Reading the World: Intercultural Literacy in Teaching English as a Foreign Language.
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| Title: | Reading the World: Intercultural Literacy in Teaching English as a Foreign Language. |
|---|---|
| Alternate Title: | Leer el Mundo: Literacidad Intercultural en la Enseñanza del Inglés como Lengua Extranjera. Ler o Mundo: Literacia Intercultural no Ensino do Inglês como Língua Estrangeira. |
| Authors: | Rojas Álvarez, Jawer Sneider, Álvarez Correa, Aristóteles Alexander, Castrillon Angel, Edison Ferney, Vargas, Alejandra García, Pineda Alvarez, Harieth Tatiana |
| Source: | Revista Pensamiento Americano. May-Aug2025, Vol. 18 Issue 37, p1-17. 17p. |
| Subjects: | ENGLISH as a foreign language, CULTURAL literacy, CURRICULUM planning, QUALITATIVE research, CULTURAL pluralism, FOREIGN language education, CULTURAL awareness, STUDENT teachers |
| Geographic Terms: | COLOMBIA |
| Abstract (English): | Introduction: Intercultural literacy (IL) enriches English as foreign language (EFL) teaching processes by fostering awareness of cultural diversity, promoting cultural sensitivity, and facilitating the interpretation of both linguistic and cultural contexts. Thus, reading the word and the world. Furthermore, IL transforms English teaching into a dynamic and interactive process. Objective: In this regard, the aim of the present research is to analyze the role IL plays in EFL teaching with pre-service teachers in Colombia. Methodology: This qualitative case study, examined the relationship between IL and EFL teaching. Semi-structured interviews were conducted with three pre-service teachers from a private university. Results: The findings indicate that IL offers several benefits, such as promoting self-reflection and enhancing understanding of both others' cultures and one's own, thereby mitigating the risk of cultural colonialism. Conclusion: This study suggests that EFL teaching, in Colombia, should integrate IL into curriculum designs to promote a more holistic approach to language education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción: La literacidad intercultural (LI) enriquece los procesos de enseñanza del inglés como lengua extranjera (ILE) al fomentar la conciencia sobre la diversidad cultural, promover la sensibilidad cultural y facilitar la interpretación de los contextos tanto lingüísticos como culturales. De este modo, contribuye a la lectura de la palabra y del mundo. Además, la LI transforma la enseñanza del inglés en un proceso dinámico e interactivo. Objetivo: En este sentido, el objetivo de la presente investigación es analizar el papel que juega la literacidad intercultural en la enseñanza del inglés con futuros docentes en Colombia. Metodología: Este estudio de caso, enmarcado en un paradigma cualitativo, examinó la relación entre la LI y la enseñanza del ILE. Se realizaron entrevistas semiestructuradas a tres futuros docentes de una universidad privada. Resultados: Los hallazgos indican que la literacidad intercultural ofrece varios beneficios, como promover la autorreflexión y mejorar la comprensión tanto de las culturas ajenas como de la propia, mitigando así el riesgo del colonialismo cultural. Conclusión: Este estudio sugiere que la enseñanza del ILE en Colombia debe integrar la LI en los diseños curriculares para promover un enfoque más holístico de la educación lingüística. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Introdução: A literacia intercultural (LI) enriquece os processos de ensino do inglês como língua estrangeira (ILE), ao fomentar a consciência sobre a diversidade cultural, promover a sensibilidade cultural e facilitar a interpretação dos contextos linguísticos e culturais. Desta forma, contribui para a leitura da palavra e do mundo. Além disso, a LI transforma o ensino do inglês num processo dinâmico e interativo. Objetivo: Nesse sentido, o objetivo da presente pesquisa é analisar o papel que a literacia intercultural desempenha no ensino do inglês com futuros professores na Colômbia. Metodologia: Este estudo de caso, enquadrado em um paradigma qualitativo, examinou a relação entre a LI e o ensino do ILE. Foram realizadas entrevistas semiestruturadas com três futuros professores de uma universidade privada. Resultados: Os resultados indicam que a literacia intercultural oferece vários benefícios, como promover a autorreflexão e melhorar a compreensão tanto das culturas alheias como da própria, mitigando assim o risco do colonialismo cultural. Conclusão: Este estudo sugere que o ensino do ILE na Colômbia deve integrar a LI nos projetos curriculares para promover uma abordagem mais holística da educação linguística. [ABSTRACT FROM AUTHOR] |
| Copyright of Revista Pensamiento Americano is the property of Corporacion Universitaria Americana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | MedicLatina |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: lth DbLabel: MedicLatina An: 188937423 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reading the World: Intercultural Literacy in Teaching English as a Foreign Language. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Leer el Mundo: Literacidad Intercultural en la Enseñanza del Inglés como Lengua Extranjera.<br />Ler o Mundo: Literacia Intercultural no Ensino do Inglês como Língua Estrangeira. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rojas+Álvarez%2C+Jawer+Sneider%22">Rojas Álvarez, Jawer Sneider</searchLink><br /><searchLink fieldCode="AR" term="%22Álvarez+Correa%2C+Aristóteles+Alexander%22">Álvarez Correa, Aristóteles Alexander</searchLink><br /><searchLink fieldCode="AR" term="%22Castrillon+Angel%2C+Edison+Ferney%22">Castrillon Angel, Edison Ferney</searchLink><br /><searchLink fieldCode="AR" term="%22Vargas%2C+Alejandra+García%22">Vargas, Alejandra García</searchLink><br /><searchLink fieldCode="AR" term="%22Pineda+Alvarez%2C+Harieth+Tatiana%22">Pineda Alvarez, Harieth Tatiana</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Revista+Pensamiento+Americano%22">Revista Pensamiento Americano</searchLink>. May-Aug2025, Vol. 18 Issue 37, p1-17. 