Comprehending Interculturality and its Future Directions in English Language Teaching and Teacher Education in the Colombian Context

Holguín, Bertha Ramos

doi:10.19183/how.28.3.674

HOW

2021

DOI: 10.19183/how.28.3.674

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Comprehending Interculturality and its Future Directions in English Language Teaching and Teacher Education in the Colombian Context

Bertha Ramos Holguín

Abstract: Interculturality has to do with the personal relational aspects of caring about the other. In this sense, interculturality confronts and challenges untruths and stereotypes that deny the existence of diversity. This article aims to provide a comprehensive view of what interculturality means, as well as to contribute to current and future trends in the field of English language teaching and teacher education in Colombia. I present examples of intercultural practices as possibilities to understand and explore in… Show more

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Cited by 5 publications

References 14 publications

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Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum

Quintero,

Olarte Clavijo

2023

F1000Res

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Despite significant advances in the epistemological frameworks that guide teacher education in Colombia and elsewhere, it continues to be governed mostly by traditional Eurocentric paradigms. Decolonizing teacher education requires epistemological moves to resignify the plurality of local knowledges and praxis. This article aims at reporting a qualitative research project carried out with three student teachers of a teacher education program with emphasis on English, at a public university in the northeast of Colombia. The main objective was to explore and reflect on how EFL pre-service teachers incorporated knowledge of local communities as resources for language teaching and learning during the practicum. Data were gathered over a three-semester period through pre-service teachers’ lesson plans, materials, a final academic report, and a semi-structured interview. Data were analyzed based on the principles of thematic data analysis. Findings revealed that student teachers approached knowledge from an ecological perspective coming from different ways of knowing, seeing, being and living in the world. At the same time, the ecology of knowledges helped them to overcome the challenges they faced during the project.

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Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum

Quintero,

Olarte Clavijo

2023

F1000Res

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Critical Intercultural Pedagogical Experiences: The case of two public schools

Oviedo-Gómez,

Jaramillo-Cárdenas

2024

Colomb. appl. linguist. j

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This article is the result of our research interest in the concept of Critical Interculturality (CI) along with our professional pedagogical experiences at the public-school level. The experiences took place in two different regions in Colombia, Medellín, Antioquia, and Florencia, Caquetá. These experiences were initially systematized in a PhD seminar concerning Critical Intercultural theories. First of all, we conceptualise CI from a Latin-American perspective associated with patterns of power and hierarchical structures, while bringing to light other ways of being, living, and knowing. Then, we look at the current stage of English Language Teaching (ELT) Colombian scholarship on CI, which is increasingly being studied from the standpoint of theory rather than practice. Finally, we describe two experiences that highlight public school teachers’ practices from a critical intercultural view going beyond CI theory by categorising and proving that it is possible to undertake authentic critical intercultural pedagogical experiences in the EFL/ELT field.

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Learning Needs of English and French Students from a Modern Languages Program at a Colombian University

Mosquera

2022

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This research study aims to analyze the learning needs of modern languages students at Universidad del Cauca and their implications on the bachelor’s program. These needs were analyzed by exploring students’ learning strategies and expectations, standards of competences, and other factors that might be affecting the learning of English and French. Data were gathered through questionnaires and a documentary review, framed by a mixed approach. The population was composed of 108 students, enrolled at the time the research started, who volunteered to take part in the study. The results show that students’ needs are mainly related to developing autonomy and a sense of ownership as to learning, identifying, and using learning strategies, being trained in learning strategies use, being exposed to innovative methodologies, and being exposed to more language practice. Consequently, the modern languages program is expected to take important actions to meet students’ needs in which all parties involved are committed. Finally, since needs analysis is meant to be the starting point in all teaching and learning processes, the methodology developed in this research could be useful for further studies on the same topic.

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Comprehending Interculturality and its Future Directions in English Language Teaching and Teacher Education in the Colombian Context

Cited by 5 publications

References 14 publications

Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum

Decolonizing ELT teacher education by incorporating knowledge of local communities in the teaching practicum

Critical Intercultural Pedagogical Experiences: The case of two public schools

Learning Needs of English and French Students from a Modern Languages Program at a Colombian University

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