ABRIL, 2026 (163-182)Número 28
FOSTERING CULTURAL IDENTITY
IN ENGLISH LANGUAGE LEARNING
THROUGH TARGETED MICRO-
CURRICULAR RESOURCES
PROMOVIENDO LA IDENTIDAD CULTURAL
EN EL APRENDIZAJE DEL INGLÉS MEDIANTE
RECURSOS MICROCURRICULARES
ESPECÍFICOS
DOI: https://doi.org/10.37135/chk.002.28.08
Research Article
Received: (12/09/2025)
Accepted: (07/12/2025)
1Universidad Nacional de Chimborazo, Facultad de Ciencias de la Educación,
Humanas y Tecnologías, Riobamba, Ecuador, email: grissel.aguagallo@unach.
edu.ec
2Universidad Nacional de Chimborazo, Facultad de Ciencias de la Educación,
Humanas y Tecnologías, Riobamba, Ecuador, email: cesar.narvaez@unach.edu.ec
Grissel Mariela Aguagallo Cali1,
César Augusto Narváez Vilema2
FOSTERING CULTURAL IDENTITY IN ENGLISH LANGUAGE LEARNING
THROUGH TARGETED MICRO-CURRICULAR RESOURCES
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This study explores the design of micro-curricular resources that integrate socioeconomic, cultural,
and tourism elements of the rural parish San José del Chazo, aiming to strengthen cultural identity
and promote contextual relevant and multicultural English language teaching and learning. Guided by
interpretative and social critical paradigms, the research employed a qualitative-descriptive approach.
Data was collected and analyzed from ocial parish documents, scientic literature, and Ministry of
Education sources with the help of a bibliographic matrix which contemplated reference metadata,
research characteristics, conceptual and theoretical insights, and relevant contextual information.
Initially 53 documents were identied then only 20 were intentionally selected, constituting the non-
probabilistic sample of the study. Findings indicate that incorporating elements such as local ora, fauna,
gastronomy, festivities, traditional games, and agriculture practices into educational materials enhances
the meaningfulness and contextualization of learning, while reinforcing students’ sense of belonging
and appreciation of cultural heritage. Furthermore, theoretical frameworks, including culturally
relevant pedagogy, ethnopedagogy, place-based learning, and symbolic interactionism, provided a
solid foundation for language instruction with learners’ cultural identity. The study concludes that the
designed micro curricular resources are contextually pertinent, accessible, and adaptable, oering a
replicable model for rural context that supports both English language learning and the preservation of
cultural heritage.
KEYWORDS: Identity, culture, language teaching, second language, teaching materials
Este estudio explora el diseño de recursos micro curriculares que integran elementos socioeconómicos,
culturales y turísticos de la parroquia rural San José del Chazo, con el objetivo de fortalecer la identidad
cultural y promover la enseñanza y el aprendizaje del inglés contextualmente relevante y multicultural.
Guiada por paradigmas interpretativos y sociocríticos, la investigación empleó un enfoque cualitativo-
descriptivo. Se recopilaron y analizaron datos de documentos ociales de la parroquia, literatura
cientíca y fuentes del Ministerio de Educación mediante una matriz bibliográca que contemplaba
metadatos de referencia, características de la investigación, perspectivas conceptuales y teóricas, e
información contextual relevante. Inicialmente se identicaron 53 documentos, de los cuales solo se
seleccionaron intencionalmente 20, que constituyeron la muestra no probabilística del estudio. Los
hallazgos indican que la incorporación de elementos como la ora, la fauna, la gastronomía, las
festividades, los juegos tradicionales y las prácticas agrícolas locales en los materiales educativos
mejora la signicatividad y la contextualización del aprendizaje, a la vez que refuerza el sentido de
pertenencia y la apreciación del patrimonio cultural de los estudiantes. Además, el marco teórico, que
incluyó la pedagogía culturalmente relevante, la etnopedagogía, el aprendizaje contextualizado y el
interaccionismo simbólico, proporcionó una base sólida para la enseñanza del inglés con la identidad
cultural de los estudiantes. El estudio concluye que los recursos micro curriculares diseñados son
contextualmente pertinentes, accesibles y adaptables, ofreciendo un modelo replicable para el contexto
rural que apoya tanto el aprendizaje del inglés como la preservación del patrimonio cultural.
