González Lara, Delia RosaCarmona Sotelo, Isael Manuel2022-09-022023-09-022022-09-022022-09-02https://repositorio.unicordoba.edu.co/handle/ucordoba/6535This research proposal was directed to the teaching of the English language, specifically in the teaching-learning process of oral production; where “morphological, phonological, syntactic knowledge, […] and pragmatic competence” (De la Barra et al., 2018, p. 114) were pedagogically mediated from a Culturally Relevant Pedagogy (CRP) to reach “academic success” and “cultural competence” (Pilotti et al., 2021). The students who participated in this research proposal presented difficulties in orally expressing their opinions, desires, likes, or dislikes when participating in English classes. Therefore, this study aimed to research on how culturally responsive pedagogy could develop oral production in 7th-grade students of a public institution with 22 students, who were the participants. For that end, pre-and speaking task, three focus groups, and the design of two lessons plans were used to collect data. The results revealed that: First, students' development in oral production was observed due to CRP, and second, significant changes in students' oral production were noted in the implementation of CRP. And thirdly, it was related to the perception of students towards the use of CRP classes, all focused on improving oral production. In this way, assignments were no longer just a matter of performing an isolated activity; rather, they could share familiar cultural experiences and tasks where the student felt comfortable and meaningful learning was achieved. Keywords: culture, CRP, speaking ability, oral productionAcknowledgmentsAcceptance Note ......................ivAbstract ..........................................xintroduction............................................................1sub-questions..............................................6General objective.............................................6specific objectives...............................6theoretical framework..................................8conceptual framework...............................8speaking......................................8oral production .......................9culturally responsive pedagogy....................................11culture................................12culturally responsive pedagpogy ........................................13literature Review .....................................19Methodology....................................26Research Categories and Instruments.......................................30Instruments................................31Ethical considerations.....................................34intervantion stage...................................35Data Analysis ...........................37Findings ..................38Discussion...........................48Conclusions ...............................55References............................59Attachments ...............................................67Attachments 1 ......................................67Attachments No 2 lesson plan 1.................................................69Attachmensts No 3 lesson plan two...................................................1Attachmnet......No...4......................................Rubrica para evaluar la actividad de produccion oral....................................1Attachmnts No.. 5...............................................................1First focal group ......................................1Second focus group during intervantion stage ..............................................3Third focus group .....................................................4Attachment No 6............................................................6application/pdfengCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/embargoedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Pedagogía culturalmente receptivaHabilidad del hablaProducción oralCultureCultureCulturally responsive pedagogySpeaking skillOral production