‘No es mi competencia intercultural, soy yo.’ La identidad intercultural del profesorado de lenguas extranjeras en formación
Resumen
Este artículo indaga en la identidad intercultural del profesorado de lenguas extranjeras en formación para averiguar si es consciente de su postura intercultural y de la de otros, y si presenta una imagen profesional emergente reconocible en relación con la interculturalidad. El objetivo final de este estudio es identificar rasgos comunes en los que podría centrarse la formación del profesorado. Los resultados demuestran que este futuro profesorado muestra una identidad intercultural incipiente caracterizada por su tendencia a evitar la intervención y por una cierta falta de conocimiento intercultural, aunque está notablemente preocupado por su imagen profesional y su responsabilidad en contextos laborales.Palabras clave
identidad intercultural, competencia intercultural, conciencia intercultural, formación del profesorado, formación inicialCitas
ALONSO-BELMONTE, I. (2012). ‘I feel as if I were a real teacher’: An analysis of EFL student teachers’ evaluative discourse through appraisal theory. Revista Canaria de Estudios Ingleses, 65, 13-28.
ALONSO-BELMONTE, I., FERNÁNDEZ-AGÜERO, M., GARROTE-SALAZAR, M., & MORCILLO, E. (2014, November). Análisis del perfil intercultural del profesor de segundas lenguas en formación [Analysis of the intercultural profile of second language teacher trainees]. Paper presented at the 15th International Conference of the Spanish Association of Language and Literature Education, Valencia, Spain.
BANKS, J. A. (2004). Teaching for social justice, diversity, and citizenship in a global world. The Educational Forum, 68, 289-298.
BARNETT, G. A., & LEE, M. (2002). Issues in intercultural communication research. In W. B. GUDYKUNST & B. MODY (Eds.). Handbook of international and intercultural communication (pp. 275-291). London: Sage.
BARQUÍN, A. (2015). ¿Qué debe hacer la escuela con las culturas familiares del alumnado inmigrante? [What should the school do with the family cultures of immigrant students?]. Educar, 51(2), 443-464. https://doi.org/10.5565/rev/educar.671
BAUM, M. T. (2014). ‘The aspect of the heart’: English and self-identity in the experience of preservice teachers. Language and Intercultural Communication, 14(4), 407-422.
BAUMAN, Z. (2001). Identity in a globalizing world. In E. BAN-RAFAEL & Y. STERNBERG (Eds.). Identity, culture and globalization (pp. 471-482). Leiden: Brill.
BAYYURT, Y. (2007). Non‐native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10(2), 233-247.
BEAUCHAMP, C., & THOMAS, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
BELTMAN, S., MANSFIELD, C., & PRICE, A. (2011). Thriving is not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185-207.
BENNET, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. PAIGE (Ed.). Education for the intercultural experience (pp. 343-354). Yarmouth, ME: Intercultural Press.
BOUDJAOUI, M., CLÉNET, J., & KADDOURI, M. (2015). La formación en alternancia en Francia: entre prácticas sociales y objeto de investigación [Work-linked training in France: Between social practices and the research object of research]. Educar, 51(2), 239-258. https://doi.org/10.5565/rev/educar.679
BRANDT, A., & JENKS C. J. (2011). ‘Is it okay to eat a dog in Korea… like China?’ Assumptions of national food-eating practices in intercultural interaction. Language and Intercultural Communication, 11(1), 41-58.
BROWN, P., & LEVINSON S. C. (1987). Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
BYRAM, M. (1997a). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
— (1997b). The intercultural dimension in language learning for European citizenship. In M. BYRAM & G. ZARATE (Eds.). The sociocultural and intercultural dimension of language learning and teaching (pp. 17-20). Strasbourg: Council of Europe.
— (Ed.) (2000). Routledge encyclopedia of language teaching and learning. London: Routledge.
— (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters.
— (2009). Intercultural competence in foreign languages: The intercultural speaker and the pedagogy of foreign language education. In D. K. DEARDORFF (Ed.). The Sage handbook of intercultural competence (pp. 321-332). Thousand Oaks, CA: Sage.
BYRAM, M., GRIBKOVA, B., & STARKEY, H. (2002). Developing the Intercultural Dimension in Language Teaching. A Practical Introduction for Teachers. Strasbourg: Council of Europe.
CATTLEY, G. (2007). Emergence of professional identity for the preservice teacher. International Education Journal, 8(2), 337-347.
