LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1234

DOI: https://doi.org/10.56712/latam.v6i1.3413

Cultivating global citizens: shifting the focus from grammar
to communication in English as a Foreign Language

Formando ciudadanos del mundo: un giro desde la gramática hacia la
comunicación en la enseñanza del inglés como lengua extranjera

Adamaris Krushenka Aroni Grijalva

aaronig@unemi.edu.ec
https://orcid.org/0009-0009-7113-8916

Universidad Estatal de Milagro
Durán – Ecuador

Cinthya Carlota Delgado Herrera

cdelgadoh@unemi.edu.ec
https://orcid.org/0009-0004-7784-3863

Universidad Estatal de Milagro
Milagro – Ecuador

Maria Inés Mejia Carrera

mariamejiacarrera@gmail.com
https://orcid.org/0009-0007-0096-5952

Universidad Estatal de Milagro
Durán – Ecuador

Éder Intriago Palacios

intriago@ksu.edu
https://orcid.org/0000-0002-9433-7186

Kansas State University
Manhattan, Kansas – Estados Unidos

Artículo recibido: 23 de enero de 2025. Aceptado para publicación: 06 de febrero de 2025.

Conflictos de Interés: Ninguno que declarar.

Abstract
The study examines how teaching English as a Foreign Language (EFL) can prepare students to thrive
in a globalized world by developing 21st-century skills such as communication, critical thinking, and
adaptability. Through semi-structured interviews and classroom observations, the practices of two
EFL teachers were analyzed, focusing on promoting intercultural awareness and global citizenship. A
case study methodology was employed to deeply explore how these teachers designed and
implemented instructional strategies to integrate global skills into language learning. The data
collected identified specific approaches and practices that supported the holistic development of
students, highlighting the importance of connecting language learning with the competencies needed
for life in an interconnected world.

Keywords: language awareness, EFL, 21st-century skills, education, language proficiency

Resumen
El estudio examina cómo la enseñanza del inglés como lengua extranjera (EFL) puede preparar a los
estudiantes para desenvolverse en un mundo globalizado, desarrollando habilidades del siglo XXI
como la comunicación, el pensamiento crítico y la adaptabilidad. A través de entrevistas
semiestructuradas y observaciones en clase, se analizaron las prácticas de dos docentes de EFL

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1235

enfocadas en promover la conciencia intercultural y la ciudadanía global. Se utilizó una metodología
de estudio de caso, que permitió explorar a profundidad cómo estos docentes diseñaron e
implementaron estrategias didácticas para integrar habilidades globales en el aprendizaje del idioma.
Los datos obtenidos identificaron enfoques y prácticas específicas que favorecieron el desarrollo
integral de los estudiantes, destacando la importancia de conectar el aprendizaje del idioma con las
competencias necesarias para la vida en un mundo interconectado.

Palabras clave: conciencia lingüística, enseñanza del inglés como lengua extranjera (EFL),
habilidades del siglo XXI, educación, dominio del idioma

Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.

Cómo citar: Aroni Grijalva, A. K., Delgado Herrera, C. C., Mejia Carrera, M. I., & Intriago Palacios, Éder.
(2025). Cultivating global citizens: shifting the focus from grammar to communication in English as a
Foreign Language. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 6 (1), 1234 –
1250. https://doi.org/10.56712/latam.v6i1.3413

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1236

INTRODUCTION

In a globalized world, where social networks have brought people together from all over the world, it
makes sense for school students to receive preparation that places them in a position to succeed and
lead successful lives as adults (Gacel-Ávila, 2012, p. 1). This preparation goes beyond traditional
academic knowledge, emphasizing the development of key skills such as communication, critical
thinking, and adaptability. By fostering intercultural awareness and promoting global citizenship,
educators can equip students to navigate the complexities of an interconnected world effectively.
Language education, particularly in the context of English as a Foreign Language (EFL), plays a pivotal
role in this transformation, bridging cultural divides and enabling meaningful dialogue across diverse
communities. The following study presents the results of interviews and observations conducted with
two EFL teachers whose students are prepared with a focus on developing 21st-century skills in an EFL
class.

Research Question

How do two EFL teachers describe their experiences in terms of challenges and opportunities using
21st-century skills to facilitate their students’ development of language awareness and communicative
competence?

