Educational work within a social perspective has been a matter of interest and discussion of researchers and teachers whose work is framed within a pedagogy for social justice, community pedagogies, and critical literacy (Comber & Kamler, 2004). A social perspective to education requires that teachers in rural and urban contexts become socially and culturally committed to addressing the learning needs of EFL in classrooms. This article shares the outcomes of the experience of five pre-service teachers who explored a local community of a Colombian rural school with a group of 36 ninth-grade EFL students. The pre-service teachers crafted a project-based curriculum taking the community as the content that would empower the students to explore social and cultural aspects of their community while promoting their EFL learning. Data were collected during the four-month period of the pedagogical intervention through interviews, observations and students’ and teachers’ written reflections. The high school students carried out a series of tasks aimed at raising their awareness about their identity, questioning their surroundings and increasing their self-confidence while using their knowledge of English. Results suggest that a curriculum that integrates the community as content empowered students to learn and reflect upon their learning process while facilitating their participation and inquiring about their own social and cultural reality.

中文翻译：

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在EFL农村教室中实施基于社区的项目

从社会角度出发的教育工作一直是研究人员和教师关注和讨论的问题，研究人员和教师的工作以社会正义，社区教学法和批判性识字的教学法为框架（Comber＆Kamler，2004）。从教育的社会角度出发，要求农村和城市背景的教师在社会和文化上致力于解决课堂中英语学习的学习需求。本文分享了五名职前教师的经验成果，他们与36名9年级EFL学生一起探索了哥伦比亚乡村学校的一个本地社区。职前教师精心设计了一个基于项目的课程，以社区为内容，这将使学生有能力探索社区的社会和文化方面，同时促进他们的EFL学习。在教育干预的四个月期间，通过访谈，观察以及学生和老师的书面反思收集了数据。高中生执行了一系列任务，目的是在使用英语知识的同时提高他们对自己身份的认识，对周围环境的质疑和增强自信心。结果表明，将社区作为内容进行整合的课程使学生能够学习和反思他们的学习过程，同时促进他们的参与并询问自己的社会和文化现实。高中生执行了一系列任务，目的是在使用英语知识的同时提高他们对自己身份的认识，对周围环境的质疑和增强自信心。结果表明，将社区作为内容进行整合的课程使学生能够学习和反思他们的学习过程，同时促进他们的参与并询问自己的社会和文化现实。高中生执行了一系列任务，目的是在使用英语知识的同时提高他们对自己身份的认识，对周围环境的质疑和增强自信心。结果表明，将社区作为内容进行整合的课程使学生能够学习和反思他们的学习过程，同时促进他们的参与并询问自己的社会和文化现实。