Designing contextualized materials for teaching english to korebaju community

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Approval of Director
In my capacity as director of the current research, nominated by Amazonia University:
Certify:
The report of the product named “Designing contextualized materials for Teaching English to
Korebaju Community” presented by Saulo Paul Bolaños Piranga and Luis Fernando Galeano
Cardozo from Amazonia University, Florencia-Caquetá, fulfills the requirements and merits to
be submitted to the jury examiner's assessment that the curriculum committee designates.
September 2016
Director
Mag. Julián David Mejía Vargas

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Designing contextualized materials for Teaching English to Korebaju Community
Luis Fernando Galeano Cardozo
Saulo Paul Bolaños Piranga
Research Proposal as a Degree Option
Director
Julián David Mejía Vargas
Universidad de la Amazonia
Education Sciences Faculty
English Language Teaching Program
August, 2016

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Abstract
Nowadays we live a crucial moment for human evolution – globalization – which has
brought the world through the exchange of goods and products, information, knowledge and
culture. Colombia is part of this process, opening the way to international relationships and
interculturalization. Furthermore, the ministry of national education opts for the implementation
of bilingualism which has as main objective to educate citizens unable to communicate in
English and participate in the process of universal communication for the global economy and
the cultural openness. Besides, to satisfy the needs created and fulfill the objectives established
by the ministry, the current research has as purpose to design a contextualized material for
English teaching in Korebaju community, an ethnical community located in Caquetá department.
The main objectives in this research project include: planning and designing a set of meaningful
units within the study established by the national bilingualism program and observe the effect of
using this material to teach English in the development of communicative competences.
Therefore, the research aims to contextualize English learning within the indigenous knowledge
from this group, designing materials based on topics like values, rules, customs, celebrations,
spirituality and among others. In order to carry out the research, people from Korebaju
community are the main reference for designing the material to teach English, giving their ideas,
what they like learning and their needs and in that way learn English language based on what
they already know having meaningful learning classes.
KEYWORDS: interculturalization, teaching, contextualized, designing materials, indigenous,
ethnical, community, meaningful learning.

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Index
1. Introduction .............................................................................................................. 5
2. Problem Statement .................................................................................................... 7
2.2 Research Question..................................................................................................... 7
3. Justification................................................................................................................ 8
4. Objectives................................................................................................................... 10
4.1 General Objective.................................................................................................... 10
4.2 Specific Objectives.................................................................................................. 10
5. Literature Review........................................................................................................ 11
5.1. State of the Art....................................................................................................... 11
5.2. Theoretical Framework ........................................................................................... 14
5.3 Normativity ............................................................................................................ 17
6. Methodology .............................................................................................................. 19
6.1 Type of Research..................................................................................................... 19
6.2 Instruments ........................................................................................................ 20
6.3 Phases ............................................................................................................... 22
7. Results ....................................................................................................................... 25
7.1. Descriptive level results......................................................................................... 25
7.1.2 Findings of the interview.................................................................................. 25
7.1.3 Field diary findings.......................................................................................... 33
7.1.4 Findings from photos....................................................................................... 36
7.1.5 General conclusions of the data analysis ............................................................ 38
7.2 Result of designing contextualized material to teach in Korebaju community..... 39
7.3 Development of intervention (Units application) ................................................ 42
7.3.1 Unit number one: Greetings and Goodbye expressions ........................................ 43
7.3.2 Unit number two: Korebaju daily routine ........................................................... 44
7.3.3 General observations ....................................................................................... 44
7.4 Interpretation of the findings ............................................................................ 45
8. Conclusions ............................................................................................................. 47
9. Recommendation........................................................................................................ 49
10. References............................................................................................................ 50
11. Annexes ............................................................................................................... 54

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1. Introduction
As the Peace Process goes on in La Habana between the government and the FARC,
there’s a word that has been widespread in the day-to-day Colombia and, over the months,
virtually has become transversal to all public and private agendas. Post-conflict has been heard in
many areas such as in the formulation of plans for regional and local development, the emphasis
of the education or justice reforms, universities programs, technical and technological programs,
new labor camps to be opened in the next decade, formulating public policies for town and
population flow, the delineations related to reengineering rural and environmental production,
and so on. Socialization processes must be carried out with communities throughout the territory.
Nevertheless, this process will bring many changes in the country, and will open a lot of
opportunities like showing the world as we really are and the great culture that we have to share,
to open the tourism in Caquetá department where people will come from different places around
the world to know this amazing land. Therefore, the national bilingualism can contribute to the
process of post-conflict that we have not only in Caquetá department but also all the nation. That
is why, learning English for indigenous communities is essential to share with other cultures.
On the other hand, we are currently living a crucial moment for the human evolution -
globalization- which has created the world through the exchange of goods and products,
information, knowledge and culture. Colombia is part of this globalization process, opening
opportunities through the international relationship and the inter-culturalization. That is why, the
national education ministry opt for the implementation of the bilingual program which has as a
main target educate the citizens to have the capacity to communicate in English and participate in
the universal communication process of the global economic and the cultural opening. This
program tries to benefit the development of the mother language (Spanish) and the different
indigenous languages, and also promotes the foreign language learning (English), to satisfy these
needs and carry out the objectives established by the ministry (MEN).
Therefore, according to Martinez (2015) learning and teaching a foreign language has
always been associated with the use of materials-more than especially printed texts. But there is

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one situation which is the lack of contextualized material to teach English in ethnic groups from
Caquetá, Colombia.
The current research proposal opt for the design of contextualized material for English
teaching in the Korebaju community, which is an ethical group located in south of the Caquetá
department. The main objectives of this research proposal include: designing a meaningful
material within the educative plan established by the municipal bilingualism program. The
project expects to contextualize the English learning within that indigenous group: Korebaju
customs, Occupations in Korebaju community, Typical meals, Values, Common expressions in
Korebaju community (greetings and goodbyes), Sports, hobbies, ethnic languages from Caquetá
(Based on municipal bilingual program for Florencia - Caquetá, the 6th and 7th grades).

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2. Problem Statement
The twenty first century has brought several technological, scientific and academic
advances. It is important to mention that one of the most influential processes taking place in this
century has been globalization. That is why to be part of this globalization we must use an
international language that allow us to communicate with other cultures. As a result, the English
language is fundamental inside and outside the country.
This demand for English as a foreign language has shown a problem that is the lack of
contextualized material for English teaching. Besides, the books do not correspond to the
students’ needs and the selection of the topics does not fix to the standard necessity of the
population.
On the other hand, the current material does not obey to cultural patterns of ethnic groups
which are misnamed minorities and it is a problem in ethnic groups because of they have their
own history, culture, customs, language, myths, religion, beliefs and values.
2.2 Research Question
What kind of material can be designed to teach English in sixth and seventh grade
students of Mama Bwe Reojache high school?

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3. Justification
The rationale behind this research aims to satisfy the need to design a contextualized
support materials for teaching English in Korebaju ethnic group, taking into account their beliefs,
group practices, habits and custom that satisfies the necessities and interests of the students from
Mama Bwe Reojache high school located in Resguardo de Aguas Negras (Milan, Caquetá). This
research is important at different levels:
Institutional: Our research helps to, partly, figure out the existing problem, the lack of
contextualized material for teaching English. Besides, Mama Bwe Reojache high school wants to
bring an ethno education process establishing partnerships with other institutions that promote
the integral formation of the students, with spaces that allow them to research, develop, produce
and transform the social context, the respect and promote of the right to life, different thinking,
conservation and defense of territory ownership and Relevance to Educational Establishment and
their communities.
That is why this research project can help to carry out Mama Bwe Reojache high school´s
vision through the contextualization of their knowledge to teach a foreign language. Besides, it
helps to get one of the institution’s objectives: to develop curriculum taking into account the
cultural elements, the needs of the region in projection mode of the institution, so that students
strengthen their skills and achieve interacting with others cultural groups without losing their
identity. Furthermore, this proposal helps this high school to consider the national bilingualism
program through teaching English to learn more about their own culture.
Furthermore, our research can contribute emphasis related to design material for teaching
research and didactic in English language teaching program at Universidad de la Amazonia and
the same time give references related to the culture contextualization for teaching English.
On the other hand, teachers of Mama Bwe Reojache high school with our research project
may have a material to teach English in that community based on the knowledge from that
culture. Finally, students will have access to a material according to their needs and interest.

