Melina Porto
Biographic Data
| ID | 3845174 |
|---|---|
| NAME | Melina Porto |
| GIVEN NAMES | Melina |
| FAMILY NAME | Porto |
| SIGNATURE | PORTO M |
| AFFILIATIONS | Consejo Nacional de Investigaciones Científicas y Técnicas |
| ORCID | 0000-0002-9159-171X |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Translanguaging as a strategy to enhance comprehension and communication: Insights from the Basque Country and Argentina
Translanguaging, the dynamic and flexible use of multilingual speakers’ full linguistic repertoires, is increasingly recognized as a powerful tool for fostering intercultural awareness and communication ( Papadopoulos 2022 ; Zhu 2015 ). This study investigates its implementation in two contrasting educational settings, the Basque Country and Argentina. Using a comparative qualitative case study design, it examines how sociolinguistic, cultural, a…
Propiciar la inclusión desde la asignatura ‘Inglés’ en la escuela secundaria en Argentina: Desafíos y posibilidades para la formación docente inicial
Esta investigación se propuso vehiculizar una agenda de justicia social e inclusión desde la formación docente inicial del futuro profesorado de inglés. A partir de una investigación-acción colaborativa llevada a cabo en 2022–2023 en escuelas secundarias públicas en dos ciudades de Argentina, se intenta responder la siguiente pregunta de investigación: ¿cómo puede contribuir el diseño de materiales didácticos para la enseñanza de inglés en la esc…
Teachers promoting advocacy through social justice English language education: A collaborative action research study
This article reports on a 2‐year collaborative action research project carried out in 2022–2023, which investigated the intersection of social justice and advocacy in English language teaching. The aim was to describe how English as a foreign language (EFL) teachers working at state secondary schools in two Argentinian cities harnessed their agency to mobilise advocacy among their secondary school students. Theoretically grounded in social justic…
Transcultural awareness development in language teacher education in Argentina
This study investigates teacher candidates’ transcultural awareness development in an English language teacher education program in Argentina. Baker’s recently revised model of intercultural and transcultural awareness was used retrospectively as theoretical and analytical foundation in an online project undertaken in 2013 between 100 Argentinian and 75 Italian language undergraduates who communicated online using English as Lingua Franca (ELF) t…
I am a Problem”: An Artistic Cartography of Pervasive Invisible Trauma in Education: The Significance of a Non‐representational Research Approach with Pedagogical Value
This study investigates invisible student trauma. It describes Sofia's case, a female adolescent who has suffered micro and macro oppression since birth. Theoretically grounded in the notion of pervasive invisible trauma, and looking at introspective, reflective, autobiographical, and artistic data gathered over 17 years, the research question is: How did Sofia experience, manifest and navigate invisible pervasive trauma in life and in the classr…
Challenges and Possibilities of Social Justice Language Education in a Difficult Context in the Global South
This article describes the challenges and possibilities of implementing social justice language education in a difficult context in the Global South. Six Argentinian English language university teachers and tutors developed and implemented a social justice project during 2017–2018 in a nongovernmental organisation (NGO) in Argentina. The project aimed at challenging the ‘conditions of possibility’ of underserved children aged 8–12 who attended th…
Ethical Challenges in Intercultural Citizenship Education with ‘Difficult Topics’ in the World Language Classroom and Beyond
The purpose of this article is to examine the ethical challenges that arise in the world language classroom and beyond from using intercultural citizenship pedagogy. Intercultural citizenship is, in general, seen as a recent and positive development in intercultural language education for helping students engage with topics of social significance in the classroom. However, there are ethical challenges involved, for instance, related to the politi…
Epistemic and moral tensions in student activism: The potential of decolonial love in an Argentine university
Ethical issues in foreign/world language teaching – the example of teaching for intercultural citizenship
In this article, we discuss some ethical issues arising from teaching foreign or world languages for intercultural citizenship. From this perspective, language education engages students in critical investigations of social issues and in the application of linguistic, communicative and intercultural skills beyond the classroom to address such issues in the society. After introducing intercultural citizenship, we illustrate some ethical issues for…
What does translanguaging look like in an English language classroom in a disadvantaged context? A case in a primary school with difficult circumstances in the Global South
This study investigated primary school children's spontaneous translingual practices in an English as a foreign language setting in a context with difficult circumstances in the Global South. The research question that guided this project was: What does translanguaging look like in an English language primary classroom in a difficult Argentinian context? Participants were 11 5th grade children at a public elementary school in a large metropolitan…
