INTERCULTURALITY AND LANGUAGE TEACHING: EXPERIENCES IN A KOREAN COURSE
DOI:
https://doi.org/10.63026/acertte.v4i8.200Keywords:
Interculturality; Foreign language; Korean language; Identity; Socio-culturalAbstract
This work aims to highlight the importance of the intercultural perspective in teaching foreign languages, based on a case study in a Korean language course based on the author's experience. The definitions of identity, difference, culture, and language, as well as their interrelationships, and how intercultural perspectives can be applied in the classroom are analyzed. The study investigates the presence of interculturality in the educational environment and how theories are practiced. It is concluded that interculturality plays an essential role in teaching foreign languages, allowing students to better understand the culture of the target language, without resorting to stereotypes, and at the same time respect their own culture as the basis of identity. The theoretical framework includes authors such as Byram, Hall, and Hanna, who discuss identity, culture, and interculturality in the context of language teaching.
Downloads
References
BYRAM, Michael et al. Developing the intercultural dimension in language teaching: a practical introduction for teachers. Strasbourg: Council of Europe, 2002.
CALVINO, Italo. Why read the classics. Translated by Nilson Moulin. 2. ed. São Paulo: Companhia das Letras, 1993.
COMÉNIO, João Amós. Didáctica magna. 6. ed. Lisbon: Calouste Gulbenkian Foundation, 2015.
EAGLETON, Terry. The idea of culture. Translated by Sandra Castello Branco. 2. ed. São Paulo: Editora Unesp, 2011.
HALL, Edward T. Understanding cultural differences. Yarmouth: Intercultural Press, 1987.
HALL, Stuart. Cultural identity in postmodernity. Translated by Tomaz Tadeu da Silva, Guacira Lopes Louro. 11. ed. Rio de Janeiro: DP&A, 2006.
HANNA, Vera Lucia Harabagi. Language, culture, communication: the intercultural dimension in foreign language studies. São Paulo: Editora Mackenzie, 2019.
KIM, Seon Jeong et al. Korean language for diasporas 1-1. Seoul: National Institute for International Education, 2020.
LACAN, Jacques. Writings. Translated by Vera Ribeiro. Rio de Janeiro: Jorge Zahar Ed., 1998.
LACLAU, Ernesto. Los fundamentos retóricos de la sociedad. Fondo de Cultura Económica Argentina, 2022.
MELLO COSTA DE CARVALHO, Maria Isabel; DE BONA, Viviane. Educação bilíngue no Brasil: estudo a partir de produções acadêmicas sobre o ensino de língua estrangeira para crianças em um contexto multicultural. Revista Científica ACERTTE, [S. l.], v. 4, n. 3, p. e43178, 2024. DOI: 10.63026/acertte.v4i3.178. DOI: https://doi.org/10.63026/acertte.v4i3.178
NEVES, Maria Helena de Moura. Language teaching and language experience. São Paulo: Contexto, 2010.
RISAGER, Karen. Intercultural learning: raising cultural awareness. In: EISENMANN, Maria; SUMMER, Theresa (eds.). Basic issues in EFL teaching and learning. Heidelberg: Universitätsverlag Winter, 2012.
SEELYE, H. Ned. Teaching culture: strategies for intercultural communication. 1984.
SILVA, Tomaz Tadeu da (org.); HALL, Stuart; WOODWARD, Kathryn. Identity and difference: a cultural studies perspective. 3. ed. Petrópolis: Vozes, 2003.
VAN TIL, Henry R. The Calvinist concept of culture. São Paulo: Christian Culture, 2010.
WILLIAMS, Raymond. Culture is ordinary. In: HIGHMORE, Ben (ed.). The everyday life reader. London: Routledge, 2002.
Downloads
Published
How to Cite
License
Copyright (c) 2024 ACERTTE SCIENTIFIC JOURNAL
This work is licensed under a Creative Commons Attribution 4.0 International License.
Os direitos autorais dos artigos/resenhas/TCCs publicados pertecem à revista ACERTTE, e seguem o padrão Creative Commons (CC BY 4.0), permitindo a cópia ou reprodução, desde que cite a fonte e respeite os direitos dos autores e contenham menção aos mesmos nos créditos. Toda e qualquer obra publicada na revista, seu conteúdo é de responsabilidade dos autores, cabendo a ACERTTE apenas ser o veículo de divulgação, seguindo os padrões nacionais e internacionais de publicação.
