Cultural integration in education: effectiveness of adapted methods for writing in indigenous students

Abstract

Teaching writing skills to indigenous students poses significant challenges, emphasizing the need to explore tailored pedagogical approaches that incorporate their cultural contexts. This article aims to assess the effectiveness of such methodologies in developing writing skills, compared to traditional methods. To achieve this, a systematic review of recent literature was conducted, analyzing studies that examine the implementation of pedagogical strategies in indigenous settings. The findings reveal that integrating cultural elements into the curriculum and fostering collaborative dynamics are key pillars for enhancing writing competencies. However, obstacles such as insufficient teacher training in intercultural pedagogies and limited family support were identified, factors that constrain the effectiveness of adapted approaches. By positioning itself as a systematic review, this study establishes a solid foundation for future research, suggesting the importance of analyzing how the cultural particularities of different indigenous groups impact the success of these strategies. In conclusion, the research underscores the relevance of personalizing educational practices to meet the needs of indigenous students