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Transformative Foreign Language Education: Cultivating Empathy and Solidarity Through Artistic and Literary Inquiry
Introduction:
delves into the reimagining of foreign language education as an intercultural citizenship initiative within schools and universities. We advocate for a more expansive approach, suggesting that the teaching of foreign languages should also sensitively address issues pertning to suffering, empathy cultivation, solidarity fostering, hospitality promotion, and inclusion enhancement. This pedagogical shift ms at empowering learners with civic, ethical, and social justice responsibilities necessary for transforming unjust societies.
:
We implement our conceptual framework in a higher education context in Argentina, engaging prospective teachers and translators of English language using pedagogies of discomfort and empathysolidarity. These methodologies incorporate arts-based practices alongside literary analysis to explore complex topics.
Theoretical Framework:
Our study is grounded in the theoretical underpinnings that emphasize the role of intercultural citizenship education within foreign language classrooms. We draw on theories of emotional intelligence, social justice pedagogy, and critical pedagogy to articulate how discomfort can serve as a catalyst for empathy development among learners.
Case Study:
A case study from Universidad Nacional de La Plata showcases the application of these methodologies during an internship project in English Language 2 course. Students were guided through exercises that not only taught language skills but also promoted a deep reflection on societal issues and personal responses to them.
Discussion:
The implementation of these pedagogies allowed students to confront their biases, understand diverse perspectives, and engage constructively with challenging topics. Empathy was cultivated by exploring literature reflecting the experiences of marginalized communities, while solidarity was nurtured through collaborative projects that emphasized inclusivity and social responsibility.
:
By integrating art and literature into foreign language education, we facilitate a space for empathy development and solidarity building among learners. This approach not only enriches their linguistic competencies but also prepares them to be active agents in fostering ethical citizenship in diverse societies.
Acknowledgment:
Melina Porto acknowledges Anabella Sauer Rosas for her inspiring work as part of the English Language 2 internship, which serves as the foundation for 's insights.
Funding Disclosure:
This research is supported by Universidad Nacional de La Plata and Conicet under grants H783 and PIP Conicet 0281.
Author Contributions:
Melina Porto contributes expertise in intercultural education and English language teaching, while Michalinos Zembylas brings insight into emotional intelligence in social justice pedagogies.
Contact Information:
For inquiries related to this work, please contact [email protected]:[email protected] for Professor Melina Porto and [email protected]:[email protected] for Professor Michalinos Zembylas.
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This text represents an edited version of a scholarly paper, ming to improve clarity and adherence to academic standards in English . Any alterations made are designed to enhance without changing the original message or findings presented in the source material.
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Transformative Foreign Language Education Practices Empathy and Solidarity in Language Learning Artistic Literary Inquiry for Citizenship Skills Intercultural Citizenship in Classroom Settings Social Justice Pedagogy in Foreign Languages Emotional Intelligence in Multicultural Classrooms