METHOD

Research Design

To answer our research question, we decided to use a case study methodology. Case study research
is a research method that involves an in-depth and detailed examination of a specific "case" or
phenomenon within its real-world context (Yin, 2014). This case can be an individual, a group, an
organization, an event, or a process. The goal of case study research is to provide a rich and holistic
understanding of the case by gathering and analyzing various forms of data, such as interviews,
observations, documents, and artifacts (Bryman, 2012). Case studies are often used to explore complex
issues, generate new theories, or evaluate the effectiveness of interventions.

Participants and Settings

Our case study involved two English as a foreign language teachers working in International
Baccalaureate schools. They participated in individual interviews and agreed to be visited in their
classroom and observed while they taught their classes. To protect the identity of our participants, we
used pseudonyms to refer to them: Pedro and Pablo.

Pedro

The first participant is Pedro. He is 39 years old, and works at a public school located in the west of
Ecuador. He has more than 15 years of experience working in public and private schools. He has taught
general English, American Culture and EFL methods. He designs his classes to encourage students to
analyze global issues, express their perspectives, and he likes to use technology responsibly. His
lessons reflect inclusive environments that celebrate diversity and intercultural understanding in his
attempt to align with the International Baccalaureate focus and attributes. When possible, he tries to
facilitate engaging, inquiry-driven projects that connect language skills with real-world contexts,
empowering students to address global challenges. To stay up to date in his professional growth, he
regularly attends courses on integrating critical thinking and digital tools in education, apart from
staying an active participant of global education training, learning from and sharing with others
advances in the field of International Baccalaureate teaching.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1237

Pablo

At 35 years of age, Pablo has been a teacher of English for 10 years, after obtaining his master’s degree
in TESOL and teaching license from a university in Ecuador. He teaches at a private English language
academy and has taught courses in general English, science, literature, standardized test-taking, history
among others. His teaching strategies involve project-based learning, CLIL methodologies,
metacognition, and language skill development (speaking, and writing), He has been in charge of
running language academies for various years using strategies directed to developing 21st-century
skills through language learning.

Research timeline

The research study followed the schedule described below

Table 1

Timeline

Nov 19. 2024 Nov 27. 2024 Nov 30. 2024 Dic 07. 2024 Jan 08.
2025

Contacting teachers
Creation of Interview
Questions and
Observation Protocol

Conducting
Interviews with 2
teachers

Transcription and
analysis of data

Member checking to
corroborate findings
of interviews

Project
Write-up

Data Collection Instruments

In order to obtain data that gave us a point of departure to answer our research question, we
implemented two means of obtaining the data: a semi-structured interview and an observation
checklist. The answers from the interviews gave us a series of accounts of how the participants
planned and designed their classes, how they conducted their classes, and additional information about
their views on education, 21st-century skills, and other aspects relevant to their teaching and being an
educator. The observation checklist was utilized to gather data on the specific teaching strategies and
classroom moves they did in their schools.

Interview

For this study, six semi-structured questions aligned with the research questions were employed. These
questions addressed the challenges and opportunities that the participants faced in their English
classrooms when using an approach that seeks to take advantage of 21st-century skills, and how these
skills are developed within this approach. Two of the questions that we asked our participants were:
(1) how do you define "language awareness" in the context of EFL teaching, and why do you think it is
essential for fostering global citizenship among learners? and (2) how does language awareness help
EFL students connect with diverse cultures and perspectives beyond just linguistic proficiency? The
complete set of questions is provided in appendix one.

Observation Checklist

The classroom observations helped us understand how teachers promote both language learning and
global citizenship. An observation checklist is often used in research to systematically evaluate the
presence or absence of specific elements, behaviors, or criteria. (Smith, J. A., & Doe, R. L., 2020). The
checklist we used was composed of ten categories: Classroom Environment, Learning Objectives,

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1238

Teaching Strategies, Student Engagement, Communication and Language, Assessment and Feedback,
Global Contexts & Links, Student Autonomy and Inquiry, Use of Resources, Conclusion and Reflection.
Pedro was observed for two hours in two different classes while Pablo was observed only for one hour
in two different sessions. The full version of this checklist is presented in appendix Two.

Data Analysis

This study is grounded in text analysis; therefore, we used thematic coding. Thematic coding is a
qualitative approach that involves identifying and recording words, phrases, and text passages that are
relevant to our research question. These codes are then put together into categories which later on are
rearranged differently until we identify a theme or themes that become salient and paramount in our
research (Yin, R. K.,2014).

