Abstract
Research on interculturality and initial foreign language (FL) teacher education has focused mainly on the development of intercultural communicative competence (ICC) and few studies address said topic from a critical standpoint that might allow us to think about other ways of teaching and learning (T&L) a language. This article describes a research that sought to understand what intercultural perspective is included in three initial FL teacher education programs in the city of Bogotá, Colombia. The study is framed within a qualitative research logic, with a mixed focus and a multilevel concurrent nested design, which is characterized by the simultaneous gathering and analysis of qualitative and quantitative information. From the study, it is evident that the three undergraduate programs promote a reflexive and functional model, which establishes teacher education objectives, knowledge, and specific strategies, but also challenges to be undertaken.
Highlights
Las investigaciones sobre la perspectiva intercultural en la formación inicial de los profesores de lenguas extranjeras se han centrado en el desarrollo de la competencia comunicativa intercultural y son pocos los estudios que abordan dicha perspectiva desde un enfoque crítico que permita pensar otras formas de enseñar y aprender una lengua
Interest in interculturality has recently grown in this eld and it has been established mainly through the concept of intercultural communicative competence (ICC) as a result of the work of authors such as Byram (1989), Byram and Morgan (1991), Byram and Fleming (1998), Byram, Nichols and Stevens (2001), Corbett (2003), Sercu et al (2005), Deardorff (2008), and Fantini (2000), among others. e idea of tending toward an interculturally competent speaker is constantly under discussion and study in the eld of language teaching; and it seems to be a common objective among foreign language (FL) teachers
Regarding the methodology described in the courses analyzed, words and word segments are evidenced that are related to a great variety of forms of work in teacher education. e words “workshops”, “investigation”, and “activities” each have a frequency of 14
Summary
E discussion on interculturality is usually limited to the anthropological treatment of a folklore tradition (Walsh, 2005) and its implementation in the classroom still seems to be marginal. E concept of interculturality, in the eld of FL T&L, is generally related to the beliefs about language and culture and about the possibility that these two are taught in an integrated manner (Prosser & Trigwell, 1999). E growth of ICC has forced language teachers to promote it in their classrooms despite the misalignment in their conceptions about interculturality and their pedagogic practices (Prosser & Trigwell, 1999). Teachers want their students to be competent in the language, in spite of cultural differences. We present the study’s methodology, described as qualitative with a mixed focus and a multilevel concurrent nested design. e section presents the study’s results from two dimensions: a) document analysis and b) qualitative analysis
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