BILINGUAL TOURIST ROUTES AS AN INTERACTION STRATEGY IN THE CLASSROOM AND ITS IMPACT ON ENGLISH AS A FOREIGN LANGUAGE LEARNING

Abstract

In this article, a dissertation is made around the impacts generated during classroom interactions, having as its objective the learning of English in the Antonio Nariño High School, in the municipality of Saravena-Arauca, whose particularity is the approach of tourism as a didactic strategy. Using educational ethnography, relevant theories, such as Vygotsky's socio-cultural theory and Ausubel's meaningful learning, cited by several authors, will be linked with the experiences emerged from the construction of tourist routes with bilingual guidance from the classroom. This is based on the in-situ observation of the experience, from the moment of its planning to its execution; including the analysis of the results obtained on the levels of performance, as well as the scope of the interaction in the classroom and its levels of complexity, highlighting the social character of the student. Furthermore, it allows us to recognise that the strategies used for teaching a foreign language should not be limited only to learning that is not very close to the realities of the student; in other words, although it is necessary to include linguistic competences for the acquisition of a second language, it is also important to lead the student to the creation of ideal contexts from their pre-knowledge, ensuring that the student communicates ideas from their know-how and their know-how-being. This reflects the need to make visible the impact generated through meaningful learning that is coherent with the context, as is the case with the experience to be described.