Critical intercultural dialogue opening new paths to internationalisation in HE

Ortiz, Janeth Maria; Usma, Jaime; Gutiérrez, Claudia

doi:10.4324/9780429444289-6

Cited by 5 publications

(3 citation statements)

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“…Interculturality in the area of foreign language teaching in Colombia is an increasing focus of study for researchers (Álvarez & Bonilla, 2009;Álvarez, 2023, Álvarez, 2014Álvarez & Michelson, 2022;Arismendi, 2016;Barletta, 2009;Cárdenas et al, 2010;Cardozo & Lozano, 2020;de Mejía, 2006;Fandiño et al, 2017;Gómez, 2015;Giraldo et al, 2022;Guerrero, 2008;Henao et al, 2019;Núñez-Pardo, 2020;Ortiz et al, 2019;Oviedo & Álvarez, 2019;Rojas-Barreto, 2019;Soto-Molina & Méndez, 2020), who agree that the Colombian academic literature demonstrates a continued interest in topics such as multilingualism, culture teaching-learning, interculturality, and bilingual education. The work of these scholars is connected to four key challenges I identified from the literature that constitute the emerging categories used in my data analysis.…”

Section: Programmentioning

confidence: 99%

Incorporating an intercultural path in the National Bi/multilingual Program. The challenge

Jaramillo Cárdenas

2023

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L’intégration de l'interculturalité aux programmes de langues bi/multilingues est une revendication croissante des chercheurs colombiens dans les domaines de l'enseignement de l'anglais et de l'enseignement-apprentissage des langues. Le but principal de cet article est de répondre à une question concernant le rôle de l'interculturalité dans les programmes de langues, plus précisément, le Programme National Bilingue de mon pays (Colombia Bilingüe 2018-2022) et son impact au niveau scolaire. La méthodologie implique la révision des principales revues colombiennes et internationales d’enseignement d’anglais et de langues, ainsi que des documents nationaux concernés par la politique de bilinguisme en Colombie. Les résultats révèlent quatre défis dans l'articulation de l'interculturalité et du programme Colombia Bilingüe 2018–2022. Enfin, les conclusions soutiennent la demande des académiciens colombiens concernant l'interculturalité dans l'enseignement des langues et lancent un appel aux parties prenantes pour relever les défis identifiés et s'engager sur une voie interculturelle dans le Programme National Bilingue.

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Section: Programmentioning

confidence: 99%

Incorporating an intercultural path in the National Bi/multilingual Program. The challenge

Jaramillo Cárdenas

2023

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“…Following this worldwide trend, the study of interculturality has gained significant attention in Colombia during the last decade (Álvarez Valencia, 2014). Recent scholarship has focused on EFL textbook analysis that orients intercultural methodologies (Gómez Rodriguez, 2015), dialogic interculturality (Ortiz et al., 2020), and the exploration of intercultural methodologies at college level (Peña Dix, 2018). Even though existing research sheds light on how teachers integrate interculturality in their second language (L2) classroom, few studies have explored or suggested intercultural teaching practices for intercultural education.…”

Section: Introductionmentioning

confidence: 99%

“…In Colombia, the interest in intercultural research notwithstanding, most work has mainly focused on private college education. Only in a few cases has there been an interest in exploring state secondary education (Bonilla & Cruz‐Arcila, 2014; Ortiz et al., 2020; Peña Dix, 2018). Diverse scholars (Díaz, 2013; Kramsch, 2013; Risager, 2022) argue that there is a need to delve more deeply into the practices teachers use to teach for interculturality in their classroom, especially in non‐elite communities where inequity, lack of access, and inclusion have prevailed, particularly during COVID‐19.…”

Section: Introductionmentioning

confidence: 99%

Intercultural teaching practices in the EFL classroom: The case of non‐elite communities

Sagre,

Machado,

Zumaquè

2023

TESOL Journal

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Significant research has delved into the methodologies and practices teachers use to foster interculturality in the high school and college foreign language curriculum. Yet, little is known about the intercultural teaching practices teachers use in non‐elite communities where inequity, lack of access, and inclusion have prevailed, especially during COVID‐19. This case study describes how three teachers in three Colombian state schools, where economic divides are notorious, teach for interculturality in distance and virtual learning educational environments during the outbreak of COVID‐19. Findings indicate that teachers' approach to interculturality could be categorized into four intercultural teaching practices: 1) moving from the known to the unknown, 2) going beyond factual information, 3) challenging existing sources, and 4) contextualizing through authenticity. These practices offer guidance and instructional moves about how to teach for interculturality locally and worldwide.

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Rural teachers’ appropriation of national bilingual policies: voices from the Colombian periphery

Hoyos-Pipicano

2024

International Journal of Bilingual Education and Bilingualism

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Critical intercultural dialogue opening new paths to internationalisation in HE

Cited by 5 publications

References 0 publications

Incorporating an intercultural path in the National Bi/multilingual Program. The challenge

Incorporating an intercultural path in the National Bi/multilingual Program. The challenge

Intercultural teaching practices in the EFL classroom: The case of non‐elite communities

Rural teachers’ appropriation of national bilingual policies: voices from the Colombian periphery

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