Diaz Diaz, AlexBader Avilez, Daniel Alberto2023-02-042023-02-042023-02-02https://repositorio.unicordoba.edu.co/handle/ucordoba/7004The La Salle Monteria internship program is outlined in this paper. It involved giving guidance to students in seventh and ninth grades in person. Through podcasting and critical literacy, this internship aimed to increase students' literacy and capacity for social analysis. Lessons were prepared and created using culturally responsive teaching techniques to provide a positive learning atmosphere that is conducive to all students, regardless of their cultural or language origins. This essay outlines the theoretical sources, methodology, results, conclusions, and recommendations given because of the process I was involved in.1. Introduction………………………………………………………………….62. Theoretical Framework………………………………………………...……82.1. Culturally Responsive Teaching………………………………………...….82.2. ICT……….…………………………………………………………………102.3. Podcasting…………………………………………………………………..112.4. Critical Literacy………….…………………………………………………123. Methodologies………………………………………………………………..133.1. Duties Chart…….………………………………………………….……….154. Results…………………………………………………….………………….165. Conclusions and Recommendations………………………………………….226. Limitations……………………………………………………………………247. References……………………….……………………………………………258. Appendices…………………………………………………………………...28application/pdfengCopyright Universidad de Córdoba, 2023Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Enseñanza culturalmente responsableEnseñanza del inglésPodcastingEstudiantes de secundariaCulturally Responsive TeachingEnglish teachingPodcastingSecondary Learners