PALABRAS CLAVE: Identidad, cultura, enseñanza de idiomas, lenguas extranjeras, material de
enseñanza
ABSTRACT
RESUMEN
FOSTERING CULTURAL IDENTITY IN
ENGLISH LANGUAGE LEARNING THROUGH
TARGETED MICRO-CURRICULAR
RESOURCES
PROMOVIENDO LA IDENTIDAD CULTURAL
EN EL APRENDIZAJE DEL INGLÉS MEDIANTE
RECURSOS MICROCURRICULARES
ESPECÍFICOS
Grissel Mariela Aguagallo Cali, César Augusto Narváez Vilema
CHAKIÑAN. Revista de Ciencias Sociales y Humanidades / ISSN 2550 - 6722
165
INTRODUCTION
The advance of digital technology and the greater ease of access to
online resources have notably increased cultural exchange, triggering
important opportunities for language learning, but at the same time,
generating challenges to protect about conservation of local cultural
identities (Bonet, 2021). In rural Ecuadorian communities, for example,
access to social networks such as Facebook, Instagram, and WhatsApp,
has enabled individuals to participate in a “Globalized World”.
However, this engagement often fosters the adoption of external
cultural references that gradually weaken local practices, customs, and
linguistic expressions. The phenomenon deepens when hegemonic
languages such as English are taught trough decontextualized materials
and content that remain detached form learners’ sociocultural reality
(Porto, 2022).
In this regard, Howard (2010) claims that the process of teaching and
learning a second or foreign language should not only be focused on
the development and improvement of the student’s linguistics abilities,
but also focus on fostering intercultural connections that recognize,
appreciate and respect local heritage. In the same way, the authors
Uicab and Eslava (2025) also highlight that the acquisition of a foreign
language requires understanding not only grammar and vocabulary, but
also social norms, traditions and values that support it, which strengthens
intercultural communication. For this, dierent teaching approaches
and methods such as Placed-Based Learning, Meaningful Learning, and
Culturally Relevant Pedagogy highlight the need to combine academic
content with the student’s sociocultural experiences, thus contributing
to educational practices that are more appropriate to the context and
generate transformative change. Along the lines, Morales (2020) argues
that a contextualized curriculum must be built from the sociocultural
environment of the learners, respecting and strengthening their identity,
to achieve more signicant learning.
That is why this research proposed an alternative teaching of English
for rural contexts where the sociocultural reality and aspects of its
environment are integrated, which permit students in the area to
appreciate their cultural heritage and integrate into their community.
This teaching alternative, dierent from traditional methods, is created
on a theoretical basis which allows the design of micro-curricular
resources of the history, customs, and traditions of the parish of San
José del Chazo.
It is important to highlight that this research is not only a proposal to
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teach English as a foreign language in rural contexts; but also values the
customs and culture of the students under their own history and identity.
In this way, inclusive educational tools are specically adapted to rural
contexts in the Ecuadorian Andes.
The San José del Chazo parish, located in the Guano canton within
the Chimborazo province, is characterized by a strong Andean cultural
identity, sustained by traditional agricultural practices, religious festivals,
and community activities. Its economy is primarily based on corn
production, complemented by a nascent tourism sector that, although
limited, presents signicant potential for sustainable development.
However, access to educational resources and opportunities for learning
foreign languages, such as English, remains limited, hindering the
community’s connection to English.
English language teaching in rural Ecuador is constrained by a scarcity
of contextually adapted materials, the persistence of non-participatory
methodologies, and the insucient integration of local knowledge into
the curriculum (Sevy-Biloon et al., 2020). At the national level, the
Ministry of Education has introduced policies aimed at strengthening
foreign language learning however, their implementation in rural
contexts has yielded mixed and often limited results.
In this regard, López and San Martín (2022) demonstrated that
contextualized and culturally relevant education not only enhances
students’ motivation but also contributes to the preservation of
intangible cultural heritage. These ndings aligning with theoretical
perspectives such as Culturally Relevant Pedagogy by Gay and
Symbolic Interactionism by Blumer, both of which highlight the need
to connect academic learning with learners’ sociocultural realities.
The most prominent theoretical frameworks that support the teaching
and learning of foreign languages and cultural identity are explicated as
follows. Vygotsky’s Social Constructivism theory emphasizes the pivotal
role of social and cultural context in learning, asserting that knowledge
is actively constructed through collaborative social interaction (Do et
al., 2023). Symbolic Interactionism that also highlights the importance
of active participation and interaction in the educational process
(Blumer, 2020). Likewise, critical education indicates that students
question themselves and be participatory (Garzón & Bedoya-Ríos,
2024; Giroux, 2016).
The approach to intersectionality in the country does not recognize
the diversity of students’ sociocultural conditions, which aects the
teaching and learning process (Yepes-Cardona & Giraldo-Gil, 2024).
The community approach, on the other hand, rescues the contexts in
which the student develops for language teaching (Freire and Barral,
2020). Meaningful Learning, which is an active educational method
that allows the student to develop new skills and ideas to interpret,
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synthesize, and conceptualize a new language such as English (Parra
& Mejia, 2022).