LITERATURE REVIEW

21st-century skills

Desirable education skills encompass knowledge, abilities, and attitudes essential for students to thrive
in today’s globalized and technology-driven world. These skills are known as 21st-century skills and
include critical thinking, problem-solving, collaboration, communication, adaptability, and digital literacy
(see Table 1 for a detailed description). According to Trilling and Fadel (2009), 21st-century skills are
"the skills that prepare learners for work, citizenship, and lifelong learning in a rapidly changing world"
(p. 5). Similarly, the National Research Council (2012) defines these skills as "cognitive, interpersonal,
and intrapersonal competencies that enable individuals to face complex challenges in modern life" (p.
9).

The concept of 21st-century skills in education emerged in response to the demands of a globalized,
technology-driven economy. The framework originated from the Partnership for 21st Century Learning
(P21), established in 2002, emphasizes integrating critical thinking, communication, collaboration, and
creativity with core subjects (P21, 2009). Voogt and Roblin (2012) noted that these skills "reflect a shift
from content-driven to competence-based education to prepare learners for future challenges" (p. 301)
21st-century skills are deeply connected to the ability to communicate effectively in a globalized world,
particularly through proficiency in foreign languages. These competencies enhance collaboration,
problem-solving, and cultural bridging—key aspects of multilingual communication. According to
Trilling and Fadel (2009), these skills empower students to navigate diverse contexts and confidently
address global challenges. In the context of foreign language learning, communication extends beyond
linguistic exchange, fostering empathy and intercultural understanding—critical for thriving in
multicultural societies. This holistic approach strengthens students’ readiness to succeed
academically, socially, and professionally in international environments.

Table 2

21st-Century Skills

Critical thinking and
problem-solving

Analyzing information, forming judgments, and solving problems
effectively.

Communication and
Collaboration

Effective communication and collaboration are crucial.

Information Literacy Information literacy requires efficiently accessing and critically
evaluating information from reliable sources.

Media Literacy Media literacy involves critically analyzing media messages to
understand their construction, purpose, and potential influence.

ICT literacy ICT literacy involves using technology to research, organize, evaluate,
and communicate information ethically and legally.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1239

Flexibility and
Adaptability

Flexibility and adaptability require individuals to embrace change,
incorporate feedback, and navigate diverse perspectives to reach
solutions.

Initiative and Self-
Direction

Initiative and self-direction involve setting and managing goals, working
independently, and demonstrating a commitment to lifelong learning and
skill development.

Social and Cross-
Cultural Skills

Social and cross-cultural skills involve respectful interaction, effective
communication, and the ability to work collaboratively with people from
diverse backgrounds.

Productivity and
Accountability

Productivity and accountability require effective project management,
the ability to set and meet goals, prioritize tasks, and produce high-
quality results.

Leadership and
Responsibility

Leadership and responsibility require guiding and influencing others with
integrity, leveraging their strengths to achieve common goals.

International Baccalaureate (IB)

International Baccalaureate (IB) offers an internationally recognized educational framework for
students aged 3 to 19, guided by its mission to develop inquiring, knowledgeable, and caring young
people who strive to create a better and more peaceful world (International Baccalaureate Organization,
2017). The IB program aims to develop students' knowledge and skills across various subjects while
fostering their growth as internationally minded individuals (International Baccalaureate Organization,
2017). Unlike other frameworks, the IB emphasizes intercultural understanding and holistic
development, encouraging students to become active and compassionate lifelong learners (Nord
Anglia Education, n.d.; Red Clay Consolidated School District, n.d.). The IB offers programs for primary
school students ages 3-12; and middle and high school students ages 13 - 9 (Manya Group, 2022).

Benefits of the IB Program

The IB program offers several advantages for students. Instead of focusing only on academics, it
encourages students to explore and do well in multiple disciplines, fostering growth in areas like the
arts and athletics (The Mapless School, 2022). In addition to that, the IB program emphasizes the
development of essential skills for academic success. For example, through core components like the
Extended Essay and Theory of Knowledge, students strengthen their research, critical thinking, and time
management abilities (International School Ho Chi Minh City, n.d.). An IB Diploma is also a valuable
asset for students aspiring to attend university. It is widely recognized by universities worldwide and
can often lead to advanced placement credits (Ottawa-Carleton District School Board, 2018). One more
point, in today's interconnected world, the IB program fosters international-mindedness and
intercultural understanding, preparing students to excel in a globalized society (The Mapless School,
2022). Finally, by challenging students with rigorous coursework and providing opportunities for
independent learning, the IB program helps students develop confidence in their abilities (The Mapless
School, 2022).

