Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia
Eng: Many scholars have underscored the pivotal role of culture in language education, regarding it as an indispensable facet of language instruction and acquisition. Despite extensive research into interculturality within the realm of foreign language instruction, scant attention has been devoted i...
- Autores:
-
Galindo Torres, Yeraldin Yohana
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/8660
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/8660
https://repositorio.unicordoba.edu.co/
- Palabra clave:
- Interculturalidad
Competencias
Docentes
Habilidades
Interculturality
Competences
Teachers
Skills
- Rights
- embargoedAccess
- License
- Copyright Universidad de Córdoba, 2024
| id |
UCORDOBA2_8acf6d8f8d07827067053603cda69318 |
|---|---|
| oai_identifier_str |
oai:repositorio.unicordoba.edu.co:ucordoba/8660 |
| network_acronym_str |
UCORDOBA2 |
| network_name_str |
Repositorio Institucional Unicórdoba |
| repository_id_str |
|
| dc.title.eng.fl_str_mv |
Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia |
| title |
Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia |
| spellingShingle |
Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia Interculturalidad Competencias Docentes Habilidades Interculturality Competences Teachers Skills |
| title_short |
Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia |
| title_full |
Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia |
| title_fullStr |
Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia |
| title_full_unstemmed |
Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia |
| title_sort |
Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia |
| dc.creator.fl_str_mv |
Galindo Torres, Yeraldin Yohana |
| dc.contributor.advisor.none.fl_str_mv |
Arrieta Carrascal, Adolfo |
| dc.contributor.author.none.fl_str_mv |
Galindo Torres, Yeraldin Yohana |
| dc.contributor.jury.none.fl_str_mv |
Sagre Barboza, Ana Maria Hoyos Ensuncho, Maryluz |
| dc.subject.proposal.spa.fl_str_mv |
Interculturalidad Competencias Docentes Habilidades |
| topic |
Interculturalidad Competencias Docentes Habilidades Interculturality Competences Teachers Skills |
| dc.subject.keywords.eng.fl_str_mv |
Interculturality Competences Teachers Skills |
| description |
Eng: Many scholars have underscored the pivotal role of culture in language education, regarding it as an indispensable facet of language instruction and acquisition. Despite extensive research into interculturality within the realm of foreign language instruction, scant attention has been devoted in Colombia by Bilingual Policies to comprehending the perceptions and assimilation of opportunities for cultural awareness by English instructors across varying educational levels and socio-cultural contexts in Colombian secondary education. This study endeavors to scrutinize English teachers’ conceptualizations of Intercultural Communicative Competence within their pedagogical practices and the extent of its integration within the language classroom. Employing an exploratory case study research design, the study engaged in interviews with two English teachers operating in disparate educational milieus—urban and rural public schools. Envisaged outcomes of this study encompass novel insights into extant literature on interculturality, shedding light on the cultural perspectives held by Colombian language educators within diverse educational settings and illustrating the integration of interculturality within specific educational strata. Drawing upon the implications of these findings, the study proffers recommendations to fortify ICC practices for prospective language educators in Colombia. |
| publishDate |
2024 |
| dc.date.accessioned.none.fl_str_mv |
2024-09-17T14:20:15Z |
| dc.date.available.none.fl_str_mv |
2024-09-17T14:20:15Z 2025-08-31 |
| dc.date.issued.none.fl_str_mv |
2024-08-30 |
| dc.type.none.fl_str_mv |
Trabajo de grado - Maestría |
| dc.type.driver.none.fl_str_mv |
info:eu-repo/semantics/masterThesis |
| dc.type.version.none.fl_str_mv |
info:eu-repo/semantics/acceptedVersion |
| dc.type.content.none.fl_str_mv |
Text |
| dc.type.redcol.none.fl_str_mv |
http://purl.org/redcol/resource_type/TM |
| status_str |
acceptedVersion |
| dc.identifier.uri.none.fl_str_mv |
https://repositorio.unicordoba.edu.co/handle/ucordoba/8660 |
| dc.identifier.instname.none.fl_str_mv |
Universidad de Córdoba |
| dc.identifier.reponame.none.fl_str_mv |
Repositorio Universidad de Córdoba |
| dc.identifier.repourl.none.fl_str_mv |
https://repositorio.unicordoba.edu.co/ |
| url |
https://repositorio.unicordoba.edu.co/handle/ucordoba/8660 https://repositorio.unicordoba.edu.co/ |
| identifier_str_mv |
Universidad de Córdoba Repositorio Universidad de Córdoba |
