Pluriculturalism

Sesión de sistemas de salud, medicina tradicional y pueblos indígenas
La sesión fue dada por el doctor Roberto Campos Navarro.
Ejemplo de la multiculturalidad de México con un platillo típico mexicano e introducciòn  sobre México y la conquista.

La méthode biographique en didactique des langues et des cultures est née d’un ensemble de pratiques de recherche/intervention menées par des didacticiens et des sociolinguistes qui s’intéressent à la fois à l’étude des – et à l’éducation au(x) – plurilinguisme(s)/pluriculturalisme(s). Cette sans doute cette double identité de praticiens-chercheurs, qui permet à la méthode à la fois d’inspirer des projets pédagogiques, de stimuler les liens entre la recherche, l’action et l’intervention et d’alimenter une réflexion épistémologique sur les questions de réflexivité et d’herméneutique du sujet plurilingue....

RESUMEN
En el siguiente trabajo, se analizarán las formas en que el cine afro brasileño, como fenómeno contemporáneo de reciente aparición que trata sobre el negro y la problemática racial, actúa como dispositivo crítico de las estructuras sociales dominantes de carácter racista. Para ello partiré del Tercer Cine como corriente pionera en abordar de forma crítica la cuestión racial en las sociedades poscoloniales. Se trata, por tanto, de un estudio comparativo interdisciplinar entre los filmes de ambas épocas,
en el que, además del fenómeno cinematográfico, se estudiarán la forma en que son representadas las identidades individuales y colectivas, las relaciones de poder, el racismo o los estereotipos, sin perder de vista los contextos sociohistóricos en que están inseridos los filmes de ambas épocas y las corrientes ideológicas que los permean.

ABSTRACT
In the following work, we will analyze the ways in which Brazilian Black Cinema, as a recent contemporary phenomenon that deals with black and racial problematic, acts as a critical device of dominant social structures of a racist nature. For this purpose, I will start analyzing the Third Cinema as a pioneering current in addressing critically the racial question in postcolonial societies. It is, therefore, an interdisciplinary comparative study between the films of both eras, in which, in addition to the cinematographic phenomenon, we will study the way in which individual and collective identities are represented, power relations, racism or stereotypes, without losing sight of the sociohistorical contexts in which the films of both eras are inserted and the ideological currents that permeate them.

RESUMEN: El presente artículo es una reflexión en torno al rol que cumple el peritaje antropológico dentro de los sistemas de justicia ordinaria en materia indígena, en los países andinos. Esta discusión surge del análisis histórico y crítico de las condiciones contextuales de origen, desarrollo y aplicación del peritaje, su valoración como prueba judicial y la existencia y emergencia de nuevas problemáticas, desafíos e incertidumbres para el quehacer antropológico. ABSTRACT: The present paper is an analysis the role that fulfills the anthropological expert report within the ordinary justice systems on indigenous issues, in the Andean countries. The discussion arises from historical and critical analysis of the contextual conditions either of origin, development and application of the expert report, their assessment as evidence in court, as well as the existence and emergence of new problems, challenges and uncertainties faced by anthropology experts.

As multi/plurilingual research advances understandings of plurilingual speakers’ fluid language use, particularly in multilingual settings, new research methods and pedagogical orientations that address this complex phenomenon are needed. The present study considered the development, reliability, and validity of the Plurilingual and Pluricultural Competence (PPC) scale. Informed by sociolinguistics theories in educational linguistics, including plurilingualism and translanguaging, the PPC scale had its content validated by researchers, language teachers and learners. It was then implemented with 379 plurilingual speakers in two multilingual cities in Canada: 129 in Toronto and 250 in Montréal. Exploratory factor analysis examined the factors in the scale and whether PPC referred to language and culture as separate dimensions or, as theoretically suggested, a unidimensional construct. Results reveal PPC as one construct, suggesting that language and culture are interrelated. With 22 items on a 4-point Likert scale, the PPC scale is a new instrument that can be used in future multi/plurilingual research and pedagogy. Its significance lies in that the scale can gather overall trends among plurilinguals’ PPC levels, which can have implications for language education, curriculum and policy. Recommendations for future use are discussed.

