Intercultural Education and English Language Teaching Policies

This paper aims to analyze and discuss the relationship between the knowledge systematized in official documents on interculturality and English language teaching and the daily practices in the public school classroom in Peru. The study was developed based on the theoretical assumptions of Applied Linguistics by means of methodological resources from ethnographic qualitative research. Data generation was achieved through documentary analysis, participant observation and semi-structured interviews. From the resulting data, we problematized the ways in which secondary school students and teachers of a public school in Tacna-Peru attribute meaning from their locality to the provisions of official documents on teaching and learning of English language and interculturality.