Research into practice
planning intercultural moments in the additional language classroom
DOI:
https://doi.org/10.14393/DL27-v10n4a2016-14Palabras clave:
Interculturality, Language teaching, Interaction, Intercultural Activities, Third SpaceResumen
With the socio-cultural turn in Applied Linguistics, the last few decades have seen a growing interest in the intercultural dimension of language pedagogy exemplified on seminal writings, such as Kramsch (1993, 1998), Byram (1997), and lately Liddicoat and Scarino (2013). Due to that, a vast range of research has been theorizing on how language and culture should be dealt in the classroom. However, despite the relevant theoretical framework developed so far, the influence these studies have had on teaching practices is still debatable (BAKER, 2015). Bearing that in mind, a research group – REAL-LCI – was created with the aim to promote empirical research about the relationship between language and culture on English teaching practices from different educational contexts in Brazil. This article aims mainly at discussing how interculturality can be constructed through planned activities in the classroom. In order to do so, we will briefly discuss some concepts related to interculturality, review some contributions from empirical research conducted by the research group, and open the windows of a real classroom to propose some methodological movements for the design and implementation of intercultural activities.
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