Abstract
<p class="apa">This piece of work gives account of a classroom research project done in a rural state institution in Colombia whose main purpose was to contextualize the foreign languages teaching and learning in line with the current curriculum regulations stated by the National Ministry of Education. Content-based instruction inside a rural English classroom was examined and informed. The results revealed that the content-based instruction approach was useful to integrate environmental issues with the grammar and the communicative uses of the language. Rural high school students get more motivated when they feel a stronger and real connection between the language they learn and their touching and closest reality they perceive. It was also found that applying these environmental issues in a rural scholar context caused awareness in students according to the use and importance the English as a foreign language can be imply in their social development highlighting the real relevance in their current lives. Conclusions highlight some perspectives and implications derived from the application of several lesson plans incorporating the crisis of the planet and its possible solutions as the core content.</p>
Highlights
1.1 The National Context and Educational PoliciesColombia is a Latin American country and Spanish is its mother tongue
In line with national and international agencies, development partners, government and non-government organizations such as the Food and Agriculture Organization of the United Nations [FAO] and the United Nations Educational, Scientific and Cultural Organization [UNESCO], the Colombian policies reiterate inter alia, the commitment to fully implement social changes aimed at diminishing the ranks of poverty, to protect nature, and to reduce underdevelopment fostering scientific competences that empowers future citizens to deal with the challenges of the competitive and diverse world (Delors, 1996; Maringe & Foskett, 2012)
The parameters taken to develop a project aimed at planet crisis solution, and its introduction in foreign languages curriculum were clearly supported in the results which are to be useful in the context of the rural curriculum reform in force around the country
Summary
1.1 The National Context and Educational PoliciesColombia is a Latin American country and Spanish is its mother tongue. Politicians, researchers and educators discuss how to address the future from a cultural, social and pedagogical point of view, as well as the impact of national policies on school practices conducted to prepare the new generations of educators. In line with national and international agencies, development partners, government and non-government organizations such as the Food and Agriculture Organization of the United Nations [FAO] and the United Nations Educational, Scientific and Cultural Organization [UNESCO], the Colombian policies reiterate inter alia, the commitment to fully implement social changes aimed at diminishing the ranks of poverty, to protect nature, and to reduce underdevelopment fostering scientific competences that empowers future citizens to deal with the challenges of the competitive and diverse world (Delors, 1996; Maringe & Foskett, 2012)
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