Culturally responsive L2 education: an awareness-raising proposal.

PORTO, MELINA

ELT JOURNAL

Oxford University Press

Lugar: Oxford; Año: 2010 vol. 64 p. 45 - 53

0951-0893

Revista indexada en (http://eltj.oxfordjournals.org/):Arts and Humanities Citation Index (from 2009) Social Sciences Citation Index (from 2009) British Education Index Expanded academic ASAP Infotrac Linguistics & Language Behavior Abstracts Periodicals Index Online (PIO) PROQUEST DATABASE : Arts & Humanities Full Text PROQUEST DATABASE : ERIC PlusText PROQUEST DATABASE : ProQuest 5000 PROQUEST DATABASE : ProQuest 5000 International PROQUEST DATABASE : ProQuest Central PROQUEST DATABASE : ProQuest Education Journals PROQUEST DATABASE : ProQuest Wilson Databases Scopus The Standard Periodical Directory Wilson OmniFile Full Text Mega EditionThe increasing prevalence of multilingual, multiethnic, and multicultural classrooms in varied educational contexts worldwide points to the importance of cultural factors in language education and education in general. In the EFL/ESL classroom of this century ELT is seen as including much more than purely linguistic aspects, as it focuses also on broad literacy issues which acknowledge the importance of global economic, social, historical, and cultural factors in language learning and teaching. In other words, ELT in the twenty-first century means culturally responsive literacy education. It is argued here that foreign/second language education viewed in these terms requires cultural responsiveness in educators. This paper will offer a concrete proposal aimed at raising foreign language educators´ awareness of this topic.