The IB program is implemented in schools around the world through authorized IB World Schools (Nord
Anglia Education, n.d.). In Ecuador, the IB program has gained prominence as part of national efforts to
enhance educational quality and prepare students for global challenges. It was introduced in Ecuador
in 2006 and operates in both public and private institutions, supported by the government and the
Ministry of Education Ben Ross Schneider, Pablo Cevallos Estarellas, Barbara Bruns, 2018).
Implementing IB requires extensive teacher training and resource adaptation to align with its rigorous
standards. In Ecuador, challenges such as teacher training and resource allocation have been a
roadblock to its expansion to more educational institutions, particularly in the public sector. The

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1240

program’s expansion is part of Ecuador's broader strategy to promote holistic and internationally
benchmarked education standards (International Baccalaureate, 2023; Barnett, 2013).

One of the main goals of the IB is to develop citizens who are capable of communicating effectively in
their first language and other languages. In the case of Ecuador, the foreign language that most schools
teach their students is English. Traditional English teaching often emphasizes linguistic aspects such
as grammar rules, and exercises like filling in blanks, matching, or circling correct answers. While these
methods contribute to language proficiency, they often neglect critical elements like communication,
social interaction, critical thinking, and self-management. As Trilling and Fadel (2009) highlight, 21st-
century skills require fostering creativity, collaboration, and adaptability alongside linguistic
competence. Moreover, communicative approaches better align with real-world demands, encouraging
learners to use English in authentic contexts. The traditional model may advance accuracy, but it risks
overlooking the holistic development of skills essential for thriving in today’s interconnected, globalized
world.

Language Awareness and Communicative Competence

Language awareness and communicative competence are intertwined concepts that play crucial roles
in effective communication. Language awareness involves an understanding of the nature and
functions of language, including how it shapes thoughts, identities, and social interactions (Donahue &
Branch-Smith, 2006). It encompasses conscious knowledge of the forms and functions of language,
sensitivity to its nuances, and recognition of its impact on various contexts (Hymes, 1972). Language
awareness enables individuals to critically analyze language use, understand its role in constructing
meaning, and appreciate linguistic diversity. Communicative competence refers to the ability to use
language effectively and appropriately in various social contexts (Donahue & Branch-Smith, 2006). It
goes beyond simply knowing grammar and vocabulary; it encompasses understanding cultural
nuances, context, and social norms that influence communication (Hymes, 1972). This competence
involves selecting and applying appropriate communication strategies, achieving communicative goals
in a socially acceptable manner, and adapting language use to diverse situations (Liddicoat and
Scarino, 2013).

Language awareness enhances communicative competence by providing individuals with the
knowledge and sensitivity to navigate diverse linguistic situations (Donahue & Branch-Smith, 2006). For
example, understanding how language varies across different social settings can help individuals adapt
their communication style accordingly (Hymes, 1972). Similarly, awareness of the impact of language
on power dynamics and societal structures can contribute to more effective and ethical communication
(Liddicoat and Scarino, 2013). Comparisons between languages can highlight sociolinguistic
differences, such as varying levels of formality or directness, which can then be applied to improve
communication (McConachy, 2018). Moreover, developing an intercultural perspective on language
use, which involves understanding how language is used in different cultural contexts and reflecting on
the impact of cultural assumptions on communication, is essential for effective intercultural
communication. The concept of "language cultural awareness," which emphasizes the
interconnectedness of language and culture, further highlights the importance of understanding
cultural nuances for effective communication (Byram and Boye, 2017). Ultimately, by cultivating
language awareness and understanding its multifaceted relationship with communication, individuals
can become more effective and culturally sensitive communicators.

