Abstract
Teaching practice has the potential to guide acculturation educational processes to cultural inclusion. Acculturation may lead to social tensions or peaceful connivance. An acculturation process might be inclusive when educational participants symmetrically recognise, validate and use the different cultures as part of the curriculum. The Cultural Bridge (CB) is an approach that teachers might use to design inclusive teaching practices. The method is a qualitative case study on an integration course in Germany. Results evidence a partially inclusive educational process. According to the teacher’s interview analysis, the teaching practice approximates the CB principles, but there are limitations because of the system and social barriers. The most relevant situations that limit the teacher's practice are the rigid curriculum, the test as the primary goal, the short time for addressing the mandatory topics and the students’ social isolation. As a recommendation, integration courses might engage the local community in the educational process.
Highlights
Teaching practice has the potential to guide educational acculturation processes to cultural inclusion
This paper aims to describe the teaching practice of a teacher in an integration course
In levels A1 and A2, texts are very structured to the TELC, but in levels B1 and B2, students can learn about official aspects of the Foreigners Authority, Employment Office and Job Centre
Summary
Teaching practice has the potential to guide educational acculturation processes to cultural inclusion. Acculturation is every change that communities experience during the contact between different cultures (Gibson, 2001; Redfield, Linton & Herskovitz, 1936). Those changes may lead to social tensions or peaceful connivance (Manthalu & Waghid, 2019). The German government offers the integration course to refugees and other immigrants to integrate them into German society. Each part ends when participants take a test In this context, the question arises: does the teaching practice lead to inclusive acculturation in the integration course? Teachers involve students in different acculturation processes.
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