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Social: the high school because of the isolation faced a very different cultural context to
Florencia, Caqueta’s life. For that reason, the research project sees the necessity not only the
designing of material for teaching English but also the need to show this culture to the outside
world with the purpose for promoting development and cultural identity.
Professional: establishing the context and the importance of this research project is;
giving to that ethnic group a material to learn English based on their culture and improve
Communication skills with this language in order to promote the ecotourism, managing
international projects, link with the outside world and being part of the globalization in Mama
Bwe Reojache high school.

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4. Objectives
4.1 General Objective
 To design different kind of material to teach English in sixth and seventh grade students
of Mama Bwe Reojache high school.
4.2 Specific Objectives
 To analyze students’ needs and national and international standards of English language
teaching
 To produce a contextualized text book based on Korebaju ethnic group culture
 To establish the criteria to consider in the designing of a meaningful didactic material
 To design activities to carry out English teaching based on the Korebaju community
culture.

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5. Literature Review
5.1. State of the Art
In order to be able to have a wider perspective on the issue under consideration, it is
necessary to review the similar research projects that have been recently conducted by national
and international academic peers. A current research study makes reference to several studies
undertaken in Colombia and Latina America from 2000 to 2015 that cover the topics of identity
construction, design and implementation of didactic materials, indigenous/ethnic education and
others.
The research carried out by Astrid Núñez Pardo and María Fernanda Téllez Téllez (2015)
named: “Reflection on Teachers’ Personal and Professional Growth Through a Materials
Development Seminar”. This qualitative action research study explores the role of reflection on
teachers’ personal and professional growth through the methodology used in the Materials
Development Seminar in the Master’s Programme in Education with Emphasis on English
Didactics at a private university in Colombia. The project was carried out with 31 English as a
Foreign Language Teachers. The instruments for data gathering were a survey and a written
reflection. The findings suggest that reflection is critical in raising teachers’ awareness of
personal and professional growth, creating a reflective learning environment and a positive
affective state. Additionally, a number of English as a foreign language teachers became text
developers with a recognised Colombian publishing house.
In addition, Núñez, A. Téllez, M. and Pineda, C. (2004) in their research talk about the
material in class in order to carried out the English classes. Besides, it provides the aspects and
the useful ideas that teachers must take into account in order to design the material according the
students likes and needs.
The undergraduate work of Tania Posse Ramirez (2011) named: “Elements that
Determine the Identity Construction of English Learners in a rural context of Cundinamarca
department”. This project shows the research findings of the project conducted in Cundinamarca
and explains the elements that determine the construction of the identity of teenagers from the

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ninth grade of the Fagua School. The author analyzes and interprets the students’ attitudes and
behaviors regarding the teaching methodologies and strategies used to help students determine
their identity. One of the main instruments used in data collection process is a diary allowing
students to rediscover themselves and their position towards English learning. One of the
conclusions of this research is the growing influence of the national educational administrative
entities such as the Ministry of Education on the collection construction of truth and identity.
The undergraduate work made by Jorge Lozano and Julian David Mejía Vargas (2007)
named: “Ethno and Intercultural Proposal to Strengthen the Application of Ethnic Education
through the Language Teaching in Wayuu community in Guajira”. This research work is aimed at
enhancing the efficiency of ethnic education projects in some educational institutions where a
special model of teaching is proposed to preserve community’s culture and create awareness
about its disappearing. The need to conduct this research project is reflected in the lack of
cultural identity, an issue that has not been previously addressed in the Wayuu community. The
author focuses on the English language teaching as a way to strengthen the identity and promote
the use of Wayuinaiki language spoken by the Wayuu community from Guajira, Colombia. The
research is conducted in Uribia, center of the Wayuu culture in Colombia. The aim of this
research is to design a trilingual (English, Spanish and Wayuunaiki) intercultural didactic tool.
The undergraduate work of Yanet Tapia Fernández (2002) named: "Teaching Strategies
and Language Use of the Teachers from IB Schools in the District of Mañazo-Puno”. This
research focuses on teaching strategies and language use of the teachers from IB schools in Peru.
Its nature is predominantly descriptive because its purpose is to identify and describe the
strategies used by the teachers in the classroom. The author provides a classification of the
strategies and suggests a special class division: into open and closed sections. This research also
shows the different use of languages in the classroom (including Quechua and Spanish) by the
different educational agents (both students and teachers) and highlights the multilingual,
multiethnic and multicultural aspects of learning not taken into account by the Peruvian system
of education.

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The undergraduate work of Martin Bolaños Pizarro, Willian Bolaños Figueroa, Mirian
Piranga Cruz and Francisco Pizarro Valencia (1999) named: “Recovery process of the body
painting, the dancing and the singing as expression and cultural of Korebaju’s community in the
Agua Negra town”. This is a research process where the authors are Korebaju indigenous who
concretized the cultural identity from this community, significant appreciations, the artistic
expressions to implement a proposal which supply to dynamic of the construction of a own
education. This research was realized with the participation of whole community through the
application of investigative techniques like direct observation, polls, and interviews to arrive to
the realization of cultural meetings because of the importance which have this in Korebaju’s
community. It is focused on the participatory action methodology respecting the subjects who
were going to research.
The undergraduate work of Natalia Calderón Pinedo (2010) named: “Contextualized
proposed activities designed to teach Colombians sayings typical of Spanish foreigners of
Javeriana University”. This research project is located in the learning, teaching and language
research field as well as in the materials design pattern of the language department of Pontificia
Universidad Javeriana. This project is a proposal of communicative activities to teach Colombian
typical idioms in the SFL (Spanish as a foreign language) program of Universidad Javeriana. In
order to do this, it was taken as a pattern the proposal about materials design presented by David
Jolly and Rod Bolitho, quoted by Brian Tomlison (1998). The needs identification was key to
carry out this project. This identification was done by collecting data from teachers who, by that
time, were working in the Latin-American Centre at Universidad Javeriana. The data was
collected by a survey which allowed me to recognize the need of creating contextualized
activities that allow teachers and students to teach and learn Colombian typical idioms people
use the most in Colombia and the different contexts and situations in which they are used. This
research project was done taking into account the practical research method of the theorical
findings and their application in the foreign language teaching/learning methodology, Seliger y
Shohamy (1989). In addition, the activities designed were based on the communicative approach.
The undergraduate work of Nora Milena Yanes (2008) named: “Designing
communication activities from an authentic audiovisual material for class of E/LE (Spanish as a
second language)”. On the other hand, this work has as a purpose develop English class material

