La lengua como puente

Forjando la identidad cultural del educador de Lenguas Extranjeras.

Abstract

It is valid to affirm that communication is an art and that language is a bridge to forge the professional and cultural identity of the foreign language educator. In the current context, educators need to develop solid practical criteria that allow them to effectively address the diversity of knowledge. These professionals must stand out for their creativity and originality to guide the teaching-learning process in the 21st century. To achieve this, they face the challenge of reflecting on their own professional identity. Language, in this sense, acts as an essential bridge to strengthen their professional identity and their connection with students. The objective of this research is to promote familiarization with the identity-based professional mode of action and the values and ethical qualities of foreign language educators in primary schools through the implementation of a system of didactic-research, communicative, intercultural, modifiable, and critical-reflective actions. To fulfill this purpose, the steps established by Farrel (2007) according to action research within qualitative research were taken into account. Strengths, limitations, and topics of interest have been summarized through activities proposed in the integrative project of the first-year Work Practice, since these aspects offer ample opportunities to progress in this direction.