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Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers
Author(s) -
Porto Melina
Publication year - 2019
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/flan.12375
Subject(s) - intercultural relations , pedagogy , foreign language , citizenship , curran , sociology , affordance , language education , intercultural communication , political science , psychology , politics , botany , law , cognitive psychology , biology
This article explores the intercultural and citizenship dimensions of foreign language teaching and discusses, in particular, the implications for foreign language teaching and teacher education. The work (1) extends the fundamental concepts that were developed by Byram and Wagner ([Byram, M., 2018]) in this journal—that foreign language education has instrumental purposes but also educational aims that constitute the development of the individual and of societies by fostering democratic competences and values and linking the language learning that takes place in classrooms with the community, whether local, regional, or global; and (2) links language education and community engagement in the form of service‐learning, which was also addressed in this journal by Palpacuer Lee, Curtis, and Curran ([Palpacuer Lee, C., 2018]). An intercultural citizenship project carried out in Argentina serves as illustration. Pedagogical implications are offered.