizing rural students as situated subjects whose educational experiences are deeply shaped by territory. Montoya (2020), through research conducted with fifth-grade students in the rural area of Cajicá, demonstrates how standardized EFL curricula focused exclusively on formal linguistic aspects can generate student demotivation and disengagement. Using a qualitative, inquiry-based project centered on children’s rights, Montoya showed that English learning can foster social reflection and community awareness when students are positioned as active agents in the learning process. This study illustrates how a human rightsoriented approach transforms English from a purely academic subject into a tool for social reflection and collaborative meaning-making.

Similarly, Barrientos et al. (2021) examine the experiences of English teachers working in rural schools under the Escuela Nueva model. Based on open interviews with teachers from different rural regions, the study reveals that students often perceive English as irrelevant to their

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lived realities, a perception exacerbated by limited teacher training and scarce pedagogical resources. Together, these studies underscore the importance of recognizing rural students’ needs, identities, and contexts as a prerequisite for meaningful education. Understanding learners’ realities not only enhances motivation but also reconfigures the role of English as a subject capable of responding to local concerns.

In line with this perspective, Plazas Motta (2023) critically analyzes the crisis of rural education in Colombia by examining public policies such as the Rural Education Program (PER). The author argues that the shortcomings of these initiatives are not limited to access or coverage but are rooted in the urban and industrial rationalities that underpin their design. Plazas Motta advocates for educational proposals grounded in campesino rationality—ones that recognize rural ways of life, local knowledge systems, imaginaries, and aspirations as central to meaningful education. This approach is particularly relevant for educational processes that seek to promote territorial permanence and generational continuity, reinforcing the idea that education must align with the lived realities of rural communities rather than impose external models detached from context.

Questioning Bilingualism Policies and the National Bilingualism Program A critical strand of the literature interrogates the conceptualization and implementation of bilingualism policies in Colombia, particularly the National Bilingualism Program (PNB). Preciado (2023) analyzes official documents and academic literature published between 2013 and

2023 to examine the impact of the PNB on public education. Although the program aims to

integrate Colombia into global processes through English proficiency, Preciado identifies significant structural barriers, including insufficient resources, inadequate teacher training, and

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limited investment in public and rural schools. These constraints hinder the effectiveness of bilingual initiatives and reduce their potential to foster cognitive development and social inclusion. Moreover, Preciado highlights the tension between international and regional legal frameworks that guarantee children’s right to culturally respectful education and national bilingualism policies that often remain disconnected from local realities. As a result, bilingualism risks becoming an idealized discourse with little practical relevance for rural communities. This critique reinforces the need for flexible, contextualized, and culturally responsive pedagogical approaches capable of addressing the socio-educational conditions of diverse territories. From a decolonial perspective, Jaramillo (2024) further problematizes institutionalized bilingualism by arguing that the PNB promotes a homogenizing vision of English that obscures Colombia’s linguistic and cultural diversity. This disconnection between policy and territory generates pedagogical practices perceived as imposed and irrelevant, particularly in rural contexts. Jaramillo calls for a profound restructuring of bilingual education, placing teacher training and interculturality at its core. In this view, teachers must move beyond instrumental instruction to act as mediators between cultures, fostering respect, tolerance, and critical thinking. The development of intercultural competencies—knowledge, skills, and ways of being—enables students to engage with a globalized world without renouncing their identities or territorial belonging. Intercultural Pedagogies in ELT Several studies emphasize the potential of English language teaching to strengthen identity, intercultural dialogue, and citizenship when approached from an integrative and culturally situated perspective. In this sense, an integrative pedagogy in ELT has been proposed from decolonial perspectives, where English is not treated as an isolated language but as a vehicle connected to

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students’ cultural, linguistic, and identity-related experiences (Fandiño-Parra, 2021). By incorporating local and ancestral knowledge, language learning becomes a space for identity affirmation rather than cultural displacement.

In a complementary vein, Soto (2024) conceptualizes foreign language learning as a mechanism for social integration. Based on research conducted in Barranquilla, Soto found that most students reported the absence of local cultural content in their English classes, which limited their ability to use the language to narrate their own realities. This disconnection fosters resistance to English learning in peripheral contexts, where the language is perceived as foreign and irrelevant. Soto’s proposal of intercultural bilingual citizenship positions the teacher as an intercultural mediator who validates diversity, protects cultural memory, and transforms English into a tool for inclusion and participation.

Additionally, Gutiérrez et al. (2020) highlight the role of English classes as spaces for memory and peace education in post-conflict contexts. Through memory artifacts created by displaced Emberá students, the study demonstrates how language learning can support resilience, healing, and identity reconstruction. Together, these perspectives support an understanding of ELT as a socially embedded practice that transcends linguistic objectives and contributes to citizenship formation, cultural continuity, and peacebuilding.

ICT applied in rural contexts.

Another central body of research addresses the role of Information and Communication Technologies (ICT) in rural education and English language teaching. Cruz-Carbonell, Hernández- Arias, and Silva-Arias (2020) analyze ICT coverage in Colombian educational institutions using data from the DANE Formal Education Census (EDUC). Their findings reveal profound territorial

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inequalities: while 88.2% of urban schools had internet access in 2018, only 23.3% of rural institutions reported similar connectivity. These disparities highlight how geographical location becomes a determining factor in reproducing educational inequality, limiting the implementation of innovative pedagogical practices in rural ELT.

Complementing these findings, Flores et al. (2021) analyzed the training of rural teachers in using information and communication technologies (ICTs) in three schools in San Antonio del Tequendama, Cundinamarca, using a mixed qualitative and quantitative approach. The study involved 90 teachers from primary and secondary schools who answered a 27question survey about their training, knowledge, and use of ICTs in pedagogical processes. The results revealed a lack of specific training for rural education and limited integration of ICTs into educational institutions. This study emphasizes the obstacles to implementing ICTs in rural areas, which is a crucial understanding for this internship, as it relies on such technologies that face challenges related to access and connectivity. Similarly, Pantoja Toro and Paz Rosero (2023) analyzed the perceptions of the educational community in the El Cid-Guitarrilla village regarding the shift to virtual education during the pandemic. Using a phenomenological approach, they collected data through interviews with preschool and first-grade students, their parents, and teachers from the Technical Educational Institution María Auxiliadora. The findings reflected negative perceptions among parents due to their lack of knowledge and limited access to technological resources. However, teachers adapted to the situation, highlighting the importance of flexible and accessible pedagogical strategies in rural areas. These insights are vital for understanding rural communities’ perceptions of virtual education, which their pandemic experiences may have shaped.

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Bautista Díaz et al. (2019) implemented a two-year pedagogical intervention in two rural schools in Gualiva, Nimaima, Cundinamarca, using virtual learning environments (VLEs) to promote digital and media literacy in rural communities affected by armed conflict. Employing a qualitative and descriptive approach, the proposal aimed to enhance students’ technological skills and foster social reconstruction through educational tools.

Despite connectivity challenges, the application demonstrated a satisfactory performance and contributed to community dialogue. These findings emphasize that pedagogical interventions, like virtual ones in rural contexts, must adapt to limited technological resources, encouraging teachers to keep innovating their practices to address students’ difficulties. From a broader perspective, Juan Carlos-Acosta, Díaz-Ramírez, and Gómez-Sáenz (2025) trace the historical development of distance education in Colombia, from initiatives such as Radio Sutatenza to contemporary digital platforms supported by organizations like the British Council. While e-learning offers flexibility and expanded access (Kumar Basak et al., 2018), persistent challenges remain, including the digital divide, limited infrastructure, and the need to sustain learner motivation. Despite these constraints, distance education presents opportunities for fostering autonomy, redefining pedagogical approaches, and expanding ELT access in geographically dispersed regions.

Human Rights, Peacebuilding, and Transformative ELT Practices A growing body of literature situates English language teaching within a human rights and peacebuilding framework. Tehseem, Bokhari, and Zulfiqar (2020) argue that ELT can function as a conduit for human rights education, particularly through textbooks and instructional materials that embed values of freedom, equality, and citizenship. Their critical discourse analysis

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demonstrates how language education can raise awareness of democratic values and social harmony.