Teachers’ and student teachers’ conceptualisations and enactment of social justice in English language teaching: A case in Argentinian secondary schools
This study examines teachers’ and student-teachers’ conceptualisations of social justice in English language teaching (ELT), and their enactment of a social justice pedagogy in their ELT practices in state secondary schools in Argentina. Framed as collaborative action research, data types comprise interviews, classroom observations, and teaching artefacts such as lesson plans and teacher-made worksheets. Qualitative content analysis reveals that …
How Can Language Education Contribute to Securing a Livable Planet
The aim of this study was to test the notion of ecological citizenship empirically in the English language classroom in an underrepresented region, Latin America. A pedagogic project aimed at the development of students as ecological citizens was designed and implemented in 2019 in four English language classrooms in a public secondary school in Argentina. Participants were 111 teenagers aged 15–17 taking their fourth or fifth years. The project …
Practices of walking and belonging within a multilingual Mapuche community in Argentinian Patagonia: Fostering Eco-Consciousness in a Rural Primary School
Space, community, and possibility in practices of commoning in students’ protests in Argentina: The Case of ‘La Toma’ [The Take-Over]
In this article, we describe a student protest at an Argentinian university in 2018. The student protesters took over the School of Humanities and Sciences of Education at a national university for 18 days, in defence of public education and against budget cuts. The teaching, research, and administrative life of the School was interrupted during that time. The take-over spread to several Schools in the same university, and to other national publi…
Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators
The purpose of this article is to examine the ethical tensions and considerations that arise in the world language classroom from using pedagogies of discomfort. Although pedagogies of discomfort have mostly been seen through a positive lens in the literature for engaging students with difficult issues in the classroom, there are ethical concerns, particularly in relation to the harm that students might experience. To illustrate these ethical con…
My head between blankets”: Exploring trauma and affective injustice in the school life trajectory of a female student in Argentina
This article examines how trauma and affective injustice permeate the school life trajectory of a female student (Sofia) in Argentina. The study is theoretically grounded in the field of trauma studies in education and contributes to this literature by attending to affective injustice, a concept that has not received much attention yet. This study foregrounds Sofia's experience of affective injustice and demonstrates that this concept is crucial …
Beyond Teaching Languages for Communication-Humanistic Perspectives and Practices
Our purpose is to trace and explain theoretical and practical developments in foreign/world language teaching over the last decade or more. Language teaching in its modern form, from the Reform Movement of the late 19th century, has focused upon the need for learners to learn or acquire a foreign language in order to use it for communication. Other purposes involve language learning as an intellectual exercise, the development of a language facul…
Linguistic and Artistic Representations of Trauma: The Contribution of Pedagogies of Discomfort in Language Education
This article aims to contribute to recent discussions on pedagogy of pain in world language education. Drawing on the limitations of language to represent and express trauma and pain, we foreground the value of pedagogies at the intersection of language, art, and trauma. It is our contention that a linguistic perspective in and of itself is insufficient and needs to be supported by artistic and multimodal forms of expression as those reinforced b…
Undoing inequalities: Inclusive and transformative language practices in rural Argentinian Patagonia
This article reports a service learning experience carried out by university student tour-guides and pre-service teachers of English during 2017–2018 in a rural multi-grade primary school in northern Argentinian Patagonia. With their university English language teachers, participants taught workshops using intercultural literature in English to 6–14 year olds from the native Mapuche communities with no prior contact with English. They also design…
Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices
Locus of enunciation: Insights for intercultural language teaching
Recent articles on the problems of ‘locus of enunciation’ have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in ‘the South’ because they come from ‘the North’ is, first, counter to the principles of academic freedom upheld as much in the South as the North, second, prevents …
Research on English language teaching and learning in Argentina (2014–2018)
The aim of this article is to review five years (2014–2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenshi…
Ethical Issues in Teaching for Intercultural Citizenship in World/Foreign Language Education
