Addressing students’ social reality through the exploration of community inquiries in the English language class can create learning environments for developing students´ language and literacies. This paper addresses the question in what ways community inquiries create opportunities for students to explore social and cultural issues in their neighborhoods using multimodality. It discusses the role community inquiries play in the development of literacy practices of a group of 10 th graders in their EFL class. This descriptive qualitative project carried out at a public institution in the south of Bogota, Colombia involved 40 participants. The goal of the institutional project is to transform the way students relate to the community in order to create local knowledge. Data was collected through videotape recordings of students´ presentations, teacher´s journal, students´ interactions in Facebook and students´ blogs in a 2-year period. The findings reveal that teachers and students enacted a critical pedagogy through an inquiry curriculum that explored community issues and allowed participants to become inquirers of their own realities. Students´ language learning was evident in multimodal texts in English in their blogs, in the use of EFL in their oral presentations and in their comments in response to peers in Facebook and their blogs.

中文翻译：

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通过多模式体验中的本地探究来培养EFL学习者的文化

通过探索英语课堂中的社区询问来解决学生的社会现实状况，可以为培养学生的语言和文盲创造学习环境。本文以以下方式解决了这个问题：社区调查以何种方式为学生提供了使用多模式探索社区中的社会和文化问题的机会。它讨论了社区查询在他们的EFL班级的10年级学生的扫盲实践发展中所扮演的角色。这个描述性的定性项目是在哥伦比亚波哥大南部的一个公共机构中进行的，有40名参与者参加。机构项目的目标是改变学生与社区的联系方式，以创造本地知识。数据是通过录制学生演讲的录像带收集的，在两年的时间内，教师日记，学生在Facebook中的互动以及学生博客中的互动。调查结果表明，教师和学生通过调查课程制定了批判性的教学法，该课程探索了社区问题，并使参与者成为自己现实的探究者。在博客中用英语撰写的多模式文本，在口头演示中使用EFL以及在回应Facebook和博客中对同伴的评论中，学生的语言学习非常明显。