Doing interculturality and doing identifications in the English as a foreign language (EFL) classroom in Argentina.

MELINA PORTO

Intercultural and Multicultural Competencies in Education: Critiques and Alternatives (Post-Intercultural Education and Communication Series)

Cambridge Scholars Publishing

Lugar: Cambridge; Año: 2015; p. 79 - 104

The work presented in this chapter describes an empirical study of how advanced learners of English as a foreign language in a higher education Argentinean context engaged in online intercultural citizenship experience with students in the UK. It has one main purpose, which is to explore the connections between identity issues and the concept of education for intercultural citizenship in the foreign language classroom (Byram, 2008, 2010, 2012, in press). Departing from the conceptualization of post-intercultural education proposed in this book (see the editors´ introduction), it is clear that intercultural citizenship needs to take into account a performative conception of both identity and interculturality in more forceful ways. After a presentation of the theoretical concepts involved and the action-research project carried out in this setting, the chapter shows how the study described here has revealed this performativity.