Research into practice: planning intercultural moments in the additional language classroom

  • Jeová Araújo Rosa Filho Universidade Federal de Santa Catarina
  • Gloria Gil Universidade Federal de Santa Catarina

Resumo

With the socio-cultural turn in Applied Linguistics, the last few decades have seen a growing interest in the intercultural dimension of language pedagogy exemplified on seminal writings, such as Kramsch (1993, 1998), Byran (1997), and lately Liddicoat and Scarino (2013). Due to that, a vast range of research has been theorizing on how language and culture should be dealt in the classroom. However, despite the relevant theoretical framework developed so far, the influence these studies have had on teaching practices is still debatable (Baker, 2015, p. 130). Bearing that in mind, a research group - REAL-LCI - was created with the aim to promote empirical research about the relationship between language and culture on English teaching practices from different educational contexts in Brazil. This article aims mainly at discussing how interculturality can be constructed through planned activities in the classroom. In order to do so, we will briefly discuss some concepts related to interculturality, review some contributions from empirical research conducted by the research group, and propose some methodological movements for the design and implementation of intercultural activities. Finally, the windows of a real classroom will be opened to show how the insights and possibilities presented here can actually be enacted.

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Biografia do Autor

Jeová Araújo Rosa Filho, Universidade Federal de Santa Catarina

Jeová Araújo Rosa Filho is a doctoral candidate at the English graduate program at the Federal University of Santa Catarina in Brazil, where he has being conducting research with a focus on intercultural language teaching in the context of public schools in Brazil. 

Gloria Gil, Universidade Federal de Santa Catarina
Gloria Gil is a professor in the Department of Foreign Languages at the Federal University of Santa Catarina, where she has conducted qualitative research in the area of applied linguistics with a focus on the teaching and learning of English as an additional language. She has also contributed with research on the field of teacher education in Brazil and is currently interested in the relationship of language and culture in the identity construction of teachers and learners.
Publicado
2016-11-28
Como Citar
ARAÚJO ROSA FILHO, J.; GIL, G. Research into practice: planning intercultural moments in the additional language classroom. Domínios de Lingu@gem, v. 10, n. 4, p. 1499-1519, 28 nov. 2016.