Differences between language awareness and traditional grammar

Bourke (2008) argues that LA is different from traditional techniques used to teach grammar. He
explains this idea by giving reasons for his argument. As he claims, traditional techniques used to teach
grammar are not used in LA, especially those found in grammar books. Moreover, LA is inconsistent

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1241

with demonstration-practice-production, which is a common practice in foreign language classrooms
to teach grammatical structures to students. As Bolitho et al. (2003) point out: "It is important to
distinguish between teaching methods that advocate the transfer of explicit knowledge to learners and
language awareness methods that are a reaction to this top-down transfer of explicit knowledge" (p.
251).

Cultural Contextualization

Cultural contextualization in language learning means understanding and including the cultural
background of the language being taught. It is the idea that language is not just a system of words and
grammar but is deeply connected to the culture of the people who speak it (Byram, 2008). In teaching
foreign languages, cultural contextualization helps students learn not only the language but also the
social customs, values, and behaviors that are important in that language's culture. This approach helps
students become more open-minded, aware of cultural differences, and better able to communicate in
real-world situations (Risager, 2007). By learning about different cultures, students can also become
more responsible global citizens, with the ability to interact respectfully and effectively with people from
diverse backgrounds (Kramsch, 1993).

RESULTS

After conducting the interviews with the participants and carrying out observations in the participants'
classrooms while they taught, we conducted an analysis of the transcripts and the observation notes.
We provide a detailed account to answer our research question: How do two EFL teachers describe their
experiences in terms of challenges and opportunities using 21st-century skills to facilitate their students’
development of language awareness and communicative competence?

Using the concepts, opportunities, and challenges as guides for the organization of the data we
collected, in the table below we try to present a summary of the salient themes according to the answers
given by the two participants.

Table 3

Opportunities and challenges

Opportunities
Theme Quotes

Promoting cultural
awareness and fostering
respectful cross-cultural
interactions through
language learning

"Language is not merely a tool for communication, but a gateway to
understanding the intricacies of different cultures. Through
language learning, we promote cultural awareness and foster
respectful cross-cultural interactions, encouraging learners to view
the world through different perspectives and engage with global
issues more meaningfully." (Pablo)

Importance of language
awareness to develop and
promote practical
involvement in EFL

“Language awareness enhances both linguistic proficiency and
cultural understanding by teaching students the social nuances of
language use, fostering empathy, diversity appreciation, and
meaningful global engagement” (Pablo)

Integrating language skills
with intercultural
understanding through
Project-Based Learning

“Project-based learning on global issues effectively integrates
language skills with intercultural understanding, fostering empathy,
social responsibility, and a sense of global community among
students.” (Pedro)

Challenges
Theme Quotes

Curriculum Limitations in
Addressing Global
Competence

“EFL curricula should include real-world issues and diverse cultural
perspectives to reflect the complexities of the modern world. This

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1242

approach aligns with the growing need for education that fosters
global awareness”. (Pedro)

A dual approach to language
learning for global
citizenship

“Besides having mixed-ability class issues, encouraging students
with a sense of Global citizenship could be hard because they don't
see the point of knowing about other cultures. In addition, they
claim that they will never be in certain countries and will stay here
forever” (Pedro)

DISCUSSION

Our study inquired into a research question that explores the opportunities and challenges that Pedro
and Pablo underwent as they taught English in International Baccalaureate schools.

Opportunities

The first theme that emerged from the analysis of their response was Promoting cultural awareness
and fostering respectful cross-cultural interactions through foreign language learning benefits both
individuals and society in multiple ways, such as Enhanced Social Harmony. This theme is highlighted by
Pedro when he says “In our increasingly globalized world, people from diverse backgrounds frequently
interact. Broader Opportunities: Cultural awareness and cross-cultural interactions open doors to
various opportunities, both professionally and personally.”

