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Teachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombia

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dc.contributor.advisorArrieta Carrascal, Adolfo
dc.contributor.authorGalindo Torres, Yeraldin Yohana
dc.contributor.jurySagre Barboza, Ana Maria
dc.contributor.juryHoyos Ensuncho, Maryluz
dc.date.accessioned2024-09-17T14:20:15Z
dc.date.available2025-08-31
dc.date.available2024-09-17T14:20:15Z
dc.date.issued2024-08-30
dc.description.abstractEng: Many scholars have underscored the pivotal role of culture in language education, regarding it as an indispensable facet of language instruction and acquisition. Despite extensive research into interculturality within the realm of foreign language instruction, scant attention has been devoted in Colombia by Bilingual Policies to comprehending the perceptions and assimilation of opportunities for cultural awareness by English instructors across varying educational levels and socio-cultural contexts in Colombian secondary education. This study endeavors to scrutinize English teachers’ conceptualizations of Intercultural Communicative Competence within their pedagogical practices and the extent of its integration within the language classroom. Employing an exploratory case study research design, the study engaged in interviews with two English teachers operating in disparate educational milieus—urban and rural public schools. Envisaged outcomes of this study encompass novel insights into extant literature on interculturality, shedding light on the cultural perspectives held by Colombian language educators within diverse educational settings and illustrating the integration of interculturality within specific educational strata. Drawing upon the implications of these findings, the study proffers recommendations to fortify ICC practices for prospective language educators in Colombia.eng
dc.description.degreelevelMaestría
dc.description.degreenameMaestría en Enseñanza del Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontents1. Introduction
dc.description.tableofcontentsResearch question
dc.description.tableofcontentsSignificance of the study
dc.description.tableofcontents2. Theoretical framework
dc.description.tableofcontentsIntercultural Competence
dc.description.tableofcontentsIntercultural Communicative Competence
dc.description.tableofcontentsDimensions of ICC
dc.description.tableofcontentsUnderstanding Interculturality in Language Pedagogy
dc.description.tableofcontentsTeaching resources and materials
dc.description.tableofcontentsAssessment and Evaluation
dc.description.tableofcontentsColombian context: exploring challenges and opportunities.
dc.description.tableofcontentsLiterature Review
dc.description.tableofcontents3. Methodoloogy
dc.description.tableofcontentsResearch Approach
dc.description.tableofcontentsResearch Design
dc.description.tableofcontentsResearch Context
dc.description.tableofcontentsParticipants
dc.description.tableofcontentsData Gathering Procedures
dc.description.tableofcontentsData Analysis Criteria
dc.description.tableofcontents4. Findings
dc.description.tableofcontentsTeachers´ perceptions and meanings on ICC
dc.description.tableofcontentsTeachers' missconceptions on ICC
dc.description.tableofcontentsFactor hindering the incorporation on ICC in the urban and rural schools
dc.description.tableofcontents5. Discussion
dc.description.tableofcontents6. Conclusions
dc.description.tableofcontents7. References
dc.description.tableofcontentsAppendixes
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8660
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programMaestría en Enseñanza del Inglés
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dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_f1cf
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsInterculturalityeng
dc.subject.keywordsCompetenceseng
dc.subject.keywordsTeacherseng
dc.subject.keywordsSkillseng
dc.subject.proposalInterculturalidadspa
dc.subject.proposalCompetenciasspa
dc.subject.proposalDocentesspa
dc.subject.proposalHabilidadesspa
dc.titleTeachers’ perceptions towards ICC in the classroom: an exploratory case study in two public education settings in Caucasia, Colombiaeng
dc.typeTrabajo de grado - Maestría
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcc
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/masterThesis
dc.type.redcolhttp://purl.org/redcol/resource_type/TM
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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