This study aims to create curiosity about literary texts in order to understand cultural aspects of language. Participatory action research was conducted with B1 level students from an international boarding school in Istanbul. Theoretical framework was based on intuitive text simplifying criteria including CEFR mediation and plurilingual standards. Mediating a literary text, mediating concepts and mediating communication were taken into account while planning activities. For mediating a text, text simplification for B1 level was adapted for developing linguistic competence. Mediating concepts are closely related to sociolinguistic competence and help to explore cultural usages of target language in fashion, cuisine, local traditions, etc. Finally, mediating communication provides pragmatic competence through real life situations and tasks. Mediation activities, which are conducted within this study, enabled students to raise their consciousness and curiosity on learning a foreign language and another culture.

En los últimos veinte años se ha hecho visible la omisión de la palabra y de las lenguas indígenas en el canon de los estudios literarios, evidenciando la necesidad de revisar la historia de las literaturas nacionales y sus categorías críticas. Este artículo recorre algunos de los problemas metodológicos y políticos de esa historia, y traza un camino para repensar los sentidos de la experiencia poética. Se comprende entonces la poesía, no solo en términos estéticos, sino también como instancia privilegiada de un pensamiento entre lenguas, posibilidad de un diálogo y un aprendizaje que no anulen la diferencia epistémica.
De este modo, para este dossier sobre Poesía contemporánea en lenguas indígenas compilado para la revista Exlibris, se presenta una serie de textos, entre el ensayo y la entrevista, que vuelven a abrir las dimensiones de estas preguntas, iniciando una conversación con las poetas mapuche Faumelisa Manquepillán Calfuleo y Liliana Ancalao y el poeta wichí Lecko Zamora.

In recent years, the Common European Framework of Reference for Languages (CEFR) has spread far beyond the borders of Europe and become a point of reference for language teaching in a variety of contexts. It has seen particularly wide-spread use in Asia, with Malaysia and Thailand recently joining the already large number of nations using the framework. There are, however, often significant differences between the values of the Council of Europe (CoE) that CEFR was intended to represent and the values that underpin its uses in non-European contexts. In particular, while CEFR was intended to usher a new ‘post-communicative’ era in language teaching, centred on the promotion of plurilingualism and pluriculturalism, Thai and Malaysian policy positions it as an instrument for reinforcing the existing ‘communicative’ orientation. The purpose of this paper is to consider the contrasts between the ‘communicative’ and ‘post-communicative’ educational philosophies and to outline an alternative, CEFR-compatible agenda for policy reform.

La cooperación internacional es un escenario cotidiano de expresiones multiculturales. Por ello, tener plena conciencia de las categorías de la diversidad cultural es fundamental en el (mejor) ejercicio de la colaboración entre – e intra – naciones; especialmente en la fase de intervención, pero también desde la negociación y el diseño de las actividades. Ahora bien, e igualmente complejo, el desarrollo ha tenido varios enfoques a lo largo de la historia.
El éxito de la colaboración en su mayoría depende del reconocimiento de la otredad y de su entendimiento cultural, pero, sobre todo, del respeto a las diferencias culturales, al interior del país, y hacia afuera en su relación con otras naciones.
En la transmisión de la cultura juegan un papel significativo el diálogo y la escucha activa como parte de la interacción entre las personas de las naciones que colaboran, al compartir experiencias que conforman su identidad, como son la historia, lengua, tradiciones, cosmovisión, entre otras esferas, así como su relación con el patrimonio tangible e intangible de cada sociedad.  A lo largo del artículo PERSPECTIVA Y DIVERSIDAD CULTURAL EN LA COOPERACIÓN INTERNACIONAL PARA EL DESARROLLO, Cruz y Escobar presentan el marco conceptual de la diversidad cultural, el multiculturalismo, la pluriculturalidad, la interculturalidad y la diversidad para el desarrollo. La metodología para la elaboración de este texto, se basó en la investigación colaborativa y la experiencia práctica de las autoras.

