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dc.contributor.advisorEcheverri Sucerquia, Paula Andrea-
dc.contributor.authorAguirre Ortega, Maure Carolina-
dc.date.accessioned2020-02-26T19:14:52Z-
dc.date.available2020-02-26T19:14:52Z-
dc.date.issued2019-
dc.identifier.urihttp://hdl.handle.net/10495/13560-
dc.description.abstractABSTRACT: Disregarding the importance of identity and culture in language learning denies teachers the possibility to understand where their students come from, who they are, the journeys they go through and the needs they have while learning a language. This study aimed at exploring the impact of a critical intercultural curricular unit in the construction and understanding of young Afro-descendant English learners’ identities and their development as more critical citizens. The findings of this study revealed that thanks to the implementation of a critical intercultural curricular unit in which unequitable relations of power, issues of domination,and cultural stereotypes were discussed, learners explored their identities from three dimensions: their pre-established identities, their identities as speakers of English, and their imagined identities in relation to societal expectations. The exploration of such identities was not limited to aspects such as race and cultural identity; also, students were able to discover elements of their sexual identity and the positions they assumed in different contexts. In addition, participants went through different stages during the implementation of the unit, starting with an increasing awareness of cultural differences to becoming able to deconstruct relations of power that affect diverse cultural groups. As a consequence, they reacted by proposing actions to be taken in order to foster equitable relations among people and build a just society.spa
dc.format.extent154spa
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersionspa
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.rightsinfo:eu-repo/semantics/openAccessspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.subject.lcshEnglish language-Study and teaching-Foreign speakers-
dc.subject.lcshLanguage and languages-Study and teaching-Social aspects-
dc.subject.lcshIdioma inglés - Estudio y enseñanza - Hablantes extranjeros-
dc.subject.lcshLenguaje e idiomas-Estudio y enseñanza- Aspectos sociales-
dc.titleYoung Afrodescendant EFL Learners Exploring Their Identities Through a Critical Intercultural Approachspa
dc.typeinfo:eu-repo/semantics/masterThesisspa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2spa
thesis.degree.nameMagíster en Enseñanza y Aprendizaje de Lenguas Extranjerasspa
thesis.degree.levelMaestríaspa
thesis.degree.disciplineEscuela de Idiomas. Maestría en Enseñanza y Aprendizaje de Lenguas Extranjerasspa
thesis.degree.grantorUniversidad de Antioquiaspa
dc.rights.creativecommonshttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.publisher.placeMedellín, Colombiaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.subject.unescoPeople of African descent-
dc.subject.unescoAfrodescendientes-
dc.subject.proposalCritical Interculturalspa
dc.subject.proposalEnglish language learningspa
dc.subject.proposalIdentity and culturespa
dc.subject.unescourihttp://vocabularies.unesco.org/thesaurus/concept4127-
Aparece en las colecciones: Maestrías de la Escuela de Idiomas

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