Journal
LANGUAGE AND INTERCULTURAL COMMUNICATION
Volume 23, Issue 1, Pages 69-87Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/14708477.2022.2138420
Keywords
Intercultural education; cosmopolitanism; migration; language education; emergent pedagogies
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This article explores the promotion and development of interculturality from a critical cosmopolitan perspective and reports on the results of an empirical study carried out in a Spanish language classroom for adult migrants in Barcelona through a didactic intervention based on emergent pedagogies. The results enrich the conception of a cosmopolitan agenda for language teaching and contribute to bridging the methodological gap between global theoretical debates and local practices of intercultural language education.
Recent theoretical debates in the field of intercultural language education reveal a cosmopolitan turn, which implies a glocal, critical, and transformative perspective of interculturality as praxis. This article explores the promotion and development of interculturality from a critical cosmopolitan perspective and reports on the results of an empirical study carried out in a Spanish language classroom for adult migrants in Barcelona through a didactic intervention based on emergent pedagogies. The results enrich the conception of a cosmopolitan agenda for language teaching and contribute to bridging the methodological gap between global theoretical debates and local practices of intercultural language education.
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