Maturana Patarroyo, Liliana MariaBenjumea Franco, Karen ValeriaAguirre Alzate, Maria PaulaSánchez Gil, María Alejandra2024-05-032024-05-032023Universidad Católica Luis Amigóhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2641Teaching English based on inclusion and peace has become a necessity in Colombian educational contexts which are characterized for being diverse and heterogeneous; however, most of students do not accept the diversity inside the classroom. This qualitative research describes the use of different inclusive English teaching strategies that help to generate peaceful educational environments. We analyze students’ interactions and academic products at a private school in Medellín. Grouping strategies and problem-based learning, promoting students' awareness of their context were implemented to embrace inclusion and problem solving inside the classroom. This study exposes the importance to contextualize planning and adapt English teaching strategies to respond to students’ necessities, it generates dialogue and negotiation as important elements that students used to include their classmates and foster a peaceful educational environment. Keywords: inclusion, English teaching strategies, peaceful educational environments, grouping strategies, and problem-based learning.34 p.application/pdfengInclusiónEstrategias de inglésAmbientes educativos pacíficosEstrategia de grupoAprendizaje basado en problemas.http://purl.org/coar/access_right/c_16echttp://purl.org/coar/resource_type/c_7a1fhttps://creativecommons.org/licenses/by-nc/4.0/