Learning English from a Critical, Intercultural Perspective: The Journey of Preservice Language Teachers

Autor/in	Gutiérrez, Claudia Patricia
Titel	Learning English from a Critical, Intercultural Perspective: The Journey of Preservice Language Teachers
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 24 (2022) 2, S.265-279 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gutiérrez, Claudia Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Preservice Teachers; Language Teachers; Teacher Education Programs; English (Second Language); Second Language Learning; Second Language Instruction; Intercultural Communication; Course Evaluation; Student Attitudes; Oral Language; Written Language; Barriers; Teacher Educators; Learning Processes; Introductory Courses; Self Concept; Teaching Methods; Foreign Countries; Units of Study; Stereotypes; Personal Narratives; Colombia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Interkulturelle Kommunikation; Schülerverhalten; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Learning process; Lernprozess; Einführungskurs; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lerneinheit; Klischee; Erlebniserzählung; Kolumbien
Abstract	Critical language teaching education has become an inescapable endeavor for language teacher education programs. To contribute to this effort, this paper outlines the implementation of an English course from a critical, intercultural perspective, during the first semester of a language teacher education program in Colombia. It also reports the ways preservice teachers responded to this implementation as evidenced in data stemming from their oral and written outcomes and from course evaluations. Results indicate that this approach to language teaching allowed preservice teachers to affirm their multiple identities as they developed and strengthened their language skills in English. Data also indicate that looking at the world from a more critical perspective entailed contradictions and challenges for preservice teachers and the teacher educator. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01