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Dynamiser la formation à l'éducation interculturelle des formateurs d'enseignants de langues étrangères en Colombie : une recherche-action à l'Université d'Antioquia

Abstract : Language teaching creates an opportunity to implement actions that contribute to a reflection about otherness, to the development of skills of openness to cultural and linguistic diversity and to better mutual understanding. These objectives, the target of intercultural education, occupy an important place in the teaching of languages and cultures. The present research employs the renewed and critical vision of intercultural education to the professional development of language teacher educators. This research takes place in a foreign language teaching program (English and French) at a Colombian university that opted for intercultural and critical perspectives as theoretical pillars. Intercultural education is perceived in this context as one of the possible contributors to social transformation, in a country that seeks to overcome the situation of internal conflict experienced for more than fifty years. This program faces the challenge of the appropriation of these theories by teacher educators to enable them to transform teaching practices. By means of action-research, I first identified the needs and the appropriate modalities of professional development for intercultural education in this context. This first stage included the analysis of official documents, the voices of administrators of the program being studied and the voices of teacher educators. This analysis led to a proposal for professional development in intercultural education in the form of a community of practice that lasted for eight months. Data analysis, collected using diverse techniques (linguistic biographies, individual interviews, a focus group, a researcher’s journal and other tools elaborated during the community of practice) shows that the community of practice contributed to the evolution of participants’ representations as well as to the construction of their intercultural profile. The writing and sharing of linguistic biographies of participants was an important lever for deep reflection on their rapport to plurality, and encouraged rich exchange between participants. These exchanges allowed a better understanding of the issues related to intercultural education and reflection on professional actions for its integration into teaching practices. This study reveals the transformative potential of communities of practice in the professional development of teacher educators in this context.
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Fabio Alberto Arismendi Gómez. Dynamiser la formation à l'éducation interculturelle des formateurs d'enseignants de langues étrangères en Colombie : une recherche-action à l'Université d'Antioquia. Linguistique. Université Grenoble Alpes, 2019. Français. ⟨NNT : 2019GREAL013⟩. ⟨tel-02491428⟩

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