CHANG, Y. (2011). You think I’m stupid? Face needs in intercultural conflicts. Journal of Intercultural Communication, 25.
CHEN, G. M., & STAROSTA W. J. (1996). Intercultural communication competence: A synthesis. In B. BURLESON (Ed.). Communication yearbook 19 (pp. 353-383). Thousand Oaks, CA: Sage.
CHO, G., & DE CASTRO-AMBROSETTI, D. (2005-2006). Is ignorance bliss? Pre-service teachers’ attitudes toward multicultural education. High School Journal, 89(2), 24-28.
CHONG, S., LING LOW, E., & CHUAN GOH, K. (2011). Emerging professional teacher identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50-64.
COIDURAS RODRÍGUEZ, J. L., ISUS BARADO, S., & DEL ARCO BRAVO, I. (2015). Formación inicial de docentes en alternancia. Análisis desde las percepciones de los actores en una experiencia de integración de aprendizajes [Initial work-linked teacher training: Analysis from the perceptions of the actors in an experience of learning integration]. Educar, 51(2), 277-297. https://doi.org/10.5565/rev/educar.670
COLLIER, M. J. (1989). Cultural and intercultural competence: Current approaches and future directions. International Journal of Intercultural Relations, 13(3), 287-302.
COLLIER, M. J., & THOMAS, M. (1988). Cultural identity: An interpretive perspective. In Y. Y. KIM & W. B. GUDYKUNST (Eds.). Theories in intercultural communication (pp. 94-120). Newbury Park, CA: Sage.
CUPACH, W. R., & IMAHORI, T.T. (1993). Identity management theory: Communication competence in intercultural episodes and relationships. In R. L. WISEMAN & J. KOESTER (Eds.). Intercultural communication competence (pp. 112-131). Newbury Park, CA: Sage.
DAI, X. D. (2009). Intercultural personhood and identity negotiation. China Media Research, 5(2), 1-18.
DAY, C., & KINGTON, A. (2008). Identity, well-being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture and Society, 16(1), 7-23.
DE RUYTER, D., & CONROY, J. (2002). The formation of identity: The importance of ideals. Oxford Review of Education, 28(4), 509-522.
DEARDORFF, D. K. (2006). Assessing intercultural competence in study abroad students. In M. BYRAM & A. FENG (Eds.). Living and studying abroad: Research and practice (pp. 232-255). Great Britain: MPG Books Ltd.
FERNÁNDEZ-AGÜERO, M., & CHANCAY-CEDEÑO, C. (2018). Interculturality in the language class: Teachers’ intercultural practices in Ecuador. RELC Journal, published online June 7 2018.
FINNEY, S., & ORR, J. (1995). “I’ve really learned a lot, but…” Cross-cultural understanding and teacher education in a racist society. Journal of Teacher Education, 46(5), 323-333.
GARROTE-SALAZAR M., & FERNÁNDEZ-AGÜERO, M. (2016). Intercultural competence in teaching: Defining the intercultural profile of student teachers. Bellaterra Journal of Teaching & Learning Language & Literature, 9(4), 41-58.
GOFFMAN, E. (1967). Interaction rituals: Essays on face to face behaviour. Harmondsworth: Penguin.
GUDYKUNST, W. B. (2002). Intercultural communication. In W. B. GUDYKUNST & B. MODY (Eds.). Handbook of international and intercultural communication (pp. 179-182). Thousand Oaks, CA: Sage.
GUO, Y., LUND, D. E., & ARTHUR, N. (2009). My culture, your culture: What pre-service teachers say about intercultural competence. PMC Working Paper Series, No WP04-09. Edmonton: Prairie Metropolis Centre.
HEBROK, M. (2011). Intercultural identity amongst international students in Australia. Griffith Working Papers in Pragmatics and Intercultural Communication, 4(1/2), 55‐64.
HOOKER, J. (2003). Working across cultures. Stanford, CA: Stanford University Press.
IMAHORI, T. T., & CUPACH, W. R. (2005). Identity management theory: Facework in intercultural relationships. In W. B. GUDYKUNST (Ed.). Theorizing about intercultural communication (pp. 195-210). Thousand Oaks, CA: Sage.
IMAHORI, T. T., & LANIGAN, M. (1989). Relational model of intercultural communication competence. International Journal of Intercultural Relations, 13, 269-286.
