A multicultural approach to english teaching in Buenos Aires : is it happenning?

Abstract: Multilingualism is an old phenomenon which has become a central issue for language teaching professionals in recent years as the world we live in becomes increasingly globalized. While in Buenos Aires the importance of a multicultural and multilingual approach to the teaching of English is...

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Autor principal: Bize, Daniela
Formato: Artículo
Lenguaje:Inglés
Publicado: Universidad Católica Argentina. Facultad de Filosofía y Letras 2019
Materias:
ENSEÑANZA DEL INGLES
ENSEÑANZA DE IDIOMAS
MULTILINGÜISMO
DOCENTES
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/4416
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139123456789-4416
record_format dspace
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic ENSEÑANZA DEL INGLES
ENSEÑANZA DE IDIOMAS
MULTILINGÜISMO
DOCENTES
spellingShingle ENSEÑANZA DEL INGLES
ENSEÑANZA DE IDIOMAS
MULTILINGÜISMO
DOCENTES
Bize, Daniela
A multicultural approach to english teaching in Buenos Aires : is it happenning?
topic_facet ENSEÑANZA DEL INGLES
ENSEÑANZA DE IDIOMAS
MULTILINGÜISMO
DOCENTES
description Abstract: Multilingualism is an old phenomenon which has become a central issue for language teaching professionals in recent years as the world we live in becomes increasingly globalized. While in Buenos Aires the importance of a multicultural and multilingual approach to the teaching of English is acknowledged in official documents such as the Curricular Design for Foreign Languages (Diseño Curricular de Lenguas Extranjeras), the question remains whether this translates into concrete teaching practices or education policies; especially when Native American languages such as Quechua or Aymara are involved. As an attempt to start replying to this question, we chose to work on school districts 13 and 20, where there is a high percentage of Bolivian population. Fifty primary school English teachers were interviewed between November and December of 2014. This article analyses part of the results of these interviews, focusing on three conclusions. Firstly, most teachers do not regard multilingualism as an important component of their classes, which is reflected by their lack of knowledge of their students’ linguistic background. Secondly, teaching practices are only incidentally affected by multicultural environments. Finally, training offered on these issues by the Ministry of Education is scarce and does not reach teachers, who are mostly unaware of its existence and, therefore, do not participate in it.
format Artículo
author Bize, Daniela
author_facet Bize, Daniela
author_sort Bize, Daniela
title A multicultural approach to english teaching in Buenos Aires : is it happenning?
title_short A multicultural approach to english teaching in Buenos Aires : is it happenning?
title_full A multicultural approach to english teaching in Buenos Aires : is it happenning?
title_fullStr A multicultural approach to english teaching in Buenos Aires : is it happenning?
title_full_unstemmed A multicultural approach to english teaching in Buenos Aires : is it happenning?
title_sort multicultural approach to english teaching in buenos aires : is it happenning?
publisher Universidad Católica Argentina. Facultad de Filosofía y Letras
publishDate 2019
url https://repositorio.uca.edu.ar/handle/123456789/4416
work_keys_str_mv AT bizedaniela amulticulturalapproachtoenglishteachinginbuenosairesisithappenning
AT bizedaniela multiculturalapproachtoenglishteachinginbuenosairesisithappenning
bdutipo_str Repositorios
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