Interculturality in the English language classroom: ways to promote critical language education
In this article, we will reflect on the role of interculturality as a critical approach to teaching English, which aims to promote respect, equality, and social justice. Therefore, we join Decolonial Studies to the guidelines of postmethod, aiming to offer macro-strategies and attainable practices t...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | The ESPecialist (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/64515 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/esp/article/view/64515 |
| Access Level: | acceso abierto |
| Palabra clave: | Critical interculturality English teaching English as an international language Postmethod Initial teacher education Applied Linguistics Foreign language teaching Interculturalidade crítica Ensino de Inglês Inglês como língua internacional Pós-método Formação inicial de professores Linguística Aplicada Ensino de língua estrangeira |
| Sumario: | In this article, we will reflect on the role of interculturality as a critical approach to teaching English, which aims to promote respect, equality, and social justice. Therefore, we join Decolonial Studies to the guidelines of postmethod, aiming to offer macro-strategies and attainable practices that favor learners' sensitization to other cultures and worldviews in a non-hierarchical way, questioning power relations and social inequalities. This is qualitative action research, which was undertaken in two stages: (1) bibliographical research and (2) the elaboration of a workshop/intervention. While still in progress, we hope that, on completion, the research will achieve the proposed objective, which is to contribute to critical initial teacher training. |
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