Abstract
This paper shares the results of a documentary analysis in the curriculum of a Foreign Languages Teaching Education program, in Cali-Colombia. The analysis looked for strengths, weaknesses, and opportunities for the promotion and development of Intercultural Communicative Competence across the curriculum. By means of a thematic analysis, the author reviewed the official documents that institutionalize the undergraduate program, its study plan, its class syllabi, and self-evaluation documents provided by administrative stakeholders. The results suggest that despite a genuine desire to encourage and develop ICC in foreign language students, the program lacks a systematic plan to that end, as well as collective efforts by faculty to carry out such an endeavor. This documentary analysis constitutes the first stage of a larger investigation that the author will present as his doctoral dissertation.
Presenters
Alexander Ramirez EspinosaProfessor, School of Language Sciences, Universidad del Valle, Valle del Cauca, Colombia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2022 Special Focus: Intercultural Learning in Plurilingual Contexts
KEYWORDS
Intercultural Communicative Competence, Foreign Language Teaching, Teacher Education Program, Curriculum