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based on audiovisual authentic data taken from students and in that way applied a
communicative language teaching approach in order to improve student speaking skills.
Moreover, the information provided by students was meaningful to design communicative
activities to carry out Spanish classes in an advanced level.
The undergraduate work of Angelo Pinto Garcial and Juri Zambrano Ortiz (2009) named:
“Designing a teaching unit model for teaching academic language for students of the Latin
American Center of LA PUJ, based on audiovisual material”. The aim of our research was to
design a didactic model unit for teaching academic Spanish from an audiovisual material. To
achieve this objective they established the needs and interests of Centro Latinoamericano
students, the main characteristics of academic language, and the criteria to select audiovisual
material and to design materials for teaching and learning foreign languages. The final results
showed the student’s necessity of learning academic language through an audiovisual material;
the main characteristics of academic language; the establishment of appropriate criteria to select
audiovisual material for teaching and learning foreign languages, among which they found that
the videos must be authentic, short, motivating, and they should make use of academic language,
with contents which allow reflection and analysis; the establishment of criteria to design didactic
materials for teaching foreign languages. After the development of the research, as conclusions,
they highlight the necessity of producing more studies and materials in which learning and
teaching academic language in Spanish as a foreign language.
5.2. Theoretical Framework
Current project is developed based on the following constructs: meaningful learning,
didactic materials, indigenous education, communicative competences development and cultural
identity. The conceptual framework provided by the current project is the following.
Meaningful learning. Education is and will always be used for training and developing
of intellectual, emotional and moral capacities of the people according to cultures and standards
of living of the communities those people belong to. In that sense, while developing didactic
materials, educators are and will be expected to take into account the customs, norms and values

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of their contexts because education has the power to shape, transform and fortify the minds.
According to Ausubel (2000), in order to learn meaningfully, individuals must relate new
knowledge to relevant concepts they already know. New knowledge must interact with the
learner’s knowledge. Because meaningful learning involves a recognition of the links between
concepts, it has the privilege of being transferred to long-term memory. The most crucial element
in meaningful learning is how the new information is integrated into the old knowledge structure.
Indigenous/ethnic education. According to the needs that have some korebaju
indigenous communities to preserve the native language the "korebaju chuore cutuñu" (talk
korebaju) Volume 1 is one of the most complete tool to learn the native korebaju language, this
book is a guide to learn grammar, pronunciation and some vocabulary commonly used by native
speakers of the korebaju language. The purpose of this volume is to promote language korebaju
introduction to people interest in learning it. This is one of those books where discloses the
importance of writing in a minority language such as the indigenous languages.
Didactic materials. Those are didactic aids or didactic ways that are designed and
elaborated with the objective to facilitate teaching and learning processes. Didactic materials
include books, maps, posters, photos, videos, educational software and others. According to
Tanca S, and Freddy, E. (2000), didactic materials are physical components which transfer the
educational message and which are used by the teacher to develop the cognitive skills, create
sensory enriching experience and give learners the chance to approach the real world.
From the perspective of learning a second language, the korebaju Indians designed a
primer in two languages (korebaju-Spanish) where it is intended to preserve the native language,
but also to have an advance in the learning of a second language which is Spanish according to
the society needs. Tee kachapa chuore kutuñu, is a book of Spanish-Korebaju phrases where it
contains a basic vocabulary like; the greetings, goodbyes, family, business words, questions and
words to use is the academic classrooms.
Besides, Ai chuo ame ie book (old tales), it is a book designed to the native speakers of
korebaju language to preserve the history, the myths y the legends motivating to the reading the

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teenagers in the process of the education taking their culture. In this book reflects and expresses
the feelings, the customs, tha duties whch the women and men take in this context, the artistic
and cultural expression, the spiritual expression which from the beginning has practiced in this
community.
The pleasure which offer the reading is one of the valuable gifts that is given to the
children and teenagers korebaju indigenous. This is a natural way that have young people to
learn and find the world to develop individual humans being and sociable through the culture.
From this perspective, this aichuo cuasachuoname chechoche paiphuro book (tales and legends
teaching in korebaju community) was created to implement it, it contains four tales, one fable,
one parable and two popular legends of korebaju community. the purpose in this book is create
the like forward to reading and teach the values in the children and the same time giving to the
adul people recreational reading making use of their culture.
Each moment of life is a history, it is the of korebaju community which is written to
motivate and encourage the love of reading while preserving the cultural partner, so traditions
and for that purpose was created korebaju primer paire tijñesieame (experiences of korebaju)
people with different stories tell the real life and experience of the members of korebaju people
through the time.
The Korebaju language is a member of accidental group from the family Tucano
linguistic, two main dialects are distinguished; the Korebaju-tama and the Korebaju-puro
mutually intelligible with slight differences in intonation, pronunciation and vocabulary but no
grammar difference. In this book, the Korebaju language makes references in the phonology, the
nominal syntagma and the verbal sentence syntagma. On the other hand, we can find a bilingual
Korebaju-Spanish dictionary that is mainly to the same Korebaju people with the aim of maintain
the linguistic heritage written according to its cultural roots and preserve its traditions in a
general way while increasing the Spanish comprehension as a national language.
On the other hand, interculturalism according to Alsina, R. (1997) claims that
multiculturalism is the coexistence of different cultures in the same real space. Also,

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Multiculturalism or interculturalism as some authors call it, can be seen as a theoretical and
practical conception of universal character that serves the cultural diversity of all societies from
the principles of equality, interaction and social transformation. It implies an ethical and
ideological personal choice, a way of understanding and living social relations and a way to raise
and develop education (Lluch y Salinas, 1996; AECG, 1996).
When we talk about contextualization, it refers to the act of putting something in a
specific context. According to Rioseco and Romero (1997), “the choice of the context will be,
therefore, an authentic activity. The choice goes, thus, to be a huge responsibility for the teacher
who should be aware that learning a skill occurs in the context of a larger project of interest to
the students, and that learning occurs better in a context of cooperation, where individual gain
translates into profit for the group "(p.5)
For that reason, taking into account the previous described “the lack of contextualized
material for English teaching”, it is necessary to design and produce books for teaching English
in 6th
and 7th
grade of Mama Bwe Reojache high school from the Korebaju ethnic group located
in Milan, Caquetá, considering their customs, values, beliefs and history in order to generate a
meaningful learning. According to Moreira, M.A, and Caballero, M.C, (1997), Meaningful
learning is the process whereby new information (new knowledge) is related to non-arbitrary
and substantive (non-literal) with the cognitive structure of the person who learn. To Ausubel
(1963, p. 58), meaningful learning is the human mechanism, for excellence, to acquire and store
the vast amount of ideas and information represented in any field of knowledge.
5.3 Normativity
The general law that governs English language teaching in Colombia is the law 115 of
1994 (issued by the National Ministry of Education). It makes reference to education as a
lifelong learning process as well as personal cultural and social training which is based on an
integral concept of humans, their dignity, rights and duties.
Another important norm that guides the educational process in Colombia is the National

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Bilingualism Program. It is based on the English language teaching standards and is aimed at
enabling citizens to communicate in English and become part of the globalized world (through
universal communication, building of cultural openness and participation in the global
economy). These standards provide a fundamental orientation for English teachers, managers and
parents clarifying all the possible doubts about communication skills that are expected to be
developed at different levels as a part of “Vision Colombia 2019” document. As it is known,
these standards are created following “The Common European Framework of Reference for
Languages: Learning, Teaching and Assessment” that describes the performance of language
learners at different levels starting from A1 (‘breakthrough/beginner’) and finishing at C2
(‘mastery or proficiency’)
According to the law 115 of 1994 (issued by the National Ministry of Education), the
chapter 3 “education for ethnic groups” in the article 56; the education in ethnic groups is going
to be focused on community participation, flexibility, interculturalism, linguistic diversity and
progress. Besides, it will have the purpose of identity, knowledge and teacher education in all the
areas of the culture.
In the same vein, article 57 talks about mother tongues. Based on this article the teaching
in ethnic groups that have their proper language have to be bilingual but taking into account its
mother tongue. In few words the articles 55 to 63 from the law 115 of education consider the
country as multiethnic and multicuralism, that is why education is focused on develop cultural
identity where it provides educative attention for the different groups that form the nation
through pedagogical strategies based on the culture, their languages, traditions and
autochthonous things.
On the other hand, through article 13, 20, 21, 22, and 38 from law 115 of 1994 are
established other disposition about bilingualism law. It talks in article 2 about some additions in
article 20 from law 115 of 1994 where it mentioned the developing of communicative skills for
reading, writing, listening, speaking and the way to express in a correct way one foreign
language.