In addition, David Kolb’s Experiential Learning from Learning is
based on the teaching process based on local prior knowledge with the
direct participation of the student (Espinar & Vigueras, 2020). Finally,
Existential Learning, which places students at the center of the teaching
process so that they acquire knowledge consciously and responsibly
under their personal identity (Castillo et al., 2023). In the same way, it
is important that teachers understand and value the linguistic identity of
students because this aects their educational practice (Montero, 2024).
In this context, the teaching and learning process of a new language
allows students to acquire new knowledge in their real contexts.
METHODOLOGY
This article is framed within the qualitative approach, based on the
understanding of social phenomena linked to cultural identity and their
relationship with English language teaching in rural contexts. Thus, the
paradigm adopted is interpretive/social-critical, as it seeks to describe
and understand social reality based on cultural meanings, experiences,
and practices (Creswell and Creswell, 2018).
The study entitled “Por una (hiper)pedagogía crítica, intercultural y
multisensorial en el aprendizaje de español como lengua extranjera
(ELE)” proposed by Domingues et al. (2013), constituted the
epistemological and methodological basis for this research, leading the
integration of critical pedagogy, interculturality, and multisensorality
as pillars of language learning. Domingues et al. demonstrated that the
use of physical and digital resources fosters active participation and
critical cultural awareness, principles that guided the design of the
micro curricular resources presented in this article.
Given its objective and scope, the research owns the characteristics of
a qualitative descriptive study, as it aims to systematically detail and
characterize the process of designing didactic material that are grounded
in the socioeconomic, cultural, and tourism realities of the San José
del Chazo parish, while examining their integration into the English
teaching and learning process. This methodological approach, as outlined
by Hernández et al. (2014), facilitates in-depth contextualization of
complex educational phenomena allowing researchers to capture the
nuances and particularities of the local setting.
In terms of research methodology, the study ascribes bibliographic
models where it was analyzed ocial documentary sources of the
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parish such as the Development and Territorial Plan (PDOT in Spanish),
Social Networks, Tourism Magazines of the parish, these supplies made
it possible to identify the cultural values, identity practices, and heritage
resources that form the foundation for designing the micro curricular
resources here exposed.
Furthermore, public information from the Ministry of Education
was reviewed, principally the National Curriculum Guideline and
the English as a Foreign Language Curriculum to align the research
proposal within the national educational framework. These documents
were fundamental due to their emphasis on the development of Cultural
Awareness through innovative and culturally sensitive practices such as
those under the principles of Language through the Arts methodology.
Finally, scientic literature selected from high-impact and regional
databases such as Google Scholar, SciELO, Dialnet, Redalyc, and
Latindex were also analyzed.
An initial exploration was applied considering the including and
excluding criterion stated by Yin (2015):
− Publication date from 2010 to 2025
− Research related keywords (cultural identity, interculturality,
curriculum design, micro curricular resources, intercultural
education, critical pedagogy, EFL teaching and learning) these
keywords were combined in the light of Boolean operators (“AND”,
“OR”) to rene and enrich the results in each database accessed.
− Thematic pertinence
− Document Type (scientic articles, academic theses, peer-reviewed
books)
− Language of publication (English or Spanish)
− Geographic contexts (primarily in Latin America)
− Access Availability (open access and free available publications)
Excluding criteria constituted the not accomplishment of any of the
beforementioned factors. Initially 53 sources were identied, then after
a deeper review of titles, abstracts, and content, only 20 articles which
fulll the inclusion criterion were used. These documents, platforms,
and scientic articles constituted the intentional non-probabilistic
sample used in this study.
The information collected was divided into two components:
1. data on the territorial prole (socioeconomic, cultural and tourism)
2. theoretical framework (theories, concepts and approaches).
For this phase, the process began with the review of ocial documents
from the parish Decentralized Autonomous Government, particularly
the Development and Territorial Planning Plan (PDOT) of the parish
of Chazo, which provided essential data for constructing the territorial
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prole (socioeconomic, cultural and tourism aspects). Subsequently,
ocial information from the Ministry of Education and scientic
literature from high-impact journals was analyzed to establish the
theoretical framework for the designing of contextualized micro
curricular materials.
The academic potential of linking English teaching with the strengthening
of cultural identity can be accomplished in the way it enhances students’
engagement, critical thinking, and sense of belonging (Pardal-Refoyo,
& Pardal-Peláez, 2020).
Categories of the territorial prole of the parish of San José del Chazo and
the approaches to the process of learning English with cultural identity
were created. The categorization of data allowed the organization and
classication of the information by specic topics, which facilitated the
analysis and understanding of the relationships or trends of the data of
the parish according to the objectives of this research. These are entitled
as follows:
1. Flora and fauna, a natural and cultural socioeconomic heritage
2. Cultivating heritage, the socioeconomic role of agriculture
3. The role of traditional games in cultural identity
4. Festivities as catalysts for cultural tourism
5. Traditional food as an expression of cultural identity
Data for this study was primarily collected using a bibliographic matrix
where key information from the reviewed sources, including reference
metadata (authors, year, title, journal, DOI), research characteristics
(study type, methodology, population, and context), conceptual
and theoretical insights (core concepts, frameworks, ndings, and
pedagogical implications), and relevant contextual data (socioeconomic,
cultural, and tourism information) where methodically recorded.