To meet the needs of adult language learners in modern communicative contexts, pluralistic approaches to language education such as Pluricultural Language Education (PLE) are emerging. These approaches aim to recognise and build on individuals' full linguistic and cultural repertoires and trajectories throughout the language learning process. Based on the CEFR's perspectives on pluriculturalism, autonomous learning and the action-oriented approach to language use, this volume's interpretation of PLE involves enhancing language learners' knowledge and awareness of diversity and individual perspective in communicative situations, and developing mediation and autonomous learning skills.This volume mobilises teachers, managers, curriculum and materials developers, and other stakeholders to incorporate CEFR-informed pluriculturalism into language education practice in a flexible, stepwise and contextualised manner.
http://www.cambridgeenglish.org/research-and-validation/published-research/
http://www.englishprofile.org/images/English_Profile/Pluricultural-Language-Education-and-the-CEPR.pdf

This paper furthers current analysis of anti-racist, critical multicultural, and decolonial educational reforms in Brazil through a focus on the significant role played by post-racial ideology, black politics, and racial literacy in policy design and implementation. The paper first details the ways in which post-racial commonsense and anti-black racism have been central to the Brazilian social formation and continue to constitute crucial obstacles to fundamentally reshaping the curriculum, educational institutions, educators’ racial literacy, and classroom pedagogies. The article then contends that understanding the politics of race and education in Brazil necessitates acknowledging emergent anti-racist policies and discourses as the product of decades of black political struggle by activists, educators, and community organizations to make racism and racial inequality public issues. In this way, the policy documents and discourses shaping recent educational reforms in Brazil should ...

In the past decades, the field of TESOL has been primarily concerned with teaching English through a monolingual framework, that is, with the use of English as the only medium of instruction. This monolingual tradition has been based on assumptions that students would learn best if they were immersed in the target language and did not use other languages. Often, instructors who have taught EFL or ESL, including myself, have been asked to implement an " English-only " policy in the classroom and reward students who abide by it. Recently, however, applied linguistics research has called for a plurilingual turn in TESOL (see overview in Taylor & Snoddon, 2013), which encourages the use of students' languages and cultures in classroom practices to maximize the learning experience.

The present paper accentuates the need for innovation in pedagogical theory and practice of the day. It elucidates the linguistic dilemma of the present times and identifies space for bilingualism and pluriculturalism. To make the readers acquainted with Content and Language Integrated Learning (CLIL), the authors corroborate the detailed theoretical framework by establishing links with growing trends of cross continent migration, rising globalisation and expansion of multicultural and multiethnic contexts in the educational arena. A brief prehistory of CLIL has also been explored to justify its birth in helping out the linguists and educationists in Europe and beyond. The paper delineates the theory of Content and Language Integrated Learning (CLIL) diagrammatically employing content, cognition and communication in a linguistic culture. It explicates the various nomenclatures, dimensions, functions and the developmental stages of CLIL pedagogy at the dawn of the new millennium. After exploring the theoretical, functional and futuristic facets of CLIL, it is concluded that CLIL is an apt, economical and timely framework of bringing diverse cultures and languages closer to one another and can help build cosmopolitan identity of learners in the Knowledge Age.

To meet the needs of adult language learners in modern communicative contexts, pluralistic approaches to language education such as Pluricultural Language Education (PLE) are emerging. These approaches aim to recognise and build on individuals' full linguistic and cultural repertoires and trajectories throughout the language learning process. Based on the CEFR's perspectives on pluriculturalism, autonomous learning and the action-oriented approach to language use, this volume's interpretation of PLE involves enhancing language learners' knowledge and awareness of diversity and individual perspective in communicative situations, and developing mediation and autonomous learning skills.This volume mobilises teachers, managers, curriculum and materials developers, and other stakeholders to incorporate CEFR-informed pluriculturalism into language education practice in a flexible, stepwise and contextualised manner.
http://www.cambridgeenglish.org/research-and-validation/published-research/
http://www.englishprofile.org/images/English_Profile/Pluricultural-Language-Education-and-the-CEPR.pdf

