Interculturality and language teaching in Colombia

Q4 Social Sciences
D. Chaves, N. García, V. Camacho
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引用次数: 1

Abstract

Research on interculturality and initial foreign language (FL) teacher education has focused mainly on the development of intercultural communicative competence (ICC) and few studies address said topic from a critical standpoint that might allow us to think about other ways of teaching and learning (T&L) a language. This article describes a research that sought to understand what intercultural perspective is included in three initial FL teacher education programs in the city of Bogota, Colombia. The study is framed within a qualitative research logic, with a mixed focus and a multilevel concurrent nested design, which is characterized by the simultaneous gathering and analysis of qualitative and quantitative information. From the study, it is evident that the three undergraduate programs promote a reflexive and functional model, which establishes teacher education objectives, knowledge, and specific strategies, but also challenges to be undertaken.
哥伦比亚的跨文化和语言教学
关于跨文化和初级外语教师教育的研究主要集中在跨文化交际能力(ICC)的发展上,很少有研究从批判的角度来解决这个问题,这可能会让我们思考其他的教与学(T&L)一门语言的方式。本文描述了一项研究,旨在了解在哥伦比亚波哥大市的三个初始外语教师教育项目中包含了哪些跨文化视角。本研究采用定性研究逻辑,重点混合,多层次并行嵌套设计,定性和定量信息同时收集和分析。从研究中可以看出,三个本科专业促进了一种反身性和功能性的模式,这种模式确立了教师教育的目标、知识和具体策略,但也提出了需要承担的挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Signo y Pensamiento
Signo y Pensamiento Social Sciences-Linguistics and Language
CiteScore
0.20
自引率
0.00%
发文量
25
审稿时长
20 weeks
期刊介绍: La revista maneja temáticas que incluyen: Las tendencias teóricas y metodológicas referidas al campo de la comunicación y sus relaciones multidisciplinarias. Los modelos conceptuales, lógicos y físicos para la organización, almacenamiento, flujo, diseminación y recuperación de información y conocimiento. La fundamentación del lenguaje como disciplina y su relación con otras áreas del conocimiento
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