Bibliometric mapping was applied to analyze publication tendencies,
theoretical bunches, and signicant studies, providing a rigorous
overview of the eld. The gathered information was comprehensively
evaluated and integrated to construct the epistemological basis for
constructing micro curricular materials tailored to the San José
del Chazo rural parish, guaranteeing a contextually grounded and
methodologically robust approach.
Based on the stablished theoretical framework, the collected information
was analyzed by counteracting local information to identify gaps
and opportunities for new content. This data was validated by parish
residents, especially by those with the greatest inuence and social
presence in the area. Their knowledge of local context conrmed
the cultural representativeness of the materials and ensured that they
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accurately reect the community’s practices, values, and identifying
symbols.
Subsequently, micro-curricular material for English teaching, adapted
to the specic realities of San José del Chazo parish, were designed.
Finally, the materials underwent validation by four subject-matter
experts to ensure their pedagogical relevance, cultural appropriateness,
and methodological rigor throughout the application of a rubric which
include notions regarding cultural pertinence, methodological approach,
clarity and consistency of the design, feasibility and applicability, and
potential impact on cultural identity.
The instrument also included a space for the experts to suggest or
introduce factors not considered in the rubric. These professionals
were chosen considering their professional training (EFL professors),
teaching experience (10 years and so far), and qualied degrees (Master
and PhD).
RESULTS AND DISCUSSION
This section displays the results gathered from the research, highlighting
the validation and design of micro curricular resources that incorporate
the teaching and learning process of the English language with the
socioeconomic, cultural, and tourist realities of the rural parish of San
José del Chazo. For a better understanding, the results are systematically
organized in line with the key stages of the study. Emphasis is placed
on how these materials represent the local environment, encourage
student participation, and t into the theoretical frameworks previously
explained, which demonstrate its pertinence, relevance, eectiveness,
and the potential impact of promoting cultural identity through language
learning.
FLORA AND FAUNA, A NATURAL AND CULTURAL
SOCIOECONOMIC HERITAGE
Studying the biodiversity of the ora and fauna of San José del Chazo
parish represented more than just a natural resource but also a symbol
of identity in the community that inuences economic, social, and
educational activities. The connection of the inhabitants with their
natural territory, for Toledo and Barrera-Bassols (2008), fosters the
maintenance of cultural customs. This premise is manifested in the
way in which the inhabitants share their knowledge about the care of
the land, the medicinal properties of the dierent local plants and the
identication of the native species of the region.
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Additionally, including biodiversity in the English teaching and
learning process is presented as a key component to reinforce cultural
identity and, at the same time, promote awareness about environmental
care. In this terms, Orr (1994) arms that learning should focus on
understanding the connection between natural and human ecosystems,
which coincides with the principles of Gadotti’s ecopedagogy (2008),
which supports education being oriented towards sustainability. From
a pedagogical approach, the English teaching and learning process
benet from relating to topics such as the ora and fauna of the
region. According to Banks (2016), intercultural education promotes
not only appreciation and respect for dierent cultures, but also the
reinforcement of their own roots, oering students the opportunity to
present their cultural heritage to the world through a foreign language.
In this context, the proposal is linked to the biocultural model exposes
by Ma (2005), which emphasizes the intimate connection between
cultural and biological diversity, recognizing both as aspects that cannot
be divided in the life of the community.
To operationalize this integration, micro curricular resources were
designed to allow students interact with knowledge through active
and situated learning. Among them, the cardboard puzzle of local
fauna stands out (Figure 1), a recreational tool based on Kolb’s (2015)
Experiential Learning Theory. The activity stimulates cognitive
processes of observation, analysis, and synthesis, while enhancing
multisensory learning (Shams & Seitz, 2008), in which the manipulation
of pieces favors visual and kinesthetic memory.
Figure 1: Cardboard Puzzle designed based on the representative
fauna of the parish.
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In addition, a 3D model of endemic ora was implemented, the purpose
of which is to physically represent the parish’s plant species. This
material responds to the logic of Place-Based Learning (Gruenewald,
2003), as it connects students with their immediate surroundings and
promotes appropriation of their natural heritage. It also stimulates
various intelligences proposed by Gardner (1983): naturalistic, by
working with elements of the environment; spatial, by designing and
placing the components of the model; and bodily-kinesthetic, through
the manipulation of three-dimensional materials, as depicted in Figure
2.
