Interaction in different sociocultural contexts for the critical training of language teachers

Abstract

Objective. To analyze the experience/learning of students of the Bachelor's Degree in Language Teaching, who started with an investigation to understand education in praxis from a critical vision in an environment different from the classroom. Methodology. This article derives from an investigation by five students taking the research methodology course. They interviewed bricklayers working in a public university in Oaxaca (Mexico). From this activity, the students expressed some experiences analyzed in this article from a critical and intercultural point of view in education. First, a qualitative approach and the focus group were used for data collection; then, an analysis was made to identify emerging themes connected to the students' teacher training within a program with a critical and intercultural vision. Results. It points to the need to visualize(us) within the spaces in which we interact, to question the deficit visions held towards the other, and to seek social justice in the teaching and construction work. Conclusions. When dialoguing with people from other sociocultural contexts, future language teachers develop reflective thinking that makes them rethink their beliefs and broaden their perspective on others, positively influencing their teacher training. Implications.Educational curricula focused on training language teachers with a critical and intercultural vision should provide theoretical elements of critical and intercultural approaches and practices where future teachers can reflect on these concepts.