Pensamientos y acciones del docente de ELE orientados hacia la formación plurilingüe e intercultural. (pp.119-123)

The Council of Europe, since the late 1990s  conceives the individual’s multilingual training on the basis of multilingual and multicultural competence. However, the classroom practices sometimes don’t implement this conceptualization. As part of a broader research project, this paper describes the beliefs and actions of a teacher of Spanish as Second Language within the multilingual and intercultural training which she promotes in her classroom. Data are analysed with a qualitative methodology, which uses techniques from ethnography and discourse analysis. Specifically, this paper analyses the teacher’s verbal statements and her teaching activities to promote intercultural competence, both in her classrooms and in her curricular proposals. The results show that the linguistic and cultural diversity of the classroom is considered a source of enrichment for teachers and learners, because it allows them to be familiar with and to become aware of cultural diversity, as they discover different situations of multilingualism/plurilingualism. The teacher’s thinking is articulated from an ethnographic and interpretative concept of culture, which assumes the development of the student as intercultural speaker.Keywords: teacher’s thinking, classroom actions, intercultural competence, ethnograhy, language teaching.