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6. Methodology
6.1 Type of Research
The current research intends to design contextualized material for teaching English in
Korebaju ethnic group from Caquetá, Colombia. Therefore, this research is related to the solution
of a problem which is the lack of contextualized material for English teaching because of
indigenous communities have their own values, customs, necessities and ways of learning. The
methodology adapted for the current research project is the “action research”, a type of
educational research aimed to solve a specific problem and allowing the researchers to be both
participants and observers.
To clarify the meaning of this term, according to Tamayo (2011, p. 66) research is a kind
of researching that tries to figure out questions derived in an implicit or explicit way of an
analysis of the reality of the communities and the practical experience accumulated of the
researcher.
Lomax (1990) defines action research as "an intervention in practice with the intent of
causing an improvement”. The intervention is based on research because it involves a disciplined
inquiry. Also, Evans. (2010, p. 17) tells that Action research is conceived as a method of
investigation whose purpose is directed to teachers, to make them reflect on their teaching
practice, so that an impact both on the quality of learning and of teaching itself, that is, makes the
teacher acting as a researcher and researched simultaneously.
In other words, Action research is the best one because it helps to carry the project into
students for the participation and to improve teacher’s skill related to pedagogical aspect and
people management. On the other hand, Mills (2003) points out that action research is the way to
analysis the different aspects seen in classroom; the way that teachers take the information for
teaching and student’s learning. Besides, the purpose with kind of research is improving and
change the different strategies and tools to have meaningful classes and enhance student’s

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leaning.
In this sense, this research includes an ethnographic approach, intending to describe and
analyze ideas, meanings, knowledge and group practices, cultures and communities (Patton,
2002). Such research covers the history, geography, educational socioeconomic, political and
cultural aspects of a social system. As Alvarez-Gayou (2003) considers that this kind of
ethnographic approach tries to describe and analyze what people of a place, stratum or
determined context usually do: like the meanings they give to the behavior performed under
common or special circumstances, and finally presents the results in a way that highlights the
regularities that involves a cultural process.
Furthermore, for the data collection in the Korebaju ethical group will take out the
operation of ethnographic approach to design contextualized material. In addition it should be
emphasized that this has a micro level to carry out the research (micro-ethnographic) and to be
focused to a single social community.
6.2 Instruments
According to Hurtado (2000) the selection and techniques of data collection instruments
involves determining means or instruments by which the researcher get the research needed to
achieve the objectives of the investigation. On the other hand, Hernandez et al.(2006) claims that
the data are obtained from autobiographies, bibliographies, interviews, documents, artifacts and
personal materials and testimonies (sometimes it is found in letters, diaries, newspaper articles,
radio and television recordings, etc).
According to Erlandson et al. (1993), triangulation builds truthfulness which adds to the
credibility of a study’s findings. However, to achieve the objectives embodied the researchers
chose the following techniques and instruments:
Direct observation (technique): according to Tamayo (2011, p. 188) researcher can
observe and collect the data through his observation. It is a process that constitutes collection,
selection and registration of information, for which the researcher is based on his senses. It

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means that researchers have to live, know and share in Korebaju community and thus collect
information in a straightforward manner. Also, through this technique the researchers can
observe the Korebaju culture in order to take relevant information about what their needs are,
how their culture is and what they want (take into account the topics previously mentioned)
related to their own culture for designing meaningful didactic material.
Interview (technique): According to Hurtado (2000, p. 461) the interview is an activity
whereby two people (sometimes maybe more), are placed opposite each other, one of them to ask
questions (information) and the other, should answer (to provide information). This technique
will provide the information needed to arrange enough information to design the material. As
Tamayo (2011, p. 189) points out, interview is the direct established relationship between the
researcher and the object of study through individuals or groups with the purpose of obtain oral
testimony.
The reason for using this tool is the free and spontaneous nature of the interviews.
Researcher interviewed four kind of people; seven old people, seven students, seven teachers and
seven community representatives (the number of people in each group has as purpose being
equitable and sustainable for data collection) because of those four kind of people plays a unique
role in the community.
Interview Guide (instrument): This tool provides the researchers the guide to carry out
the interview in a structure way having as purpose the topics; Korebaju customs, Occupations in
Korebaju community, Typical meals, Values, Common expressions in Korebaju community
(greetings and goodbyes), Sports, hobbies (Based on municipal bilingual program for Caquetá,
the 6th and 7th grades). On the other hand, an interview about cultural topics and material that
are used in the Mama Bwe Reojache high school.
Field diary (instrument): It complements the information of the facts, events or events
on the ground itself. This amount of data allows to analyze the information at the time of
collecting the material. This instrument is going to help researcher to register the information
provided about Korebaju culture. It is going to give data in a detailed way to perform later

22
analysis and take the relevant information to design the material for English teaching.
Video recordings and photos (instrument): These tools will help researchers to make
evident the Korebaju culture in order to design the meaningful didactic materials for teaching
English, based on the information provided through these tools.
6.3 Phases
6.3.1 Phase 1. Descriptive phase: During this phase, the researchers described the problem
situation previously mentioned on the proposal, including: Socioeconomic context, high
school description, topics that teachers include in the classroom, feasibility of the
research. In this step, researchers estimate if this proposal of contextualized material for
English teaching is relevant and if the conditions are given to reach the objectives.
Specify the methodological guidelines: in this step is defined the community where the
research project is going to be applied
Context and Participants
The research project was conducted in the Korebaju community involving students from
Mama Bwe Reojache School located in Milan, Caquetá. This community is characterized as a
seminomadic population with monolingual linguistic competence (mastery of Korebaju
language), although teenagers and some children speak two languages – Korebaju and Spanish.
Its organization is based on the Cacicazgo (committee which represents the traditional authority
that is selected by consensus) supported by the indigenous group. Their main fields of
occupations include agriculture, hunting, fishing and wild fruits collecting. The influence of
other cultures and illegal activities has had a negative influence on Korebaju culture limiting
their location and causing the vanishing of their identity (Martinez, A. 2015).
The population of this research project include the 6th and 7th graders of the Mama Bwe
Reojache high school. Their age is approximately 10-15 years old. The mother tongue of these
students is Korebaju, the communicative competence in Spanish is limited and their English

23
language skills are not developed at all.
In addition, tools / instruments for data collection are selected.
6.3.2 Phase 2. Interactive phase: This phase consist of applying the date collection
instruments and carry out the strategies to access to the relevant information; Korebaju
customs, Occupations in Korebaju community, Typical meals, Values, Common
expressions in Korebaju community (greetings and goodbyes), Sports, hobbies (Based on
municipal bilingual program for Florencia - Caquetá, the 6th and 7th grades).
6.3.3 Phase 3. Analysis phase and integration of data: this phase is where researchers are
going to analyze the data and select the relevant information (the topics before
mentioned) to structure the points or topics that the meaningful didactic material is going
to have. The topics include: Typical meals, Values, Common expressions in Korebaju
community (greetings and goodbyes), Sports, hobbies based on the Korebaju culture.
6.3.4 Phase 4. Designing phase or development of the proposal: designing of a
contextualized didactic units based on Study Plan for the grades 6 and 7 of the Municipal
Bilingualism Program covering the topics of customs, Occupations, Typical meals,
Values, Common expressions (greetings and goodbyes), Sports and hobbies.
In this phase, in order to design the contextualized material the following criteria are
taken:
1st step: Students’ attitudes, motivation, and expectations; age, personality; personal
experiences, prior knowledge and their socio-economic context; their access or exposure to the
target language and their skills and intelligence, are all aspects to be kept in mind when
developing materials. Nuñez, et al (2009).
2nd sted: Achievable materials are those that students are able to deal with, depending on their
linguistic resources and the time allowed for the different activities, which in turn will boost
students’ self-confidence. In other words, materials should not be too complex, nor extremely

24
easy, but challenging enough. Nuñez, et al (2009).
3rd step: Teachers, as materials developers, should provide enjoyable activities that promotes
sensory stimulation, raise curiosity, supply clear participation opportunities, and provide
feedback. . Nuñez, et al.(2009).
6.3.5 Phase 5. Development of intervention (Units application): to apply the units designed
in students from 6th
and 7th
of Mama Bwe Reojache School located in Milan, Caquetá in
order to know what material impact has in students from the community.

