De los debates globales a las prácticas locales: pedagogías emergentes para el fomento de la interculturalidad en el aula de español para adultos migrantes
Recent theoretical debates in the field of intercultural language education reveal a “cosmopolitan turn”, which implies a glocal, critical, and transformative perspective of interculturality as praxis. This article explores the promotion and development of interculturality from a critical cosmopolit...
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| Tipo de recurso: | artículo |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10230/59807 |
| Acceso en línea: | http://hdl.handle.net/10230/59807 http://dx.doi.org/10.1080/14708477.2022.2138420 |
| Access Level: | acceso abierto |
| Palabra clave: | Intercultural education cosmopolitanism migration language education emergent pedagogies educación intercultural cosmopolitismo migración enseñanza de lenguas pedagogías emergentes |
| Sumario: | Recent theoretical debates in the field of intercultural language education reveal a “cosmopolitan turn”, which implies a glocal, critical, and transformative perspective of interculturality as praxis. This article explores the promotion and development of interculturality from a critical cosmopolitan perspective and reports on the results of an empirical study carried out in a Spanish language classroom for adult migrants in Barcelona through a didactic intervention based on emergent pedagogies. The results enrich the conception of a “cosmopolitan agenda” for language teaching and contribute to bridging the methodological gap between global theoretical debates and local practices of intercultural language education. |
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