Language and Culture in a Diverse Classroom in Leticia, Amazonas

Language and Culture in a Diverse Classroom in Leticia, Amazonas

Context

LINGUISTIC

Elements

Elements of the invisible curriculum

DIMENSIONS

SOCIOCULTURAL

Leticia is a border region (Colombia–Brazil–Peru) characterized by cultural and linguistic diversity. In the classroom, Spanish is the main language of instruction, while students may bring other linguistic resources, such as Portuguese and Indigenous languages, from their daily lives. This reflects a plurilingual anuadrd intercultural context, where multiple languages coexist and interact.

IDENTITY

Concepts

POLITICAL

EDUCATIONAL

Problem

LINGUISTIC DIMENSION

Students draw on multiple linguistic resources (Spanish, Portuguese, Indigenous languages) to communicate and learn. However, classroom practices often treat languages as separate and prioritize “standard” forms. - This can limit the use of students’ full linguistic repertoire and reduce opportunities for meaning-making. - Language becomes not just a tool, but a marker of legitimacy and competence.

Sociocultural Dimension

Students bring diverse cultural knowledge shaped by their communities, traditions, and everyday experiences. However, school knowledge tends to privilege and standardized perspectives. This creates a gap between what students know and what is recognized as valid in school. Some ways of knowing are normalized, while others are marginalized or ignored.

Identity Dimension

Students’ identities are shaped through their language use and cultural experiences. In a context like Leticia, identities are fluid, hybrid, and constantly negotiated. When students’ languages or cultures are not valued, their identities can be silenced or reduced. This affects their sense of belonging and participation in the classroom.

Theoretical Approaches to Language, Culture, and Power in Leticia’s Classroom

Plurilingualism: Learners use their full linguistic repertoire to communicate and make meaning. Classrooms should integrate these resources. Intercultural Education: Encourages dialogue between cultures and values multiple ways of knowing. Decolonial Pedagogy: Questions dominant knowledge, power structures, and historical hierarchies embedded in schooling. The invisible elements in the curriculum and the classroom’s treatment of languages and cultures can either reproduce inequalities or be transformed through plurilingual, intercultural, and decolonial approaches.- Londoño Gutiérrez, 2023, Module 1: Pedagogy and the colonialism of the curriculum.

ELEMENTS OF THE INVISIBLE CURRICULUM What is not explicitly taught, but shapes learning experiences: Certain languages are considered more “appropriate” or academic. Participation is shaped by language proficiency, confidence, and perceived legitimacy. Occidental knowledge is prioritized over local and Indigenous perspectives. Some cultural identities are visible and valued, while others remain invisible. Classroom norms, power relations, and participation patterns operate subtly. These invisible elements influence who is recognized, who participates, and what knowledge is considered valid, reproducing social and linguistic inequalities.- Londoño Gutiérrez, 2023, Module 1: Pedagogy and the colonialism of the curriculum.

PROBLEM

Limited integration of linguistic diversity in the classroom Even in a diverse context, teaching practices often prioritize dominant languages and do not fully incorporate students’ linguistic resources. This can limit participation, learning opportunities, and identity expression.

Political Dimension

Language and education are not neutral; they reflect broader power structures. Certain languages (as an example, Spanish and English) are positioned as more legitimate than others. These hierarchies reproduce inequalities and reflect historical and colonial dynamics. The classroom becomes a space where power is reinforced or can be challenged.

Educational Dimension

Teaching practices often do not fully respond to the linguistic and cultural diversity of the classroom. Instruction may remain disconnected from students’ lived realities. This limits meaningful learning and participation. There is a need for pedagogical approaches that actively integrate students’ linguistic and cultural resources.