Perú en bandeja. Colonialidad y modernidad en la alta cocina peruana Jorge López-Canales "Proximity, especially within a class hierarchy, can be a cultural liability much greater than foreignness. The intimate Other is always disdained, while the distant Other can be safely eulogized" (Ray 2016 : 86) Peru on a Plate: coloniality and modernity in Peru's high-end cuisine Anthropology of food, 14 | 2019 Peru on a Plate: coloniality and modernity in Peru's high-end cuisine Anthropology of food, 14 | 2019 Peru on a Plate: coloniality and modernity in Peru's high-end cuisine Anthropology of food, 14 | 2019

This chapter adresses the remarkable synergy between the emergence of a new intellectual wave in the Americas after the 1920s favorable to ethnic miscegenation as central features of national identities, and the paralleled production of founding anthropologist Franz Boas (1858–1942) on defining culture in new terms better capturing the dynamics of change he saw fundamental to the societies of the New world. It assesses the influence of Boasian views on redefining culture and race on new bases closer to the pluralistic experience of Latin American societies, through an examination of the work of Manuel Gamio (Mexico), Gilberto Freyre (Brazil), and Fernando Ortiz (Cuba). Gamio and Freyre were both trained by Franz Boas, and allegedly adapted Boasianism to their analysis of national culture, while newly favoring mestizaje or fusion (over eurocentric racialism until then mostly prevailing). Ortiz for his part has proposed in the forties ‘transculturation’ as a theory countervailing that of aculturation for explaining cultural change in heterogenous societies, a perspective highly resonant with Boasian, Gamian or Freyrian views about culture, and firmly part of an intellectual wave forming since the 1920s

English: In traditional studies of linguistics, the notion that languages are part of a closed system with a set of fixed grammatical and phonological rules to be followed has been consolidated over the past years. This notion typically refers to a homogenous linguistic community where its members speak one language with one variety only (Chomsky, 1965). The assumption that the ideal speaker of a language is that of the monolingual speaker has been recently challenged in many countries, including Brazil. In more recent studies of linguistics, there have been strong reactions against monolingualism and new theories of language learning have emerged: bilingualism, multilingualism and plurilingualism, just to name a few. In this article, I discuss how plurilingualism can be used as a theoretical framework in language learning, particularly but not exclusively, in Portuguese language classes. I also present two digital literacy projects that can be used as an introduction to plurilingualism. These projects have the potential to raise students’ awareness of societal and individual plurilingualism and help value and celebrate Brazil’s linguistic and cultural pluralism.

Portuguese: A noção de que uma língua faz parte de um sistema fechado e rígido, com regras fonológicas e gramaticais que devem ser seguidas, ficou bem consolidada através dos anos em estudos de linguística. Essa ideia apenas faz sentido se considerarmos uma comunidade linguística homogênea, em que todos seus integrantes falem uma única língua e uma única variante linguística (CHOMSKY, 1965). Porém, a noção do falante monolíngue, considerado o “falante ideal” está cada vez mais sendo contestada em muitos países, incluindo o Brasil. Nos últimos anos, uma forte reação contra o monolinguismo ganhou força e novas teorias de ensino de línguas emergiram: bilinguismo, multilinguismo e mais recentemente plurilinguismo. Neste artigo, eu foco no plurilinguismo como modelo para ser utilizado no ensino da língua portuguesa no Brasil, desde o ensino fundamental até educação universitária. Eu finalizo apresentando dois exemplos de projetos de letramento digital que possam ser usados como introdução ao plurilinguismo em diversas salas de aula de língua portuguesa. Os projetos apresentados têm potencial para sensibilizar alunos a reconhecer a diversidade linguística e cultural de um indivíduo e sua sociedade, valorizando e celebrando o pluralismo linguístico e cultural brasileiro.