Source: (Rivera, 2024)
Figure 2: 3D Model of the endemic Flora of the parish
CULTIVATING HERITAGE, THE SOCIOECONOMIC
ROLE OF AGRICULTURE
Agriculture, and particularly the cultivation of corn, constitutes one of
the central ndings of this study, as it constitutes an economic, social,
and symbolic axis in San José de Chazo. The data collected show that
this product is not only associated with daily nutrition but is also closely
linked to festivities, religious practices, and agricultural traditions
inherited from previous generations. Recent research highlights that
Andean agricultural production continues to be a symbol of cultural
identity and community sustainability, combining ancestral knowledge
with contemporary practices (Gómez & Gómez, 2006).
In the case of corn, its relevance transcended the economic dimension,
as it became a symbol that reects the community’s connection to the
land, reinforcing the Andean principle of reciprocity with nature. As
Cuji (2023) argues, traditional agricultural products play an identity
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role by being carriers of collective memory and cultural practices that
are rearmed in each agricultural cycle. This is reected in the use of
the lunar calendar, yoke plowing, and community “mingas”, which are
still practiced in the parish.
Considering pedagogical principles, corn cultivation can be integrated
as an educational resource into various areas of the curriculum. For
example, in natural sciences, its growth cycle can be studied, in
mathematics, yields and harvest proportions can be analyzed, and in a
foreign language (English), vocabulary and narratives linked to local
agriculture can be developed. In this way, agricultural knowledge is
transformed into a teaching resource to strengthen interdisciplinary
learning and, at the same time, reinforce students’ cultural identity, in
line with the proposals for intercultural and contextualized education
(UNESCO, 2019).
In line with these ndings, a micro curricular resource called the
Educational Garden was designed, aimed at integrating agricultural
practice with the teaching and learning process. In line with these
ndings, a micro curricular resource called Educational Garden was
designed, whose objective is to integrate agricultural practices into
the teaching and learning process and which was developed under the
educational approach of Culturally Responsive Pedagogy (Gay, 2018).
This educational resource may not only allow students to learn English
as a new language under local contexts and with cultural identity; but
also, it may allow the care of Andean crops of the parish.
In the Educational Garden, students learn new vocabulary related to the
processes of planting, crop management, and harvesting of the Andean
crops of the parish, with emphasis on the representative cultivation of
their area. This educational experience reinforces the appreciation of
corn as a symbol of the parish’s identity and strengthens the connection
between the school and the community. This is visualized in Figure 3.
Figure 3: Educational Garden representative crops of the parish.
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THE ROLE OF TRADITIONAL GAMES IN
CULTURAL IDENTITY
In this segment it is evidenced that the traditional games of the San
José de Chazo parish are practices deep-rooted in the way of living,
feeling, and developing of their inhabitants. Among the more standing
out games are donkey races, greased stick, enchanted pots, and buried
roosters which are not only considered recreational activities of the
inhabitants but also constitute cultural meeting spaces that preserve and
transmit the culture of a community.
From Piaget’s perspective, play is an essential means of learning in
childhood because it facilitates the assimilation of social norms,
since it allows learning about the social environment and developing
cognitive skills. Similarly, Huizinga (1955) argues that play is a cultural
manifestation that transcends generations and reinforces collective
identity. In this sense, traditional games are vehicles of cultural
transmission that strengthen the sense of belonging and pride in local
roots, while stimulating social and motor skills.
Under this perspective, Racetrack Models were designed to teach the
English language in a didactic way through traditional games. The
design of this pedagogical resource emphasizes the learning process
through social interaction and its cultural context as proposed by
Vygotsky’s social constructivism. The use of these resources allows
pupils to learn the English language under the dynamics of games,
but at the same time reconstruct its historical and symbolic meaning.
The multiple intelligence theory proposed by Howard Gardner, who
supports the design of eective and inclusive educational strategies that
adapt to dierent educational needs and learning styles. In addition, it
allows for meaningful and emotional learning by activating multiple
intelligences. For a pictorial reference, go to Figure 4.
Figure 4: Baby Marathon that represents a traditional game of parish
The use of playful learning and gamication constitutes a highly
eective pedagogical strategy for transmitting values, cultural
knowledge, and community traditions (Ashar et al., 2024). Through
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play, students not only feel motivated but also develop commitment,
autonomy, and enjoyment in the educational process (Fonseca et al.,
2023). In this sense, methodologies such as Multisensory Learning and
the consideration of learning styles allow traditional games to activate
multiple sensory channels visual, auditory, and kinesthetic facilitating
a more meaningful and personalized educational experience (Shams &
Seitz, 2008).