17p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22ENGLISH+as+a+foreign+language%22">ENGLISH as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22CULTURAL+literacy%22">CULTURAL literacy</searchLink><br /><searchLink fieldCode="DE" term="%22CURRICULUM+planning%22">CURRICULUM planning</searchLink><br /><searchLink fieldCode="DE" term="%22QUALITATIVE+research%22">QUALITATIVE research</searchLink><br /><searchLink fieldCode="DE" term="%22CULTURAL+pluralism%22">CULTURAL pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22FOREIGN+language+education%22">FOREIGN language education</searchLink><br /><searchLink fieldCode="DE" term="%22CULTURAL+awareness%22">CULTURAL awareness</searchLink><br /><searchLink fieldCode="DE" term="%22STUDENT+teachers%22">STUDENT teachers</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22COLOMBIA%22">COLOMBIA</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Introduction: Intercultural literacy (IL) enriches English as foreign language (EFL) teaching processes by fostering awareness of cultural diversity, promoting cultural sensitivity, and facilitating the interpretation of both linguistic and cultural contexts. Thus, reading the word and the world. Furthermore, IL transforms English teaching into a dynamic and interactive process. Objective: In this regard, the aim of the present research is to analyze the role IL plays in EFL teaching with pre-service teachers in Colombia. Methodology: This qualitative case study, examined the relationship between IL and EFL teaching. Semi-structured interviews were conducted with three pre-service teachers from a private university. Results: The findings indicate that IL offers several benefits, such as promoting self-reflection and enhancing understanding of both others' cultures and one's own, thereby mitigating the risk of cultural colonialism. Conclusion: This study suggests that EFL teaching, in Colombia, should integrate IL into curriculum designs to promote a more holistic approach to language education. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Introducción: La literacidad intercultural (LI) enriquece los procesos de enseñanza del inglés como lengua extranjera (ILE) al fomentar la conciencia sobre la diversidad cultural, promover la sensibilidad cultural y facilitar la interpretación de los contextos tanto lingüísticos como culturales. De este modo, contribuye a la lectura de la palabra y del mundo. Además, la LI transforma la enseñanza del inglés en un proceso dinámico e interactivo. Objetivo: En este sentido, el objetivo de la presente investigación es analizar el papel que juega la literacidad intercultural en la enseñanza del inglés con futuros docentes en Colombia. Metodología: Este estudio de caso, enmarcado en un paradigma cualitativo, examinó la relación entre la LI y la enseñanza del ILE. Se realizaron entrevistas semiestructuradas a tres futuros docentes de una universidad privada. Resultados: Los hallazgos indican que la literacidad intercultural ofrece varios beneficios, como promover la autorreflexión y mejorar la comprensión tanto de las culturas ajenas como de la propia, mitigando así el riesgo del colonialismo cultural. Conclusión: Este estudio sugiere que la enseñanza del ILE en Colombia debe integrar la LI en los diseños curriculares para promover un enfoque más holístico de la educación lingüística. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: Introdução: A literacia intercultural (LI) enriquece os processos de ensino do inglês como língua estrangeira (ILE), ao fomentar a consciência sobre a diversidade cultural, promover a sensibilidade cultural e facilitar a interpretação dos contextos linguísticos e culturais. Desta forma, contribui para a leitura da palavra e do mundo. Além disso, a LI transforma o ensino do inglês num processo dinâmico e interativo. Objetivo: Nesse sentido, o objetivo da presente pesquisa é analisar o papel que a literacia intercultural desempenha no ensino do inglês com futuros professores na Colômbia. Metodologia: Este estudo de caso, enquadrado em um paradigma qualitativo, examinou a relação entre a LI e o ensino do ILE. Foram realizadas entrevistas semiestruturadas com três futuros professores de uma universidade privada. Resultados: Os resultados indicam que a literacia intercultural oferece vários benefícios, como promover a autorreflexão e melhorar a compreensão tanto das culturas alheias como da própria, mitigando assim o risco do colonialismo cultural. Conclusão: Este estudo sugere que o ensino do ILE na Colômbia deve integrar a LI nos projetos curriculares para promover uma abordagem mais holística da educação linguística. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Revista Pensamiento Americano is the property of Corporacion Universitaria Americana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.21803/penamer.18.37.838 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 1 Subjects: – SubjectFull: ENGLISH as a foreign language Type: general – SubjectFull: CULTURAL literacy Type: general – SubjectFull: CURRICULUM planning Type: general – SubjectFull: QUALITATIVE research Type: general – SubjectFull: CULTURAL pluralism Type: general – SubjectFull: FOREIGN language education Type: general – SubjectFull: CULTURAL awareness Type: general – SubjectFull: STUDENT teachers Type: general – SubjectFull: COLOMBIA Type: general Titles: – TitleFull: Reading the World: Intercultural Literacy in Teaching English as a Foreign Language. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rojas Álvarez, Jawer Sneider – PersonEntity: Name: NameFull: Álvarez Correa, Aristóteles Alexander – PersonEntity: Name: NameFull: Castrillon Angel, Edison Ferney – PersonEntity: Name: NameFull: Vargas, Alejandra García – PersonEntity: Name: NameFull: Pineda Alvarez, Harieth Tatiana IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May-Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 20272448 Numbering: – Type: volume Value: 18 – Type: issue Value: 37 Titles: – TitleFull: Revista Pensamiento Americano Type: main |
| ResultId | 1 |
