Cultural Empowerment and Language: Teaching Spanish to the Socially Disadvantaged Amazigh Population through the Alehop Programme

  •  Elvira Molina-Fernández    
  •  Fernando Barragán Medero    
  •  David Pérez-Jorge    
  •  Francisco Oda-Ángel    


This article describes an action research programme designed to resolve classroom problems, in preschool and primary education, related to the use of Spanish as a hegemonic language in a bilingual context in which students are from the Amazigh culture. The Alehop programme aims to motivate students to learn and the results demonstrate that this classroom innovation is possible. Moreover, the use of everyday life situations and typical problems helps and favours enquiry-based learning. Intercultural school life without violence is shown to be possible. Strategies include giving voice to the students, addressing relevant social issues, and creating an environment of trust and collaboration. An evaluation of the results validates a methodology that encourages cultural and linguistic diversity, and points to a need to respect the autonomy, freedom and human rights of students in politically and economically disadvantaged conditions. Empowerment is linked to the autonomy of students and teachers.

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