Exploring Eighth Grade Students’ Social Discourses About Bullying to Enhance EFL Literacy Skills at a Colombian High School

Abstract

This action research study was conducted at Angel Maria Paredes School to enhance 29 eighth graders’ EFL literacy skills by the exploration of eighth graders’ social discourses about bullying in the classroom. It was found that the students did not feel commit to the English class because their literacy activities did not treat real issues of their classes which made them consider that literacy was not relevant to their practical lives. This study was carried out through a project that was based on 7 interventions developed in 20 classes. A variety of instruments such as students’ artifacts observations, field notes, and an in-depth interview were used to collect fundamental data. Similarly, a grounded theory approach was used to interpret, codify and answer the questions and objectives of this research study. One of the main findings was that the treatment of social issues such bullying helped students to enhance their language learning. Thus, students’ EFL literacy skills were developed through active language learning practices that went through processes that implied confidence, taking risks, employment of the first language and production of errors that determined an inter-language process. Regarding this, literacy activities made the English class more meaningful fostering cross-curricular work. Finally, the students used their literacy skills to explore, identify and co-construct three social discourses about bullying such as the Discourse of social awareness, conflict awareness and behavior awareness that promoted Intercultural sensitivity because students learned to accept, tolerate and empathize with differences found in the classroom. This qualitative research aims to explore the social discourses that students from A.M.P. have about conflicts (bullying), as well as the reflection on this social issue that improves the school climate contributing the development of EFL literacy skills. This study involved 32 eighth graders, who took part in a project called "bringing my thoughts to paper" which lasted four months. During that time, data were collected through the application of tools such as: class observation, students’ artifacts, survey, interviews, field notes and class recordings. Overall, the findings point to students’ reflection through the exploration of social discourses on the issue of bullying in the classroom, such as social awareness, conflict awareness, and behavior awareness. Such discourses make foreign language learning more meaningful through the use of themes that are appealing to the students, facilitating the development of reading and writing skills as well. Additionally, the findings suggest that when students reflect on these social discourses the development of socio-cultural sensitivity can be promoted, contributing with the critical reflection of the similarities and differences based on the learners’ own culture in order to understand and respect others.