| dc.language.iso.none.fl_str_mv |
eng |
| language |
eng |
| dc.relation.references.none.fl_str_mv |
Albert, G. O. S., & Astrid, R. V. (2023). The Importance of Intercultural Communicative Competence In Teaching English As A Foreign Language To A Group Of Pre-Service Teachers In Colombia. Journal of Namibian Studies: History Politics Culture, 33, 1045-1063. Álvarez, L. F. C. (2020). Intercultural communicative competence: In-service EFL teachers building understanding through study groups. Profile: Issues in Teachers’ Professional Development, 22(1), 75-92. Álvarez Valencia, J. A., & Michelson, K. (2023). A design perspective on intercultural communication in second/foreign language education. Journal of International and Intercultural Communication, 16(4), 399-418. Álvarez Valencia, J. A., & Wagner, M. (2021). Roadblocks to Intercultural Mobility: Indigenous Students' Journeys in Colombian Universities. Intercultural Communication Education, 4(1), 6-21. Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 3–29). Bednarz, F., & Onorati, M. G. (2010). Learning to become an intercultural practitioner. Journal of US-China Education Review, 7(5). David Publishing. Libertsville, IL. Bennett, M. J. (1993). Toward ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21-71). Intercultural Press. Bennett, M. (2009). Defining, measuring, and facilitating intercultural learning: Introduction to the special issues. In M. Bennett (Guest Ed.) State of the art research on intercultural learning in study abroad and best practice for intercultural learning in international youth exchange. Special Double Issue of Journal of Intercultural Education. International Association of Intercultural Education, Volume 20, Supplement 1, January 2009. Bernete, F. (2013). Análisis de contenido. En Conocer lo social: Estrategias y técnicas de construcción y análisis de datos (pp. 221-263). Bonilla, S. X., & Cruz-Arcila, F. (2014). Critical Socio-cultural Elements of the Intercultural Endeavor of English Teaching in Colombian Rural Areas. Profile Issues in Teachers’ Professional Development, 16(2), 117-133, http://dx.doi.org/10.15446/profile.v16n2.40423 Beaven, A. & Borghetti, C. (2016), “Editorial: Interculturality in study abroad”. Language and InterculturalCommunication, 16(3), pp. 313-317 Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027 Byram, M. (1997). Teaching and assessing Intercultural Communicative Competence. New York, NY: Multilingual Matters. Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe. Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters. Byram, M. (2021). A model for intercultural communicative competence. En Teaching and assessing intercultural communicative competence (Capítulo 2). Multilingual Matters. Byram, M., & Golubeva, I. (2020). Conceptualising intercultural (communicative) competence and intercultural citizenship. In The Routledge handbook of language and intercultural communication (pp. 70-85). Routledge. Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151. https://doi.org/10.1111/flan.12319 Campos, G., & Martínez, N. E. L. (2012). La observación, un método para el estudio de la realidad. Xihmai, 7(13), 45-60. Canagarajah, S. (2001). Critical pedagogy and intercultural communication. Critical Studies in Education, 12(2), 249-263. Castro Castañeda, J., & Diaz Zapata, S. M. (2023). Promoting Intercultural Communicative Competence, listening and speaking skills through videos in a Colombian EFL context. (Master Thesis). Universidad Tecnológica de Pereira. Céspedes Suárez, C. (2023). Increasing Intercultural Competence in the Anglophone Caribbean: Experiences and Recommendations. In Innovation in Language Learning and Teaching: The Case of the Southern Caribbean (pp. 23-41). Cham: Springer International Publishing. Cheng, C. M., Yi, L., & Tsai, C. (2009). A case study of two EFL teachers’ understanding of culture. Studies in Humanities and Social Sciences, 10, 31-50. Chen, X., & Liu, Y. (2024). An investigation of the intercultural communicative competence of students from Sino-foreign joint education program in HBUT. Journal of Education Teaching and Social Studies, 6(1), 17. https://doi.org/10.22158/jetss.v6n1p17 Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in Second Language Teaching and Learning (pp. 196-219). Cambridge University Press. Deardorff , D. K. (2006). The Sage Handbook of Intercultural Competence. SAGE publications, inc. Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002. Deardorff, D. K. (2009). The identification of key dimensions for the development of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. Journal of Studies in International Education, 13(2), 221-247. Diaz, P. A. G. (2019). Second and foreign language pre-service and in-service teacher development to make intercultural dimensions explicit. Reflecting through a comparative proposal between France and Colombia. Voces y Silencios. Revista Latinoamericana de Educación, 10(1), 199-230. Dogan Ger, S. (2022). Teaching culture and developing cultural diversity awareness and intercultural communicative competence in schools with English as the medium of instruction: A pilot study. Working Papers in Language Pedagogy. https://doi.org/10.61425/wplp.2022.17.106.134 Dooly, M., & Vinagre, M. (2021). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 1-15. Fantini, A. E. (2009). Assessing intercultural competence. En D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 414-460). SAGE Publications. Fernández-Benavides, A., Cruz-Mosquera, A. M., Castrillón-Valderrama, C., & Barbosa-Rojas, M. J. (2023). Exploring Culture as a Step in the Development of Intercultural Skills. Educación y Humanismo, 25(45). Fernández-Benavides, A., & Castillo-Palacios, S. (2023). Exploring Music to Learn Languages from an Intercultural Perspective. Folios, (58), 188-204. Ferrero, M., Konstantinidis, E., & Vadillo, M. A. (2020). An attempt to correct erroneous ideas among teacher education students: The effectiveness of refutation texts. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.577738 Florés-Montaño, S., Zapata-García, J. y Peláez-Henao, O. (2022). Interculturality in the english teaching and learning processes. Cultura, Educación y Sociedad, 13(2), 163-182. DOI: http://dx.doi.org/10.17981/cultedusoc.13.2.2022.09 Fungchomchoei, S., & Kardkarnklai, U. (2016). Exploring the intercultural competence of Thai secondary education teachers and its implications in English language teaching. Procedia - Social and Behavioral Sciences, 236, 374-381. https://doi.org/10.1016/j.sbspro.2016.12.017 Garcia, J. V. (2022). Integration of intercultural communicative competence: A case of English language teachers in higher education. English as a Foreign Language International Journal, 2(1), 28-58. Gilakjani, A. P. (2022). Visual, auditory, and kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education, 2(1), 104-113. Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112. Gudykunst, W. B., & Kim, Y. Y. (2003). Communicating with strangers: An approach to intercultural communication. McGraw-Hill. Guilherme, M. (2002). Critical citizens for an intercultural world: Foreign language education as cultural politics. Multilingual Matters. Hang, Y., & Zhang, X. (2023). Intercultural competence of university students in navigating their academic, social, and ethnic cultural transitions. Journal of Further and Higher Education, 47(8), 1027-1041. Heng, T. T. (2019). Intercultural communication: A critical introduction. Edinburgh University Press. Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. del P. (2014). Metodología de la investigación (6ª ed.). McGraw-Hill Education. Ho, D. T. P., & Ton, H. N. N. (2020). Factors influencing teachers’ integrating intercultural communicative competence (ICC) into business English teaching. Hue University Journal of Science: Social Sciences and Humanities, 129(6B), 5-14. Hu, W. (2016). Intercultural communication: A discourse approach. John Wiley & Sons. Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press. Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage Publications. Liddicoat, A. J. (2002). Static and dynamic views of culture and intercultural language acquisition. Babel, 36(3), 4-11, 37. Liddicoat, A. J. (2004). Intercultural language teaching: Principles for practice. New Zealand Language Teacher, 30, 17-24. Martínez, L. (2007). La observación y el diario de campo en la definición de un tema de investigación. Revista Perfiles Libertadores, 4(80), 73-80. Ministerio de Educación Nacional de Colombia (MEN). (2009). Enseñar y aprender de la diversidad y en la diversidad. https://www.mineducacion.gov.co/1621/article-208081.html#:~:text=En%20Colombia%20se%20han%20identificado,la%20construcci%C3%B3n%20de%20la%20naci%C3%B3n Miles, M. B., Huberman, M., & Saldaña, J. (2014). Qualitative data analysis: A sourcebook of new methods. Sage Publications. Moya-Chaves, D. S., Moreno-García, N. P., & Núñez-Camacho, V. (2018). Interculturality and language teaching in Colombia: The case of three Teacher Education Programs. Signo y Pensamiento, 37(73). Nieto López, M. D. C., & Pimienta Betancur, A. (2005). Caucasia: entre la diversidad cultural y la identidad local. Instituto de Estudios Regionales INER. https://hdl.handle.net/10495/25969 Olaya, A., & Gómez Rodríguez, L. F. (2013). Exploring EFL pre-service teachers' experience with cultural content and intercultural communicative competence at three Colombian universities. Profile Issues in TeachersProfessional Development, 15(2), 49-67. Pena, B. M. (2018). Developing intercultural competence in English language teachers: Towards building intercultural language education in Colombia (Durham theses). Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/12619/ Pérez, Y., Rey, L., & Rosado, N. (2019). Characteristics of EFL curriculum in the Colombian Caribbean coast: The case of 12 state schools. English Language Teaching, 12(11), 85-96. https://doi.org/10.5539/elt.v12n11p85 Risager, K. (2006). Language and culture: Global flows and local complexity. Multilingual Matters. Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press. Samovar, L. A., & Porter, R. E. (2004). Intercultural communication. Wadsworth Publishing. Sánchez, P., Rodríguez, R., & García, M. (2017). Socio-educational Activities for the Generation of Intercultural Citizenship: Evaluation of Results. Procedia - Social and Behavioral Sciences, (237), 103-109. https://doi.org/10.1016/j.sbspro.2017.02.048. Sanhueza Henríquez, S., Paukner Nogués, F., San Martín, V., & Friz Carrillo, M. (2012). Dimensions of Intercultural Communicative Competence (ICC) and its implications for educational practice. Folios, (36), 131-151. Santana, A. M., & Betancourt, B. L. C. (2021). The importance of intercultural communicative competences in English classes on the context of current migration waves. Paradigmas Socio-Humanísticos, 3(1), 61-72. Sagre, A., Rivera, J. D. H., Montes, P. G., Posada, T. B., Machado, L. P., & Humanez, L. E. G. (2021). Contradictions and critical praxis in foreign language teachers’ implementation of reading to learn. Teaching and Teacher Education, 108, 103516. https://doi.org/10.1016/j.tate.2021.103516 Sevimel-Sahin, A. (2020). A survey on the intercultural communicative competence of ELT undergraduate students. Eurasian Journal of Applied Linguistics, 6(2), 141-153. https://doi.org/10.32601/ejal.775793 Short, K., Day, D., & Schroeder, J. (2016). Teaching globally: Reading the world through literature. Portland, ME: Stenhouse. Shulman, L. S. (2005). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004 Swedberg, R. (2020). Exploratory research. In C. Elman, J. Gerring, & J. Mahoney (Eds.), The production of knowledge (pp. 17-41). Cambridge University Press. Tonon, G. (2009). La entrevista semi-estructurada como técnica de investigación. En G. Tonon (Ed.), Reflexiones latinoamericanas sobre investigación cualitativa (pp. 47-68). Prometeo. Torres, L. D. P., Molina, A. M., & Martínez, G. R. (2021). Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence. Revista Boletín Redipe, 10(11), 562-577. Vande Berg, M. (2009). Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Stylus Publishing. Wagner, M. & Valencia, J. (2022). 15 Developing Intercultural Citizenship and Intellectual Humility in High School German. In T. McConachy, I. Golubeva & M. Wagner (Ed.), Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices (pp. 268-284). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781800412613-022 Wang, J., Lin, E., Spalding, E., Odell, J. S., & Klecka, L. C. (2011). Understanding teacher education in an era of globalization. Journal of Teacher Education, 62(2), 115–120. https://doi.org/10.1177/0022487110394334 Yeşil, Ş., & Demiröz, H. (2017). An exploration of English language teachers' perceptions of culture teaching and its effects on students' motivation. The International Journal of Progressive Education, 13(1), 87-101. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage. Yin, R. K. (2018). Case study research and applications: Design and methods. SAGE Publications. Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language awareness, 20(2), 81-98. |
| dc.rights.none.fl_str_mv |
Copyright Universidad de Córdoba, 2024 |
| dc.rights.uri.none.fl_str_mv |
https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| dc.rights.license.none.fl_str_mv |
Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) |
| dc.rights.accessrights.none.fl_str_mv |
info:eu-repo/semantics/embargoedAccess |
| dc.rights.coar.none.fl_str_mv |
http://purl.org/coar/access_right/c_f1cf |
| rights_invalid_str_mv |
Copyright Universidad de Córdoba, 2024 https://creativecommons.org/licenses/by-nc-nd/4.0/ Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) http://purl.org/coar/access_right/c_f1cf |
| eu_rights_str_mv |
embargoedAccess |
| dc.format.mimetype.none.fl_str_mv |
application/pdf |
| dc.publisher.none.fl_str_mv |
Universidad de Córdoba |
| dc.publisher.faculty.none.fl_str_mv |
Facultad de Educación y Ciencias Humanas |
| dc.publisher.place.none.fl_str_mv |
Montería, Córdoba, Colombia |
| dc.publisher.program.none.fl_str_mv |
Maestría en Enseñanza del Inglés |
| publisher.none.fl_str_mv |
Universidad de Córdoba |
| institution |
Universidad de Córdoba |
| bitstream.url.fl_str_mv |
