Intercultural Language Teaching Practices of Spanish, English, and French Teachers in Bilingual Schools.

Abstract

The integration of interculturality into language teaching poses a multifaceted challenge, emphasizing the need for a comprehensive approach to language instruction. This document explores the intricate process of integrating interculturality into language teaching, recognizing the complexity and diverse perspectives inherent in this process. Participants include six high school language teachers in French, Spanish, and English from two private institutions in Bogotá and Medellín. Researchers employed a comparative descriptive study methodology to get an understanding about teachers’ practices and perceptions, through qualitative instruments such as questionnaires, class observations, and focus groups. The analysis reveals discrepancies between the participants' perceptions and the practices they carry out to integrate interculturality. Findings highlight the potential benefits of aligning an intercultural approach with language education, advocating for policy adjustments to promote inclusivity and cultural self-reflection. The study proposes urgent professional identity transformations, emphasizing the importance of intercultural education in both school environments and higher education programs.