“This Image Made Me Feel, but Also Think”: Critical Visual Literacy and Interculturality in the Classroom of Spanish as an Additional Language
DOI:
https://doi.org/10.17533/udea.ikala.355938Keywords:
Spanish as an additional language, Spanish as a foreign language, interculturality, critical literacy, critical visual literacyAbstract
This article addresses the need for adopting an intercultural perspective in language learning and teaching, emphasizing the importance of developing a critical attitude. While this attitude is commonly associated with understanding written or oral texts, in our highly mediatized society, it is also increasingly essential to learn how to critically understand images. This article proposes an epistemological and didactic approach to understanding critical visual literacy and incorporating it as a tool to foster interculturality in the language classroom. Drawing on a comprehensive literature review, the article introduces a multidimensional model with critical practices to approach critical visual literacy in the classroom. Using a design-based research methodology, a didactic design is presented based on explicit instruction of critical visual literacy through a series of critical activities with visual material. The results show that engaging in these practices fosters intercultural development by promoting analysis, introspective reflection, and the connection and questioning of visual discourses within the sociocultural context where images are produced and viewed. Furthermore, this enables an exploration of the construction and representation of cultural realities and identities. The article concludes by providing a series of pedagogical implications for the integration of critical visual literacy to foster interculturality in the classroom of Spanish as an additional language.
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