Implications of a virtual learning object for teaching Spanish L2 in an indigenous community
This article analyses the pedagogical and technological implications of the design of a Virtual Learning Object (VLO) aimed at a Colombian indigenous community to support the teaching practices of Spanish as a Second Language (E2L) from an intercultural perspective. The main objective from the investigation was to design an VLO as complementary didactic material that would support the teaching of E2L in the Emberá-Chamí community of Altomira, Colombia. The VLO was built based on the integration of the methodologies proposed by Graves (1996) and Morales-Martín et al. (2016). Additionally, semi-structured interviews were conducted with the community's ethno-educators and some of the teaching materials used were reviewed. Hence, it was possible to identify the need of structuring materials to work with these communities from an intercultural perspective, responding to their reality and context, since the instruments currently used are decontextualized and addresses Spanish as the first language (L1). In addition, the importance of an interdisciplinary perspective that coherently articulates programming tools with pedagogical and didactic intentions is highlighted, involving ICTs in teaching indigenous communities, a necessary and pertinent challenge. Finally, the pedagogical and technological skills and knowledge of ethno-educators must be recognized.