Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and Colombia
This article presents the preliminary findings of a research project conducted at two universities (in France and Colombia) and based on critical reflexivity (discernment, thinking and pedagogy). Its aim is to analyze the way intercultural epistemology (approaches, notions, perspectives, practices,...
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Los Andes University; Faculty of Education
2019-06-01
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| Series: | Voces y Silencios: Revista Latinoamericana de Educación |
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| Online Access: | https://revistas.uniandes.edu.co/index.php/vys/article/view/7606 |
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| author | Paola Andrea Gamboa Diaz |
| author_facet | Paola Andrea Gamboa Diaz |
| author_sort | Paola Andrea Gamboa Diaz |
| collection | DOAJ |
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This article presents the preliminary findings of a research project conducted at two universities (in France and Colombia) and based on critical reflexivity (discernment, thinking and pedagogy). Its aim is to analyze the way intercultural epistemology (approaches, notions, perspectives, practices, etc.) could be explored in order to avoid reproducing unequal socio-educational models, which prevent guaranteeing access to equitable conditions for the whole population, explicitly integrate theoretical and methodological components into higher education pre-service and in-service language teaching programs, and promote international and interinstitutional collaborative actions as ways to co-construct teaching practices based on common but critical and contextualized educational cultures. The content and discourse analysis of multimodal documents (textual, graphic or audiovisual) that highlight mental, social and discursive representations allowed me to interpret the perceptions of participants, pre-service teachers and in-service teachers registered in a Master’s degree program in language didactics or bilingual education. These perceptions confirmed that foreign language (FL) and second language (L2) classrooms as essential places of intercultural encounters and exchange of experiences where the study of local or non-local languages and idio-culture or pluri-culture gives origin to situations of alterity. People in contact are, individually and collectively, unconsciously involved in micro-intercultural and macro-intercultural interactions. Consciously explored, those micro and macro levels could help us build a bridge between discourses and practices associated with FL and L2 intercultural dimensions, as well as to the development of intercultural dimensions repertoires relevant to personal, academic and professional life.
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| format | Article |
| id | doaj-art-ea2bdda66b4d4e24978a6d1db29f1ebd |
| institution | DOAJ |
| issn | 2215-8421 |
| language | English |
| publishDate | 2019-06-01 |
| publisher | Los Andes University; Faculty of Education |
| record_format | Article |
| series | Voces y Silencios: Revista Latinoamericana de Educación |
| spelling | doaj-art-ea2bdda66b4d4e24978a6d1db29f1ebd2025-08-20T02:55:57ZengLos Andes University; Faculty of EducationVoces y Silencios: Revista Latinoamericana de Educación2215-84212019-06-0110110.18175/vys10.1.2019.14Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and ColombiaPaola Andrea Gamboa Diaz01Université Sorbonne-Nouvelle - Paris 3 (paola.gamboa-diaz@sorbonne-nouvelle.fr) This article presents the preliminary findings of a research project conducted at two universities (in France and Colombia) and based on critical reflexivity (discernment, thinking and pedagogy). Its aim is to analyze the way intercultural epistemology (approaches, notions, perspectives, practices, etc.) could be explored in order to avoid reproducing unequal socio-educational models, which prevent guaranteeing access to equitable conditions for the whole population, explicitly integrate theoretical and methodological components into higher education pre-service and in-service language teaching programs, and promote international and interinstitutional collaborative actions as ways to co-construct teaching practices based on common but critical and contextualized educational cultures. The content and discourse analysis of multimodal documents (textual, graphic or audiovisual) that highlight mental, social and discursive representations allowed me to interpret the perceptions of participants, pre-service teachers and in-service teachers registered in a Master’s degree program in language didactics or bilingual education. These perceptions confirmed that foreign language (FL) and second language (L2) classrooms as essential places of intercultural encounters and exchange of experiences where the study of local or non-local languages and idio-culture or pluri-culture gives origin to situations of alterity. People in contact are, individually and collectively, unconsciously involved in micro-intercultural and macro-intercultural interactions. Consciously explored, those micro and macro levels could help us build a bridge between discourses and practices associated with FL and L2 intercultural dimensions, as well as to the development of intercultural dimensions repertoires relevant to personal, academic and professional life. https://revistas.uniandes.edu.co/index.php/vys/article/view/7606intercultural dimensionssecond and foreign language learning and teachingbilingualism-multilingualism-plurilingualismeconomic globalizationinternationalization of higher education |
| spellingShingle | Paola Andrea Gamboa Diaz Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and Colombia Voces y Silencios: Revista Latinoamericana de Educación intercultural dimensions second and foreign language learning and teaching bilingualism-multilingualism-plurilingualism economic globalization internationalization of higher education |
| title | Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and Colombia |
| title_full | Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and Colombia |
| title_fullStr | Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and Colombia |
| title_full_unstemmed | Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and Colombia |
| title_short | Second and Foreign Language Pre-Service and In-Service Teacher Development to Make Intercultural Dimensions Explicit. Reflecting Through a Comparative Proposal Between France and Colombia |
| title_sort | second and foreign language pre service and in service teacher development to make intercultural dimensions explicit reflecting through a comparative proposal between france and colombia |
| topic | intercultural dimensions second and foreign language learning and teaching bilingualism-multilingualism-plurilingualism economic globalization internationalization of higher education |
| url | https://revistas.uniandes.edu.co/index.php/vys/article/view/7606 |
| work_keys_str_mv | AT paolaandreagamboadiaz secondandforeignlanguagepreserviceandinserviceteacherdevelopmenttomakeinterculturaldimensionsexplicitreflectingthroughacomparativeproposalbetweenfranceandcolombia |