Bilingualism and interculturality by DRAGONPURPURACRICGCK

First, we must define what interculturality is. Interculturality is then understood as ‘a dynamic process by which people draw on and use the resources and processes of cultures with which they are familiar but also those they may not typically be associated with in their interactions with others’ (Young & Sercombe, 2010, p. 181). Other definitions like the one found in Article 4.8 of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions state that ‘Interculturality refers to the existence and equitable interaction of diverse cultures and the possibility of generating shared cultural expressions through dialogue and mutual respect’. It is clear then that in order to avoid the devaluing of the student’s language and culture, the teacher must work on promoting an intercultural environment in the classroom, as a way to encourage the sharing and exchange of beliefs, customs and ways of doing things without any fear of segregation or contempt that could affect their disposition to learn a new language and the culture of those who speak it.

Another goal for the teachers in a bilingual classroom is to recognize when students approach global issues from monocultural perspectives, and encourage students to consider the same issue from a variety of perspectives by asking questions and expressing a diversity of opinions in class, and model openness towards indigenous methodologies and ways of knowing (Bennett & Bennett 2004; Bond, Qian, & Huang, 2003). This allows for students to share their own cultural insight and their knowledge without worrying about being told that their ways are incorrect or primitive, resulting in an increase of interest in participating during the class. Which in turn open opportunities for discussions among the students that allow them to learn from each other in both languages, share different perspectives, and share the wealth of cultural knowledge they bring to class (Arkoudis et al., 2013). This openness and acceptance of one’s cultural background in relation to everyone else’s encourages students to not only accept their own culture inside an educational scenario but to accept the new culture linked to the language being taught in said scenario.

In conclusion, there’s no denying that traditional educational systems have opted for giving EFL bilingual classes an exclusive focus on the English language and the main cultures associated with said language, leaving out any spaces for the students to use their mother language or to express their native culture inside the classroom, thus denying a part of their identity and background. In doing so, continuity is being given to the belief that the student’s mother language should not be acknowledged within the English learning process and that their native culture does not have enough relevance to be discussed or listened to during said process. These types of practices perpetuate biased and xenophobic ideas within the classroom and prevent students from expressing themselves, since to them, their identity and culture are not welcome within that environment, leaving them with little to offer to their classmates and teachers.

Finally, it is important to understand that this kind of identity and cultural segregation can be challenged if EFL bilingual programs recognize the importance of an intercultural approach that allows students from all backgrounds express who they are and where they came from during the English cultural lessons, which helps them understand that learning a new language and its culture doesn’t mean forgetting your own language, customs and beliefs and that different cultures can coexist at the same time, interacting between each other and generating experiences that will help them grow and become individuals capable of understanding and accepting who they are and their place in the world in relation to everyone else.

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