25
7. Results
The results chapter correspond to the solution of the established problem “lack of contextualized
material to teach English” in Korebaju community, located in the municipality of Milan,
Caquetá. This headland is organized in three components: 1. descriptive level results, 2.
Development of intervention (application units), 3. Interpretation of the findings.
7.1. Descriptive level results
In this section we present the results obtained with the implementation of the various
instruments used in the research field.
Following, the research findings are presented, as it has been suggested by Angrosino
(2012), who points out that the analysis of the findings can be shown in a descriptive and
theoretical level. It means that the information taken through the instruments is going to be
analyzed and presented in a descriptive way, based on the identified patterns and the topics found
with each instrument.
7.1.2 Findings of the interview
In the first place, a semistructured interview was conducted (Annex 1) which consists of
twelve open questions. The interview was applied to ten people, members of the Korebaju
community: five young boys, around eleven to fifteen years old and five adults, around twenty to
forty five years old. The purpose with the applied instrument was to take relevant and
autochthonous information from their community about customs, habits, occupations, typical
meals, values, sports/hobbies and, with the information, to design the units to teach English,
taking into account the previous topics mentioned.
It must be emphasized that, while the interviews were applied with each person, the main
problem was the lack of understanding the questions, because of their low level of Spanish
comprehension as a second language in korebaju indigenous community; that is why it was
necessary that one of the researchers had the role of translator during the whole
interview,(translate from Spanish to Korebaju and from Korebaju to Spanish). On the other hand,

26
while applying the instrument, it was noticed that the entire interviewed members were very shy;
therefore, it was complicated to find volunteers. Also, the development of the interview took an
average of one hour per person, so we noticed that after the first fifteen minutes, the interviewee
felt tense and anxious about the end of the interview.
The answers to the following questions will be represented by graphics for a better
understanding of the reader.
First question, the table below shows the different duties performed during the weekdays:
7.1.2.1 Graphic one:
In this question was noted that most people respondents coincided with their habits and
routines during the week. Children start the day with the same routines (emphasizing that
children attend school) than adults, because these habits are very autochthonous from that
indigenous community. Thus, it concluded that it is a way to share in their community and surely
for keeping intact their customs and habits from a long time.
Second question, the purpose was to get information about group and individual activities
and here are the results:
6%3%
12%
20%
14%
12%
15%
3%
15%
What do they do usually during the
week?
Study
Visit korebaju people
Go fishing
Go to the Chagra to work
Do handicrafts
Cook Cazabe
Home shores
Sing korebaju songs
Play soccer

27
7.1.2.2 Graphic two
In question number two, the interviewer began to remember his daily routine and some of
them laughed at what they did; they said that they wasted their time visiting their neighbors. On
the other hand, adults interviewed mentioned activities with commitment such as: community
work and community meals, emphasizing that those kinds of activities are a way to share and
generate good relationships with the different community members.
The results obtained from the preliminary analysis of question number two are set out in
graphic number two. What is interesting in this data is that there are different activities,
according gender (female or male) and the age of the interviewer. Further analysis showed that
there was a low percentage of people who drank Yage, because this activity it required great
responsibility, commitment with themselves and the community. In response to the question,
there is a low range of people who drink yage. On the other hand, the most common activities
were; community work and meals, work on the Chagra because with those duties they could
have fun and share time with their people.
Third question: it provides some of the main characteristics of the Korebaju members, including
activities and autochthonous customs, it is summarized in graphic number three:
29%
15%
15%
26%
3%
12%
Do they do an individual or grupal
activity in their community?
Fishing
Community work
Community meals
Go to work on the chagra
Do handricrafts
Drink Yage
Wash clothes

28
7.1.2.3 Graphic three
The results, as shown in graphic three, indicates that some of the members did not have
clear what their customs or characteristics are; some of them had not traveled to near cities,
therefore it provided that they lived in a culture rich of customs, different autochthonous from
that indigenous group hobbies, but they were not completely aware of what they have because of
they do not know other cultures. However, they believed that playing football was an
autochthonous characteristic from their community, so the interviewer had to explain in their
language what the question wanted to find out. Finally, some interviewed people understood the
topic and made a comparison between their culture and other indigenous communities around
them, like Murui community.
Fourth question presents the results obtained from the preliminary analysis about their
mother tongue (Korebaju) in their daily life. The overall response to this question was very
positive, because all people, 100%, are talking full time in Korebaju language. For the answer
there was not restlessness neither doubts from interviewed.
Fifth question Respondents were asked to indicate whether if there was special ritual in
Korebaju community and it was obtained:
Dance
15%
Songs
17%
Clothes
19%Handicrafts
2%
The language
19%
Typical meal
21%
Yage Beverage
7%
TYPICAL CHARACTERISTICS OF THE
KOREBAJU COMMUNITY

29
7.1.2.4 Graphic four
In this part there was a conclusion about the previous question that is why the participants
expressed the belief about Korebaju customs being more confident. Beside, participants
continued with similarities and differences between Korebaju and Murui culture. On the other
hand, during the answer, interviewees, through that comparison, realized about something new
that they did not have any idea.
Sixth question provides some of the occupation in Korebaju members.
58%23%
10%
9%
KOREBAJU CUSTOMS
Yage Mambe Parties according to the harvest Communitary Fishing Hunting

30
7.1.2.5 Graphic five
Respondents were asked to indicate what the Korebaju occupations are and researchers
noted that every single people into the community do what they like and take it as a profession.
Furthermore, some Korebaju occupation have more recognition and importance in the
community, for instance; the artisans are important because through that occupation the
community depend on it, besides the Commissioners are respectful and have an important
position due to they are in charge of establishing the order and punishments in Korebaju
community.
Seventh question looked for if there are any activity for each gender. When asked
whether gender occupation, 90% of the respondents reported that there are some handicrafts for
each gender. On the other hand, the fishing, hard works and go to the chagra are only for men but
house work and harvesting of fruits only for women. The participants answered it without
questions, it was an instant response.
Eighth question: Respondents were asked about what typical dished are in Korebaju
community. The graphic below shows the results of the analysis of the interviews:
Fisherman
37%
Haunter
15%
Commissar
6%
Singers
6%
storytellers
9%
Shaman
9%
Craftspeople
18%
KOREBAJU OCUPATIONS

31
7.1.2.6 Graphic six
For this question was realized how interviewed started to talk about favorites dished into
the community. In response to Question 8, most of those surveyed indicated that the majority of
Korebaju people liked fish with chili pepper (it is typical dish from that community) where it was
a delicious and incredible plate for them. And also, they talked about how they eat, as some
interviewees said: “I dislike eating on the table, we prefer to eat on the floor, it is more
comfortable”. Others talked about the dishes and their preparation in different seasons of the year
because of some of those plates can be eaten just in end of the year, for instance; smoked fish
which is eaten in December, because in that time there are a lot of fish in the river, so Korebaju
people smoked it in order to conserve it.
Ninth question participants were asked about what typical expressions did they use in the
community. When the participants were asked, the majority commented that they did not
understand what the question meant. Therefore, people looked uncomfortable and most of them
said that they did not know what to answer. They did not understand in Spanish, neither in
Korebaju language.
Tenth question, this section of the interview required respondents to give information
about their hobbies and the community and eleventh question about sports what they do and their
home. These two question helped the interview to know that there was not difference between
58%23%
10%
9%
Korabaju Typical Meal
Fish with chili pepper Smoked fish Chucula of fish
Meat of wild animals Chica of chontaduro Tamal of fish
Fariña

