This paper, written in Spanish, focuses on the instruction of English as a Second Language in the context of cultural understanding, rather than from a purely linguistic point of view. It argues that foreign language instruction should include lessons in the field of sociology, anthropology, history, geography, politics, the arts, and popular culture to foster not only academic learning, but also a level of "social empathy." Through the study of postcolonial literature, new perspectives are provided vis-a-vis the formerly dominating nation and the students' own culture to allow the student to develop his own "voice" and accept his own diversified identity. (AS)