La interculturalidad y la enseñanza de lenguas en Colombia: Caso de tres programas de formación docente

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 Bogotá, 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.

Culture-Related Issues in Teacher Education Programs: The Last Decade in Colombia

“…Out of the nine papers in this category, four papers revolve around perceptions of language teacher educators (Quintana, 2012;Ramos-Holguín et al, 2019;Benavides-Jiménez & Mora-Acosta, 2019;Faustino-Ruiz & Patiño-Rojas, 2021), three papers focus on perceptions of pre-service FL teachers (Olaya & Gómez-Rodríguez, 2013;Esteban, 2021;, and two papers integrate the perceptions of both language teacher educators and pre-service FL teachers (Murcia & Martínez-Santa, 2018;Moya-Chaves et al, 2018).…”

“…The last two studies in this category are those by Murcia and Martínez-Santa (2018) and Moya-Chaves et al (2018), which integrate the perceptions of both teacher educators and pre-service teachers. Murcia and Martínez-Santa (2018) analysed the discussions of the editorial board of a students' magazine, composed by pre-service English teachers and teacher educators; the study aimed at diagnosing the development of intercultural awareness of the participants by means of the editorial process they conduct in planning and publishing a magazine.…”

“…Finally, the study by Moya-Chaves et al (2018) focused on understanding the intercultural perspective fostered in three FLTE programs in Bogotá, Colombia. In this study, perceptions of teacher educators coincide with that of pre-service teachers, revealing that the three programs promote an intercultural perspective that could be defined as relational interculturality (Walsh, 2009).…”