As interculturality is opposed to multiculturality, a distinction between these two frames is pivotal to cast light upon linguistic colonialism practices and other forms of power-knowledge colonial matrix in some curriculum designs. Interculturality suggests interaction, respect, and recognition among cultures, while multiculturality involves the co-presence of several separated cultures, competing to hegemonize or control other cultures. Although, the former has much more acceptance, the decolonial critique to interculturality might offer a problematization of a widely restrictive view of mainstream interculturality. With awareness of these counterforces, this discussion might center on how interculturality can be used to decolonize the only English curriculum to give other senses to the bilingual curriculum.
Interculturality should lead to open and interesting dialogue between students of different cultural and linguistic backgrounds.
Certainly, multiculturalism can effectively promote and enhance intercultural exchanges and practices. This can in the long, ensure tolerance not only amongst people of diverse cultural practices but of races.
Answering to the first person: Interculturality, in a complex world full of traditions, is defined by the diversity and conflict that involves the encounter and clash of multiple cosmogonic and cultural perspectives in the same territory. Discovering new epistemic and methodological routes that lead to the reconciliation of these cultures within the framework of their ethical/political dimensions should be the work of the XXI century researcher. This means assuming the role that Denzin and Lincon well define, "a researcher shaped interculturally" (1994) by his class, gender, race, ethnicity, culture and/or scientific community and who carries out a documentary and context inquiry to propose situational and trans-situational ethics at the service of language learning within the framework of an interculturality far from ethnocentrism of any nature. In this regard, it is worth asking, what key or coordinate of thought is faced in the understanding of the acquisition of English as a foreign language through an intercultural vision?
It is not Marxism, but the recognition of the local culture to understand that an alternate language, in this case English, is a new linguistic code that reaffirms its identity. Speaking another language means giving new meaning to the interpretation of the reality to which I belong through the new linguistic code.
An intercultural model of teaching English that seeks to propose a bilingualism which takes up the cultural elements of the local context for the appropriation of English, as a foreign language. It is an ethno-intercultural vision in which the native coastal culture, through all its manifestations, is staged and in interaction with the Anglo-Saxon culture, with the purpose of promoting ethno-intercultural experiences from the encounter and recognition with the other in their equality. and difference.
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