| Sumario: | This study describes the teaching and learning process of English as a second anguage in second grade at the Rafaela Herrera School in Bonanza's municipality. The study also describes the strategies the teacher uses to engage all students in the English language learning process and proposes strategies that strengthen the nclusion of students from different ethnic groups in learning the language. Additionally, the strategies the teacher uses to promote the inclusion of students, particularly those from different ethnic groups. The type of study used was qualitative because it describes the strategies the teacher implements for the inclusion of students in the learning of English in multicultural second-grade classrooms, it follows the ethnomethodological approach which focuses on how people construct and understand their social environment. For the field stage, different techniques were used, such as observing the secondgrade English class and interviewing the teacher who teaches English at the school, the pedagogical advisor responsible for the primary English program in Bonanza, and selected parents. The result indicates that the teacher has not been trained to manage a culturally diverse classroom. Still, he can maintain control of his classroom because he is knowledgeable about the processes involved in teaching English and incorporates various materials and activities to support his lessons. Some strategies were suggested in order to create inclusive classrooms where the students get involved and get engaged to the English subject despite their ethnical background, by providing them with the accurate learning environment for their success.
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