Furthermore, their implementation can be articulated within an
interdisciplinary approach, integrating areas such as Physical Education,
History, Language, and Social Sciences to address the practice of the
game, its symbolism, its history, and the values it conveys. Besides,
this strategy activates the bodily-kinesthetic intelligence proposed by
Gardner, allowing students to learn through movement and manipulation
(Gökhan & Omer, 2010).
Thus, learning transcends the merely cognitive to integrate emotional,
motor, and cultural dimensions, consolidating the relationship between
cultural identity and pedagogical practice. In this sense, traditional
games are no longer viewed as simple recreational activities but rather
as educational resources that enhance the appreciation of local culture
and its projection toward globalized learning with an intercultural
meaning (Morejón et al., 2024).
FESTIVITIES AS CATALYSTS FOR CULTURAL
TOURISM
Ancestral festivals constitute spaces where memory, identity, and the
transmission of knowledge converge, functioning not only as religious
or community celebrations but also as pedagogical instances that teach
history, worldview, and collective values (Giménez, 2009). In San
José de Chazo, the Easter Captaincy, the Day of the Dead, and the
Patron Saint Festival in honor of Saint Joseph are manifestations that
combine Indigenous and Catholic heritages, reecting the characteristic
syncretism of Andean cultural identity. In this sense, Romero (2015)
already pointed out that collective rituals serve to unite the community,
strengthen social solidarity, and rearm shared values.
The elements, part of these festivals, such as dances, “chamizas”,
bullghts, reworks, and marching bands, are not mere recreational
acts, but symbols laden with meaning that convey historical and cultural
narratives. Endere and Mariano (2021) highlight that festive celebrations
in Latin America constitute a vehicle for non-formal education and
cultural revitalization, as they preserve intergenerational knowledge
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and reinforce local identity. This can be used in learning spaces, where
students analyze real events as living sources of knowledge, connecting
what they learn with everyday experiences.
From Vygotsky’s (1978) perspective, it becomes relevant because
learning processes occur through social interaction and cultural context.
For this reason, integrating the festivities of the San José del Chazo
parish into the didactic resources favors an inclusive and contextualized
education; since these collective spaces allow students to build
knowledge in an active way, social skills, and reinforce the sense of
belonging. Furthermore, Culturally Responsive Pedagogy allows
students to recognize themselves in what they learn, strengthening
cultural pride and avoiding the fragmentation between school and
community (Ladson-Billings, 2021).
In the view of Wences (2021) intercultural education maintains that
holiday-based teaching fosters communication skills, symbolic thinking,
and intercultural awareness in students, which is key in a glocalized
world. Therefore, the San José de Chazo festivities not only preserve
cultural heritage but are also projected as pedagogical resources that
connect identity and learning.
In this framework, a Memory Game was designed as a didactic material
for students to learn English by relating the images with the names
of festive elements or cultural symbols of the parish. Following the
Cognitive Load theory, less is more; that is, if the student receives a lot of
information, the learning process becomes dicult and complex (Paas
and Sweller, 2014). That is why the information must be strategically
presented, organized and with a reduction in cognitive overload. This
allows students learning a new language to remember more eectively.
For graphic details, go to Figure 5.
Figure 5: Memory Matching Game Festivities based on the parish
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From the perspective of Symbolic Interactionism, festive symbols
images, dances, and music are fundamental to the construction of
social identity (Blumer, 1969). By working with visual representations,
students not only memorize data but also internalize the collective
meanings associated with these practices. In this way, the teaching
resource strengthens both the cognitive and cultural dimensions of
learning, enabling the school to act as a bridge between academic
knowledge and community wisdom.
TRADITIONAL FOOD AS AN EXPRESSION OF
CULTURAL IDENTITY
The learning of the typical food of San José del Chazo parish becomes
prominent in the construction of their inhabitants’ cultural identity,
due to through gastronomy commoners share customs, knowledge and
memories between generations; as well as intergenerational practices.
That is why it can be avowed that traditional dishes such as potatoes
with guinea pig, sweet corn with cheese, and “hornado” strengthen
community cohesion. Cuisine becomes a cultural language, where each
preparation tells stories linked to the territory, the adaptation of local
resources, and the ancestral heritage that remains alive in families.
Montanari (2006) arms that food is an essential expression of culture,
as it synthesizes historical evolution, available resources, and social
dynamics. From a perspective of symbolic anthropology, by Geertz,
points out that the methods of preparation and rituals surrounding
food contain profound meanings that contribute to dening collective
identity.
The concepts of habitus and capital reect customs, tastes and
memories, which allow people to feel part of a community (Cordero,
2020). These perspectives extrapolated to pedagogy allow students to
learn in a practical and meaningful way. An example of this occurs
when students ask about recipes from elders and then prepare them.
Under this, students not only do learn new vocabulary and language;
but they also think and reect on their culture. Likewise, Kramsch in
1998 emphasizes that language and culture are inseparable, so including
local cuisine in English teaching allows for contextualizing learning,
bringing the language closer to the student’s reality (Ling et al., 2022).
