PÅ vej mod nye lærer og elev opfattelser af interkulturalitet

    Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review

    Abstract

    This paper presentation is based on the results of a doctoral study, which purpose was to explore and develop a theoretical and pedagogical foundation for the teaching of interculturality in English as a foreign language in lower secondary school. The study explored the knowledge dimension and skills dimension of teaching interculturality (Byram, 1997; Dervin & Risager, 2015). The aim of the study was dual: the empirical aim was to identify teachers’ perceptions and practices of interculturality in comparison to students’ perceptions and engagement in interculturality in two Danish schools. The theoretical aim was to re-interpret the knowledge- and skills dimensions of teaching interculturality. The empirical study employed a critical participatory action research methodology (Brydon-Miller, Greenwood, & Maguire, 2003; Given, 2008; Kemmis & McTaggart, 2005), in which three teachers’ perceptions and practices of interculturality were explored throughout the school year 2013/2014 in a pre-intervention phase, two explorative interventions and a post-intervention phase. For comparison, students’ perceptions and engagement in interculturality were also explored. The empirical data is comprised of three teachers of English and three year 8 classes. The study comprises 66 observations of English lessons, two professional development seminars, six interviews with teacher participants and two reflection meetings. It also comprises focus group interviews with four students from each class prior to the explorative interventions, and follow-up interviews after the explorative interventions. Finally, the study investigated students’ productions, such as notes in Autobiographies of Intercultural Encounters (Council of Europe. Education department. Language policy unit, 2013), blogs and essays. The analytical framework is based on Critical Theory: Cultural Studies and intersectionality (Dhamoon, 2011; Grossberg, 2010; Hall, 1992; Hall, Evans, & Nixon, 2013), Critical intercultural communication and Othering (Dervin, 2014; Holliday, 2011; Martin, Nakayama, & Carbaugh, 2012) as well as critical media literacy and subtextuality (Luke, 2012; Macedo & Steinberg, 2007,2009). Key words: Teaching interculturality, lower secondary school, teachers’ perceptions and students’perceptions. Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action Research and Interactive Research, 1(1), 20. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters. Council of Europe. Education department. Language policy unit (Producer). (2013). Images of Others -An Autobiography of Intercultural Encounters through Visual Media. Dervin, F. (2014). Discourses of Othering. In J. Tracy (Ed.), International Encyclopedia of Language and Social Interaction (pp. 1-10). Boston: Wiley Blackwell. Dervin, F., & Risager, K. (2015). Researching Identity and Interculturality. New York: Routledge. Dhamoon, R. (2011). Considerations on mainstreaming intersectionality. Political Research Quarterly, 64(1), 230-243. Given, L. (2008). Critical Action Research. In L. Given (Ed.), The SAGE Encyclopedia of Qualitative Research Methods (pp. 140-143). Thousand Oaks: SAGE Publications Inc. Grossberg, L. (2010). Cultural Studies in the Future Sense. Durham & London: Duke University Press. Hall, S. (1992). Cultural Studies and its Legacies. In L. Grossberg, C. Nelson, & P. Treichler (Eds.), Cultural Studies (pp. 277-295). New York: Routledge. Hall, S., Evans, J., & Nixon, S. (2013). Representation second edition. London: SAGE. Holliday, A. (2011). Intercultural Communication and Ideology. London: Sage Publications. Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. Denzil & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 559-604): Thousand Oaks: SAGE. Luke, A. (2012). Critical Literacy: Foundational Notes. Theory into Practice, 51(1), 4-11. Macedo, D., & Steinberg, S. R. (2007,2009). Media Literacy. A Reader. New York: Peter Lang. Martin, J. N., Nakayama, T. K., & Carbaugh, D. (2012). The History and Development of the Study of Intercultural Communication and Applied Linguistics. In J. Jackson (Ed.), The Routledge Handbook of Language and Intercultural Communication. Oxen: Routledge.
    Bidragets oversatte titelPÅ vej mod nye lærer og elev opfattelser af interkulturalitet
    OriginalsprogEngelsk
    Publikationsdato26 nov. 2016
    Antal sider1
    StatusUdgivet - 26 nov. 2016
    BegivenhedIALIC BRIDGING ACROSS LANGUAGES AND CULTURES IN EVERYDAY LIVES: NEW ROLES FOR CHANGING SCENARIOS - Hotel Campus Universitat Autònoma de Barcelona, Barcelona, Spanien
    Varighed: 23 nov. 201627 nov. 2016
    http://ialic2016bcn.com/

    Konference

    KonferenceIALIC BRIDGING ACROSS LANGUAGES AND CULTURES IN EVERYDAY LIVES: NEW ROLES FOR CHANGING SCENARIOS
    LokationHotel Campus Universitat Autònoma de Barcelona
    Land/OmrådeSpanien
    ByBarcelona
    Periode23/11/1627/11/16
    Internetadresse

    Emneord

    • Læring, pædagogik og undervisning

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