Interculturality in the english teaching and learning processes

Literature review

Autores/as

  • Sebastian Florez-Montaño Licenciado- estudiante de maestria
  • Jefferson Asdrubal Zapata-Garcia Licenciado- estudiante de maestria
  • Oscar Alberto Peláez-Henao Docente

Palabras clave:

Interculturality, teaching and learning process, intercultural competence, strategies, role of the teacher, Interculturality, teaching and learning process, intercultural competence, strategies, role of the teacher

Resumen

Introduction: Educational institutions are complex spaces in which individual subjectivities converge and where language plays a fundamental role. In this sense, English teachers must be mediators between the multiple cultures in a classroom. The ability to use the language in a socially and culturally appropriate way, plus the awareness that teachers and students must have in the classroom with respect to diversity and complexity, is the basis for building a democratic society. Objective: This literature review article aims to establish the relationship between teachers’ perceptions of interculturality and the teaching and learning processes of English through the student’s awareness and comparison of their own culture with respect to others. and through critical analysis of relationships between people across cultural differences. Methodology: Qualitative techniques are used for the selection and compilation of information through the reading and criticism of documents and bibliographic materials. Using various databases and after applying selection techniques to the identified primary sources, a sample of fifty scientific articles is formed. Results and discussion: After the thematic analysis, the results are presented in three categories: strategies used by teachers in the classroom to enhance intercultural competence, challenges they face, and the role teachers play as cultural agents. Conclusions: The study concludes that there are challenges and limitations when promoting intercultural competence in the classroom. Teachers are perceived as role models for students, which becomes a primary effort for them; but at the same time, a worthy job considering that schools are laboratories to begin the construction of a more democratic and diverse society.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Sebastian Florez-Montaño, Licenciado- estudiante de maestria

Licenciado en Inglés. Candidato a Magister en Educación, Universidad Catolica Luis Amigó, Medellín - Colombia. Correo: sebastian.florezmo@amigo.edu.co.

Jefferson Asdrubal Zapata-Garcia, Licenciado- estudiante de maestria

Licenciado en Inglés. Candidato a Magister en Educación, Universidad Catolica Luis Amigó, Medellín - Colombia. Correo: jefferson.zapataga@amigo.edu.co

Oscar Alberto Peláez-Henao, Docente

Magíster en Educación.Líder de la línea Construcciones Investigativas en Lenguas Extranjeras. Docente investigador y coordinador del campo investigativo Licenciatura en Inglés, Universidad Católica Luis Amigó, Medellín-Colombia. Correo electrónico: oscar.pelaezhe@amigo.edu.co.

Citas

Abelló-Contesse, C. (2013, May 9-11). Should sociocultural aspects and intercultural communication be regarded as symbols of luxury in bilingual education programs? [Conference]. 1st International Conference on Bilingual Education in a Globalized World, Madrid, Spain. https://institutofranklin.net/en/events/2013-05-09/1st-international-conference-bilingual-education-globalized-world

Aguilar, P. (2011). Desarrollo de la competencia intercultural para el aprendizaje de la lengua inglesa por parte de hablantes Tzotziles. [Tesis de Maestría, Tecnológico de Monterrey]. Repositorio institucional. https://repositorio.tec.mx/bitstream/handle/11285/570910/DocsTec_11872.pdf?sequence=1&isAllowed=y

Álvarez, J. & Bonilla, S. (2009). Addressing culture in the EFL classroom: A dialogic proposal. Profile Issues in Teachers Professional Development, 11(2), 151–170. https://revistas.unal.edu.co/index.php/profile/article/view/11448

Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64. https://doi.org/10.1093/elt/56.1.57

Amer, A. (2003). Teaching efl/esl literature. The Reading Matrix: an International Online Journal, 3(2), 62–73. http://readingmatrix.com/articles/amer/article.pdf

Azorín, C. & Fullan, M. (2022). Leading new, deeper forms of collaborative cultures: Questions and pathways. Journal of Educational Change, 23, 131–143. https://doi.org/10.1007/s10833-021-09448-w

Barletta, N. (2009). Intercultural competence: Another challenge. PROFILE Issues in Teachers’ Professional Development, 11(1), 143–158. https://revistas.unal.edu.co/index.php/profile/article/view/10552

Bergh, H. (2018). Intercultural Competence in Swedish EFL Teaching. An Attitudinal Study on Teachers’ Beliefs. [Essay, Gothenburg University]. GUPEA. http://hdl.handle.net/2077/58054

Budiarti, Y. (2018). The Implementation of Intercultural Approach in EFL Learning At Sman 5 Makassar. [Essay, Unm]. Eprints. http://eprints.unm.ac.id/9143/1/artikel.pdf

Burwitz-Melzer, E. (2001). Teaching intercultural communicative competence through literature. In M. Byram, A. Nichols & D. Stevens (Eds.), Developing Intercultural Competence in Practice (pp. 29–43). Multilingual Matters.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multi­lingual Matters.