https://repositorio.unicordoba.edu.co/bitstreams/e216beae-2353-4a01-aabe-eda970637c00/download https://repositorio.unicordoba.edu.co/bitstreams/3c6dec14-1aa3-417d-9c2b-65c93334784a/download https://repositorio.unicordoba.edu.co/bitstreams/d2fddd6b-4c82-4247-8a28-f7cf8168ed0f/download https://repositorio.unicordoba.edu.co/bitstreams/1e55e89e-7080-4e4e-90d0-db6400178218/download https://repositorio.unicordoba.edu.co/bitstreams/c90aaef5-b552-4bdd-bbdf-bb72fb9bf9f7/download https://repositorio.unicordoba.edu.co/bitstreams/a2b6b433-91d6-47dd-baac-c444f79b509d/download https://repositorio.unicordoba.edu.co/bitstreams/2b508cbd-9f46-4118-9961-f8df886e095d/download |
| bitstream.checksum.fl_str_mv |
7c9d2cb0b439518cf9adc910d6cd71a1 8a34f1fe95e179c6b362c05547e8b8be 73a5432e0b76442b22b026844140d683 38a35b1b53eb9575d3f1a99750aadaf8 f77f05996f6296af1d957d6b8be51f39 6052eb27501f790cbb884b3fc1871362 545ed67876ebd4179fc9d4b0d91283fb |
| bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
| repository.name.fl_str_mv |
Repositorio Universidad de Córdoba |
| repository.mail.fl_str_mv |
bdigital@metabiblioteca.com |
| _version_ |
1839636073302458368 |
| spelling |
Arrieta Carrascal, Adolfo6fe0610c-5ee7-487a-a19b-807d1935c24c-1Galindo Torres, Yeraldin Yohana4c777fe9-e2fe-4de5-89d4-2791a80241ac-1Sagre Barboza, Ana Maria030e4cb6-e315-46e4-903f-f54584c2eb44600Hoyos Ensuncho, Maryluzd48d325a-14e3-4dda-ba45-f36aaa50a1ee-12024-09-17T14:20:15Z2025-08-312024-09-17T14:20:15Z2024-08-30https://repositorio.unicordoba.edu.co/handle/ucordoba/8660Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/Eng: Many scholars have underscored the pivotal role of culture in language education, regarding it as an indispensable facet of language instruction and acquisition. Despite extensive research into interculturality within the realm of foreign language instruction, scant attention has been devoted in Colombia by Bilingual Policies to comprehending the perceptions and assimilation of opportunities for cultural awareness by English instructors across varying educational levels and socio-cultural contexts in Colombian secondary education. This study endeavors to scrutinize English teachers’ conceptualizations of Intercultural Communicative Competence within their pedagogical practices and the extent of its integration within the language classroom. Employing an exploratory case study research design, the study engaged in interviews with two English teachers operating in disparate educational milieus—urban and rural public schools. Envisaged outcomes of this study encompass novel insights into extant literature on interculturality, shedding light on the cultural perspectives held by Colombian language educators within diverse educational settings and illustrating the integration of interculturality within specific educational strata. Drawing upon the implications of these findings, the study proffers recommendations to fortify ICC practices for prospective language educators in Colombia.1. IntroductionResearch questionSignificance of the study2. Theoretical frameworkIntercultural CompetenceIntercultural Communicative CompetenceDimensions of ICCUnderstanding Interculturality in Language PedagogyTeaching resources and materialsAssessment and EvaluationColombian context: exploring challenges and opportunities.Literature Review3. MethodoloogyResearch ApproachResearch DesignResearch ContextParticipantsData Gathering ProceduresData Analysis Criteria4. FindingsTeachers´ perceptions and meanings on ICCTeachers' missconceptions on ICCFactor hindering the incorporation on ICC in the urban and rural schools5. Discussion6. Conclusions7. ReferencesAppendixesMaestríaMaestría en Enseñanza del InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaMaestría en Enseñanza del Inglés Copyright Universidad de Córdoba, 2024https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/embargoedAccesshttp://purl.org/coar/access_right/c_f1cfTeachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, ColombiaTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMAlbert, G. O. S., & Astrid, R. V. (2023). The Importance of Intercultural Communicative Competence In Teaching English As A Foreign Language To A Group Of Pre-Service Teachers In Colombia. Journal of Namibian Studies: History Politics Culture, 33, 1045-1063.Álvarez, L. F. C. (2020). Intercultural communicative competence: In-service EFL teachers building understanding through study groups. Profile: Issues in Teachers’ Professional Development, 22(1), 75-92.Álvarez Valencia, J. A., & Michelson, K. (2023). A design perspective on intercultural communication in second/foreign language education. Journal of International and Intercultural Communication, 16(4), 399-418.