KANNO, Y., & STUART, C. (2011). Learning to become a second language teacher: Identities-in-practice. The Modern Language Journal, 95(2), 236-252.
KIM, Y. Y. (1988). Communication and cross-cultural adaptation: An integrative theory. Clevedon: Multilingual Matters.
— (2001a). Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Thousand Oaks, CA: Sage.
— (2001b). Intercultural communication competence: A systems-theoretical view. In S. TING-TOOMEY & F. KORZENNY (Eds.). Cross-cultural interpersonal communication (pp. 259-275). Newbury Park, CA: Sage.
— (2007). Ideology, identity, and cultural communication: An analysis of differing academic conceptions of cultural identity. Journal of Intercultural Communication Research, 36(3), 237-253.
— (2015). Finding a ‘home’ beyond culture: The emergence of intercultural personhood in the globalizing world. International Journal of Intercultural Relations, 46, 3-12.
KRAMSCH, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
— (2003). Teaching language across the cultural fault line. In D. L. LANGE & R. M. PAIGE (Eds.). Culture as the core: Perspectives on culture in second language learning (pp. 19-35). Greenwich, CT: Information Age Publishing.
KRUEGER, R. A., & CASEY, M. A. (2000). Focus groups: A practical guide for applied research. Thousand Oaks, CA: Sage.
LAMOTE, C., & ENGELS, N. (2010). The development of student-teachers’ professional identity. European Journal of Teacher Education, 33(1), 3-18.
MAHON, J. (2006). Under the invisibility cloak? Teacher understanding of cultural difference. Intercultural Education, 17(4), 391-405.
MARTIN, J. N. (2015). Revisiting intercultural communication competence: Where to go from here. International Journal of Intercultural Relations, 48, 6-8.
MCGOWAN, S. L., & KERN, A. L. (2014). Pre-service foreign language teachers’ attitudes of privilege and oppression. Journal of Education and Training Studies, 2(1), 31-43.
MENARD-WARWICK, J. (2008). The cultural and intercultural identities of trasnational English teachers: Two case studies from the Americas. TESOL Quarterly, 42(4), 617-640.
MUJAWAMARIYA, D., & MAHROUSE, G. (2004). Multicultural education in Canadian preservice programs: Teacher candidates’ perspective. Alberta Journal of Educational Research, 50, 336-353.
PILLEN, M., BEIJAARD, D., & DEN BROK, P. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36(3), 240-260.
RIGGIO, R.E., & RIGGIO, H. R. (2001). Self-report measurement of interpersonal sensitivity. In J. A. HALL & F. J. BERNIERI (Eds.). Interpersonal sensitivity: theory and measurement (pp. 127-141). Mahwah, NJ: Lawrence Erlbaum.
SCHEPENS, A., AELTERMAN, A., & VLERICK, P. (2009). Student-teachers’ professional identity formation: Between being born as a teacher and becoming one. Educational Studies, 35(4), 361-378.
SERCU, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural Education, 17(1), 55-72.
SMITH, J., JARMAN, M., & OSBORNE, M. (1999). Doing interpretative phenomenological analysis. In M. MURRAY & K. CHAMBERLAIN (Eds.). Qualitative health psychology (pp. 218-240). London: Sage.
SPARROW, L. M. (2000). Comments on Dwight Atkinson’s “TESOL and culture”: Another reader reacts. TESOL Quarterly, 34, 747-752.
SPITZBERG, B. H. (2000). A model of intercultural communication competence. In L. A. SAMOVAR & R.E. PORTER (Eds.). Intercultural communication: A reader (pp. 379-391). Belmont, CA: Wadsworth Publishing.
SPITZBERG, B. H., & CUPACH, W. R. (1984). Interpersonal communication competence. Beverly Hills, CA: Sage.
TING-TOOMEY, S. (2005). The matrix of face: An updated face-negotiation theory. In W. GUDYKUNST (Ed.). Theorizing about intercultural communication (pp. 71-92). Thousand Oaks, CA: Sage.
TRACY, K. (1990). The many faces of facework. In H. GILES & W. P. ROBINSON (Eds.). Handbook of language and social psychology (pp. 209-226). New York, NY: John Wiley.
VILLEGAS, A. M., & LUCAS, T. (2002). Preparing culturally-responsive teachers; Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.
Publicado
Descargas
Derechos de autor 2019 María Fernández-Agüero, Marta Garrote
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