In addition to its culture value, the authors Espejo et al. (2022) point out
that gastronomy also plays an educational role from the perspective of
food and nutrition education, reinforcing learning about healthy habits,
motivation, and sustainable practices.
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To translate these ndings into the educational setting, an Interactive
Teaching Book was designed, in which students assemble representations
of the parish’s traditional dishes. This resource is based on multisensory
learning, which integrates tactile, visual, and cognitive channels to
promote retention and comprehension (Shams & Seitz, 2008). This
pedagogical proposal is based on Task-Based Learning, where students
carry out specic activities such as listing the ingredients, ordering the
preparation steps, preparing them, and nally, explaining everything
in a new language such as English (Sholeh et al., 2020). This way
they have a greater understanding of their culture and at the same time
improve the learning of a new language, as highlighted in Figure 6.
Figure 6: Educational Didactic Book showing the parish’s traditional
food.
The incorporation of local gastronomy as a didactic resource to the
curriculum, promotes students to know and value their culture and in
turn learn English with dierent dynamics and relating local history,
science and values. Thus, the practice of preparing food ceases to be
a household activity and becomes an educational tool that strengthens
cultural identity. This allows students to feel proud of their roots by
improving their relationships with other rural Andean cultures.
In this research, it was proved that biodiversity (ora and fauna),
agricultural production systems, local festivals, traditional games, and
typical Andean food, are inner part of local culture. But, in turn, they
can be used as tools to design micro curricular materials in the English
teaching process. In this way, learning is signicantly developed under
school activities, close to their local and rural reality, and valuing their
cultural identity.
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These ndings are aligned with Blumer’s symbolic interactionism,
in that agricultural, festive, and gastronomic practices are not merely
functional acts, but rather scenarios of interaction where collective
identity is constructed and redened (Da Silva, 2023). They also conrm
Freire’s proposal, according to which learning becomes meaningful
when it is grounded in the student’s experience and reality; in this case,
by situating English in relation to local practices, it becomes a liberating
tool that validates community knowledge (Alvarez et al., 2024).
From the perspective of place-based learning (Gruenewald, 2003), the
designed materials demonstrated how schools can and should engage
with their immediate surroundings, integrating biodiversity, agricultural
practices, and community celebrations into a more contextualized
and meaningful curriculum. In the same context, the author Castillo
(2024) underlines that cultural dierences in educational environments
inuence in a decisive way the learning of English, which makes
it essential design materials based on culture and contextualized
pedagogical strategies.
The literature review carried out also reects similarities with
recent research in Latin America. Ortega and Aucchahuallpa (2017)
demonstrated that in rural Peruvian contexts, the use of cultural
elements in English language teaching allowed students to perceive the
foreign language as part of their daily lives, fostering their motivation.
Agricultural processes such as soil preparation, planting, crop
management, and harvesting used in the practical process of teaching
English in rural contexts generated positive impacts (Hurtado et al.,
2023). In other words, the ancestral knowledge that students use in their
daily lives used in teaching processes allowed them to acquire English
language vocabulary more easily (Basto et al., 2017). Even the use
of the Kichwa indigenous language in the learning process generated
a retention of new sustainable knowledge (Guevara, 2023). In the
same way, other studies show the relevance of Andean knowledge in
educational processes, which leads to the construction of egalitarian
relationships (Mendoza, 2021; Salgado et al., 2018).
Despite the existence of several studies that highlight the importance of
cultural identity in the teaching of a new language in the country and in
the region, there is no proposal at the level of the competent ministries or
national police; as well as technological resources and teacher training
for their implementation. The ndings of this research underscore the
need to consider the cultural diversity of students as the central axis
of the teaching process. But it also considers the proposal of a micro-
curriculum based on the cultural knowledge of the parish, which can
be innovative, sustainable and low-cost, and implemented with cultural
identity for the empowerment of the student in their learning process.
In Table 1, a synthesis of the proposal is presented.
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Table 1: Summary table of the relationship between theory,
educational resources, and promoted competence
Micro-curricular Resource
Supporting Theoretical
Framework Theoretical Contribution
Promoted Educational
Competency
Cardboard Puzzle (Fauna)
• Kolb’s Experiential
Learning Theory (1984)
• Multisensory Learning
(Shams & Seitz, 2008)
• Learning occurs through active, hands-on
experience with local fauna.
• Visual-kinesthetic input enhances retention
and recognition of species.
• Cognitive association of
images and concepts.
• Strengthening cultural
environmental awareness.
3D Flora Model
• Place-Based Learning
(Gruenewald, 2003)
• Multiple Intelligences
(Gardner, 1993)
• Uses local environment as the context for
constructing meaning and identity.
