Intercultural Citizenship Education in an EFL Online Project in Argentina

Autor/in	Porto, Melina
Titel	Intercultural Citizenship Education in an EFL Online Project in Argentina
Quelle	In: Language and Intercultural Communication, 14 (2014) 2, S.245-261 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2014.890625
Schlagwörter	Foreign Countries; Multicultural Education; English (Second Language); Second Language Learning; Second Language Instruction; Citizenship Education; Action Research; War; Critical Thinking; Teaching Methods; Comparative Analysis; Intercultural Communication; Computer Mediated Communication; College Students; Program Descriptions; Argentina; Falkland Islands; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Multikulturelle Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Projektforschung; Krieg; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Interkulturelle Kommunikation; Computerkonferenz; Collegestudent; Argentinien
Abstract	In this article, I describe an online intercultural citizenship experience in an English as a Foreign Language (EFL) classroom in Argentina. An action research project on the Malvinas/Falklands war fought between Argentina and the UK in 1982 was carried out in 2012. Through a comparative methodology involving Argentine and English foreign language classes, students develop a critical perspective on texts while they also create an international identification, different from their national/regional identifications. While the existing body of work on intercultural citizenship and criticality in the foreign language classroom is abundant in Europe, North America and Asia, empirical studies hardly exist in this region and one of the questions to be answered deals with the transferability of curriculum research across continents. After a description of the theoretical framework and the project itself, I present student samples and analysis that provide evidence that this intercultural citizenship project was fruitfully implemented for the first time in Argentinean Higher Education in the foreign language classroom. I then outline the significance of the project from the point of view of online intercultural communication and the theory of intercultural citizenship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10