Byram, M. & Fleming, M. (1998). Language learning in intercultural perspective. Approaches through drama andethnography. Cambridge University Press.

Byram, M. & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140–151. https://doi.org/10.1111/flan.12319

Byram, M., Gribkova, B. & Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers. Council of Europe. https://rm.coe.int/16802fc1c3

Carter, R. & McRae, J. (1997). Language, literature and the learner. Creative Classroom Practice. Routledge.

Cecchini, J., Fernández-Rio, J., Mendez-Giménez, A., González, C., Sánchez-Martínez, B. & Carriedo, A. (2021). High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility. European Journal of Teacher Education, 44(4), 486–501. https://doi.org/10.1080/02619768.2020.1774548

Charcape, M. y Quintana, L. (2013). El enfoque intercultural y su relación con el aprendizaje del idioma inglés en los estudiantes del primer grado de secundaria del Colegio Experimental de Aplicación de la Universidad Nacional de Educación Enrique Guzmán y Valle, Chosica, 2013. [Tesis de grado, Universidad Nacional de Educación Enrique Guzmán y Valle]. Repositorio Institucional. http://hdl.handle.net/20.500.14039/1123

Chlopek, Z. (2008). The Intercultural Approach to EFL Teaching and Learning. English teaching forum, (4), 10–27. https://americanenglish.state.gov/files/ae/resource_files/08-46-4-c.pdf

Coppola, M. (2003). Teaching literature as a foreign language in feminist and pluricultural pedagogies. Textus: English Studies in Italy, 16(1), 95–100. https://drive.google.com/drive/folders/1tPYOyDNj2YPLfidVTxFjmRpS9Lm72-lu

Duncan, S. & Paran, A. (2017). The effectiveness of literature on acquisition of language skills and intercultural understanding in the high school context [Report]. UCL Institute of Education. https://ibo.org/research/curriculum-research/dp-studies/the-effectiveness-of-literature-on-acquisition-of-language-skills-in-the-high-school-context-2017/

Fardini, S. (2014, September 17-18). Designing intercultural materials for EFL teaching/learning to young learners using sociopragmatic perspectives [Conference]. 3rd UTIC (UAD TEFL International Conference), Malang, Indonesia. https://oia.uad.ac.id/the-3rd-utic-uad-tefl-international-conference-2014/

Finkbeiner, C. & Koplin, C. (2002). A cooperative approach for facilitating intercultural education. Reading Online, 6(3), 1–19. https://www.bildungsserver.de/onlineressource.html?onlineressourcen_id=30567

Flowers, S., Kelsen, B. & Cvitkovic, B. (2019). Learner autonomy versus guided reflection: How different methodologies affect intercultural development in online intercultural exchange. ReCALL, 31(3), 221–237. https://doi.org/10.1017/S0958344019000016

Fuentes, A., Parra-González, M., v-Belmonte, J. & Segura-Robles, A. (2020). Educational potentials of flipped learning in intercultural education as a transversal resource in adolescents. Religions, 11(1), 1–13. https://doi.org/10.3390/rel11010053

Galvis, H. (2011). The Common European Framework, Task-Based Learning, and Colombia: Crossroads for an intercultural collision or a path under construction for improvement? HOW, A Colombian Journal for Teachers of English, 18(1), 198–209. https://howjournalcolombia.org/index.php/how/article/view/59

García, O. (2009). Bilingual education in the 21st century: A global perspective. Blackwell/Wiley.

García, Y. (2019). New Trends in the Teaching of the Intercultural Competence as Part of the Process of Teaching Foreign Languages in the Context of Higher Education in Spain. European Journal of Language and Literature, 5(2), 6–12. https://doi.org/10.26417/ejls-2019.v5i2-195

Gómez, L. (2015a). La influencia del texto literario en el aprendizaje del inglés como lengua extranjera: de la teoría a la práctica. Forma y Función, 28(2), 83–109. https://doi.org/10.15446/fyf.v28n2.53541

Gómez, L. (2015b). Critical Intercultural Learning through Topics of Deep Culture in an EFL Classroom. Íkala Revista de Lenguaje y Cultura, 20(1), 43–59. https://revistas.udea.edu.co/index.php/ikala/article/view/19144

Gómez, L. (2011). Fostering Intercultural Communicative Competence Through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective. Profile: Issues in Teachers' Professional Development, 14(1), 49–66. https://revistas.unal.edu.co/index.php/profile/article/view/29055