Building on this view,, Li Wei (2023) advances translanguaging pedagogy as a framework for inclusion and human rights, emphasizing co-learning, respect for learners’ lived experiences, and the dismantling of exclusionary language ideologies. This approach challenges monolingual norms and aligns ELT with principles of equity and social justice. Peláez et al. (2022) analyzed the instrumental view of English in Colombia and its impact on pre-service teachers’ practices. Using a qualitative approach rooted in constructivism, they worked with five participants from a private university in Medellín, collecting data through semi-structured interviews. The findings revealed that viewing English as a static language focused on grammatical and pronunciation perfection creates unnecessary pressure on pre-service teachers, hindering their ability to adopt cultural and cognitive perspectives in their practices. This provides a relevant understanding of how to challenge decontextualized global standards and transform teacher training and practice. Art-based and participatory methodologies further illustrate the transformative potential of ELT. Martínez Lirola (2021) and Martínez and Llorens (2021) demonstrate how the Theatre of the Oppressed and human rights-based pedagogical practices in EFL classes foster empathy, critical awareness, and global citizenship skills. These studies collectively reinforce the idea that English teaching can serve as a vehicle for social transformation, peace education, and the cultivation of critical, empathetic learners.

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Research Gap The reviewed literature converges on a critical view of English language teaching in Colombia, particularly in rural and post-conflict contexts. Across studies, English is often portrayed as disconnected from students’ social, cultural, and territorial realities, a disconnection exacerbated by structural inequalities, limited resources, insufficient teacher training, and policy frameworks misaligned with local needs. At the same time, the literature highlights the transformative potential of ELT when it is grounded in interculturality, human rights, memory, and context-sensitive pedagogies.

Despite these advances, a gap remains in understanding how such approaches can be sustainably adapted to post-conflict rural communities, particularly in contexts marked by technological limitations, socioeconomic pressures, and ongoing inequalities. This gap highlights the need for pedagogical interventions that not only acknowledge these challenges but also actively respond to them through situated and human-centered practices. This review also guided our decisions about prioritizing collaborative and flexible methodologies and incorporating technology creatively despite infrastructure challenges. In this way, our internship seeks to meet these needs by empowering students to see English as a subject and a means to amplify their voices, reflect on their contexts, and engage in meaningful social change while advocating for a space for learning enjoyment and tranquility.

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Integrating into Students’ Lives: Beginning of the PAR Cycle One of the first interactions with the population accompanied during the internship emerged from the initial approach to the Foundation, whose representatives shared their experience working in the territories and the close, sustained relationship they have built with students over several years. Historically, the educational processes offered by the Foundation had focused on core subjects such as natural sciences, mathematics, and Spanish language. However, the students expressed their interest in connecting with the Foundation through the learning of a second language, and in some cases even a third, as an opportunity to expand their ways of communicating, learn about other realities, and establish new ways of relating to the world. From this interest, the Cultural English project emerged and gradually consolidated, with the interns joining as a direct response to this educational need.

Initially, the project involved students from different regions of the country, including Meta, Norte de Santander, and later Arauca. Territorial dynamics, including mobility between urban and rural areas, led several students to return to their municipalities of origin, resulting in the accompaniment of a diverse population located primarily in rural areas. At this point, it is important to specify the territories from which the participating children and adolescents came, as well as to provide a concrete characterization of their contexts and the reasons why these regions have been historically affected by the armed conflict. A significant proportion of the students who participated in the internship came from the Catatumbo region, located in the northeast of Colombia, mainly in the department of Norte de

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Santander, and characterized by its condition as a border zone with Venezuela. This region has historically been recognized as a territory of high social, political, and economic complexity, marked by the persistence of armed conflict, weak state presence, and deep structural inequalities (Corredor del Catatumbo, s. f.).

From a historical perspective, Catatumbo has been configured as a strategic corridor due to multiple factors. Its geographical location facilitates the connection between the interior of the country and the international border, making it a key point for both legal and illegal economies. In addition, the presence of illicit crops and associated economies has intensified territorial disputes among armed actors over time (La Verdad Contada Desde las Voces del Catatumbo, s. f.). In this same line, the Defensoría del Pueblo warns that Catatumbo presents structural risk conditions for the civilian population, derived from the presence of multiple illegal armed actors, limited institutional presence, and difficulties in accessing basic services such as education and connectivity (Defensoría del Pueblo, s. f.).

The recent situation evidences an intensification of this crisis. According to the United Nations, since January 2025 there has been an escalation in confrontations between the ELN and FARC dissident groups, resulting in the displacement of nearly 100,000 people in the region (Naciones Unidas, 2026). This scenario has been classified as one of the most severe humanitarian crises in the country due to its multidimensional impacts on living conditions (Emergencia En el Catatumbo | ReliefWeb Response, s. f.).

Another significant group of students came from San José del Guaviare and different municipalities in the department of Guaviare, a region located in the transition between the Colombian Amazon and the Orinoquía. This territory has historically functioned as a strategic

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corridor within the armed conflict due to its geographical location, difficult access, and connection to key routes for illegal economies such as drug trafficking (Silencio, 2025). From a territorial perspective, Guaviare operates as a connecting zone between different regions of the country, facilitating the mobility of armed actors and the establishment of illicit economies. In particular, corridors such as the so-called “trocha ganadera” connect multiple rural areas and become strategic points of dispute, not only because of their geographical value but also due to their importance in the social and economic control of rural communities (Silencio, 2025) In this context, the department has experienced a recent reconfiguration of the armed conflict. After the signing of the peace agreement with the FARC in 2016, the territory did not consolidate an effective state presence, allowing the expansion and subsequent fragmentation of dissident groups. Currently, there is an ongoing dispute between factions led by alias “Iván Mordisco” and “Calarcá,” generating a new wave of violence in the region (Silencio, 2025) The Defensoría del Pueblo has warned that this situation has resulted in a persistent humanitarian crisis, characterized by the confinement of communities, recruitment of minors, disappearances, and severe human rights violations (Defensoría, 2025). In fact, it is estimated that more than 10,000 people have remained confined as a direct consequence of confrontations between these armed groups, limiting their mobility, access to food, education, and basic services (Defensoría, 2025).

One of the most critical recent events was the armed strike declared by FARC dissident groups in 2025, which directly affected municipalities such as San José del Guaviare, El Retorno, Calamar, and Miraflores. During this period, more than 40,000 people were confined, mobility was completely restricted, economic activities were paralyzed, and educational processes in rural

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areas were interrupted (Medina, 2025). These actions demonstrate not only territorial control by armed groups but also their direct impact on the daily lives of communities. In this same line, the Defensoría del Pueblo has reiterated that the presence and confrontation between armed actors continues to intensify, increasing risks for the civilian population, which remains exposed to new human rights violations and, in many cases, isolated from communication (Defensoría del Pueblo, 2025).

Thus, as in the case of Catatumbo, Guaviare cannot be understood solely as a scenario of conflict, but also as a territory of resistance, where communities continue to develop strategies to sustain daily life amid violence. However, these conditions directly impact access to and permanence in education, especially in rural contexts, where factors such as confinement, lack of connectivity, and fear limit learning opportunities.

This reality deeply challenges us as teachers. It allows us to understand that education in these territories transcends the classroom and becomes a tool for resistance and accompaniment. In this sense, recognizing the specific conditions of the context becomes essential in order to reach students in a meaningful way. The use of ICT, although limited by access gaps, becomes a possibility to sustain educational processes in the midst of these challenges. In this way, teaching a language such as English in these territories necessarily implies situating it within students’ lived experiences, so that learning is not perceived as distant, but rather becomes a tool to narrate their realities, strengthen their identities, and expand their opportunities, even within contexts marked by armed conflict.

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For the 2025 implementation of the project, a total of 69 students were enrolled. Of this group, 49 students demonstrated some level of participation throughout the development of the program, whether through synchronous sessions, asynchronous activities, or both. Nevertheless, toward the final stage of the project, consistent and active participation concentrated in a smaller group of approximately 8 to 15 students who maintained sustained engagement until the closing of the process.

