Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chami students in Florencia, Caqueta whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.

中文翻译：

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通过任务和基于项目的学习向EmberaChamí学生教授英语

在哥伦比亚全国公立学校就读的双语土著学生将发展英语技能，这是哥伦比亚教育部制定的建议课程的一部分。卡奎塔省弗洛伦西亚的Embera Chami学生就是这种情况，他们的英语学习条件不同于西班牙语的学生。这项研究的目的是分析在双语土著学生中通过基于任务和基于项目的学习来学习英语的困难和优势。本研究的分析是通过经验系统化的方法进行的。结果表明，这两种学习方法提高了土著学生的口语能力并促进了词汇识别。但是，学生们提到针对特定目的学习英语更有趣。