Conceptualización e implicaciones didácticas de la otredad para el área del inglés como lengua extranjera (EFL)
DOI:
https://doi.org/10.26754/ojs_misc/mj.200510383Keywords:
English language classroom, pedagogy, othernessAbstract
In this paper we aim at opening the debate agenda around such important and challenging issues as otherness and identities in the English Language Classroom. We offer a great array of theoretical backgrounds, ranging from Anthropology or Postcolonialism to Postmodernism. The place literary discourses play in its conceptualization is also addressed throughout the argumentation of this article. Finally, we draw our attention to central issues within the vast domain of otherness, such as culture/ethnic groups and gender matters. We conclude our work highlighting the importance of the introduction and application of all these questions into the English Language Teaching theoretical and practical arena in order to foster otherness-friendly pedagogies.
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Copyright (c) 2005 Juan Ramón Guijarro Ojeda
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