Table 1. Place of students’ residence:

Department Enrolled students Students with some level of participation Students with sustained participation until the end Meta

Norte de Santander

Arauca

Guaviare

Total

Based on the analysis of participation records, feedback from students and caregivers, and the experiences gathered during the implementation of the project, a progressive decrease in attendance and continuity among some participants became evident. One of the most recurrent factors affecting participation was connectivity. Many students expressed frustration when attempting to attend classes where the internet signal was unstable or nonexistent, frequently stating comments such as “Teacher, we can’t hear you.” In several cases, even before the sessions began, reports were received about power outages in their territories. These interruptions were caused not only by technical failures but also by social or political conflicts that affected the provision of essential services.

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In addition to these technological limitations, the conditions within the family environment were not always conducive to sustained participation. Some students had to assume responsibilities such as accompanying relatives to medical appointments, caring for adults or younger siblings, or helping with agricultural and other rural labor. These responsibilities directly influenced both their availability to attend the sessions and their level of attention during synchronous activities.

For organizational and pedagogical purposes, the students were divided into two working groups, each guided by one teacher. This structure facilitated closer accompaniment, continuous pedagogical follow-up, and greater attention to the specific characteristics of each student’s learning process.

Among the students who registered at least one instance of participation during the sessions (n = 50), 35 were girls and adolescent females, while 15 were boys and adolescent males. This distribution indicates that girls represented approximately 70% of the participating population, revealing a greater female presence in the program. All children and adolescents were registered using their full names and identification numbers, reflecting that within their protective environments the right to identity is being guaranteed. (López G., 2022). Overall, these participation patterns reveal the structural barriers that frequently affect educational continuity in rural and post-conflict territories. Limitations in connectivity, unstable electricity supply, and family responsibilities significantly influenced students’ ability to attend synchronous sessions regularly. From a pedagogical perspective, these conditions required constant methodological adaptation. In response, the teaching team prioritized flexible participation strategies, asynchronous activities, and low-data digital tools in order to reduce

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technological exclusion and safeguard students’ right to education within these challenging territorial contexts.

Table 2. In terms of age distribution:

Age

8 9 10

Total Students

3 3 13

The age distribution shows that most students were concentrated between 10 and 12 years old, which highlights the importance of early exposure to a second language, as children at this stage have a greater capacity to develop listening, pronunciation, and communicative skills. However, childhood is also one of the most affected stages in contexts of armed conflict, as children are more vulnerable to displacement, limited access to education, and interruptions in their learning processes. In this sense, their educational trajectories are often at risk, which makes it essential to provide learning opportunities that ensure continuity and support their development despite these conditions.

Regarding cultural and population self-identification among the children and adolescents, the following distribution was found:

Table 3. Population group self-identification Population group Raizal Peasant None Total Number of students 1

In relation to population self-identification, most participants do not recognize themselves as belonging to a specific ethnic group, while a minority identify as peasant (campesino) or Raizal.

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This distribution can be understood within the framework of armed conflict contexts, where processes of displacement, mobility, and territorial reconfiguration directly influence identity construction.

In particular, peasant populations have been among the most affected groups by the armed conflict in Colombia, especially in rural territories such as Arauca and Norte de Santander. According to the Defensoría del Pueblo (2023), rural communities have faced forced displacement, confinement, and systematic human rights violations, which have directly impacted their living conditions and access to education.

From a broader perspective, data from the Departamento Administrativo Nacional de Estadística (DANE) show that structural inequalities are significantly more pronounced in rural areas. For instance, multidimensional poverty in rural dispersed areas reached 37.1% compared to 12.5% in urban areas, meaning that rural populations experience poverty at a rate approximately three times higher (DANE, 2020) These conditions are directly linked to limited access to education, school attendance barriers, and reduced institutional support, all of which are dimensions measured within the Índice de Pobreza Multidimensional (IPM) 2023, as reported in 2025.

In departments such as Arauca, these structural inequalities are further intensified by the persistence of armed conflict and its direct impact on civilian populations. According to the Defensoría del Pueblo, the department has experienced a sustained escalation of violence due to territorial disputes between illegal armed groups such as the ELN and FARC dissident factions, which has resulted in systematic human rights violations and constant risk scenarios for rural communities (Defensoría del Pueblo, 2024)

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The magnitude of the impact is reflected in official figures. Since 2011, Arauca has registered approximately 196,000 victims of the armed conflict, including 166,217 cases of forced displacement, as well as thousands of cases of threats, confinement, and forced disappearance. These figures demonstrate the structural nature of violence in the region and its long-term effects on the population (El Nuevo Siglo, 2025).

Additionally, more recent data confirm the persistence of this crisis. Between 2022 and 2024, more than 600 homicides of protected persons were reported in the department, many of them linked to strategies of territorial control by armed groups (Defensoría del Pueblo, 2024). Additionally, during 2024 alone, at least 73 cases of forced disappearance were recorded, reflecting an intensification of violent dynamics and their impact on civilian populations (Medina,

2024).

These conditions directly affect children and adolescents, who are exposed to risks such as forced recruitment, confinement, displacement, and interruptions in their educational processes. In many rural areas of Arauca, communities face restrictions on mobility due to armed confrontations, which limits access to schools and essential services (Infobae, 2023). In this sense, the presence of students from Arauca within the project is truly significant, as it reflects the inclusion of a population that is not only structurally vulnerable due to rurality and poverty, but also directly affected by ongoing armed conflict dynamics. On the other hand, although only one student identified as Raizal, it is important to note that ethnic minority groups in Colombia have historically faced disproportionate impacts from the armed conflict. According to the Ethnic Chapter of the Final Report of the Colombian Truth Commission, ethnic communities, including Afro-descendant and Indigenous populations, have

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been subjected to forced displacement, cultural disruption, and territorial dispossession, which have affected both their collective identity and access to education (Pueblos Étnicos | Informe Final Comisión de la Verdad, s. f.).

In this sense, the fact that the majority of students do not identify with a specific population group may be associated with processes of uprooting, displacement, or the fragmentation of collective identities as a consequence of the armed conflict. It may also reflect forms of selfidentification more closely linked to territory and lived experiences, rather than to formal ethnic categories.

Therefore, this distribution should not be interpreted as an absence of identity, but rather as a reflection of complex social dynamics in which conflict, mobility, and structural inequality reshape how children and adolescents understand and position themselves within their social context.

Another aspect evaluated concerned the form and means of technological access used by the participants:

Table 4. Type of technological access Type of access Description Borrowed cellphone Main means of connection; dependency on caregivers Personal cellphone Limited but more stable access Laptop computer Used by a minority of students

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In terms of access and participation conditions, 100% of the students connected to the activities from their homes, revealing the absence of institutional spaces with guaranteed connectivity to support the learning process. This situation was not solely the result of technological limitations, but also of territorial conditions in which traveling to educational institutions could represent safety risks for the students. In other cases, this modality enabled those who attended school in person during the week to participate in the project activities on weekends without needing to travel again.

It was also identified that most students accessed sessions and activities through mobile devices, primarily cellphones. In many cases, these devices were borrowed from caregivers and, in fewer cases, were personally owned. This situation showed how students’ families were involved in the learning process but, at the same time, in some cases, represented a limitation, as students occasionally had to disconnect mid-session when devices were needed by other household members for personal necessities. Only a minority of participants used laptop computers.

These conditions surrounding access to technology reveal not only economic constraints but also structural challenges specific to the region. The predominant use of cellphones, often borrowed, reflects family dynamics of shared access to digital resources, which directly impacts the continuity of student participation.

Along these same lines, it is important to consider that in regions such as Arauca, connectivity conditions are also affected by dynamics specific to the armed conflict, particularly attacks on oil infrastructure. According to the Ministry of Mines and Energy (2024), attacks on

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oil pipelines such as Caño Limón–Coveñas and Bicentenario have caused damage to the department’s energy infrastructure, forcing operational suspensions and repair processes. Likewise, recent reports show that these attacks have been recurrent in the region, including explosions that have caused oil spills, environmental damage, and disruptions to the normal operation of these systems (Villamil, 2025).

In this regard, while these events are directly related to the energy sector, their effects extend to the daily lives of communities. Damage to oil infrastructure affects the stability of essential services such as electricity, and in rural areas, where internet connectivity depends on these systems, such disruptions indirectly limit access to digital communication and online learning environments.

Therefore, these technological conditions must be understood not only as issues of access or availability of devices, but as the result of broader territorial and conflict-related dynamics. In this context, student participation was frequently mediated by interruptions, unstable connections, and limitations in the simultaneous use of platforms, which required constant pedagogical adaptation.

