The implementation of project-based learning methods as mean of educational inclusion for migrant teeagers in EFL classroom and its academic impact

Abstract

The aim of this action research is to describe how the implementation of two active methodologies combined inside an EFL classroom can become a mechanism for cultural as well as for educational inclusion for migrant students. The study focuses on exploring and comparing the perception of Venezuelan, Colombian and Chilean students before and after an educational project of cultural awareness and appreciation. The participants in this study are teen students at a High School in Chile. The data collection instruments were: a conducted survey based in a Likert scale format; including two open-ended questions. The results were analysed by comparing and contrasting the answers from a pre and post survey, as well as by analysing the answers of the questions under categories of analysis. The results show an improvement regarding the academic performance in the English classroom, as well as a rise in foreign cultural awareness and appreciation. Key Words: Active methodologies, Inclusion, academic performance, culture, Project-based Learning, Task-Based Learning.