In a world with interconnected economies and societies, learning a foreign language and understanding
other cultures is key to becoming a responsible global citizen. Language awareness in English as a
Foreign Language (EFL) teaching involves understanding how language functions culturally, socially,
and pragmatically. It goes beyond grammar and vocabulary to encompass the ways language reflects
identity and cultural values. Language awareness refers to how words and language are used within
learning materials, shaping how students perceive and interact with different cultures and global
issues. This awareness is essential for fostering global citizenship as it encourages students to
appreciate diverse worldviews, respect linguistic diversity, and communicate effectively in multicultural
contexts. By mastering a new language, individuals gain insight into different worldviews, customs, and
traditions, fostering a deeper appreciation for cultural diversity. (Kurt, A., 2024). According to Pablo,
“immersing students in topics related to various cultures and current issues, while using English as the
medium, makes learning more meaningful and relevant”. His words are a potent statement that learners
do not only need to enhance their language skills but also become aware of the diversity in how people
live and behave in different contexts. A classroom implication of this fact is using English texts that
discuss environmental challenges, cultural practices, or global political matters. These topics allow the
students to see the real-world applications of language while fostering a deeper understanding of global
citizenship (Risager, 2007). In addition to this, fostering language awareness supports students' ability
to engage thoughtfully with global issues and different cultural perspectives. This perspective aligns
with the idea that language learning should go beyond grammar and vocabulary, promoting an active,
socially conscious mindset (Byram, 2008).

The second theme that emerged is the Importance of language awareness to develop and promote a
practical involvement in EFL. Language awareness and intercultural communicative competence assist
students to become responsible local and global citizens through their education for living and working
together in an interconnected world. During our interview, Pablo expressed that “language awareness
enhances both linguistic proficiency and cultural understanding by teaching students the social
nuances of language use, fostering empathy, diversity appreciation, and meaningful global
engagement”.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1243

Language awareness bridges these aspects mentioned by Pablo by encouraging learners to explore
how language functions within various cultural contexts, enabling them to navigate diverse
communicative settings. For example, understanding idioms, politeness strategies, or culturally
specific discourse patterns improves language accuracy and promotes sensitivity to the values and
norms of different cultures. Research shows that integrating language awareness into instruction helps
learners develop metalinguistic skills, enhancing their ability to analyze and adapt to unfamiliar
linguistic forms (Andrews, 2007). This adaptability is particularly valuable in fostering cultural empathy,
as learners become attuned to the perspectives and experiences of others through language (Liddicoat
& Scarino, 2013).

An important result of language awareness is communicative competence, which goes beyond mere
linguistic proficiency. Communicative competence helps EFL students connect with diverse cultures
and perspectives by fostering an understanding that there are various ways of living and thinking
outside their immediate communities. For example, when students are exposed to language materials
that reflect the values, traditions, and experiences of people from different backgrounds, they not only
learn the language but also gain insight into how people in other cultures navigate their daily lives. This
approach aligns with the work of Byram (2008), who emphasizes that language learning should involve
a deeper exploration of cultural contexts. It also supports the idea that students who engage with
ambiguity are more likely to develop open-mindedness and flexibility, key components of global
citizenship (Kramsch, 1993).

Our last theme Integrating language skills with intercultural understanding through Project-Based
Learning, is a derivation from the fact that language awareness transforms linguistic learning into a
holistic process that prepares students for meaningful global interactions fueled by the power of
collaboration. Working as a team in projects equips students to appreciate diversity and effective
communication across microcultural and societal boundaries. Engaging in these practices of
collaboration allows the students for personal growth and global citizenship. We can use Pedro's quote
that says “Project-based learning on global issues effectively integrates language skills with
intercultural understanding, fostering empathy, social responsibility, and a sense of global community
among students.”

Through this quote, we can observe that Pedro values real-world problems, that through project-based
learning authentic contexts for language use are created, allowing students to develop vocabulary,
grammar, and communication skills while engaging in meaningful and real-life tasks. One example of
this takes form when the students researched and presented about global challenges such as
sustainability or climate change which was an opportunity for them to be immersed in activities that
mirrored real-life interactions. Using project-based learning also enhances intercultural awareness, as
students explore diverse perspectives and examine how language reflects cultural norms and values,
even for groups that come from the same city, and whose parents are similar socioeconomically.
Additionally, addressing global issues encourages empathy and social responsibility by helping
students understand the lived experiences of others and their role in contributing to global solutions.
When the projects are based on learning about sustainable practices across different countries, this
inspires an appreciation for diverse approaches and fosters a sense of shared accountability (Larsen-
Freeman, 2011). One last positive point of PBL emphasizes collaboration and self-reflection, which are
essential for cultivating a global mindset. Through teamwork and introspection, students connect
language learning with cultural and social dimensions, deepening their understanding of the world and
their place in it (Beckett & Slater, 2005).

