Author(s): Mileth Sarmiento Nieto | Gimena Pérez-Caraballo
Journal: Poiésis
ISSN 2179-2534
Volume: 5;
Issue: Nº especial;
Start page: 75;
Date: 2012;
Original page
Keywords: competences | teacher training | language | culture | social cohesion.
ABSTRACT
This paper is aimed at highlighting the relevance of cultural and linguistic competences for teacher training. In this work, we show how people’s cultural and linguistic identities (paying particular attention to a person’s mother tongue) are key elements that should be taken into account when addressing issues ofsocial cohesion and equality. We stress the fact that consideration of these aspects would stimulate stronger social cohesion wherein social policies might increasingly prioritise these aspects andthus include them in the provision of teacher training. Wedeem it fundamental that, in the today’s world, characterised by mass communications and the continuous flow of people and goods, cultural and linguistic diversity should be seen as an enrichment and not as an obstacle to the development of professional competences.
Journal: Poiésis
ISSN 2179-2534
Volume: 5;
Issue: Nº especial;
Start page: 75;
Date: 2012;
Original page
Keywords: competences | teacher training | language | culture | social cohesion.
ABSTRACT
This paper is aimed at highlighting the relevance of cultural and linguistic competences for teacher training. In this work, we show how people’s cultural and linguistic identities (paying particular attention to a person’s mother tongue) are key elements that should be taken into account when addressing issues ofsocial cohesion and equality. We stress the fact that consideration of these aspects would stimulate stronger social cohesion wherein social policies might increasingly prioritise these aspects andthus include them in the provision of teacher training. Wedeem it fundamental that, in the today’s world, characterised by mass communications and the continuous flow of people and goods, cultural and linguistic diversity should be seen as an enrichment and not as an obstacle to the development of professional competences.