32
hobbies end sports for Korebaju people. In this community, Korebaju claimed that in their
mother tongue there is no difference between those terms, so it was necessary to mix the two
questions up. The table below illustrates some of the main hobbies and sports of the Korebaju
community, as it shown in next graphic:
7.1.2.7 Graphic seven
In the beginning there were some confusion with the interviewees with what sport and
hobbies means. One of the researchers had to talk in Korebaju language in order to clarify the
question, some minutes later the majority of those who responded to this item claimed that there
is not difference in those terms. On the other hand, through this question was realized that their
autochthonous games, sport, hobbies are being forgotten and some of them are played only in
special occasions.
Finally, in last question were asked to participants if they are interesting in learn English
and if they have any idea about the existence of a contextualized material in their culture to teach
and learn English through the Korebaju culture in Mama Bwe reojache high school. When asked
whether if they want to learn English, 90% of the respondents reported that they wanted. Also, In
response to the question: ‘if they have any idea about the existence of a contextualized material
in their culture to teach and learn English through the Korebaju knowledge’, 100% of the
4,3; 16%
2,5; 10%
3,5; 13%
4,5; 17%
2,4; 9%
4,4; 17%
1,8; 7%
2,8; 11%
Sport and Hobbies of Korebaju Community
Play soccer
Pii game
Swing in the river
Jua game
Handicraft
fishing
Blowgun
Archery

33
participants answered that; there is not contextualized material to teach and English at Mama
Bwe reojache high school neither other places around the community.
On the other hand, participants interviewed asked for the researcher to talk in English as
demonstration and know how it sounds, so researchers started to talk in English and was noted in
their faces happiness and astonishment because of the English speaking. Besides, most of them
asked for how to translate Spanish and Korebaju phrases and word into English. They laughed
and enjoyed the short English class. In few words they want to learn English not only to have
just third language, but also to being part of foreign globalization.
7.1.3 Field diary findings
Field diary provided the largest set of significant clusters of extra information that was seen
in the community, as for example; daily activities, description of different autochthonous games
and the most important was registered the visit taken in Mama Bwe reojache high school. One
interesting finding is the lack of contextualized materials in their culture to teach English and
another important finding was the positive desire from young people (students) for learning
English. On the other hand, the conversation taken with the principal of Mama Bwe Reojache
high school, Arasali Serna Restrepo provided to the researchers information about the low level
in English competences in students from that school.
The results of this conversation with the principal and teachers from Mama Bwe reojache
high school did not show the existence of contextualized material and did not show any
significant increase in English competences. That is why it is necessary to design a
contextualized material providing exercises accessible to the understanding of students,
obviously taking into account the English standards. Besides, another important aspect provided
through this instrument was that the analysis of their customs helped to understand Korebaju
values. In few words, the results of this study shows that Mama Bwe reojache high school needs
to contextualize material taking into account students’ understanding level and language
comprehension.

34
Annexes below show the summary statistics for field diary:
Saulo Paul Bolaños’ field diary:
The first set of analyses of field diary (Annex 2) examined the impact of the research
applied in Korebaju community. It has made reaffirm daily experiences in this community to thus
apply in the designing of contextualized material to teach English based on Korebaju culture.
The results obtained from the preliminary analysis of this instrument was a wide and clear
knowledge about cultural values, typical meals, autochthonous games, daily routines and so on.
Most of these topics are provided in Annex 14.
Furthermore, the Korebaju Young people are interesting in learning a foreign language. In
the same vein, it was shown that all young people from this community use Korebaju as a first
language for daily communication between them. That is why further analysis showed that it’s
really necessary to take into account Korebaju and English languages in the moment of designing
the material in order to have meaningful classes. The identified topics in these evidences are
provided in annex 3.
The results obtained from the preliminary analysis of annex 4 is relevant information
because of the positive impact seen along the units designed and applied in young Korebaju
students from Bwe reojache high school. Two units were applied; Unit 1: Greetings and
Goodbyes expressions, Unit 2: Korebaju daily routine. The units were used to analyse the
impact, so the student react in a positive way giving some recommendation later mentioned.
Luis Fernando Galeano’s field diary:
Furthermore, the results obtained from the preliminary analysis of annex 5 is relevant
mentioned that provided the term “chagra” refers to a place where indigenous people have their
crops like; yucca, platano chontaduro and so on. In a like manner, it provided a result analysis
through observation about the main customs that are used to unify members like; going to the
chagra and play football. Another key point was that teenagers and children have interest in

35
English language, it is based on interviews and the sharing with the Korebaju members.
As well as previous data mentioned, annex 6 provided an experiences with yage,
according to Korebaju members; Yage is the way to understand them, the way to live what life
really means. The first set of date aimed to analyze the relationship between Korebaju members
and their rituals because those are ways to keep the culture alive and in the same vein having
their values as a way of living through yage drink, commissary occupation among others. Also,
this part of the diary gave a wide understanding about their occupations and their importance
level for having order and harmony in the whole community.
Likewise, what is interesting in this data was that Korebaju people have a rich variety of
autochthonous dishes and games (Annex 7). Researcher had the opportunity to taste “fish with
chili pepper and Cazabe” which is a delicacy and typical plate in that community. Without a
doubt, with this instrument it’s possible to tell that Korebaju members like to eat on the floor
because it is comfortable and explains why they eat that kind of meal. On the other hand, it
provided information about the organized activities made by them in order to share with the
community, for example; Pii game; which is a game that consist of throwing a ball made of corn
leaves; if the pii falls to the ground, the game starts over; and Juaa game; which is like an
artisanal spin and archery among others.
Another important finding was the information got through the visit to Mama Bwe
Reojache high school. It provided knowledge about the existence of contextualized and updated
material to teach English in that school. What is interesting in this data is that there is not
contextualized material even updated material (Annex 8). Besides, it is worth mentioning the
enthusiasm of the principal and the different teachers to support the research carried out with the
purpose of improving the English teaching and in that sense have a meaningful learning.
On the other hand, sharing with Korebaju children helped to conclude the necessity of
learning English, not only to have something new, but also to be part of the improvement of their
community. Also, young people enjoy learning English as a game through their common daily
life for instance; their customs that facilitate the understanding of the language. In few words,

36
they need a material where they learn English through what already know.
In the same vein, this is a relevant data for the approach of the research due to it provided a
clear view about their learning acquisition. In Korebaju high school there were outdated
materials and out of the context for learning English, that is why students did not find the inner
and external motivation to know something what even for some of them is impossible to visit.
For that reason, it is necessary to design a material where they take part in, it gives them
motivation just because they can see themselves on a book, a motivation for them for knowing
what it is about, what their culture is, a motivation to learn through their life and it motivates
them to learn English because they are the agent to study. It is important to mention that this
instrument gave the research the idea to develop exercises with easy comprehension, simple
activities because of the English level in 6th
and 7th
grade is low according to English standards
proposed by national government (Annex 9).
7.1.4 Findings from photos
Photos provided an overview of the reality lived in this community like; customs, typical
clothes, their free way of expression, their nonverbal and verbal language, typical games and the
relationship between them with their family and friends. This instrument was used to analyze the
relationship between previous instrument applied and the photos taken in the community. In the
same order of ideas, those findings provided material to apply in the designing of the
contextualized units, like the designing of activities where are shown the conversations between
them, their games and so on. The single most striking observation to emerge from the data was
the information for applying in the units for English teaching where Korebaju people take the
main part in every single part of the content of the material, generating a contextualized English
teaching set of units.
As shown in annex 10, it provided the idea of a cover page because the Korebaju reality can
be appreciated in all its senses, people’s nature, their emotions and the enthusiasm for learning.
That photo was taken by Julian David Mejía Vargas and he expresses:

