Teaching intercultural awareness in the English as a foreign language classroom: a case study using critical reading |
| |
Authors: | Moisés Damián Perales Escudero |
| |
Affiliation: | Departamento de Lengua y Educación, Universidad de Quintana Roo, Chetumal, Mexico. |
| |
Abstract: | This paper reports on an educational intervention study that used linguistic and rhetorical approaches to critical reading, in order to teach intercultural awareness. The intervention was implemented with a group of Mexican college students learning English as a foreign language. The study focuses on changes between participants’ pre- and post-intervention articulated understandings of the targeted cultural context, namely the USA. The data was coded and analyzed using a complexity theory perspective and directed qualitative analysis. The results indicate that drawing students’ attention to the cultural situatedness of language use can increase their awareness of the multiple ideological positions existing in a cultural context. Based on these results, the paper argues that the field of intercultural education needs to take a linguistic turn in order to further its goals. |
| |
Keywords: | intercultural awareness critical reading foreign language education systemic-functional linguistics rhetoric |
|