Challenges

The first challenge that emerged from the answers provided by the participants was the Curriculum
Limitations in Addressing Global Competence. In this regard, Pablo commented that “overcoming

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1244

curriculum constraints and students’ difficulty in connecting language learning with global issues
required thoughtful lesson planning to align linguistic objectives with critical thinking and global
awareness activities”. But in addition to that he continued explaining that “overcoming challenges in
integrating language learning with global awareness is essential because it ensures that students
develop both linguistic competence and the critical thinking skills needed to engage with complex
global issues.”

Careful lesson planning bridges the gap between the aspired lesson objectives by aligning language
instruction with activities that promote deeper cognitive and cultural engagement. In today’s
interconnected world, EFL curricula can be significantly improved by incorporating themes of global
citizenship, which would not only enhance language skills but also broaden students’ understanding of
cultural diversity and social responsibility. According to Pablo, “EFL curricula should include real-world
issues and diverse cultural perspectives to reflect the complexities of the modern world. This approach
aligns with the growing need for education that fosters global awareness. For instance, integrating
topics like climate change, human rights, and cross-cultural communication helps students not only
practice language skills but also engage with important global issues. Moreover, providing more
professional development opportunities for teachers to incorporate intercultural communication and
social justice into lessons can transform how language is taught (Bennett, 2018). Teachers who are
trained to approach these themes can create richer, more meaningful classroom experiences. A
project-based and experiential learning model can also be particularly effective, as it encourages
students to actively apply their language skills in collaborative settings. By preparing students to
navigate and contribute to a globalized world, EFL education becomes a tool for both linguistic
proficiency and responsible citizenship (Darling-Hammond, 2020).

The second theme that emerged in the challenges category was A dual approach to language learning
for global citizenship. Some students initially perceive language learning and global issues as
disconnected, making it harder for them to engage fully in this combination (Byram, 1997). Effective
lesson planning addresses this by creating meaningful links between language use and real-world
contexts. Thus, aligning linguistic objectives with critical and global competencies equips learners to
navigate an increasingly interconnected world. In assessing whether students are gaining language
skills as well as the abilities needed to become global citizens, the dual approach described by Pablo
highlights “the importance of both traditional language assessments and reflective activities that
encourage critical thinking and empathy…[so that].. educators can ensure students not only master
linguistic proficiency but also develop a broader worldview.”

Encouraging a sense of global citizenship among students in mixed-ability classes can be challenging,
particularly when some students fail to see the relevance of learning about other cultures. They may
argue that they will never travel abroad or believe global issues do not impact their lives. These
perspectives highlight the need for strategies connecting global awareness to students’ experiences
and aspirations. For instance, having students reflect on cultural norms from different societies allows
them to recognize diverse perspectives and fosters their ability to engage in global discourse (Byram,
2008). This method aligns with research suggesting that language learning should be interconnected
with intercultural competence, as effective communication in a globalized world requires an
understanding of cultural differences (Kramsch, 1993). Thus, this comprehensive approach not only
improves students' language skills but also equips them with the mindset necessary to navigate
complex, multicultural environments.

CONCLUSION

In conclusion, the findings from this study suggest that EFL instruction that integrates cultural
awareness and global citizenship provides significant opportunities for learners to enhance both their
language skills and their capacity for cross-cultural understanding. However, the successful

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1245

implementation of such an approach requires thoughtful lesson planning, the overcoming of curriculum
constraints, and the creation of meaningful connections between language learning and global issues.
By addressing these challenges and adopting strategies like Project-Based Learning, educators can
cultivate not only linguistically proficient students but also responsible global citizens who are prepared
to navigate the complexities of an interconnected world.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1246

REFERENCES

Andrews, S. (2007). Teacher language awareness. Cambridge University Press.

Barnett, E. (2013). Research on the implementation of the Diploma Programme in Ecuador's state
schools. International Baccalaureate. Retrieved from https://www.ibo.org

Beckett, G. H., & Slater, T. (2005). The project framework: A tool for language, content, and skills
integration. TESOL Quarterly, 39(1), 107–132.

Bennett, J. M. (2013). The act of intercultural communication: Re-examining culture's role in
communication. Routledge.

Bennett, J. M. (2018). Intercultural communication: A current perspective. Oxford University Press.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual
Matters.

Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays
and reflections. Multilingual Matters.

Byram, M., & Boye, S. (2017). Language awareness and the acquisition of intercultural communicative
competence. In The Routledge Handbook of language awareness (pp. 440–453). Routledge.

