The presence of cultural content in the EFL lesson has changed from being
inexistent to almost indispensable. New teaching trends defend the
development of intercultural approaches that offer the students the opportunity
to learn about countries all around the world and their culture. This master’s
dissertation aims to defend the presence of cultural content related to postcolonial
English-speaking countries specifically because of the strong relation
that exists between these territories and the English language. A teaching
proposal that incorporates some of these issues was designed and applied with
a group of students of secondary education to study how they respond and
react to the appearance of these topics. Results show that if materials are
properly adapted, these issues can be undoubtedly tackled and can provide the
students with an engaging and enriching experience in terms of knowledge and
values.