Cultural identity in bilingual schools

Abstract

The present research study sought to analyze if the daily and systematic teaching of a foreign culture within the context of a bilingual school in Barranquilla constituted a risk factor for mainstream cultural identity. Research objectives aimed at determining to what degree learners used foreign cultural markers and at characterizing how school community perceived status of foreign culture. Primary data collected came from a group of fifth grade students. The research study used a qualitative approach with an ethnographic case study design. Concepts explored in theoretical framework are culture, language, identity, and intercultural competences. Research results indicate that learners have not adopted a foreign cultural identity and that mainstream culture prevails in school ground. It is inferred based on results that the teaching of a foreign culture does not necessarily compromise mainstream cultural identity. However, further research is necessary to specify which factors safeguarded community’s cultural identity from foreign one.