The Spaces in Between: Foreign Language Education as Critical and Intercultural Education

Giorgis, Paola

doi:10.31390/taboo.17.3.07

Cited by 4 publications

(3 citation statements)

References 21 publications

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“…Este genera una ficción en la práctica más peligrosa que descriptiva, porque naturaliza la virtualidad de la ecuanimidad comunicativa, como si los dos sujetos implicados en la interacción gozaran de los mismos privilegios y posicionalidades (Ferri, 2022;Leeds-Hurwitz, 2014;Chen, 2017;Jackson, 2014;Hua, 2013;Moon, 2013), que trascienden la categoría clase, sustituida por dos categorías sociales claves en este estudio: la raza -hecho social, no biológico, fundamentando las jerarquías etnoraciales y la experiencia corpo-política-y el origen nacional -donde el nacionalismo-hegemónico metodológico (Wimmer y Schiller, 2002) e ideológico, explicitado en representaciones y prácticas racistas, juega un papel fundamental-. A estos dos marcadores hay que añadir el lingüístico, respecto de lo que, con más frecuencia allí que aquí, en el ámbito anglosajón han nombrado técnicamente accent (Lippi-Green, 1997;Chambers y Trudgill, 1998;Milroy, 2000), con el que se construye la extranjeridad (Giorgis, 2018;Neagu, 2017).…”

Section: Marco Conceptualunclassified

Comunicación intercultural y racismo en contexto turístico. Observación participante de prácticas raciolingüísticas

Rodríguez-Iglesias

2023

Leng. soc.

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Este artículo aborda la comunicación intercultural a partir de las prácticas discursivas observadas in situ en un contexto turístico. El estudio se centra en las diferencias interaccionales respecto del color de la piel y el origen geográfico y cultural asumido por el interlocutor local. La metodología utilizada es cualitativa, basada principalmente en la observación participante con un análisis decolonial dentro de los estudios de sociolingüística etnográfica crítica y comunicación intercultural. El texto problematiza las categorías que construyen la extranjería. En concreto, utiliza el marco fanoniano que dicotomiza entre zonas del Ser y zonas del no-Ser, que diferencia entre los privilegios y la subalternidad. La microviolencia discursiva se hace explícita en las prácticas observadas. El autor sostiene que los estudios de comunicación intercultural deben observar el hecho diferencial de la colonialidad del ser y del poder. Los resultados del estudio ponen de manifiesto cómo el racismo media en las prácticas discursivas.

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Section: Marco Conceptualunclassified

Comunicación intercultural y racismo en contexto turístico. Observación participante de prácticas raciolingüísticas

Rodríguez-Iglesias

2023

Leng. soc.

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“…In most European educational policies Language and culture have been twinned whether in objectives or actions, plurilingual alongside with pluracultural competence is fundamental in achieving effective social cohesion, the European Council in its conclusions of 14 December 2017 highlighted that "education and culture are key to building inclusive and cohesive societies, and to sustaining our competitiveness." Evidence shows that language can be taught fruitfully side by side with intercultural education (Giorgis, 2018) whereby plurilingual and pluricultural are correlated constituting the communicative language competence, where the full range of languages available to the person are fused.…”

Section: A Significant Share Of Interest In the Interrelationship Betmentioning

confidence: 99%

The Role of Foreign Language Teaching in Enhancing Students’ Intercultural Competence

Amara¹

2020

NEUJE

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This study emphasizes the critical role of foreign language teaching in enhancing students’ intercultural competence, as a means of expanding their future opportunities in an increasingly multicultural and diverse world. Foreign language classes may provide unique opportunities for delivering a plurilingual, multicultural setting utilizing the cultural elements in the course content and course materials as well as the personal experiences of the teacher in the classroom. To that end, more attention is needed to foreign language teacher preparation and training. As multiculturalism is a significant feature of European communities, this study sought to investigate and analyze the related policies, strategies and practices in Europe, since Paris declaration 2015, in order to determine actions have been taken to address those needs. This qualitative study is based on document analysis of the European Educational Policy documents released mainly by the European Commission and the Council of Europe. The results of the analysis showed that foreign language education has presented along with intercultural education in the vast majority of European educational policies as a dominant component within the context of integration and promote social cohesion, as well as increase competitiveness and employability. The study has implied a number of implications highlighted some potential gaps that may be diminish the effectiveness of these policies, pushing towards more empirical research on the influence of EU policies on national level actions. Keywords: Foreign language Teaching, Intercultural competence, multilingual competence, plurilingual, multicultural setting, European documents, European Education Policy.

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“…Evidence shows that language can be taught fruitfully side by side with intercultural education (Giorgis, 2018) whereby plurilingual and pluricultural are correlated constituting the communicative language competence, where the full range of languages available to the person are fused.…”

Section: The Relationship Between Foreign Language Teaching and Intermentioning

confidence: 99%

Untitled

2020

NEUJE

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The goal of this research is to determine teachers' opinions about the homeschooling service. Teachers participated in the research are the ones provided the homeschooling services in Sakarya City Centre within 2018-2019 school year. Qualitative research method has been used for the research and data has been collected via focus group discussion. Descriptive analysis technique has been used for analysing the obtained data. When the findings of the research are examined, participants who have been providing homeschooling services in a range of one to three years, stated that they had no prior information about homeschooling services, and they enhanced their knowledge level within the process of the education. Every single one of the participants specified that they all practiced observation and evaluation to determine educational performance and the needings of the students during the early weeks of homeschooling service, and afterwards they created individualized education plan (IEP) and figured the educational process according to this plan for their students. The lack of awareness about homeschooling, the families' behaviours and experiencing insufficiency about the supplies are expressed as encountered problems within the homeschooling process. It is emphasized that the homeschooling service increases academic skills of the students while students' distance from their peers and the social environment is a disadvantage.

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The Spaces in Between: Foreign Language Education as Critical and Intercultural Education

Cited by 4 publications

References 21 publications

Comunicación intercultural y racismo en contexto turístico. Observación participante de prácticas raciolingüísticas

Comunicación intercultural y racismo en contexto turístico. Observación participante de prácticas raciolingüísticas

The Role of Foreign Language Teaching in Enhancing Students’ Intercultural Competence

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