Prologue -'Green Kidz'It is the end of year fair at a primary school in Argentina and 5 th and 6 th graders are distributing leaflets they have created in their English lessons.The message on one of the posters, written in English, Spanish and Danish, is: 'Sorting waste is taking care of the environment.We help you, will you help us?'As guests arrive at the school, they see a banner hung across the street with this same message in Spanish.Childre…
Pedagogies of discomfort in foreign language education: Cultivating empathy and solidarity using art and literature
In this article we depart from a conceptualisation of foreign language teaching as intercultural citizenship in schools and universities. We extend this conceptualisation by suggesting that foreign language teaching can and should also sensitise students about issues of human suffering and cultivate empathy, solidarity, hospitality and inclusion. In this way language education can create spaces for fostering political, ethical, and social justice…
Using the Council of Europe’s autobiographies to develop quality education in the foreign language classroom in higher education
This article shows the potential of the Council of Europe’s Autobiography of Intercultural Encounters and Autobiography of Intercultural Encounters through Visual Media to develop quality education in the (foreign) language classroom in Higher Education. Whereas the literature focuses on their contributions to fostering intercultural awareness and reflection as one step to develop intercultural communicative competence in language education, the …
Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers
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 ( ) in this journal—that foreign language education has instrumental purposes but also educational aims that constitute the development of the individual and of societi…
Intercultural citizenship education in an EFL online project in Argentina
In this article, I describe an online intercultural citizenship experience in an English as a Foreign Language (EFL) classroom in Argentina. An action research project on the Malvinas/Falklands war fought between Argentina and the UK in 1982 was carried out in 2012. Through a comparative methodology involving Argentine and English foreign language classes, students develop a critical perspective on texts while they also create an international id…
A curriculum for action in the community and intercultural citizenship in higher education
The purpose of the project described here is to demonstrate how the introduction of subject matter and principles from citizenship education into foreign language education combines objectives from both in order to give meaning to language education on the one hand and extend citizenship education beyond a focus on the local and the national on the other. In doing so, the educational aims of foreign language teaching - as well as its instrumental…
Pedagogies of discomfort in foreign language education: Cultivating empathy and solidarity using art and literature
In this article we depart from a conceptualisation of foreign language teaching as intercultural citizenship in schools and universities. We extend this conceptualisation by suggesting that foreign language teaching can and should also sensitise students about issues of human suffering and cultivate empathy, solidarity, hospitality and inclusion. In this way language education can create spaces for fostering political, ethical, and social justice…
Does education for intercultural citizenship lead to language learning
This paper reports a bilateral university project designed to promote intercultural citizenship and foreign language development simultaneously. It is concerned with developing active and responsible citizenship through content-language integrated learning within an ordinary foreign language classroom. The need and rationale for broadening the scope of language courses and combining them with intercultural citizenship or human rights education ha…
How Can Language Education Contribute to Securing a Livable Planet
The aim of this study was to test the notion of ecological citizenship empirically in the English language classroom in an underrepresented region, Latin America. A pedagogic project aimed at the development of students as ecological citizens was designed and implemented in 2019 in four English language classrooms in a public secondary school in Argentina. Participants were 111 teenagers aged 15–17 taking their fourth or fifth years. The project …
Locus of enunciation: Insights for intercultural language teaching
Recent articles on the problems of ‘locus of enunciation’ have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in ‘the South’ because they come from ‘the North’ is, first, counter to the principles of academic freedom upheld as much in the South as the North, second, prevents …
What does translanguaging look like in an English language classroom in a disadvantaged context? A case in a primary school with difficult circumstances in the Global South
This study investigated primary school children's spontaneous translingual practices in an English as a foreign language setting in a context with difficult circumstances in the Global South. The research question that guided this project was: What does translanguaging look like in an English language primary classroom in a difficult Argentinian context? Participants were 11 5th grade children at a public elementary school in a large metropolitan…
