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Learning English From a Critical, Intercultural Perspective: The Journey of Preservice Language Teachers
Aprendizaje del inglés desde una perspectiva crítica intercultural: una experiencia de profesores de inglés en formación
DOI:
https://doi.org/10.15446/profile.v24n2.97040Keywords:
critical interculturality, critical language education, culture, English as a foreign language, preservice teachers (en)cultura, formación crítica de maestros, inglés como lengua extranjera, interculturalidad crítica, maestros en formación (es)
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.
La formación de maestros de lenguas desde una perspectiva crítica es una labor inevitable para los programas de formación docente. Para contribuir a esta labor, este estudio describe la implementación de un curso desde una perspectiva crítica intercultural dirigido a futuros maestros de inglés, durante el primer semestre de un programa de formación docente en Colombia. Se analizó la participación en clase de los futuros maestros, así como sus trabajos escritos y orales y las evaluaciones del curso y se encontró que la enseñanza del inglés desde esta perspectiva permitió a los participantes afirmar sus múltiples identidades mientras fortalecían sus conocimientos en inglés. Asimismo, se evidenció que la incorporación de esta perspectiva crítica trajo consigo contradicciones y retos para los futuros maestros y los formadores de maestros.
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