<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2145-9444</journal-id>
<journal-title><![CDATA[Zona Próxima]]></journal-title>
<abbrev-journal-title><![CDATA[Zona prox.]]></abbrev-journal-title>
<issn>2145-9444</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Estudios en Educación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2145-94442025000100048</article-id>
<article-id pub-id-type="doi">10.14482/zp.42.746.367</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Exploración de las identidades y la herencia cultural de los estudiantes universitarios como una práctica culturalmente sostenible en el aula de inglés como lengua extranjera]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploring undergraduate students' identities and heritage as a culturally sustaining practice in the EFL classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CÁRDENAS CÁRDENAS]]></surname>
<given-names><![CDATA[BEATRIZ ELENA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<numero>42</numero>
<fpage>48</fpage>
<lpage>72</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2145-94442025000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2145-94442025000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2145-94442025000100048&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación explora los beneficios de implementar Pedagogías Culturalmente Sostenibles (PCS) en una clase de inglés como lengua extranjera en una universidad pública de la región Caribe colombiana. Enmarcado en un diseño de Investigación-Acción, este estudio tiene como objetivo comprender el impacto de estas pedagogías en las prácticas culturales y lingüísticas de los estudiantes. Arraigado en la teoría sociocultural, la pedagogía crítica y las pedagogías culturalmente sostenibles, el estudio explora cómo estas últimas pueden contribuir a una experiencia holística de aprendizaje de idiomas que trasciende la competencia lingüística para incluir una comprensión más profunda de los matices culturales. A partir de una metodología de Investigación Acción Educativa, este estudio incorpora el análisis documental para evaluar la integración y los posibles ajustes curriculares necesarios para la implementación de las PCS. Además, emplea el análisis de las narrativas de los estudiantes para capturar sus experiencias y percepciones individuales sobre la implementación de las PCS. El análisis de los resultados revela un impacto positivo sustancial en las conexiones culturales de los estudiantes. En sus narrativas, los estudiantes dejan en evidencia que, a partir de las pedagogías utilizadas, pudieron demostrar una mayor conciencia cultural y una conexión más fuerte con su herencia, reflejándose el rescate y aprecio de las tradiciones locales. El estudio permite concluir que la implementación de PCS en el aula de inglés como lengua extranjera mejora significativamente las experiencias culturales de los estudiantes. Los hallazgos subrayan la necesidad de que los educadores adoptemos enfoques más sensibles culturalmente, que sean inclusivos y reconozcan e integren las raíces culturales de los estudiantes. Esta investigación contribuye a ampliar el discurso sobre metodologías de la enseñanza de lenguas, enfatizando la importancia de la sostenibilidad cultural para una experiencia de aprendizaje más significativa y relevante para nuestros estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research explores the benefits of implementing Culturally Sustainable Pedagogies (CSP) in an English as a Foreign Language (EFL) class at a public university in the Colombian Caribbean region. Framed within an Action Research design, this study aims to comprehend the impact of these pedagogies on students' cultural and linguistic practices. Rooted in sociocultural theory, critical pedagogy, and culturally sustainable pedagogies, the study investigates how the latter can contribute to a holistic language learning experience that goes beyond linguistic competence to include a deeper understanding of cultural nuances. Employing an Educational Action Research methodology, this study incorporates documentary analysis to assess integration and potential curricular adjustments necessary for CSP implementation. Additionally, it utilizes the analysis of student narratives to capture their individual experiences and perceptions regarding CSP implementation. Findings reveal a substantial positive impact on students' cultural connections. In their narratives, students highlight that, through the use of CSP, they were able to demonstrate increased cultural awareness and a stronger connection to their heritage, reflecting the rescue and appreciation of local traditions. The study concludes that implementing CSP in the EFL classroom significantly enhances students' cultural experiences. Findings underscore the need for educators to adopt culturally sensitive, inclusive approaches that recognize and integrate students' cultural roots. This research contributes to expanding the discourse on language teaching methodologies, emphasizing the importance of cultural sustainability for a more meaningful and relevant learning experience for our students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pedagogías culturalmente sostenibles]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[interculturalidad]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de lenguas]]></kwd>
<kwd lng="es"><![CDATA[herencia y conciencia cultural]]></kwd>
<kwd lng="en"><![CDATA[Culturally sustainable pedagogies]]></kwd>
<kwd lng="en"><![CDATA[English as a Foreign Language (EFL)]]></kwd>
<kwd lng="en"><![CDATA[interculturality]]></kwd>
<kwd lng="en"><![CDATA[language teaching]]></kwd>
<kwd lng="en"><![CDATA[heritage]]></kwd>
<kwd lng="en"><![CDATA[cultural awareness]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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