As a result, the teaching strategies that we developed during this process, were designed to prioritize low-data resources, mobile-friendly formats, and flexible activities that could be accessed asynchronously, ensuring continuity in the learning process despite the infrastructural and contextual challenges.

Table 5. Educational level

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Educational level Approximate percentage Primary education

60%

Secondary education

40%

Regarding school level, approximately 60% of the participating students were enrolled in primary education, while 40% corresponded to secondary education. When this distribution is analyzed in relation to the students’ age range (8 to 14 years old), it reflects a general correspondence between age and grade; however, in post-conflict contexts in Colombia, this progression is frequently disrupted.

Within this context, research shows that in territories affected by armed conflict, school dropout is a multifactorial phenomenon strongly associated with forced displacement, economic instability, and violence, which directly interrupt educational trajectories (Carmona et al., 2021). In the same line, children and adolescents in rural and conflict-affected areas are more likely to abandon school due to structural conditions such as poverty, recruitment risk, and lack of institutional continuity, particularly during the transition from primary to secondary education (Villegas, 2018).

This is especially relevant when considering the age group of the participants. Between the ages of 8 and 14, children and adolescents go through key stages of cognitive, emotional, and social development; however, in contexts affected by armed conflict, these stages are often crossed by experiences of displacement, fear, and instability. As a result, their educational

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processes are not only interrupted, but also shaped by conditions that limit continuity and learning opportunities (ICRC, 2025).

Through this context, we can evidence how the armed conflict continues to affect education through school closures, displacement, and psychosocial impacts, leading to increased dropout rates and irregular attendance in rural communities (Valencia & Mosquera, 2025). In addition, educational exclusion among children affected by conflict has long-term social consequences, including marginalization and reduced access to opportunities (Sosa & Vargas,

2023).

Within this context, the fact that 100% of the students who maintained active participation throughout this project were enrolled in formal schooling becomes truly meaningful. Rather than being a minor detail, this reflects a significant achievement when considering the multiple barriers that children and adolescents in these territories face in order to remain in the educational system.

In this sense, it is important to recognize that, beyond the statistical trends of dropout and educational disruption, each student who remains in school represents an ongoing effort of resistance, both individually and collectively, in their families and communities. Their permanence in the educational system, especially at such critical ages, speaks to the value that education continues to hold within their lives and communities.

At the same time, this may suggest that initiatives such as this internship can play a meaningful role in supporting students’ engagement with their educational processes. By offering spaces that are connected to their realities and interests, these experiences can contribute to strengthening their motivation to continue learning, not only in English but across different

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areas of their education. In contexts where continuity is often at risk, even small forms of sustained participation become deeply significant. Table 6. Reasons for joining the project Motivation category Approximate frequency Examples of responses Learning English

“I want to learn the language”, “Strengthen my English”, “Speak in English” Learning / acquiring knowledge

“Learn more”, “Gain knowledge”, “Greater learning” Improving school performance

“To improve my studies”, “School performance” Future projection

“Prepare for life”, “For my future” Use of free time

“To make use of free time” Demonstrating abilities / personal interest

“Show my skills”, “I’m interested in the courses” The analysis of the initial responses regarding interest in participating in the program — based only on the students who completed the diagnostic survey and not on the total number of enrolled participants — revealed a strong motivation toward learning English as a tool for personal and academic growth. Most students explicitly expressed the desire to learn or strengthen the

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language, while another significant group demonstrated a general motivation to acquire new knowledge. To a lesser extent, reasons related to improving school performance, future aspirations, and productive use of free time also emerged. These responses suggest that participation in the project was not merely externally imposed but driven by intrinsic motivation toward learning and personal development.

These motivations suggest that students perceive English not only as a school subject but also as a symbolic resource associated with future opportunities, mobility, and access to knowledge. In contexts where educational opportunities are often limited, the possibility of learning a foreign language acquires a strong aspirational value. For this reason, the pedagogical design of the sessions sought to maintain students’ intrinsic motivation by integrating playful methodologies, collaborative activities, and opportunities for personal expression.

Table 7. Preferred learning activities Preferred activity type Approximate frequency Games, dynamics, and playful activities

Reading, writing, and linguistic exercises

Music, songs, and videos

Conversations and dialogue

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Varied activities / “all”

Creative activities (drawing, crafts, art)

Undefined / unsure

The analysis of the responses — again considering only students who completed the initial survey — shows a clear preference for playful and dynamic methodologies. Most participants associate effective learning with games, recreational activities, and participatory dynamics, highlighting the importance of an active and experiential pedagogical approach in virtual environments involving children and adolescents.

Secondly, there is a significant appreciation for traditional literacy practices such as reading, writing, and vocabulary exercises, suggesting that students do not reject formal academic tasks but rather see them as complementary to playful spaces. Responses mentioning music, songs, and videos further confirm the relevance of audiovisual resources as mediators of learning.

The data also reveal an openness toward creative and expressive activities, indicating that students perceive the classroom as a space for artistic and social experimentation, not merely content transmission. Together, these preferences reinforce the relevance of a flexible, multimodal curriculum centered on active participation, consistent with a human rights approach and a pedagogy that recognizes multiple ways of learning and expressing oneself. These tendencies not only guided the pedagogical planning of the modules but were also reflected in the positive reactions of students during sessions, showing increased participation, motivation,

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and ownership of the proposed activities.

At this point, it is important to highlight that these preferences may suggest that learning activities based on games, audiovisual resources, and creative tasks can enhance English language learning by increasing students’ motivation and active participation, particularly in ICT-mediated environments. Additionally, these strategies facilitate vocabulary acquisition and listening comprehension through contextualized input, while also promoting the use of language in meaningful communicative situations. This aligns with communicative language teaching principles, which emphasize the importance of interaction and the real use of language in the learning process (Harmer, 2007).

Pedagogical Planning for the Second Stage of the Cultural English Project The planning of the Cultural English project was conceived as a flexible, contextualized, and continuously evolving pedagogical process, aimed at responding to the social, territorial, and emotional realities of the participating students. Rather than following a rigid sequence of linguistic contents, the planning was grounded in a vision of English teaching as an educational practice with social meaning, in which language learning is articulated with human rights education, citizenship, and community building. In this sense, lesson planning was not limited to organizing grammatical topics; instead, the pedagogical design of our internship was based on the Cultural English book, integrating the learning objectives of each module. The material proposes a pedagogical approach structured as a life metaphor situated in a Colombian rural context, represented through a fictional town where the main characters, Camila and Pablo, experience everyday situations. Through their daily lives, students are introduced to basic English vocabulary in meaningful contexts, which is subsequently connected to the

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recognition and understanding of human rights. In this way, language learning does not occur in isolation but is progressively linked to situations that reflect the social realities of the characters and, by extension, those of the students themselves.

The book, created by López (2022), proposes an approach to English teaching grounded in the selection of rights addressed from a comprehensive conception of the human rights of children and adolescents, organized into four major categories: protection, existence, development, and citizenship. As López explains, this classification responds to the guidelines established in the National Plan for Childhood and Adolescence (2009–2019). According to the author, these categories make it possible to understand rights not as isolated elements, but as interconnected dimensions that cross children’s everyday lives and manifest concretely within their territories.

López (2022) states that, once the educational experience in the territories began, the need to prioritize certain rights became evident according to the social, cultural, and contextual realities of the students. This prioritization allowed rights to be redefined “in light of the realities of children and adolescents,” recognizing that their effective exercise depends on factors such as community context, experiences of conflict, conditions of vulnerability, and opportunities for active participation. From this perspective, the emphasis on rights such as belonging to a community, identity, protection, care for the body and Mother Earth, and citizenship responds to the intention of promoting not only knowledge of rights, but also their lived experience, critical understanding, and meaningful appropriation within the educational process. In this way, the learning objectives established for each module emerge, in which López conceives English learning as a pedagogical medium that enables the exploration of these

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categories of rights, integrating linguistic development with civic education and recognition of territory:

Table 8. Modules:

MODULE I: The right to belong to a community Meeting Camila, a social leader in Palos Verdes, we recognize the right to belong to a community.

● I recognize vocabulary associated with a classroom.

