La inclusión del alumnado de etnia gitana a través de la enseñanza del inglés como lengua extranjerauna intervención en el aula de secundaria a través de los enfoques metodológicos Design for Change y Culturally Responsive Teaching

Abstract

Intercultural education plays a crucial role in promoting the inclusion of students from ethnic minority cultures. In a High School located in the northwest of Spain, doctoral research was carried out successfully using the Design For Change (DFC) methodology and the Culturally Responsive Teaching (CRT) Methodology in order to include Roma students in the reference classroom through I teach it English as a foreign language. It sought to respond to various objectives such as identifying discrimination, evaluating inclusion, measuring respect for minority cultures, exploring the experiences of students from ethnic minorities, promoting knowledge of Gypsy culture through the teaching of English, evaluating students' awareness of DFC and CRT and examine the relationship between teaching Roma culture and reducing absenteeism of Roma students. The results indicate an increase in students' motivation and #social skills, as well as an improvement in their English proficiency. It highlights the relevance of applying CRT and DFC, traditionally used in other communities, for Roma students, highlighting the potential of combining culturally responsible teaching with innovative strategies to create an inclusive and equitable educational environment.