The importance of an intercultural approach in foreign language teachi

The importance of an intercultural approach in foreign language teaching; A view from Argentina

Why do we need to know about it?

Since 2015, a gap in local research on interculturality has emerged, reflecting a lack of institutional support for sustaining such studies (Ref 14). Understanding the close relationship between language and culture requires awareness of its inherent tensions and dimensions, as well as its critical role in EFL teaching (Ref 4). To address this research gap, it is essential to provide FL teachers with tools to adopt a more comprehensive and intercultural outlook in their classrooms (Ref 15).

• To foster the educational dimension of EFL teaching in line with the Argentinian educational policies (Ref 1; Ref 8).
• To challenge EFL commercial materials that promote dominant cultures that do not relate to the local culture, yet directly impact local teachers, students and society (Ref 5).
• To promote reflection on the use of materials in the EFL classroom that develop regional identity/identities and encourage student intersectionality (Ref 3; Ref 6).

What does teacher research suggest to support EFL teaching and learning?

What do we know from research?

• In Argentina, national educational regulations (LNE, NAP) establish an intercultural and plurilingual approach towards the teaching of languages (Ref 3).

• Local research covers all foreign languages within interculturality, but has lately centered on “Educacion Intercultural Bilingue”, with a focus on local indigenous languages. (Ref 20). (

• Policies encourage teachers to include materials and activities that reflect diverse English-speaking cultures while also highlighting Argentina's rich cultural heritage. (Ref 5)

• The implementation of an intercultural and plurilingual approach towards the teaching of languages at institutions is uneven and depends on local governments´ priorities/agendas. (Ref 3)

• A comprehensive and solid intercultural education should encompass diversity, and consider socio-cultural factors to do away with prejudice and foster understanding among communities (Ref 13).

• According to the Ley de Educación Nacional No. 26.206 (2006), Articles 52 to 54 outline the provisions for Intercultural Bilingual Education, that aligns with broader educational goals, such as inclusivity, equity, and multicultural coexistence. (Ref 1).

• There is an urgent need to reflect on and problematize truths that claim to be universal, such as the categories of progress, nature, humanity, gender, family, representativity, etc. (Ref 8)

• Teachers, as agents of social change, must take on the commitment and the task of denaturalizing and deconstructing long-established practices and discourses surrounding social and cultural representations regarding languages, communities, and users (Ref 2; Ref 17)

• Democratic values could be encouraged by promoting the development of intercultural projects for the construction of identity and citizenship that encourage students to learn a new language as a tool to learn about, relate and understand other contexts and cultures. (Ref 15)

• Teachers should promote students' reflection and the development of critical thinking that could question pre-concepts and notions in the language being learnt. (Ref 3).

• ELT resources should be created and adapted to show students' cultural identities and foster critical cultural awareness and intercultural citizenship. (Ref 11)

• Poems, texts, stories in the PUI(Profesorado Universitario de Inglés) - UNPAZ are selected and included to foster critical thinking in the students and the possibility of creating social awareness and critical citizenship. (Ref 11)

List of articles consulted

WHAT PRACTICAL RECOMMENDATIONS CAN WE MAKE FROM THIS?

Reference list

Glossary List

Project team bios