English teachers' intercultural literacy, their transformations throughout their professional development

Abstract

After further observation of the school’s context, it is possible to evidence that the reality among classroom students and teachers is not homogenous, but instead is constructed throughout diversity, in terms of Place of birth and mother tongue, religion, political views, world view and so on. Every aspect of a classroom transforms a teacher's literacy, identity, and practice. However, it is not possible to consider that transformation as only the practice of simple understanding and respect; although it is critical and important, our research job tries to develop that concept of understanding to the deepest level of action in which interculturally takes place in the multidimensional reality that coexists among students and teachers. This research project uses narrative inquiry focus and tools, using semi-structured interviews, journals, and focus groups in order to construct the concept of an English teacher’s intercultural literacy among the participants and their personal development of that concept throughout their years as teachers, analyzing their personal and group perceptions and realities. We select a group of teachers taking into consideration their tenures in the school; they must be English teachers from second grade who have worked in different schools. The previous is going to be possible through a common agreement among the investigators and the participants.