● I associate words with images

● I use personal pronouns

● I understand that we all have the right to belong to a community

MODULE II: Camila's right to have an identity Camila develops her identity when she participates in community life.

● I recognize when the teacher speaks to me in English and I try to answer.

● I identify vocabulary related to family members.

● I write personal information making use of the vocabulary learned in the sessions.

● I understand that the right to identity implies having a name, a last name,

belonging to a community and having a family. Module III: Mother Earth's Rights Pablo invites us to care for and protect Mother Earth

● I identify and write down the places in Palos Verdes.

● I understand descriptions related to the family.

● I recognize key words in English related to human rights and Mother Earth’s

rights.

Module IV: Palos Verdes is a wonderful Natural Place Pablo teaches us that the natural places in Palos Verdes also have rights

● I describe images of places in Palos Verdes.

● I identify the pronunciation and writing of prepositions of place.

● I pronounce the name of natural places of my context.

● I understand that Mother Earth has rights just as human beings do, and that is why

we take care of her and protect her.

Module V: Bochica City: A new and a different place on Earth Camila and Pablo remind us that the countryside and the cities have the right to be free of pollution and to be respected in their different environments.

● I read and understand sentences about places in the city.

● I identify the pronunciation of places, prepositions of place and objects of the city.

● I write sentences using prepositions of place and connectors.

● I identify key words in English related to Mother Earth’s rights and I relate them to

the places I live and I know.

Module VI: Santiago has the right to have a decent job Santiago teaches us that everyone has the right to have a decent job.

● I answer questions about professions and/or occupations of community members.

● I identify the use of the negative form of the verb To Be

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● I write short descriptions about people and places.

● I understand that all citizens have the right to have a decent job without being

discriminated by any condition (gender, ethnicity, age, race). Module VII: We all have the right to be protected Camila teaches us that we all have the right to be protected, but also to take care of others.

● I participate in activities and games using the vocabulary I have learned in English.

● I identify the pronunciation of objects, people, professions and actions related to

the Palos Verdes community

● I use sentences to answer questions of the verb To Be.

● I understand that all people have the right to be protected by the state, the family

and the community.

Module VIII: Our body is part of our identity Camila teaches us to respect our own body and other people's bodies.

● I identify the pronunciation of body parts, the numbers from 1 to 10 and I can

relate them to pictures.

● I write descriptions based on sequences and illustrations.

● I use grammatical structures studied in previous modules and learn the use of

adjectives.

● I understand that the physical characteristics of each person are part of his or her

identity and personality and we cannot be discriminated against because of this (eye and skin color, height, weight, ears,hair, among others).

In this way, the selection of the rights addressed not only guides the content of the book, but also structures the pedagogical, methodological, and assessment decisions that shape the development of the classes and the implementation of the internship project. Throughout the implementation of the modules, the human rights approach was not addressed as abstract theoretical content. Instead, it was integrated into everyday classroom interactions, encouraging students to recognize how rights such as identity, protection, participation, and care for the environment are experienced in their daily lives. In this way, the classroom became a space for dialogue where students could connect linguistic learning with reflection on their social realities and community contexts.

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Timeline for the Implementation of the Cultural English 2025 Cycle This section presents the schedule of activities carried out during the Cultural English 2025 cycle. It is important to note that, although the initial work plan envisioned implementing only the first four modules of the Cultural English book and designing an additional module focused on the right to recreation, the actual development of the internship required significant adjustments. Through ongoing dialogue with the foundation and continuous monitoring of the students’ progress, a joint decision was made to deepen the use of the existing material and proceed with the implementation of all available modules in the book, ultimately completing a total of eight modules. This decision reflected both the relevance of the material’s approach and the need to ensure pedagogical continuity and thematic coherence for the students. Similarly, the original timeline proposed that each module would be developed over the course of one month. However, as shown in the activity schedule, progress proved to be more dynamic, allowing some modules to be completed in shorter periods. This flexibility was made possible by the students’ commitment and the constant adaptation of lesson planning to their learning rhythms. Planning thus remained an open and iterative process, incorporating regular meetings with the foundation, monitoring of student participation, field journal documentation, and continuous pedagogical reflection.

Overall, this section illustrates that the implementation of Cultural English did not follow a rigid, predetermined path. Rather, it unfolded as a situated pedagogical proposal in which planning was flexible, adaptive, and responsive to the evolving needs of the students. Table 9. Schedule:

DATE

STAGE/MODULE MAIN ACTIVITIES

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May 10 - May

31, 2025

Start of the Internship and Enrollment Process

• Coordination meetings with the foundation.

• Dissemination of the Cultural English program.

• Student enrollment and communication with

families.

• Initial characterization of participants.

• General pedagogical planning of the internship.

• Opening of the field journal and initial reflective

notes.

June 7 - June

21, 2025

Module 1: The Right to Belong to a Community

• Lesson planning aligned with human-rights-based

education.

• Implementation of synchronous virtual classes.

• Introduction of the project objectives to students

and families.

• Development of vocabulary and basic grammatical

structures.

• Monitoring student participation and attendance.

• Continuous field journal writing.

• Coordination meetings with the foundation.

June 28 - July

19, 2025

Module 2: Camila’s Right to Have an Identity

• Pedagogical planning and adaptation of activities.

• Exploration of identity, emotions, and family.

• Use of gamified digital tools (Wordwall,

Educaplay).

• Monitoring connectivity and participation

challenges.

• Field journal documentation of significant

experiences.

• Ongoing coordination meetings and student

follow-up.

July 26, August

2, 2025

Module 3: Mother Earth’s Rights

• Planning and implementation of content related to

environmental rights.

• Vocabulary development connected to natural

spaces and territory.

• Use of visual and interactive resources (maps,

games, songs).

• Collective reflection on students’ local

environments.

• Registration of student narratives in the field

journal.

• Coordination meetings with the foundation.

August 9 - August 23, 2025 Module 4: Palos Verdes Is a Wonderful Natural Place

• Lesson planning focused on prepositions of place.

• Interactive activities using the map of Palos

Verdes.

• Application of content to students’ own towns and

villages.

• Monitoring of attendance decline and connectivity

issues.

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• Reflective field notes on student engagement.

• Continuous coordination and pedagogical

adjustment with the foundation.

August 4 - September 13,

2025

Module 5: Bochica City – A New and Different Place on Earth

• Planning and implementation of comparative

rural–urban activities.

• Development of descriptive language in English.

• Reflection on territory, inequality, and social

context.

• Monitoring learning progress and participation.

• Field journal writing and coordination meetings.

September 20 - October 4, 2025 Module 6: Santiago Has the Right to Have a Decent Job

• Pedagogical planning focused on the right to

work.

• Vocabulary related to occupations and local

economies.

• Contextualized discussions connected to students’

realities.

• Monitoring attendance and engagement.

• Ongoing field journal documentation.

October 18,

2025

Module 7: We All Have the Right to Be Protected

• Reinforcement of previously learned structures.

• Lesson planning - safe and unsafe spaces for

students.

• Monitoring student responses and reflections.

• Field journal writing and coordination meetings.

Reporting student´s data with the foundation. October 25,

2025

Module 8: Our Body Is Part of Our Identity Planning activities related to body, identity, and self-care.

• Integration of human rights perspectives.

• Reflective pedagogical activities.

• Monitoring participation and learning outcomes.

• Field journal documentation.

November 1,

2025

Closing Session

• Pedagogical closure of the program.

• Collective reflection with students.

• Feedback and evaluation of the learning

experience.

• Final field notes related to the implementation

stage.

November 8,

2025 – January

16, 2026

Final Report and Systematization Analysis of field journals and collected evidence.

• Evaluation of the scope and impact of the

internship.

• Systematization of pedagogical experiences.

• Writing, revision, and consolidation of the final

internship report.

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From Planning to Practice: The Cultural English Project Module 1: The Right to Belong a Community.

Figure 1. Vocabulary activity on citizenship and human rights used during the lesson.

Since this was our first module, it was essential to begin by introducing the objective of the Cultural English project, explaining to students and their families that, beyond simply learning English grammar and how to use it correctly, we would also learn about human rights and continuously share experiences from our communities to build collective learning. During the first sessions, students were introduced to the characters Camila and Pablo, who served as narrative guides throughout the modules. Through these characters and the fictional town of Palos Verdes, the project created a symbolic space that facilitated dialogue about belonging, identity, and community life.