González, F. (2019). Integración social: la enseñanza de las lenguas extranjeras a través de la lectura con un enfoque intercultural. [Tesis de maestría, Universidad de Valla­dolid]. Repositorio Institucional. https://uvadoc.uva.es/handle/10324/39601

Gordon, C. (2012). Across the globe: Promoting intercultural understandings in the classroom through sharing stories. Journal of Student Engagement: Education Matters, 2(1), 10–16. https://ro.uow.edu.au/jseem/vol2/iss1/3/

Granados-Beltrán, C. (2016). Critical interculturality. A path for pre-service ELT teachers. Íkala, Revista de Lenguaje y Cultura, 21(2), 171–187. https://doi.org/10.17533/udea.ikala.v21n02a04

Hernández, O. C. (2015). Textos escolares y prácticas pedagógicas en una propuesta de educación intercultural bilingüe. Revista Educación y Humanismo, 17(28), 102–118. http://dx.doi.org/10.17081/eduhum.17.28.1169

Hinojosa, E. & López, M. (2018). Interculturality and Teacher Education. A Study from Pre-service Teachers’ Perspective. Australian Journal of Teacher Education, 43(3), 74–92. http://dx.doi.org/10.14221/ajte.2018v43n3.5

Julcovschi, V. (2021). An overview of the english language education process in the 21st century. Alecu Russo Balti State University. http://dspace.usarb.md:8080/jspui/bitstream/123456789/5381/1/Julcovschi_Victoria_An_overview.pdf

Keramati, M. & Gillies, R. (2022). Advantages and Challenges of Cooperative Learning in Two Different Cultures. Education Sciences, 12(1), 1–14. http://dx.doi.org/10.3390/educsci12010003

Kramsch, C. (2001). Context and culture in language teaching. Oxford University Press.

Lee, K.-Y. (2012). Teaching Intercultural English Learning/Teaching in World Englishes: Some Classroom Activities in South Korea. English Teaching: Practice and Critique, 11(4), 190–205. http://education.waikato.ac.nz/research/files/etpc/files/2012v11n4nar2.pdf

Leiva, J. y Gutiérrez, R. (Eds.) (2018). Prácticas pedagógicas para el fomento de la interculturalidad en el contexto universitario: la experiencia de la Universidad Estatal Amazónica en convenio con la Universidad de Málaga. Universidad Estatal Ama­zónica.

McArthur, J. (2022). Rethinking authentic assessment: work, well-being, and society. Higher Education, 1–17. https://doi.org/10.1007/s10734-022-00822-y

McKay, S. (2001). Literature as content for ESL/EFL. En M. Celce-Murcia, Teaching English as a Second or Foreign Language (pp. 319–331). Heinle & Heinle.

Minoia, M. (2019). Intercultural competence in the language classroom. In C. Goria, L. Guetta, N. Hughes, S. Reisenleutner & O. Speicher (Eds.), Professional competencies in language learning and teaching (pp. 89–98). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.34.917

Miftakh, F. (2018). Intercultural Teaching and Learning English through Reading Skill. SALTeL Journal (Southeast Asia Language Teaching and Learning), 1(2), 27–31. https://doi.org/10.35307/saltel.v1i2.12

Mitchell, P. J., Pardinho, L. A., Yermakova-Aguiar, N. N. & Meshkov, L. V. (2015). Language learning and intercultural communicative competence: An action research case study of learners of Portuguese. Procedia-social and behavioral sciences, 200, 307–312. https://doi.org/10.1016/j.sbspro.2015.08.070

Moeller, A. K. & Nugent, K. (2014). Building intercultural competence in the language classroom. In S. Dhonau (Ed.), Unlock the Gateway to Communication (pp. 1–18). Crown Prints. http://digitalcommons.unl.edu/teachlearnfacpub/161

Montoya-López, J., Mosquera-Andrade, A. & Peláez-Henao, O. (2020). Inquiring pre-service teachers’ narratives on language policy and identity during their practicum. HOW Journal, 27(2), 51–72. https://doi.org/10.19183/how.27.2.544

Moreno, N., Leiva, J., Galván, M., López, E. y García, F. (2017). Realidad aumentada y realidad virtual para la enseñanza-aprendizaje del inglés desde un enfoque comunicativo e intercultural. En J. Ruiz, J. Sánchez, J. y E. Sánchez (Eds.), Innovación docente y uso de las TIC en educación. UMA Editorial.

Norton, B. (2013). Identity and language learning. Longman.

