Concluding remarks. Beyond foreign language teaching: Intercultural citizenship and human rights education in practice

MELINA PORTO

Argentinean Journal of Applied Linguistics

FAAPI

Año: 2015 vol. 3 p. 139 - 147

2314-1735

AJAL está indexada en (http://www.faapi.org.ar/ajal/home.html):LatindexERA Routledge. Educational Research Abstracts OnlineLinguistic Abstracts OnlineREDIBDRJI (Directory of Research Journals Indexing)This Special Issue of Argentinian Journal of Applied Linguistics has addressed the intercultural, citizenship and human rights dimensions of foreign language education. The use of the word education instead of teaching is significant and reflects a change that began in the country in the late 1990s. While in the mid-1990s and before curricular prescriptions were product-oriented (i.e. they included competence standards intended to operate as a means of standardisation), Michael Byram?s (1997) concept of intercultural competence introduced the intercultural dimension in foreign language teaching, which proposed that its instrumental and functional vision based mainly on the acquisition of the linguistic system was no longer enough. Since then, from a theoretical perspective, the intercultural dimension is considered pedagogically and educationally relevant in foreign language education in Argentina and elsewhere.