Once the course structure and classroom rules were presented — mainly respecting others’ participation and being patient with virtual tools that could frequently fail — we began by explaining the right all people must belong to a community and the implications of that right. We discussed how a community does not have a single form; it can be our family, our school, our friends, or any place where we feel a sense of belonging, and that everyone has the right to belong

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somewhere. At this point, student participation increased, as we asked whether they felt they had a community and how they felt within it — whether they felt heard, safe, or otherwise. Although many students shared that they felt safe, happy, and valued within their families, and that they never felt excluded, one student in particular expressed feeling invisible at home, saying he was called “foolish” and that no one paid attention to him. These experiences are a fundamental part of the process, since as teachers we sometimes tend to assume what our students’ realities are. Providing them with a space to speak is therefore essential. During the development of this module, we reviewed vocabulary related to the right to belong to a community, supported by our book, including terms such as community, participation, human rights, school, coexistence, and citizenship.

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Figure 2. Student drawing about coexistence created by EM4

Figure 3. Student drawing about coexistence created by EM7

Figure 4. Student drawing about coexistence created by EH2

Likewise, after reviewing the vocabulary related to the right and discussing how this right is reflected in the students’ daily lives — supported by tools such as Canva and our book — we

Figure 5. Student drawing about coexistence created by EM9

Figure 6. Student drawing about coexistence created by EH10

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began introducing the verb to be, mainly to help students talk about their personal information. Through this, they were able to share and learn more about each other’s characteristics, such as their name, age, place of residence, nationality, and occupation.

From a linguistic perspective, the module focused on introducing basic vocabulary related to community life and the use of the verb to be to share personal information. However, the pedagogical emphasis was placed on encouraging students to reflect on their own communities and their sense of belonging.

Figure7. Canva presentation used in class. Source: own elaboration.

To conclude the module, one of the greatest challenges we faced was the constant adaptation of virtual tools to ensure accessibility for our students. We experienced multiple problems with class links due to expiration times, which created confusion because there were sometimes two different links per session. There were also frequent audio interferences that distracted and frustrated the students. It is important to emphasize that we had to constantly remind

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them that the classroom was a safe space, since many felt insecure about participating, especially when doing so in English.

Module 2: Camila’s Right to Have an Identity In the second module, the work focused on the right to identity, starting from a fundamental element for students: their name. Through the character of Camila, we reflected with the group on how the right to identity is not limited to having a name, but also includes aspects such as nationality, family, and belonging to a community that recognizes and protects the individual. Building on this initial approach — and taking advantage of the previous work with the verb to be — we began exploring emotions. The goal was for students not only to express basic personal information, but also to communicate how they felt in different moments, both inside the classroom and in their everyday lives. In this way, language learning became linked to processes of self-recognition and emotional expression, strengthening the relationship between language, identity, and personal experience.

Using exercises from the book, we developed activities that, although apparently simple, allowed us to explore social stereotypes commonly associated with identity construction. Through images related to money, travel, family, and community, we encouraged ongoing dialogue by asking students what they believed truly formed part of their identity. This exercise generated meaningful reflections, with many students agreeing that their family and their hometown were central elements of who they are. This was further evidenced in students’ own voices: EH6 stated that identity includes “The name, study: access to the education, share opinions, live, be listened, have a family - have a home”;EM3 “Share with family and friends”; EM5 “Have friends, work, free expression”; EH7 “Health, live in a community, be respected, non - discriminated”.

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At this stage of the course, we began incorporating gamification tools as a strategy to energize virtual classes and foster participation while addressing connectivity challenges. Platforms such as Wordwall were introduced for vocabulary review, and Educaplay for memory and association activities. We observed a high level of interest, as for most students this was their first time interacting with this type of educational resource; EM4: “this is the first time we play learning online”. Interestingly, in some cases parents intervened when they saw the games, believing they were distractions rather than part of the lesson, which demonstrated how new these dynamics were for families as well.

Complementarily, vocabulary related to family members was introduced through Camila’s family, allowing us to work with terms such as mother, father, siblings, and grandparents. During this activity, students described how their own families were composed: EM1 stated that “My family is my father and my siblings. I have one brother and one sister, ” EH3 mentioned “I have 9 siblings, 7 brothers and 2 sisters,” and EM4 shared that “I have a stepfather.” This content was once again articulated with the verb to be, which we addressed in greater detail through its affirmative, negative, and interrogative structures. Throughout the module, students showed significant progress, as doubts about the verb gradually decreased and its use became more confident and fluid.

Student participation remained constant during the module, and the importance of these educational spaces within the territories became increasingly evident. A teacher from the region shared with us that, for some students in Catatumbo, even creating an email account had been a major challenge due to territorial conditions that restricted safe mobility. As a result, the class became an important space not only for academic participation, but also as a new environment for recreation and social interaction.

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For this reason, the use of cameras and microphones took on a value that went beyond academics. These tools not only facilitated participation, but also allowed students to share aspects of their daily lives. The excitement with which they showed their drawings, pets, and homes through the screen was clear evidence of how meaningful these moments of connection were.

Module 3: Mother Earth’s Rights In the third module, the central focus was recognizing Mother Earth as a subject of rights, addressing concepts such as the right to exist, to be protected, to remain free from pollution, and to be respected. We drew parallels between human rights and the rights that the Earth also deserves. Accompanied by the character Pablo, we carried out a symbolic journey through the town of Palos Verdes, exploring representative natural spaces such as large mountains, rivers, wheat crops, cane crops, trees, gardens, and vegetable gardens. This vocabulary work was especially meaningful because many of these places were part of the students’ daily environments. Language learning was therefore directly anchored to their territorial reality, strengthening the connection between language, environment, and lived experience. Students became highly motivated to learn this new vocabulary, which many had not encountered before. One of the most relevant moments of the module was reviewing the map of Palos Verdes, where different spaces of the town were identified. This resource significantly increased attention and interest because the places represented were familiar rather than abstract. Using Cultural English visual materials, we developed interactive activities such as word searches to reinforce vocabulary related to town locations.

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We also incorporated digital tools like Genially through interactive board games, including an adapted snakes and ladders activity focused on class vocabulary. These activities were key in motivating students to speak English without fear of making mistakes or mispronouncing words. Building on previous units, we began constructing sentences in English related to natural places, such as “The river is big.” We also discussed why protecting these spaces was important from their perspective.

To expand reflective spaces, we integrated songs such as Imagine by John Lennon as starting points for dialogue about peace, environmental care, and coexistence, connecting these themes with students’ experiences and perceptions.

One of the most significant moments of the entire internship emerged from reflecting on the relationship between the studied places and the students’ own territories. EM6, a student from Pacelli, a district of Tibú in Norte de Santander described “my school is located in a valley between two mountain ranges and a crystal-clear river.” EH3, a student from San José del Guaviare shared “we live near Indigenous communities, we believe in the Pachamama and take care of the Earth,” a perspective that was also echoed by two other students who highlighted the influence of Indigenous worldviews in their territories. EH6 expressed a personal connection with nature, stating that “when I go to the river, I feel peace, like a friendship,” emphasizing an emotional bond with the natural environment.

EM9 from Meta explained “my family owns a farm with laying hens” which shaped his close relationship with animals and natural resources. Meanwhile, a student from Vista Hermosa excitedly showed the river near their home and the large trees where they spent their afternoons; EM6 “Teacher I want to show you how close I live to the river” This territorial recognition exercise

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was deeply enriching. Some students discovered they were neighbors living in the same regions, while others revealed perceptions about different territories. When San José del Guaviare was mentioned, EM4 reacted “You live there? It’s very hot!” opening a dialogue about territorial and cultural diversity within the classroom.

Throughout the implementation of this module, it became evident that students were not unfamiliar with the idea of caring for the environment as a right. On the contrary, their interventions showed prior knowledge shaped by their lived experiences and cultural contexts. The human rights approach was therefore not introduced as abstract content, but rather as something already present in their daily lives, which was then named, discussed, and strengthened through classroom interaction. This was reflected in how students talked about their territories, shared their experiences, and expressed their relationship with nature.