Learning Diaries in the English as a Foreign Language Classroom: A Tool for Accessing Learners' Perceptions of Lessons and Developing Learner Autonomy and Reflection
The aim ofthis study was to learnfrom students' frame of refercnce how they experience foreign language classes. Data include learning diaries written during 2005 for more than 35 weeks (March to November). Subjects were 95 Argentine, Caucasian, mostly jemale, middle‐class, Spanish‐speaking College students between 19 and 21 years of age who were enrolled in English Language 11 at the National University of La Plata in Argentina. The results of t…
Stereotyping in the Representation of Narrative Texts Through Visual Reformulations
This study investigated the process of stereotyping in the representation of the content of narrative texts through visual reformulations. Two hundred nineteen visual reformulations produced in response to three narrative texts about Christmas celebrations were analyzed (one in Spanish, the subjects' native tongue, and two in English as a foreign language). Subjects were Argentine college students (prospective teachers and translators of English,…
Ethical issues in foreign/world language teaching – the example of teaching for intercultural citizenship
In this article, we discuss some ethical issues arising from teaching foreign or world languages for intercultural citizenship. From this perspective, language education engages students in critical investigations of social issues and in the application of linguistic, communicative and intercultural skills beyond the classroom to address such issues in the society. After introducing intercultural citizenship, we illustrate some ethical issues for…
Space, community, and possibility in practices of commoning in students’ protests in Argentina: The Case of ‘La Toma’ [The Take-Over]
In this article, we describe a student protest at an Argentinian university in 2018. The student protesters took over the School of Humanities and Sciences of Education at a national university for 18 days, in defence of public education and against budget cuts. The teaching, research, and administrative life of the School was interrupted during that time. The take-over spread to several Schools in the same university, and to other national publi…
Beyond Teaching Languages for Communication-Humanistic Perspectives and Practices
Our purpose is to trace and explain theoretical and practical developments in foreign/world language teaching over the last decade or more. Language teaching in its modern form, from the Reform Movement of the late 19th century, has focused upon the need for learners to learn or acquire a foreign language in order to use it for communication. Other purposes involve language learning as an intellectual exercise, the development of a language facul…
Research on English language teaching and learning in Argentina (2007–2013)
In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language (FL) research. The article examines 88 articles that appeared in locally published peer-reviewed confer…
Extending reading research with a focus on cultural understanding and research on intercultural communication: An empirical investigation in Argentina
The work presented here is an empirical study of how advanced learners of English as a foreign language in Argentina access and understand the culture-specific dimensions of literary narrative texts. It has three purposes. First, to extend research into reading in a foreign language to take account of the culture-specific content of texts. Second, to extend the focus of research on intercultural communication to include the analysis of reading pr…
The Role and Status of English in Spanish-Speaking Argentina and Its Education System: Nationalism or Imperialism
There is a lot of controversy nowadays in the field of English Language Teaching (ELT) in the context of Teaching English to Speakers of Other Languages (TESOL) regarding the status and role of English in non-English speaking countries, in particular in developing countries, as well as in English-speaking countries with a history of colonialism. In these settings, the discourse of English as a form of imperialism requires a reconsideration of the…
Stereotyping in the Representation of Narrative Texts Through Visual Reformulations
This study investigated the process of stereotyping in the representation of the content of narrative texts through visual reformulations. Two hundred nineteen visual reformulations produced in response to three narrative texts about Christmas celebrations were analyzed (one in Spanish, the subjects' native tongue, and two in English as a foreign language). Subjects were Argentine college students (prospective teachers and translators of English,…
Learning Diaries in the English as a Foreign Language Classroom: A Tool for Accessing Learners' Perceptions of Lessons and Developing Learner Autonomy and Reflection
The aim ofthis study was to learnfrom students' frame of refercnce how they experience foreign language classes. Data include learning diaries written during 2005 for more than 35 weeks (March to November). Subjects were 95 Argentine, Caucasian, mostly jemale, middle‐class, Spanish‐speaking College students between 19 and 21 years of age who were enrolled in English Language 11 at the National University of La Plata in Argentina. The results of t…
Intercultural citizenship education in an EFL online project in Argentina
