Traditional Game as a Strategy for English Vocabulary Acquisition in Children with Montubio Cultural Influence

Resumen

This study examines how the traditional Ecuadorian game La Olla Encantada serves as a culturally meaningful strategy for supporting English vocabulary acquisition in children with Montubio cultural influence. A mixed-methods action research design guides the process. The intervention takes place in a rural public school on the Ecuadorian coast and involves 27 children aged seven to 10 years old. Over the course of six weeks, students participate in engaging activities, crafts, role-plays, and collaborative games centered on vocabulary related to colors, animals, food, nature, and action words. Quantitative data, collected through pre- and post-tests, demonstrate a statistically significant improvement in vocabulary acquisition (p < 0.001). At the same time, qualitative insights from visual narratives and classroom observations reveal increased motivation, oral participation, and emotional connection to the English language and its cultural roots. This experience enhances language learning and nurtures cultural identity and engagement. The study emphasizes the value of integrating cultural elements into diverse educational contexts to enrich children’s linguistic and emotional development. It also underscores the teacher’s key role in adapting instruction to students’ sociocultural realities, creating a more inclusive and meaningful learning environment.