%0 Thesis
%A Toste González, Tania
%8 2025-07
%U https://hdl.handle.net/20.500.12880/14588
%X This Teaching Innovation Project aims to raise students’ awareness of colonial legacies through a postcolonial lens while simultaneously strengthening their communicative competence in English. Implemented in 1st Bachillerato at a Canarian high school, the project combines research, reflection and a podcast production to help students deconstruct dominant narratives surrounding English-speaking celebrations and understand the historical consequences of British colonialism. Our contextualization reveals a diverse classroom, including 28 students, one of them ADHD, another one ASD, one high-abilities and two linguistic challenges, all of whom are supported with inclusive strategies. Over ten sessions, students will explore colonial histories, deliver oral presentations, and create a final podcast as the core evaluative product. The design incorporates Project-Based Learning, media literacy and intercultural reflection. Evaluation follows a criterial, inclusive, and formative model, aligned with the competences and evaluation criteria of Decreto 30/2023. Tools include learning journals, checklists, peer/self-assessments, and a detailed rubric for the podcast. The project not only promotes student agency and critical thinking, but also contributes to the Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). Concluding reflections emphasize its innovative and inclusive nature, as well as its potential for adaptation and long-term educational impact.
%T Postcolonial voices: understanding the legacies of colonialism
%K Collaborative Assessment
%K Historical Empathy
%K Interculturality
%K Podcast-Based Learning
%K Postcolonialism
%~ END