• Activates naturalistic, spatial, and
kinesthetic intelligences.
• Spatial reasoning and
environmental awareness.
• Inclusive learning through
multiple intelligences.
Educational Garden
(Agriculture)
• Culturally Responsive
Pedagogy (Gay, 2010)
• Hands-on Learning (Boud
et al., 1993)
• Connects learners’ cultural background
(agricultural traditions) with academic
content.
• Real-life manipulation of crops deepens
understanding.
• Cultural identity and
community connection.
• Knowledge of traditional
crops.
Memory Matching Game
(Cultural Holidays)
• Cognitive Load Theory
(Sweller, 1988)
• Symbolic Interactionism
(Blumer, 1969)
• Organized visual input reduces cognitive
burden and enhances memory.
• Cultural symbols (images) build shared
meaning and identity.
• Memory and classification
skills.
• Recognition of cultural
celebrations.
• Strengthening symbolic-
cultural understanding.
Racetrack Models
(Traditional Games)
• Social Constructivism
(Vygotsky, 1978)
• Bodily-Kinesthetic
Intelligence (Gardner, 1993)
• Learning mediated through social
interaction and cultural context.
• Movement and manipulation deepen
emotional-cognitive engagement.
• Social cooperation and
teamwork.
• Understanding traditional
games as cultural heritage.
Note. Adapted by the author based on the theoretical and methodological
principles discussed in the study.
CONCLUSIONS
The principal ndings of this study show that designing micro-curricular
resources based on the cultural, social, and economic realities of San
José del Chazo makes it possible to link English teaching with students
lived experiences in a meaningful way. Drawing on parish documents
and on the theoretical perspectives discussed throughout the research, it
was feasible to identify locally signicant topics, such as ora and fauna,
festivities, traditional games, agriculture, gastronomy, and tourism, that
can serve as authentic content for language learning.
The results suggest that when contextual information and pedagogical
theory are organized carefully, it becomes easier to develop materials
that are coherent, interdisciplinary, and culturally attuned. Bringing
together educational principles with community knowledge within
an intercultural framework also proved valuable, as it helped ensure
that the proposed resources were conceptually sound and genuinely
connected to the local environment.
From a practical standpoint, this work points to the importance of
incorporating materials that resonate with students’ cultural backgrounds.
Teachers may nd that these resources contribute to higher levels of
engagement and support learning experiences in which students can
both strengthen their English skills and recognize the value of their
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own cultural identity. Encouraging collaborative material design, where
teachers, students, and community members, can further enhance the
authenticity and pedagogical relevance of the resources.
It is important to acknowledge certain limitations. Although the study
established a solid conceptual foundation for the materials, they were
not tested in real classroom settings, which limits the ability to determine
their direct impact on learning outcomes. Moreover, the focus on a
single rural community means that caution is needed when considering
the applicability of the ndings to other contexts.
Future work should include classroom implementation, monitoring
how students respond to these materials over time, and assessing
their contribution to language development, motivation, and identity-
building. Comparative analyses with other rural or intercultural settings
would also help clarify the extent to which this micro-curricular
approach can be transferred and adapted.
Overall, the study reinforces the idea that grounding English instruction
in students’ cultural contexts is not only feasible but also pedagogically
valuable. By doing so, teachers can foster more inclusive and identity-
arming learning environments, while oering students opportunities
to use English as a tool to interpret and communicate the richness of
their own heritage.
CONFLICT OF INTEREST STATEMENT: The authors declare that
they have no conict of interest. All stages of the study were conducted
with academic independence and integrity.
AUTHOR CONTRIBUTIONS STATEMENT AND
ACKNOWLEDGMENTS: The contribution of each author is listed
using the CRediT Taxonomy below.
− Grissel Mariela Aguagallo Cali: Lead author, Conceptualization,
Formal analysis, Investigation, Methodology, Project
administration, Resources, Validation, Visualization, Writing -
original draft, Writing - review, and editing.
− César Augusto Narváez Vilema: Conceptualización, Análisis
formal, Metodología, Redacción-revisión y edición.
The authors thank the UNACH, Pedagogy of National and Foreign
Languages, research project “Teaching English for the construction
of cultural identity”. Special thanks are extended to all the rural
parish presidents of the Guano canton and the parish inhabitants for
their valuable contribution throughout the research process and for
critically reviewing and validating the results. Their contributions,
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notwithstanding, they bear no responsibility for the content of this
article.
DATA AVAILABILITY STATEMENT: The authors declare that the
data is available upon request. Formal e-mail to the Director of Research:
cesar.narvaez@unach.edu.ec. The data is not publicly available because
the project is currently being implemented, and unrestricted access could
compromise ongoing research activities. Access is granted to qualied
researchers under appropriate conditions to ensure the integrity and
condentiality of the study.
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