Peláez, O. (2021). Reflection and analysis of colombian official language policies as a key feature in teacher education. In J. Abad (Ed.), Research on language teaching and learning: advances and projection (pp. 43–68). Fondo Editorial Universidad Católica Luis Amigó. https://www.funlam.edu.co/uploads/fondoeditorial/691_Research_on_Language_Teaching_and_Learning_Advances_and_Projection.pdf

Peláez, O. & Usma, J. (2017). The crucial role of educational stakeholders in the appropriation of foreign language education policies: A case study. PROFILE Issues in Teachers’ Professional Development, 19(2), 121–134. https://doi.org/10.15446/profile.v19n2.57215

Peláez, O., Montoya, J. & Castrillón, E. (2020). The elusive pervasiveness of english in higher education: the case of Colombia. Revista Espacios, 41(33), 212–228. https://www.revistaespacios.com/a20v41n33/20413318.html

Piccardo, E., North, B. & Goodier, T. (2019). Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: the CEFR companion volume. Journal of E-Learning and Knowledge Society, 15(1), 17–36. http://dx.doi.org/10.20368/1971-8829/1612

Rico, C. (2018). La competencia Comunicativa Intercultural (CCI) en los contextos de enseñanza del inglés como lengua extranjera. Signo y Pensamiento, 37(72), 77–94. https://doi.org/10.11144/Javeriana.syp37-72.ccic

Rodríguez, M. (2017). Unidades educativas del Milenio, educación intercultural bilingüe y (des) igualdad en el acceso a la educación en Ecuador. Un análisis desde la investigación etnográfica. Runa: archivo para las ciencias del hombre, 38(1), 41–55. http://revistascientificas.filo.uba.ar/index.php/runa/article/view/3029

Roiha, A. & Sommier, M. (2021). Exploring teachers’ perceptions and practices of intercultural education in an international school. Intercultural Education, 32(4), 446–463. https://doi.org/10.1080/14675986.2021.1893986

Román, M., Vena, D. y González, O. (2015). Fundamentos teóricos de la competencia comunicativa intercultural en idioma inglés. Humanidades Médicas, 15(1), 70–87. http://www.humanidadesmedicas.sld.cu/index.php/hm/article/view/677

Salazar, A. (2015). Interculturalidad en el aula de clase: Cambio desde temprana edad. [Trabajo de grado, Universidad Pontificia Bolivariana]. Repositorio Institucional UPB. http://hdl.handle.net/20.500.11912/2684

Sánchez, G. (2014). Estudio de la competencia intercultural en estudiantes universitarios de magisterio lengua extranjera (inglés). Propuestas didácticas para el desarrollo de la competencia comunicativa intercultural. [Tesis doctoral, Universidad de Murcia]. Repositorio Institucional. http://hdl.handle.net/10201/38355

Sánchez-Torres, J. (2014). La interculturalidad en la asignatura de inglés de la ESO bilingüe en Sevilla, España. ELIA: Estudios de Lingüística Inglesa Aplicada, (14), 67–96. https://revistas.uned.es/index.php/ELIA/article/view/18009

Sharma, M., Devi, M., Dangoria, R. & Jain, V. (2022). Literature Enhances Communication Skills: A Comprehensive Review. World Journal of English Language, 12(3), 157–163. https://doi.org/10.5430/wjel.v12n3p157

Velandia, H. y Fajardo, H. (2014). Propuesta de mejoramiento del plan de estudios en el área de inglés de la educación media orientado al desarrollo de las competencias interculturales. [Tesis de grado, Universidad Militar Nueva Granada]. RI UMNG. http://hdl.handle.net/10654/12811

Walsh, W. (2000, 9-11 Marzo). Interculturalidad crítica y educación intercultural. [Ponencia]. Seminario sobre interculturalidad y Educación Intercultural, La Paz, Bolivia. https://www.uchile.cl/documentos/interculturalidad-critica-y-educacion-intercultural_150569_4_4559.pdf

Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In C. Williams, G. Lewis, & C. Baker (Eds.), The language policy: Taking stock (pp. 193–211). Canolfan Astudiaethau Iaith.

Yongying, Z. (2019, January 19-20). A Study of the Roles of Teachers in English teaching in China from the Perspective of Interculturality [Conference]. 5th International Conference on Education Technology, Management and Humanities Science (ETMHS), Xi'an, China. https://webofproceedings.org/proceedings_series/article/artId/6126.html#location

Youssef, A., Dahmani, M. & Ragni, L. (2022). ICT Use, Digital Skills and Students’ Academic Performance: Exploring the Digital Divide. Information, 13(3), 1–19. https://doi.org/10.3390/info13030129

Zafeiriadou, N. (2001). On literature in the EFL classroom. TESOL Greece Newsletter.

Publicado

2022-07-26

Cómo citar

Florez-Montaño, S., Zapata-Garcia, J. A., & Peláez-Henao, O. A. (2022). Interculturality in the english teaching and learning processes: Literature review. CULTURA EDUCACIÓN Y SOCIEDAD, 13(2), 163–182. Recuperado a partir de https://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/3643