Development of historical-cultural analysis: the concept of modernity and the transversality of history, and oral and written production in English
DOI:
https://doi.org/10.58299/edutec.v34i2.458Keywords:
lingüística aplicada, enseñanza de lenguas, cultura, modernidad, expresion oral, expresión escrita, humanidadesAbstract
The objective is to design, implement, and evaluate an integrative project aimed at enhancing the cultural understanding of undergraduate students in the English Language and English Language Teaching program regarding the concept of modernity and the analysis of historical processes presented by a history expert, so that they may apply this knowledge in writing analytical essays and in the narrative presentation of historical events. The impact of critical historical development was analyzed from the perspective of the concept of modernity, cultural competence as a necessity in academic training, and the integration of writing skills with oral and written expression. Data were collected through a survey to design the intervention. The lecture on modernity, grounded in historical analysis, draws comparisons between past and present modernity. Complex tasks involving critical historical analysis were designed for oral and
written expression. It was concluded that students improved their understanding of historical and cultural events. A detailed concept of modernity was developed, one associated not only with current technology but also with how the notion of modernity is reflected and transformed in culture and society.
References
Allen, R. C. (2020). The British Industrial Revolution in global perspective (2.ª ed.). Cambridge University Press.
Bauman, Z. (2007). Modernidad líquida (3.ª ed.). Fondo de Cultura Económica.
Ebke, A. & Haack, C. (2025). Periodisation and modernity: an introduction. History of European Ideas, 51(2), 1-14. https://doi.org/10.1080/01916599.2024.2373542
Burke, P. (2020). Response. Journal for the History of Knowledge, 1(1), 1-7. https://doi.org/10.5334/jhk.27
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Freire, P. (1970). Pedagogía del oprimido. Siglo XXI Editores.
Giddens, A. (1990). The Consequences of Modernity. Polity Press.
Martínez, E. C., de Lucio, I. F., Marín, M. P., & Boado, F. C. (2008). La transferencia de conocimientos desde las Humanidades: posibilidades y características. Arbor, 184(732), 619-636.
Mokyr, J., Sarid, A., & Van der Beek, K. (2022). The Wheels of Change: Technology Adoption, Millwrights and the Persistence in Britain’s Industrialisation. Economic Journal, 132(645), 1894-1926. https://doi.org/10.1093/ej/ueab102
Schwab, K. (2018). The Fourth Industrial Revolution. Crown Publishing.
Xu, M., David, J. M., & Kim, S. H. (2018). The Fourth Industrial Revolution: Opportunities and Challenges. International Journal of Financial Research, 9(2), 90-95. https://doi.org/10.5430/ijfr.v9n2p90
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 EDUCATECONCIENCIA
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
