<abstract xmlns="http://www.w3.org/1999/xhtml">This article considers the reformulation of foreign language classes as spaces of cultural politics, dynamic social activism and holistic education, in order to enable schools, teachers and students to set the foundation for a more inclusive society. It starts by recognizing some of the challenges of the 21st century European context, addressing the need to explore new directions in the intercultural and plurilingual approaches in Foreign Language Education. Using Cultural Studies as a starting point, it will be argued that Gloria Anzaldúa's cultural, feminist, queer and linguistic concepts, with a focus on the crossing of different borders, the forging of relational strategies between groups, and a holistic view of the world, can contribute to current debates on interculturalism and plurilingualism, providing an alternative framework for educational practices that empower students from diverse backgrounds with self-knowledge and tolerance towards alterity.</abstract>

This article considers the reformulation of foreign language classes as spaces of cultural politics, dynamic social activism and holistic education, in order to enable schools, teachers and students to set the foundation for a more inclusive society. It starts by recognizing some of the challenges of the 21st century European context, addressing the need to explore new directions in the intercultural and plurilingual approaches in Foreign Language Education. Using Cultural Studies as a starting point, it will be argued that Gloria Anzaldúa's cultural, feminist, queer and linguistic concepts, with a focus on the crossing of different borders, the forging of relational strategies between groups, and a holistic view of the world, can contribute to current debates on interculturalism and plurilingualism, providing an alternative framework for educational practices that empower students from diverse backgrounds with self-knowledge and tolerance towards alterity.

Foreign Language Education in the 21st European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

e-TEALS

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Foreign Language Education in the 21 European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

This article considers the reformulation of foreign language classes as spaces of cultural politics, dynamic social activism and holistic education, in order...

Foreign Language Education in the 21^st European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

Pubblicato online: 01 nov 2017

Pagine: 70 - 86

DOI: https://doi.org/10.1515/eteals-2016-0008

Parole chiave
Anzaldúa, migration, foreign language education, interculturalism, plurilingualism

© 2016 Patrícia Lobo, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Foreign Language Education in the 21st European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

Pubblicato online: 01 nov 2017

Pagine: 70 - 86

DOI: https://doi.org/10.1515/eteals-2016-0008

Parole chiaveAnzaldúa, migration, foreign language education, interculturalism, plurilingualism

© 2016 Patrícia Lobo, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Foreign Language Education in the 21^st European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

Parole chiave
Anzaldúa, migration, foreign language education, interculturalism, plurilingualism