Carter, R. (2003). Language and creativity: The art of common talk. Routledge.

Chand, S., & Singh, R. (2024). Language as a tool for intercultural understanding: Multilingual
approaches in global citizenship education. ResearchGate. Retrieved from
https://www.researchgate.net/publication/381000695_Language_as_a_tool_for_intercultural_underst
anding_Multilingual_approaches_in_global_citizenship_education

Chapparo, C. (2009). Epistemic privilege and the “communicative burden” in the narratives of
immigrant, multilingual students. University of Pennsylvania.

Darling-Hammond, L. (2020). The right to learn: A blueprint for creating schools that work. Jossey-Bass.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development.
Learning Policy Institute.

Donahue, T. S., & Branch-Smith, C. (2006). Language awareness in support of critical discourse
analysis. In The TESOL encyclopedia of English language teaching (pp. 1–7). John Wiley & Sons, Ltd.

Gacel-Ávila, J. (2012). La ciudadanía global, un concepto emergente y polémico. Revista Educación
Superior y Sociedad, 18(1), 1-15. Recuperado de
https://ess.iesalc.unesco.org/index.php/ess3/article/view/26

Gilbert, J. (2008). Teaching pronunciation: A course book and reference guide. Cambridge University
Press.

Hanafi, A. (2024). Developing cultural awareness in foreign language teaching. ResearchGate. Retrieved
from
https://www.researchgate.net/publication/26442289_Developing_Cultural_Awareness_In_Foreign_La
nguage_Teaching

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1247

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics
(pp. 269–293). Penguin Books.

Hinkel, E. (2011). Culture in second language teaching and learning. Cambridge University Press.

International Baccalaureate. (2023). Teaching and learning in IB World Schools. Retrieved from
https://www.ibo.org

International Baccalaureate. (2023). The President of Ecuador joins a ceremony for 56 new IB World
Schools. Retrieved from https://www.ibo.org

International Baccalaureate Organization. (n.d.). Ecuador aims for 500 IB World Schools. Retrieved from
https://ibo.org

Johnson, P., & Li, Z. (2024). Language awareness, intercultural awareness, and communicative
language teaching: Towards language education. Academia.edu. Retrieved from
https://www.academia.edu/8055232/Language_Awareness_Intercultural_Awareness_and_Communi
cative_Language_Teaching_Towards_Language_Education

Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.

Kramsch, C. (1998). Language and culture. Oxford University Press.

Larsen-Freeman, D. (2011). Teaching language: From grammar to grammaring. Heinle.

Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Wiley-Blackwell.

McConachy, T. (2018). Developing an intercultural perspective on language use: Exploring Japanese
EFL learners’ experiences of intercultural contact and reflection. The Language Learning Journal, 46(1),
106–118.

Merriam-Webster. (n.d.). Questionnaire. In Merriam-Webster.com dictionary. Retrieved December 19,
2024, from https://www.merriam-webster.com/dictionary/questionnaire

National Research Council. (2012). Education for life and work: Developing transferable knowledge and
skills in the 21st century. National Academies Press.

OECD. (2005). The definition and selection of key competencies. OECD Publishing.

Panorama Education. (n.d.). A comprehensive guide to a portrait of a graduate. Panorama Education.
Retrieved December 4, 2024, from https://www.panoramaed.com/blog/comprehensive-guide-21st-
century-skills

Racher, F. E., & Robinson, S. (2003). Are phenomenology and postpositivism strange bedfellows?
Western Journal of Nursing Research, 25(5), 464-481.

Risager, K. (2007). Language and culture: Global flows and local complexities. Multilingual Matters.

Saville-Troike, M. (2003). The ethnography of communication: An introduction. Blackwell.

Tudor, I. (2001). The dynamics of the language classroom. Cambridge University Press.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Voogt, J., & Roblin, N. P. (2012). 21st century skills. Curriculum Studies, 44(3), 299–321.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, febrero, 2025, Volumen VI, Número 1 p 1248

Yin, R. K. (2014). Case study research: Design and methods. Sage Publications.

Zhao, H. (2010). Language and cultural identity in the classroom. Asian EFL Journal, 12(1), 80-94.

Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, publicados en
este sitio está disponibles bajo Licencia Creative Commons .