In this way, the virtual classroom became a space for dialogue where students could connect linguistic learning with reflection on their social realities and community contexts. This module highlighted the importance of linking educational processes — especially in rural and postconflict contexts — directly to territory. When students recognize themselves in the content, learning becomes meaningful. English stopped being a distant subject and became a tool to name, understand, and value their own reality.

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Module 4: Palos Verdes is a Wonderful Natural Place

Figure 8. Palos Verdes map Continuing from the previous module, the fourth module focused on using the Palos Verdes map along with previously learned vocabulary about natural spaces to introduce prepositions of place. To support both visual and kinesthetic understanding of the grammatical structures, we utilized book visuals, a virtual board, and mime exercises.

The map was brought to life through clue-based games and descriptive activities. Once students demonstrated basic comprehension, we introduced a game called “The Detective,” in which one student described a location using prepositions while the others guessed the place. This activity fostered collaborative learning and reinforced active engagement. During these interactions, we could notice how students were already familiar with the importance of caring for their surroundings, as they frequently referred to practices related to protecting nature and respecting their environment. However, this knowledge had not previously been framed in terms of rights; EM2 added “Always is talked about caring for the environment but not the territory has rights”. Through the module, students began to recognize that caring for

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the territory is not only a responsibility, but also part of a broader perspective in which the territory itself holds rights that must be respected and protected.

Students acquired prepositions of place with remarkable ease, largely because the structures were directly connected to their everyday environments. They began applying the concepts to their own towns and villages, describing the locations of their homes, schools, and marketplaces. This demonstrated a strong conceptual understanding of both vocabulary and grammatical structures.

For the teaching team, this module highlighted the effectiveness of linking grammar to students’ lived realities as a means to deepen engagement and meaningful learning. However, attendance began to decline noticeably, with only four to six students participating in each session. Additionally, heavy rains exacerbated connectivity issues, forcing many students to switch from computers to mobile data on their phones.

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Figure 9. Student drawings by EM3 and EM11 showing the natural places around their homes.

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Module 5: Bochica City: A new and a different place on Earth

Figure 11. Bochica city After working for several sessions with the map of Palos Verdes and the natural environments that characterize the students’ territory, we moved into a new module focused on exploring a fictional urban context called Bochica City. This shift allowed continuity in the linguistic axis of the course, centered on the use of prepositions of time, while also expanding reflection on the different spaces in which everyday life unfolds.

Bochica City was presented as a city that brings together representative urban locations such as museums, theaters, shopping centers, and transport stations. This made it possible to contrast city life with the dynamics of the students’ rural territories. Based on this proposal, the teachers shared some of their experiences living in the capital, mentioning familiar places and everyday situations associated with urban life.

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These contributions encouraged students to recount, “I was in Cúcuta with my family, it was the first time I traveled on a plane,” said EM2. EM3 added “I think the city has more options to buy and obtain different kinds of things such as: games, candies and food.” During the dialogue, students highlighted significant differences in access to services, mobility, and living conditions between the city and the countryside.

Nevertheless, they also expressed a strong desire to remain in their home territories, mainly due to family ties, the tranquility of the environment, and the community relationships built over time; “My sister is studying in an University in Bogotá and she says it is a beautiful city but at the same time noisy and cold and I do not want to live in a cold place” said EM9. These perspectives suggest that, although students were able to describe and compare urban and rural environments based on their experiences, they did not explicitly relate these differences to the idea of the right to the city or the right to dignified living conditions. From a linguistic perspective, the activity focused on constructing sentences using prepositions, integrating city locations with students’ personal narratives. In a transversal way, reflection was promoted around the right to care for the territory, emphasizing that although contact with nature may be more limited in urban contexts, responsibility and respect for the environment should be the same in both city and rural settings. In this sense, the interdependence between these spaces was highlighted, as well as the way decisions and practices in one context directly impact the other.

Module 6: Santiago Has the Right to Have a Decent Job To begin the Module, a guiding question was posed: “When you grow up, what do you want to do?” From this prompt, students shared their professional aspirations, which were

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diverse but largely connected to service-oriented roles involving interaction with others. For instance, EH7 stated, “I want to be a soldier because my brother is a non-commissioned officer,” while EM5 expressed, “I want to be a police officer.” Similarly, EM8 mentioned, “I want to be a vet because I like big animals,” EM2 said, “I want to be a good doctor,” and EM3 added, “I want to be a teacher because my mother teaches Maths, and I want to teach kids all subjects.” These responses reflect students’ imaginaries shaped by family influence, personal interests, and their immediate social contexts.

Afterward, a video presenting common professions in different contexts was shown with the objective of broadening students’ understanding of job diversity and introducing vocabulary related to occupations. The video also served as a trigger for discussion, generating interest and participation as students recognized some professions and compared them with their own aspirations.

Based on these initial activities, the concept of a decent job was introduced, and students were asked to reflect on its meaning. Their responses included ideas such as “well paid” (EH7), “feel comfortable” (EH2), “help people as police” (EM5), “not long job hours” (EH4), and “nondiscrimination” (EM3). These contributions reveal that students already held initial notions of what constitutes fair and dignified working conditions, even if they had not previously conceptualized them within a formal human rights framework.

During this dialogue, a particularly striking intervention emerged: EM7 expressed that a decent job should involve respect for one’s body and the absence of non-consensual physical contact, emphasizing the importance of not being “touched” in a work setting. Although time and context did not allow for deeper exploration of this comment, it revealed how notions of decent

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work are shaped by personal, family, and social experiences, and how bodily integrity is a central element within a human rights framework.

In the following session, vocabulary related to professions and workplaces was reviewed through a word search to reinforce familiarity with key terms. Students were then asked to connect this vocabulary with the verb to be and construct simple sentences. The session closed by reinforcing the idea that all professions are attainable. The teachers shared parts of their own educational journeys, particularly emphasizing access to public and free higher education.

Figure 12. Word search for activity Module 7: Right to Be Protected This module began with a guiding question asking students what situations make them feel safe and what being protected means to them. From their responses, an initial dialogue was built around everyday notions of safety. Slides were then presented showing different common situations — such as crossing the street carelessly, accepting food from strangers, or witnessing mistreatment — and students had to classify them in English as safe or unsafe. This activity

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allowed for functional vocabulary practice while promoting reflection on self-care and decisionmaking.

Figure 13. Canva slide for a safe/unsafe activity on protection. Source: own elaboration. As the central activity, we showed an animated version of Little Red Riding Hood. While many students already knew the story, for others it was their first exposure. The narrative sparked a critical discussion about the characters’ actions: several students pointed out that Little Red Riding Hood disobeyed her mother’s warnings, “She did not attend mother's warnings” pointed EH7. while others offered an alternative reading, as EM3 “But the mother let her go alone across the forest” questioning the adult’s responsibility in allowing a child to cross a dangerous environment alone. This exchange demonstrated the students’ ability to analyze traditional narratives through an ethical and child-protection lens, connecting the story to their own realities. To close the module, students were invited to express orally and in writing what their safe place was and who their trusted people were. Most mentioned their mothers and families, as well

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as specific areas of their homes — especially their bedrooms — described as spaces where they felt calm and protected. In their responses, students highlighted values associated with protection and coexistence, such as “being kind and respectful” (EH7), “respect and not speaking badly about others” (EM3), “trust and not hiding secrets” (EM2), and “peace” (EH2). Others referred to emotional and social dimensions, mentioning “empathy and solidarity” (EM2), “never forgetting others” (EH6), and “never judging people because of their physical or moral traits” (EH7). In this sense, the module allowed students to recognize that protection is not only related to specific places, but also to the way people treat each other in their daily lives. While many of these ideas were already familiar to them, the activities helped connect their experiences to the understanding that all people have the right to be protected.

Figure 14. Padlet interface displaying students’ responses.

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Module 8: Our Body Is Part of Our Identity The final module of the program, developed during the penultimate session, addressed the body as a central dimension of identity and its connection to the use of the verb to be in English. To open the session, the platform LyricsTraining was used — an interactive tool that plays songs while displaying lyrics with blanks that students must complete as they listen. Songs already familiar to students and carrying positive messages were selected, such as Happy by Pharrell Williams.

The activity was received enthusiastically: students asked for additional songs, so Count on Me by Bruno Mars was added. The songs were repeated several times until students successfully filled in the missing words, strengthening active listening, phonetic attention, and sound–spelling association.