37
“The girl on the right has a stick and both had face paint, it was getting dark and the colors
become more red and dark, I felt the peacefulness of its looks, the heat of the kitchen was in the
back, it was like the mixture of warmth, surprise and curiosity and the stick gave solemnity,
power, authority”.
It can be seen from the data in Annex 11, the photo reported significantly one the main
occupation in the community “commissar or policeman” of Korebaju people. Those people are in
charge of ensuring security, respect and follow its rules and the commitment to ensure the order
into the community. The results of the correlational analysis of photo shows two men who
generate respect and also the proud of being an indigenous person. On the other hand, what is
interesting in this data is that it provided a clear idea about korebaju’s occupation in order to
design the material.
Additionally, the photo of the Annex 12 is quite revealing in several ways. First, unlike
the other annexes it shows the experience lived in an important event carried out in the
community where typical clothes were evident, the songs and the stories of the elderls. Second, it
provided more information about typical meals where the researcher could taste and share with
the Korebaju members. Third, one more time researchers realized with Korebaju girls, found on
the photo, the excitement to learn English and the desire to know what the result was going to be
with the project. Talking about this issue it’s relevant to mention what researchers said:
“It is exciting to listen to the stories of the elders that although we did not understand
their language, we felt some sadness and emotion coming from their inner and come from those
elders full of experience and wisdom. Besides, we saw people laughing and sharing as family but
the most amazing was found three girls wearing traditional clothing asking us that we speak
English because they wanted to listen. It is one the most amazing things on the research field”
As can be seen from Annex 13, it shows some of the main characteristics of the Korebaju
autochthonous games like; Pii and Jua game. Players shouldn’t let the ball made of corn leaves
touch the ground, using different parts of the body; it can be played with several people of

38
different ages. The photo was taken by Julian David Mejía Vargas and the researchers mentioned:
“We joined in with Korebaju people because they invited us, apparently it is a way to
share with them. This experience was unforgettable for us, we looked like all members of this
community had fun, played, talked and shared, and we felt like we were at home enjoying the
nature of human warmth, hence we noted the wealth of their culture, "family unity and
perseverance of their customs."
7.1.5 General conclusions of the data analysis
Taking into account previous information provided by the instruments and the general and
specific objectives of the research set out to determine following conclusion.
In general objective “To design different kind of material to teach English in sixth and
seventh grade students of Mama Bwe Reojache high school” Researchers decided to develop 6
units to teach English in the Korebaju community based on their culture, taking into account the
standards for sixth and seventh grade proposed by the European framework.
On the other hand, in the first specific objective “to analyze students’ needs and national and
international standards of English language teaching” provided next necessities:
 The community has a wonderful richness full of customs and different foods, games,
autochthonous daily routines of this community. Therefore, Korebaju members want to
continue preserving their customs intact.
 Children and young people feel the enthusiasm to learn a third language (English), in
order to be part of worldwide globalization process, to share and learn from other
cultures.
 The visit to Mama Bwe reojache high school and the conversation had with the principal
and teachers could give a guidance to the research, due to the Lack of updated material to
teach English and the lack of contextualized material to teach English in Korebaju
culture.

39
Furthermore, the second specific objective “To produce a contextualized text book based on
Korebaju ethnic group culture” was realized that to design a meaningful material should be
determined by:
 The students and the community needs.
 The culture where is going to be applied the material.
 The whole community with its members in order to design the material based on what
they already know because they provide idea about what we want to see and learn.
 Students’ English level.
 The exercises must be designed take into account students’ comprehension and
understanding (level of difficulty of the exercises).
Last specific objective “To design activities to carry out English teaching based on the
Korebaju community culture” was decided to design a set of activities based on the photos,
dialogues and Korebaju people opinion provided through the instruments applied. Besides, those
activities are focused just on students and members from the community being them the principal
authors of their learning.
7.2 Result of designing contextualized material to teach in Korebaju community
After having performed first approximations to the Korebaju indigenous community to
inquire about their culture, needs and the Common European Framework standards for sixth and
seventh grade was designed a book with six units based on Korebaju daily life (Annex 14).
Following is going to be described the results obtained from the preliminary analysis of the
units designed:
It was decided that the best programming to adopt for this material designing was include
unit names, what English level is going to be directed, learning objectives that students should
achieve and functional, grammatical, lexical and sociocultural content. Moreover, the planned
units are related to each other and depend on the previous one because topics are explained

40
previously.
First unit is called “Greetings and Goodbyes expressions”, it is directed to an A1 level
according to the Common European Framework. What this unit pretends it that students know
the basic words they use in their daily life, with the family, friends and the different members
from the community, in that sense they have the opportunity to establish an English conversation
using common greetings and expressions.
Second unit is called “Korebaju daily routine”, as previous unit mentioned it is directed to an
A1 level, it is related to daily routine of Korebaju people. The purpose for the unit is facilitate
students realize and describe about what they do commonly during the day, and what their likes
and hobbies are.
Third unit is called “Korebaju Occupation”, in the same order of ideas it is directed to A1
level. It provides rounded, detailed illustrations and descriptions of the Korebaju occupations and
in that way for taking a reference to compare them between korebaju’s occupation and cities’
occupation.
Fourth unit called “Let’s Eat Korebaju Typical Meal” is directed to A1 level. It pretends
students’ reflection and express opinion about what their favorite food is and typical dishes from
Korebaju community.
Fifth unit called “What do you do in your free time?” is conducted to A1 level and it looks
for that students identify their hobbies and the several customs of Korebaju community.
On the other hand, sixth unit called “Korebaju Values” is directed to A1 level. It has as
purpose that student becomes a person to be self-determined according to their values. Besides, it
provides students the way to think about their own values and what the Korebaju values are.
Previous units have as purpose that teachers and students from Mama Bwe Reojache high
school from Aguas Negras town Milan-Caquetá, have an English teaching-learning based on

41
their needs and according to the cultural context for also implement the meaningful learning with
what they already know.
The table below illustrates the general objective and the purpose for each unit:
Chart one:
Book’s title:
LEARNING ENGLISH THROUGH OUR KOREBAJU CULTURE
General objectives
To develop students’ English language communicative competences through their Korebaju
indigenous culture in order to have a meaningful learning in students.
Unit Objectives
Unit 1: Greetings and Goodbyes expressions To exchange personal information by using
daily expressions.
Unit 2: Korebaju daily routine
Unit 1: Greetings and Goodbyes expressions
To ask for and give information about
people’s habits and daily routines
Unit 3: Korebaju Occupation To talk about different occupations especially
from Korebaju community.
Unit 4: Let’s Eat Korebaju Typical Meal To talk about Korebaju typical dishes using
count and non-count nouns.
Unit 5: What do you do in your free time To ask about daily and free activities in
Korebaju community.
Unit 6: Korebaju Values. To talk about Korebaju values and how the
students apply them
On the other hand, related to "Physical production" for carrying out its design, several
aspects were taken into account, like:
 Images and photos were selected based on their daily life, where students from
Mama Bwe Reojache high school take part in.

