Intercultural Practices in an EFL Classroom:
Visibilizing Rural Territories in ColombiaBy Daniel Alirio Cruz Bernal, Bertha Ramos-Holguín
Length2h 53m
About this audiobook
This book is intended for English language teachers who are concerned about comprehending how diversity might take place in EFL classrooms. It is easy to think of all language learners as similar- they are all learning English. The reality is that diverse groups of English as a foreign language learners bring to the classroom substantial differences. As such, this book is an attempt to honor the group of students we worked with and their territories. We looked at interculturality as an opportunity to learn from the rich cultural background of our students. The four participants in this qualitative case study belonged to a Language Institute at a public university in Tunja, Boyacá, Colombia. They unveiled the intercultural practices they nurture while participating in intercultural encounters as part of their EFL classes. By sharing dialogical spaces, our participants let us listen to their voices which honor rural territories and local practices. This research study helped us to denormalized knowledges that have been usually vanished in academia.
Audiobook details
GenrePhilosophy
Length2 hrs 53 mins
Narrated byListen with 1,000+ voices
FormateBook with Audio
Publish dateFeb 1, 2024
LanguageSpanish
Table of contents
1Introduction
17Focus Groups
2Abstract
18Audio-recording (transcripts)
3COMPREHENDING ECOSYSTEMS
19Context
4PLANTING THE SEEDS
20Participants
5FERTILIZING THE SOIL
21Sample
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6Diversity in an EFL classroom
22Ethical Issues
7Interculturality as a possibility of social construction
23HARVESTING LEGACIES
8Intercultural Practices in the Territory
24Case study 1: Fray: Themes
9Rurality
25Case study 2: Deisy: Themes
10LEARNING ABOUT CROPS
26Case study 3: Santiago: Themes
11Research Approach
27Case study 4: Robin: Themes
12Research Paradigm
28Stretching the Territory through a Critical Intercultural Posture
13Type of Study
29The Integration of Local and Indigenous Saberes as a Guideline to Decolonize the Self, the Land, and the Curriculum
14Data Collection Instruments
30Individuals’ Intercultural Practices Understood as a Social Transformation Claim
15Students’ Artifacts
31PRESERVING THE GARDEN
16Field Notes
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