Álvarez Valencia, J. A., & Wagner, M. (2021). Roadblocks to Intercultural Mobility: Indigenous Students' Journeys in Colombian Universities. Intercultural Communication Education, 4(1), 6-21.Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 3–29).Bednarz, F., & Onorati, M. G. (2010). Learning to become an intercultural practitioner. Journal of US-China Education Review, 7(5). David Publishing. Libertsville, IL.Bennett, M. J. (1993). Toward ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21-71). Intercultural Press.Bennett, M. (2009). Defining, measuring, and facilitating intercultural learning: Introduction to the special issues. In M. Bennett (Guest Ed.) State of the art research on intercultural learning in study abroad and best practice for intercultural learning in international youth exchange. Special Double Issue of Journal of Intercultural Education. International Association of Intercultural Education, Volume 20, Supplement 1, January 2009.Bernete, F. (2013). Análisis de contenido. En Conocer lo social: Estrategias y técnicas de construcción y análisis de datos (pp. 221-263).Bonilla, S. X., & Cruz-Arcila, F. (2014). Critical Socio-cultural Elements of the Intercultural Endeavor of English Teaching in Colombian Rural Areas. Profile Issues in Teachers’ Professional Development, 16(2), 117-133, http://dx.doi.org/10.15446/profile.v16n2.40423Beaven, A. & Borghetti, C. (2016), “Editorial: Interculturality in study abroad”. Language and InterculturalCommunication, 16(3), pp. 313-317Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027Byram, M. (1997). Teaching and assessing Intercultural Communicative Competence. New York, NY: Multilingual Matters.Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of-School and Higher Education, Council of Europe.Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters.Byram, M. (2021). A model for intercultural communicative competence. En Teaching and assessing intercultural communicative competence (Capítulo 2). Multilingual Matters.Byram, M., & Golubeva, I. (2020). Conceptualising intercultural (communicative) competence and intercultural citizenship. In The Routledge handbook of language and intercultural communication (pp. 70-85). Routledge.Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151. https://doi.org/10.1111/flan.12319Campos, G., & Martínez, N. E. L. (2012). La observación, un método para el estudio de la realidad. Xihmai, 7(13), 45-60.Canagarajah, S. (2001). Critical pedagogy and intercultural communication. Critical Studies in Education, 12(2), 249-263.Castro Castañeda, J., & Diaz Zapata, S. M. (2023). Promoting Intercultural Communicative Competence, listening and speaking skills through videos in a Colombian EFL context. (Master Thesis). Universidad Tecnológica de Pereira.Céspedes Suárez, C. (2023). Increasing Intercultural Competence in the Anglophone Caribbean: Experiences and Recommendations. In Innovation in Language Learning and Teaching: The Case of the Southern Caribbean (pp. 23-41). Cham: Springer International Publishing.Cheng, C. M., Yi, L., & Tsai, C. (2009). A case study of two EFL teachers’ understanding of culture. Studies in Humanities and Social Sciences, 10, 31-50.Chen, X., & Liu, Y. (2024). An investigation of the intercultural communicative competence of students from Sino-foreign joint education program in HBUT. Journal of Education Teaching and Social Studies, 6(1), 17. https://doi.org/10.22158/jetss.v6n1p17Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in Second Language Teaching and Learning (pp. 196-219). Cambridge University Press.Deardorff , D. K. (2006). The Sage Handbook of Intercultural Competence. SAGE publications, inc.Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002.Deardorff, D. K. (2009). The identification of key dimensions for the development of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. Journal of Studies in International Education, 13(2), 221-247.Diaz, P. A. G. (2019). Second and foreign language pre-service and in-service teacher development to make intercultural dimensions explicit. Reflecting through a comparative proposal between France and Colombia. Voces y Silencios. Revista Latinoamericana de Educación, 10(1), 199-230.Dogan Ger, S. (2022). Teaching culture and developing cultural diversity awareness and intercultural communicative competence in schools with English as the medium of instruction: A pilot study. Working Papers in Language Pedagogy. https://doi.org/10.61425/wplp.2022.17.106.134Dooly, M., & Vinagre, M. (2021). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 1-15.Fantini, A. E. (2009). Assessing intercultural competence. En D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 414-460). SAGE Publications.Fernández-Benavides, A., Cruz-Mosquera, A. M., Castrillón-Valderrama, C., & Barbosa-Rojas, M. J. (2023). Exploring Culture as a Step in the Development of Intercultural Skills. Educación y Humanismo, 25(45).Fernández-Benavides, A., & Castillo-Palacios, S. (2023). Exploring Music to Learn Languages from an Intercultural Perspective. Folios, (58), 188-204.Ferrero, M., Konstantinidis, E., & Vadillo, M. A. (2020). An attempt to correct erroneous ideas among teacher education students: The effectiveness of refutation texts. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.577738Florés-Montaño, S., Zapata-García, J. y Peláez-Henao, O. (2022). Interculturality in the english teaching and learning processes. Cultura, Educación y Sociedad, 13(2), 163-182. DOI: http://dx.doi.org/10.17981/cultedusoc.13.2.2022.09Fungchomchoei, S., & Kardkarnklai, U. (2016). Exploring the intercultural competence of Thai secondary education teachers and its implications in English language teaching. Procedia - Social and Behavioral Sciences, 236, 374-381. https://doi.org/10.1016/j.sbspro.2016.12.017Garcia, J. V. (2022). Integration of intercultural communicative competence: A case of English language teachers in higher education. English as a Foreign Language International Journal, 2(1), 28-58.Gilakjani, A. P. (2022). Visual, auditory, and kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education, 2(1), 104-113.Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112.Gudykunst, W. B., & Kim, Y. Y. (2003). Communicating with strangers: An approach to intercultural communication. McGraw-Hill.Guilherme, M. (2002). Critical citizens for an intercultural world: Foreign language education as cultural politics. Multilingual Matters.Hang, Y., & Zhang, X. (2023). Intercultural competence of university students in navigating their academic, social, and ethnic cultural transitions. Journal of Further and Higher Education, 47(8), 1027-1041.Heng, T. T. (2019). Intercultural communication: A critical introduction. Edinburgh University Press.Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. del P. (2014). Metodología de la investigación (6ª ed.). McGraw-Hill Education.Ho, D. T. P., & Ton, H. N. N. (2020). Factors influencing teachers’ integrating intercultural communicative competence (ICC) into business English teaching. Hue University Journal of Science: Social Sciences and Humanities, 129(6B), 5-14.Hu, W. (2016). Intercultural communication: A discourse approach. John Wiley & Sons.Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage Publications.Liddicoat, A. J. (2002). Static and dynamic views of culture and intercultural language acquisition. Babel, 36(3), 4-11, 37.Liddicoat, A. J. (2004). Intercultural language teaching: Principles for practice. New Zealand Language Teacher, 30, 17-24.Martínez, L. (2007). La observación y el diario de campo en la definición de un tema de investigación. Revista Perfiles Libertadores, 4(80), 73-80.Ministerio de Educación Nacional de Colombia (MEN). (2009). Enseñar y aprender de la diversidad y en la diversidad. https://www.mineducacion.gov.co/1621/article-208081.html#:~:text=En%20Colombia%20se%20han%20identificado,la%20construcci%C3%B3n%20de%20la%20naci%C3%B3nMiles, M. B., Huberman, M., & Saldaña, J. (2014). Qualitative data analysis: A sourcebook of new methods. Sage Publications.Moya-Chaves, D. S., Moreno-García, N. P., & Núñez-Camacho, V. (2018). Interculturality and language teaching in Colombia: The case of three Teacher Education Programs. Signo y Pensamiento, 37(73).Nieto López, M. D. C., & Pimienta Betancur, A. (2005). Caucasia: entre la diversidad cultural y la identidad local. Instituto de Estudios Regionales INER. https://hdl.handle.net/10495/25969Olaya, A., & Gómez Rodríguez, L. F. (2013). Exploring EFL pre-service teachers' experience with cultural content and intercultural communicative competence at three Colombian universities. Profile Issues in TeachersProfessional Development, 15(2), 49-67.Pena, B. M. (2018). Developing intercultural competence in English language teachers: Towards building intercultural language education in Colombia (Durham theses). Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/12619/Pérez, Y., Rey, L., & Rosado, N. (2019). Characteristics of EFL curriculum in the Colombian Caribbean coast: The case of 12 state schools. English Language Teaching, 12(11), 85-96. https://doi.org/10.5539/elt.v12n11p85Risager, K. (2006). Language and culture: Global flows and local complexity. Multilingual Matters.Rose, H., & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press.Samovar, L. A., & Porter, R. E. (2004). Intercultural communication. Wadsworth Publishing.Sánchez, P., Rodríguez, R., & García, M. (2017). Socio-educational Activities for the Generation of Intercultural Citizenship: Evaluation of Results. Procedia - Social and Behavioral