Pathways to teacher education for intercultural communicative competence: teachers’ perceptions


Autoria(s): Bastos, Mónica Sofia de Almeida; Araújo e Sá, M. H.
Data(s)

02/06/2014

01/01/2014

Resumo

Intercultural and plurilingual encounters have become increasingly frequent due to Information and Communication Technologies (ICT) developments, mobility (real/ virtual) and migration. To face the challenges inherent in such encounters, the development of intercultural communicative competence (ICC) is crucial. ICC development may start in the home but should also be a commitment in school curricula, in particular in language classrooms. To facilitate this, language teachers require training in order to integrate the intercultural dimension into their professional practice. In such a context, we implemented a training programme entitled The Intercultural Teacher with an experimental group of language teachers from secondary schools in the Aveiro district (Portugal). In this article, we describe teachers’ social perceptions of ICC and explore the following questions: (a) what does ICC mean for language teachers?; and (b) what are teachers’ views on the development of ICC? The findings of this analysis enabled us, firstly, to design a heuristic model of ICC, based on teachers’ views and perceptions. We were then able to identify some pathways for developing ICC through teacher education, which were validated by teachers themselves.

Identificador

0957-1736

http://hdl.handle.net/10773/12370

Idioma(s)

eng

Publicador

Routledge

Relação

FCT - SFRH/BD/23964/2005

http://dx.doi.org/10.1080/09571736.2013.869940

Direitos

restrictedAccess

Palavras-Chave #Competência de comunicação intercultural #Formação de professores de línguas #Educação intercultural
Tipo

article