In this article, I describe an online intercultural citizenship experience in an English as a Foreign Language (EFL) classroom in Argentina. An action research project on the Malvinas/Falklands war fought between Argentina and the UK in 1982 was carried out in 2012. Through a comparative methodology involving Argentine and English foreign language classes, students develop a critical perspective on texts while they also create an international id…
Extending reading research with a focus on cultural understanding and research on intercultural communication: An empirical investigation in Argentina
The work presented here is an empirical study of how advanced learners of English as a foreign language in Argentina access and understand the culture-specific dimensions of literary narrative texts. It has three purposes. First, to extend research into reading in a foreign language to take account of the culture-specific content of texts. Second, to extend the focus of research on intercultural communication to include the analysis of reading pr…
The Role and Status of English in Spanish-Speaking Argentina and Its Education System: Nationalism or Imperialism
There is a lot of controversy nowadays in the field of English Language Teaching (ELT) in the context of Teaching English to Speakers of Other Languages (TESOL) regarding the status and role of English in non-English speaking countries, in particular in developing countries, as well as in English-speaking countries with a history of colonialism. In these settings, the discourse of English as a form of imperialism requires a reconsideration of the…
A curriculum for action in the community and intercultural citizenship in higher education
The purpose of the project described here is to demonstrate how the introduction of subject matter and principles from citizenship education into foreign language education combines objectives from both in order to give meaning to language education on the one hand and extend citizenship education beyond a focus on the local and the national on the other. In doing so, the educational aims of foreign language teaching - as well as its instrumental…
Research on English language teaching and learning in Argentina (2007–2013)
In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language (FL) research. The article examines 88 articles that appeared in locally published peer-reviewed confer…
Intercultural citizenship in foreign language education: An opportunity to broaden CLIL’s theoretical outlook and pedagogy
In this article I argue that the theory of intercultural citizenship in language education developed by Michael Byram can contribute to broadening CLIL’s theoretical outlook and pedagogy – two needs for CLIL identified in the literature. I do so by showing that Coyle’s 4Cs framework and Marsh, Maljers and Hartiala’s five dimensions of CLIL coincide with the point of departure of intercultural citizenship theory, which is the notion of intercultur…
Does education for intercultural citizenship lead to language learning
This paper reports a bilateral university project designed to promote intercultural citizenship and foreign language development simultaneously. It is concerned with developing active and responsible citizenship through content-language integrated learning within an ordinary foreign language classroom. The need and rationale for broadening the scope of language courses and combining them with intercultural citizenship or human rights education ha…
Using the Council of Europe’s autobiographies to develop quality education in the foreign language classroom in higher education
This article shows the potential of the Council of Europe’s Autobiography of Intercultural Encounters and Autobiography of Intercultural Encounters through Visual Media to develop quality education in the (foreign) language classroom in Higher Education. Whereas the literature focuses on their contributions to fostering intercultural awareness and reflection as one step to develop intercultural communicative competence in language education, the …
Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers
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 ( ) in this journal—that foreign language education has instrumental purposes but also educational aims that constitute the development of the individual and of societi…
Pedagogies of discomfort in foreign language education: Cultivating empathy and solidarity using art and literature
In this article we depart from a conceptualisation of foreign language teaching as intercultural citizenship in schools and universities. We extend this conceptualisation by suggesting that foreign language teaching can and should also sensitise students about issues of human suffering and cultivate empathy, solidarity, hospitality and inclusion. In this way language education can create spaces for fostering political, ethical, and social justice…
Research on English language teaching and learning in Argentina (2014–2018)
The aim of this article is to review five years (2014–2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenshi…
Ethical Issues in Teaching for Intercultural Citizenship in World/Foreign Language Education
Prologue -'Green Kidz'It is the end of year fair at a primary school in Argentina and 5 th and 6 th graders are distributing leaflets they have created in their English lessons.The message on one of the posters, written in English, Spanish and Danish, is: 'Sorting waste is taking care of the environment.We help you, will you help us?'As guests arrive at the school, they see a banner hung across the street with this same message in Spanish.Childre…
