Lorduy Arellano, DanilsaSoto Falón, Delis Mariana2022-09-012023-08-312022-09-012022-08-31https://repositorio.unicordoba.edu.co/handle/ucordoba/6498Through the National Bilingualism Program, the National Ministry of Education have sought the achievement of B2 level at the end of school throughout the country. To this end, bilingual projects and materials have been created for improving and fostering English learning everywhere. However, given the multiculturalism, diversity, geographical and socio-economic conditions of each region of Colombia, disparities have perpetuated (Cardenas, 2006). Those differences maintain the latent need to develop or adapt new EFL materials and resources that elicit initial communication in learners, reach peculiarities of these regions, and adapt to the students’ learning needs. This project aims at describing the characteristics that EFL material for rural fifth learners from Lorica, Córdoba should adopt, considering the pupils’ cultural and learning needs, to develop listening and reading skills in English as the beginning of communication understanding. This qualitative study relies on a case study design, implementing a needs analysis method; a questionnaire, focus group interviews and documentary data are the instruments used to collect information. The participants involved are fifth graders and elementary teachers from five rural schools in Lorica. A sample of EFL material design emerges from the findings. The researcher implements a conventional content analysis method for interviews and documentary data and a statistical method for the questionnaire. The results suggest a content graded to their language level, an active role of learners creating their own material for classes, a culturally well-known vocabulary with enough audiovisual support to enhance receptive skills and special attention to English pronunciation and its connection to listening skills to enhance speaking skills.1 Introduction..................................................................................121.1 Rationale...........................................................................................212 Theoretical Framework......................................................................252.1 Conceptual Framework............................................................................. 252.1.1 Rural education...........................................................252.1.1.1 English Language Teaching (ELT) in Rural Areas in Colombia: The role of ELT policies........................292.1.2 Material Development..............................312.1.2.1 Existing Material designed by MEN...................................342.1.3 Receptive Skills.....................................362.1.4 Culturally Responsive Pedagogy (CRP)..................................................392.1.4.1 Culturally Responsive Pedagogy and EFL settings..................................... 422.2 Literature Review...........................................442.2.1 Culturally Material to enhance EFL receptive skills......................................452.2.2 EFL in rural Settings.........................................502.2.2.1 Culture in EFL Rural Settings.................................................. 543 Methodology..............................................573.1 Research design..........................................................573.1.1 Needs analysis..............................................................593.1.1.1 Needs Analysis methods....................................................603.2 Context and Participants...........................................623.2.1 Setting.....................................................623.2.1.1 Rural areas in Lorica..........................................643.2.2 Participants.........................................653.2.2.1 Purposeful Sampling...........................................653.3 Data collection procedure...................................663.3.1 Data collection instruments..................................663.3.1.1 Questionnaire..............................................663.3.1.1.1 Piloting the Questionnaire....................................683.3.1.2 Focus group Interview...................................................683.3.1.3 Documentary data........................................703.3.2 Positionality .....................................723.3.3 Ethical considerations...............................................734 Data Analysis.....................................................754.1 Approaches for Data Analysis...................................... 754.1.1 Approach for Qualitative Analysis.........................................764.1.2 Approach for Quantitative Analysis............................................764.1.3 Treatment of the information.......................................................775 Findings........................................805.1 The results of Students’ questionnaire...................................... 805.2 Description of Interview responses.....................................875.2.1 EFL material promoting learners’ active role and engagement................................................885.2.2 EFL materials that develop abilities through contextualized vocabulary and audio-visual tools.......................... 925.2.3 EFL material enhancing culturally vocabulary use in a meaningful way............................... 965.3 Document Analysis report................................... 99Discussion..............................101Conclusions......................................104References.................................107Appendix..................................114application/pdfengCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/embargoedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Material de inglésNecesidades culturalesNecesidades en el aprendizajeAlumnos de primaria ruralEFL materialCultural needsLearning needsRural elementary learnersReceptive skills