Afterward, a brief explanation of the simple present tense and its basic characteristics was introduced. Students were asked to write two simple sentences in their notebooks using this structure, which were then shared orally to reinforce communicative confidence. The workbook was revisited, and a reflective dialogue was opened around the question: What is the body for you? Students’ responses revealed meaningful understandings: EH2 defined it as the physical dimension that allows us to interact with the world, while EM3 highlighted its importance in connecting with others through the senses.

As a closing activity, students were asked to draw how they take care of their bodies. The drawings depicted everyday scenes connected to family life, the home, and social spaces, linking linguistic learning with reflections on self-care, identity, and the right to bodily protection.

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In this sense, the module allowed students to recognize the body as an essential part of their identity that must be respected and protected. Although students were already familiar with basic ideas of self-care, the activities helped them connect these practices to the understanding that all people have the right to protect their bodies. Therefore, the objectives established in the planning stage were achieved, as students were able to express, both orally and visually, how they understand and practice body care in their daily lives.

EXTRA ACTIVITIES

Love and Friendship To commemorate the Love and Friendship celebration and integrate it into the learning process, a didactic session was designed to strengthen affective bonds, promote reflection on friendship, and create an emotional connection space among students despite the distance. The session began with a word search related to celebration vocabulary, which allowed us to explore whether students usually commemorated these dates in their daily contexts. Through dialogue, it became evident that — especially among the girls — friendship was highly valued and celebrated as a way of reaffirming emotional bonds.

Afterward, the short film Cuerdas was shown. It portrays the friendship between a girl and a boy with a motor condition that limits his mobility. Most students were unfamiliar with the video, which generated a strong emotional response, reflected in comments such as “it is very sad but beautiful” (EM3) and “she is a very good friend” (EM6). During the discussion, participants highlighted values such as affection, empathy, and respect, emphasizing ideas like “we have to help others” (EH7) and “never laugh at people” (EH2), identifying friendship as one of the most important social values.

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Next, the vocabulary was revisited through a second word search, this time in English, reinforcing the linguistic component of the session. As a closing activity, students were invited to represent what friendship meant to them through drawings, words, or written descriptions. Many illustrated their best friends — some classmates from the course — while others depicted shared spaces such as soccer fields or meeting places, and several created reflections inspired by the short film. This final production demonstrated not only appropriation of the vocabulary but also a deep understanding of the symbolic and emotional value of friendship in their lives.

From a pedagogical perspective, these activities strengthened L2 learning by creating meaningful and emotionally engaging contexts where students used English to express personal experiences and emotions. They were also aligned with the initial characterization, as they incorporated dynamic and creative strategies such as games, videos, and drawing, which increased motivation and participation. Furthermore, from a human rights perspective, the activities promoted values such as empathy, inclusion, and respect for diversity, contributing not only to language development but also to students’ ethical and emotional growth.

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Figure 15. Screenshots of Padlet contributions showing students (EH4, EH2 and EM1) sharing their ideas and reflections about friendship during the Love and Friendship session.

Figure 16. Screenshots of Padlet contributions showing students (EM5, EM6 and EH3) sharing their ideas and reflections about friendship during the Love and Friendship session.

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Figure 17. Screenshots of Padlet contributions showing students (EH8, EM3 and EM9) sharing their ideas and reflections about friendship during the Love and Friendship session.

Figure 18. Student drawing representing love and friendship (EM4)

Figure 19. Student drawing representing love and friendship (EH2)

Figure 20. Student drawing representing love and friendship (EM3)

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Figure 21. Student drawing representing love and friendship (EH7)

Figure 22. Student drawing representing love and friendship (EM6)

Figure 23. Student drawing representing love and friendship (EM8)

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Reflection of the cycle The development of the internship enabled the construction and implementation of an English as a foreign language curriculum mediated by a human rights approach, designed for a population of children and adolescents in a post-conflict context. Through the Cultural English program, thematic modules were designed and implemented, articulating linguistic content with reflections on identity, community and coexistence, care for the territory, decent work, the right to protection, and bodily care.

This approach involved not only linguistic learning but also incorporated a meaningful multicultural perspective in the application of human and environmental rights to everyday situations and personal development. The active participation of the students, their oral and written productions, and the dialogic spaces created during the sessions demonstrate that the curriculum went beyond language instruction to become a space for ethical, social, and cultural formation.

Objective #1 Didactic units structured into thematic modules were designed and implemented, integrating linguistic content with a human rights perspective. Each module articulated communicative objectives in English with contextualized pedagogical situations that promoted reflection on fundamental rights such as protection, decent work, care for the territory, and coexistence.

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The Cultural English book functioned as the organizational axis of the process, allowing coherent linguistic progression adaptable to students’ technological conditions. Activities included interactive games, written production, visual narratives, guided discussions, and lowdata audiovisual resources, ensuring accessibility and pedagogical relevance in a rural virtual environment.

Objective #2 The co-construction of virtual learning environments was reflected in the constant adaptation of pedagogical strategies to students’ connectivity conditions, device availability, and family dynamics. Synchronous sessions and asynchronous activities were designed to prioritize interaction, oral participation, and creative production, fostering a space in which students did not merely receive content but actively contributed to its construction. The human rights approach was integrated as a transversal axis within these environments, promoting dialogue, listening, and recognition of individual experiences. Despite technological limitations, the virtual classroom consolidated itself as a safe space for expression, learning, and pedagogical support.

Objective #3 The implementation of a contextualized curriculum demonstrated a positive impact on motivation, participation, and ownership of English learning. Although dropout rates were influenced by external factors such as connectivity and socioeconomic conditions, students who maintained active participation showed progress in constructing basic sentences, expanding vocabulary, and using the language functionally in meaningful contexts.

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Beyond the linguistic component, students strengthened their capacity to reflect on their environment, their rights, and their personal aspirations. The graphic, written, and oral productions developed throughout the modules show that English learning became a tool to express experiences, emotions, and life projects, confirming the value of a situated and humanizing curriculum in post-conflict settings.

Conclusions The experiences developed during the internship revealed that a community does not have a single way of being defined: it can be the family, the school, a group of friends, or any space where a person feels recognized and part of something collective. Through dialogue with the students, it became evident that belonging is not only an affective bond but also a scenario where identity is constructed, along with the right to protection, care for nature, and projection toward decent work. These conversations highlighted that each student interprets their place in the world through different experiences, reaffirming the need for the classroom — even in its virtual form — to function as a space of listening, recognition, and validation. The pedagogical intervention transcended the teaching of English as an isolated linguistic system. The project connected language with human rights, recognition of students’ social contexts, and the construction of affective bonds mediated by virtuality. This approach created a space where students not only learned content but also shared experiences, reflected on their realities, and broadened their worldview. Exposure to other ways of life, urban narratives, new educational possibilities, and future-oriented stories strengthened their perception that broader and attainable horizons exist.

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In addition to its social and formative impact, the process showed significant progress in students’ linguistic development. Throughout the modules, participants-built foundations in basic grammatical structures, expanded their lexical repertoire, and strengthened their semantic, syntactic, and phonetic understanding of English. These foundations were reflected in the production of simple sentences, recognition of contextualized vocabulary, and increasingly confident pronunciation. More importantly, students began using English as a functional tool to express ideas related to their environment and experiences. This early learning represents linguistic capital that can facilitate access to future bilingual educational spaces, expanding their educational and communicative opportunities.

A particularly meaningful element was the indirect presence of families during the sessions. On many occasions, background murmurs of support, suggestions, or spontaneous assistance from parents and caregivers could be heard. Rather than being interpreted as interference, this demonstrated active involvement in the educational process. The closing of the project confirmed this support: family feedback highlighted changes in students’ motivation, interest in English, and sustained participation. This shared educational responsibility amplified the internship’s impact beyond the virtual classroom.

In summary, the internship demonstrated that an English curriculum mediated by a human rights approach can become a space for pedagogical, social, and personal transformation. It was not merely about teaching a language, but about building a space of belonging, recognition, and projection. English functioned as a bridge to strengthen students’ identity, voice, and agency, confirming that situated language education can be a powerful tool for imagining alternative futures in contexts historically shaped by inequality.

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