Linguistic and Artistic Representations of Trauma: The Contribution of Pedagogies of Discomfort in Language Education
This article aims to contribute to recent discussions on pedagogy of pain in world language education. Drawing on the limitations of language to represent and express trauma and pain, we foreground the value of pedagogies at the intersection of language, art, and trauma. It is our contention that a linguistic perspective in and of itself is insufficient and needs to be supported by artistic and multimodal forms of expression as those reinforced b…
Undoing inequalities: Inclusive and transformative language practices in rural Argentinian Patagonia
This article reports a service learning experience carried out by university student tour-guides and pre-service teachers of English during 2017–2018 in a rural multi-grade primary school in northern Argentinian Patagonia. With their university English language teachers, participants taught workshops using intercultural literature in English to 6–14 year olds from the native Mapuche communities with no prior contact with English. They also design…
Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices
Locus of enunciation: Insights for intercultural language teaching
Recent articles on the problems of ‘locus of enunciation’ have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in ‘the South’ because they come from ‘the North’ is, first, counter to the principles of academic freedom upheld as much in the South as the North, second, prevents …
Beyond Teaching Languages for Communication-Humanistic Perspectives and Practices
Our purpose is to trace and explain theoretical and practical developments in foreign/world language teaching over the last decade or more. Language teaching in its modern form, from the Reform Movement of the late 19th century, has focused upon the need for learners to learn or acquire a foreign language in order to use it for communication. Other purposes involve language learning as an intellectual exercise, the development of a language facul…
Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators
The purpose of this article is to examine the ethical tensions and considerations that arise in the world language classroom from using pedagogies of discomfort. Although pedagogies of discomfort have mostly been seen through a positive lens in the literature for engaging students with difficult issues in the classroom, there are ethical concerns, particularly in relation to the harm that students might experience. To illustrate these ethical con…
My head between blankets”: Exploring trauma and affective injustice in the school life trajectory of a female student in Argentina
This article examines how trauma and affective injustice permeate the school life trajectory of a female student (Sofia) in Argentina. The study is theoretically grounded in the field of trauma studies in education and contributes to this literature by attending to affective injustice, a concept that has not received much attention yet. This study foregrounds Sofia's experience of affective injustice and demonstrates that this concept is crucial …
Challenges and Possibilities of Social Justice Language Education in a Difficult Context in the Global South
This article describes the challenges and possibilities of implementing social justice language education in a difficult context in the Global South. Six Argentinian English language university teachers and tutors developed and implemented a social justice project during 2017–2018 in a nongovernmental organisation (NGO) in Argentina. The project aimed at challenging the ‘conditions of possibility’ of underserved children aged 8–12 who attended th…
Ethical Challenges in Intercultural Citizenship Education with ‘Difficult Topics’ in the World Language Classroom and Beyond
The purpose of this article is to examine the ethical challenges that arise in the world language classroom and beyond from using intercultural citizenship pedagogy. Intercultural citizenship is, in general, seen as a recent and positive development in intercultural language education for helping students engage with topics of social significance in the classroom. However, there are ethical challenges involved, for instance, related to the politi…
Epistemic and moral tensions in student activism: The potential of decolonial love in an Argentine university
Ethical issues in foreign/world language teaching – the example of teaching for intercultural citizenship
In this article, we discuss some ethical issues arising from teaching foreign or world languages for intercultural citizenship. From this perspective, language education engages students in critical investigations of social issues and in the application of linguistic, communicative and intercultural skills beyond the classroom to address such issues in the society. After introducing intercultural citizenship, we illustrate some ethical issues for…
Sociology (28 works) · Pedagogy (25 works) · Psychology (24 works) · Second Language Learning and Teaching (23 works) · Political science (17 works) · EFL/ESL Teaching and Learning (15 works) · Foreign language (14 works) · Global Education and Multiculturalism (14 works) · Multilingual Education and Policy (13 works) · Language education (12 works)