Sciences, (237), 103-109. https://doi.org/10.1016/j.sbspro.2017.02.048.Sanhueza Henríquez, S., Paukner Nogués, F., San Martín, V., & Friz Carrillo, M. (2012). Dimensions of Intercultural Communicative Competence (ICC) and its implications for educational practice. Folios, (36), 131-151.Santana, A. M., & Betancourt, B. L. C. (2021). The importance of intercultural communicative competences in English classes on the context of current migration waves. Paradigmas Socio-Humanísticos, 3(1), 61-72.Sagre, A., Rivera, J. D. H., Montes, P. G., Posada, T. B., Machado, L. P., & Humanez, L. E. G. (2021). Contradictions and critical praxis in foreign language teachers’ implementation of reading to learn. Teaching and Teacher Education, 108, 103516. https://doi.org/10.1016/j.tate.2021.103516Sevimel-Sahin, A. (2020). A survey on the intercultural communicative competence of ELT undergraduate students. Eurasian Journal of Applied Linguistics, 6(2), 141-153. https://doi.org/10.32601/ejal.775793Short, K., Day, D., & Schroeder, J. (2016). Teaching globally: Reading the world through literature. Portland, ME: Stenhouse.Shulman, L. S. (2005). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004Swedberg, R. (2020). Exploratory research. In C. Elman, J. Gerring, & J. Mahoney (Eds.), The production of knowledge (pp. 17-41). Cambridge University Press.Tonon, G. (2009). La entrevista semi-estructurada como técnica de investigación. En G. Tonon (Ed.), Reflexiones latinoamericanas sobre investigación cualitativa (pp. 47-68). Prometeo.Torres, L. D. P., Molina, A. M., & Martínez, G. R. (2021). Learning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competence. Revista Boletín Redipe, 10(11), 562-577.Vande Berg, M. (2009). Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Stylus Publishing.Wagner, M. & Valencia, J. (2022). 15 Developing Intercultural Citizenship and Intellectual Humility in High School German. In T. McConachy, I. Golubeva & M. Wagner (Ed.), Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices (pp. 268-284). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781800412613-022Wang, J., Lin, E., Spalding, E., Odell, J. S., & Klecka, L. C. (2011). Understanding teacher education in an era of globalization. Journal of Teacher Education, 62(2), 115–120. https://doi.org/10.1177/0022487110394334Yeşil, Ş., & Demiröz, H. (2017). An exploration of English language teachers' perceptions of culture teaching and its effects on students' motivation. The International Journal of Progressive Education, 13(1), 87-101.Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Sage.Yin, R. K. (2018). Case study research and applications: Design and methods. SAGE Publications.Young, T. J., & Sachdev, I. (2011). Intercultural communicative competence: Exploring English language teachers’ beliefs and practices. Language awareness, 20(2), 81-98.InterculturalidadCompetenciasDocentesHabilidadesInterculturalityCompetencesTeachersSkillsPublicationORIGINALGalindoYeraldin_Project.pdfGalindoYeraldin_Project.pdfapplication/pdf2244183https://repositorio.unicordoba.edu.co/bitstreams/e216beae-2353-4a01-aabe-eda970637c00/download7c9d2cb0b439518cf9adc910d6cd71a1MD52Autorización_Publicación..pdfAutorización_Publicación..pdfapplication/pdf766782https://repositorio.unicordoba.edu.co/bitstreams/3c6dec14-1aa3-417d-9c2b-65c93334784a/download8a34f1fe95e179c6b362c05547e8b8beMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.unicordoba.edu.co/bitstreams/d2fddd6b-4c82-4247-8a28-f7cf8168ed0f/download73a5432e0b76442b22b026844140d683MD53TEXTGalindoYeraldin_Project.pdf.txtGalindoYeraldin_Project.pdf.txtExtracted texttext/plain100411https://repositorio.unicordoba.edu.co/bitstreams/1e55e89e-7080-4e4e-90d0-db6400178218/download38a35b1b53eb9575d3f1a99750aadaf8MD55Autorización_Publicación..pdf.txtAutorización_Publicación..pdf.txtExtracted texttext/plain4502https://repositorio.unicordoba.edu.co/bitstreams/c90aaef5-b552-4bdd-bbdf-bb72fb9bf9f7/downloadf77f05996f6296af1d957d6b8be51f39MD57THUMBNAILGalindoYeraldin_Project.pdf.jpgGalindoYeraldin_Project.pdf.jpgGenerated Thumbnailimage/jpeg7608https://repositorio.unicordoba.edu.co/bitstreams/a2b6b433-91d6-47dd-baac-c444f79b509d/download6052eb27501f790cbb884b3fc1871362MD56Autorización_Publicación..pdf.jpgAutorización_Publicación..pdf.jpgGenerated Thumbnailimage/jpeg13833https://repositorio.unicordoba.edu.co/bitstreams/2b508cbd-9f46-4118-9961-f8df886e095d/download545ed67876ebd4179fc9d4b0d91283fbMD58ucordoba/8660oai:repositorio.unicordoba.edu.co:ucordoba/86602024-09-18 03:00:33.047https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright Universidad de Córdoba, 2024embargohttps://repositorio.unicordoba.edu.coRepositorio Universidad de Córdobabdigital@metabiblioteca.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 |