42
 Icons and symbols were focused on indigenous knowledge and belief because of
the material was applied to the Korebaju population. That is why in every single
page from the book, several symbols where used to emphasize the indigenous
culture. Those images and icons have meaning to its members, where native crafts
were seen.
 Colors were selected based on their natural environment because it refers to their
way of life, the connection with nature, spirituality and who they are.
Furthermore, the criteria established to design the contextualized material were developed
in the following way:
 The designed units have different activities that allow students to learn a language
for academic purposes, mainly activities lexicon.
 The contextualized material designed arouses curiosity and interest to students,
that’s why the same students are part of the material through photos,
conversations and activities to encourage student creativity.
 In addition, it provides given instructions based on the context and guiding the
student to develop the activities along the units.
 Also, the material contains activities for thinking and analyzing about what the
students think in everyday situations related to their community and daily life.
7.3 Development of intervention (Units application)
After living and sharing a series of experiences with the community and designing six
contextualized units to teach English in Korebaju community based on its culture, the next part
was taking into account the kind of research proposed previously “action research”. Therefore, it
was decided to apply the booklet with the students, teachers and villagers with the purpose of
giving participation and opinion to the community regarding the material designed. Moreover, to

43
see its effectiveness and impact in the classroom and the community, researchers applied the first
two units and the procedure is shown in the next report:
The results provided in the unit’s application are going to be shown in story form to generate
a better description of the facts.
7.3.1 Unit number one: Greetings and Goodbye expressions
First, when researchers started to do the personal presentation, students were surprised seeing a
korebaju person speaking in English.
Then, researchers asked for groups of five people to apply the first unit. After that, they
explained, step by step, how it could be figured out. Then, researchers did a practice about the
dialogues presented on the unit; in that sense, they did a pronunciation drill. Later, they gave
three minutes for each student to present themselves.
In the practice of this activity, researchers could see that students knew some phrases in
order to do the personal presentation, but the problem was the English pronunciation. Besides,
children were very shy because of their little knowledge of English language pronunciation and
grammar. Additionally, they had self-distrust in English language because most of them had just
six months of receiving English classes (one hour per week).
Furthermore, researchers saw some difficulties for students’ comprehension because the
book contained just English language. Besides, a group of students were delayed in some
activities and they said:
“Teacher, this is our first year learning English and that is why we do not understand very well
and we become shy”
On the other hand, researchers could see that students were more comfortable because
one the researchers knew how to speak Korebaju language, so they asked him about what they
did not understand in their mother tongue. Most of them said:
“Teachers, you should set up the units with Korebaju language in order to understand it in a

44
better way”
7.3.2 Unit number two: Korebaju daily routine
In second section the next unit was applied. Students were lively and happy developing
the material and practices pronunciation with teachers help. Researchers noted what students
enjoyed seeing themselves in the photos along the units. After practicing some minutes about
some Korebaju daily routines, students started to work on the exercises by themselves.
The most surprising aspect of the application was the necessity to explain and give
instructions in Korebaju language. On the other hand, they had some questions in order to figure
the exercises out related to grammar, but later they got the explanation in the chart provided
through each unit.Moreover, through units application researchers could see that students had the
needs to watch previous exercises in order to figure it out and understand what they did.
The photos and conversations used in the material were useful to explain when students
can use each phrase according to the occasion. Besides, in a funny way and with interaction,
students-teachers ended the application with positive results.
After that, researchers and students carried out a conversation about the applied book and
its activities, photos instructions and designing.
Most of them said:
“we want to thank the authors of the book because it was great for our English learning due to
context based on our Korebaju culture”
Another student said:
“ I think, it is a good book and I wait sooner that our teacher from our community comes and
starts to teach English through our culture because it is more comfortable for us”
7.3.3 General observations

45
In the general presentation of the book for all school staff teachers thanked for the book
and the research. The principal from Mama Bwe Reojache high school, said:
“Very well done for your interest to keep the Korebaju indigenous culture. If the same indigenous
people do not care to preserve and strengthen their culture, who will care?”
7.4 Interpretation of the findings
The results obtained after analyzing the data consists of a significant contribution to the
design process for contextualized English teaching material because it leads to establish a
meaning of the information collected.
Moreover, the research carried out was based on studies conducted in the framework of the
line from current proposed project, action research, which is directed to educational changes to
be a process as Kemmis and MacTaggart (1988) point out that it is built from practicing and for
practicing, besides it pretends improve the practice through the transformation, and also it
requires participation of the people in order to improve it as well as requires group action in
which subjects applied contribute in coordination in all the phases of process research.
Additionally, it involves doing critical analysis of the situations and it set up as a spiral of cycles
of planning, action, observation and reflection.
For that reason, it was necessary to design the material, share it with the community and,
according to the observations, recommendations and questions of teachers and students, the
material was improved. On the other hand, after designing and applying the unit applied, it was
useful to upgrade the material over and over in order to improve it, taking into account the
suggested recommendations given by students and the stuff from Mama Bwe Reojache high
school (add translation from English to Korebaju). Besides, as it was mentioned previously by
Kemmis and MacTaggart (1988) this kind of research has as purpose to improve the practice
through transformation, that is why it is relevant to mention that this contextualized material,
designed based on Korebaju culture, helps students to have a meaningful learning because they

46
learn based on what they know, their context, having as a result a fun class (because they laugh
of seeing themselves on the book) and of easy understanding.
In the same order of ideas, one interesting finding was that the research has also shown the
importance of Korebaju people and whole community on the development of the research for
designing materials to teach English. The support and suggestions from Korebaju community
was meaningful to understand their way to acquire new knowledge and for knowing what they
really need and want to learn. Besides, that community shared a part of their culture with the
researchers, their beliefs, customs, opinions and son on doing it more significant. That is why,
the whole community is happy for being part of a research that helps to strengthen their cultural
identity.
Additionally, some authors like Heckman and Weissglass (1994) claims that the creativity
and intelligence are not limited for a few people who have different abilities and ways of
thinking in which the authors found that the context and social circumstances are important
variables that interact with individual characteristics to promote learning and reason. The
research carried out provides the student a material to learn English that encourage them to learn
and being themselves, it’s a comprehensive way for acquiring the target language through their
culture.
Action research is inherent in the teaching and learning. The result of the application
contributes the best evidence for seeing the impact of units designed in students and improve
units’ content. The English teaching through Korebaju culture changes the way to support
students to identify problems and figure them out, to plan lessons, to use resources of the culture
that promote English learning and community’s comprehension, their culture and their members
as managers of development and social change.

47
8. Conclusions
 The results of this study indicate that for designing contextualized material to teach
English based on the culture it’s necessary to take into account the community’s needs
because, based on it, researchers can start to have a clear idea about how to start and what
content the material should have.
 After understanding the community needs, the same community participate with ideas to
include specific contents for the suggested material, because they are the people who are
going to use it.
 Thanks to people’s opinions the material can be improved in all aspects, based on what
they want and would like to see on the final document.
 In order to have a meaningful material to teach English in an indigenous community, it
must be designed based on student’s English level and their context. For example, on the
korebaju community they study Spanish or English until 6th
grade, not before, despite
other teaching methods. Success means that students can participate and communicate on
class.
 Living in the target community is important to understand what the culture is, how they
learn and what their purposes are. It helps to clarify ideas and understand their way of
living. These data suggest that design material can be achieved through being immerse
into the target community and feel the importance of the culture to carry out English
lessons.
 This research will serve as a base for future studies and also provides teachers and
students of English language teaching program the relevant points to design material for
language teaching.

48
 The present study makes several noteworthy contributions to Mama Bwe reojache high
school because its teachers have a model to carry out an English class where students
have a meaningful learning.

49
9. Recommendation
The Amazonia University and the English Language Teaching Program should encourage and
develop proposals to support the bilingualism program in the Caquetá department through the
designing of new strategies and contextualized materials in high schools. Eventually, in Caquetá
department there are several indigenous communities that require English teaching in order to be
part not only in the globalization process but also in the different internal agreement carried out
with their land and foreign people who want to exploit their natural resources.

50
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Annex 2
Saulo Paul Bolaños’ field diary:
Annex 3

61
Annex 5
Luis Fernando Galeano’s field diary:
Annex 6

Designing contextualized materials for teaching english to korebaju community

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