Many adult international students taking EAP programs in Canada often ask instructors for strategies to integrate into the new country and to communicate with Canadians, speakers of English as an L1. One main concern shared by students relates to the need to follow the local Canadian culture, both at social and educational levels. However, the need to conform to one single culture does not seem accurate in a country that is officially bilingual but where multilingualism and multiculturalism is the norm. This issue motivated me to reflect on pedagogical practices in the EAP classroom that could promote and enhance students’ plurilingual and pluricultural practices.

This paper furthers current analysis of anti-racist, critical multicultural, and decolonial educational reforms in Brazil through a focus on the significant role played by post-racial ideology, black politics, and racial literacy in policy design and implementation. The paper first details the ways in which post-racial commonsense and anti-black racism have been central to the Brazilian social formation and continue to constitute crucial obstacles to fundamentally reshaping the curriculum, educational institutions, educators’ racial literacy, and classroom pedagogies. The article then contends that understanding the politics of race and education in Brazil necessitates acknowledging emergent anti-racist policies and discourses as the product of decades of black political struggle by activists, educators, and community organizations to make racism and racial inequality public issues. In this way, the policy documents and discourses shaping recent educational reforms in Brazil should be understood as political interventions within a particular historical conjuncture and racial formation. Such an analysis reveals contemporary black Brazilian efforts in education as mobilizations that go beyond a ‘politics of identity,’ recognition and apolitical multiculturalism and towards building more transformative anti-racist and decolonial proposals that directly challenge the nature and effects of anti-black racism in society.

A la demande des éditeurs, trois textes publiés récemment dans le Bulletin font ici l'objet de l'attention. Plutôt que d'en détailler les spécificités, on en propose d'emblée une vue d'ensemble de ce qui les unit au plan des objets, de la méthode et d'une ʺmanière de voirʺ épistémologique. Vu la contrainte de brièveté de cette contribution, l'accent est mis sur les dimensions qui rendent possible la comparaison et une mise en perspective des trois textes avec l'actualité et le devenir du champ et des domaines de la linguistique appliquée. De fait, on verra que les trois textes analysent des discours de l'intérêt citoyen dans un espace social plurilingue et pluriculturel ( §1) selon des modalités théoriques et méthodologiques similaires ou compatibles ( §2). Tous aussi soulignent des enjeux de l'analyse qui permettent de faire le lien avec les positions les plus actuelles du champ de la linguistique appliquée ( §3). Prenons ces points dans l'ordre en commençant par expliciter le titre de notre contribution.

The concept and conceptualization of Nation is related to the identity profile of a community of people and it is based on common origins, language, traditions, territory, ethnicity and/or psychological characteristics expressed in and by a shared culture.

This study aims to create curiosity about literary texts in order to understand cultural aspects of language. Participatory action research was conducted with B1 level students from an international boarding school in Istanbul. Theoretical framework was based on intuitive text simplifying criteria including CEFR mediation and plurilingual standards. Mediating a literary text, mediating concepts and mediating communication were taken into account while planning activities. For mediating a text, text simplification for B1 level was adapted for developing linguistic competence. Mediating concepts are closely related to sociolinguistic competence and help to explore cultural usages of target language in fashion, cuisine, local traditions, etc. Finally, mediating communication provides pragmatic competence through real life situations and tasks. Mediation activities, which are conducted within this study, enabled students to raise their consciousness and curiosity on learning a foreign language and another culture.

This study aims to create curiosity about literary texts in order to understand the cultural aspects of language. Participatory action research was conducted with B1 level students from an international boarding school in Istanbul. The theoretical framework was based on intuitive text simplifying criteria including CEFR mediation and plurilingual standards. Mediating a literary text, mediating concepts and mediating communication were taken into account while planning activities. For mediating a text, text simplification for B1 level was adapted for developing linguistic competence. Mediating concepts are closely related to sociolinguistic competence and help to explore cultural usages of the target language in fashion, cuisine, local traditions, etc. Finally, mediating communication provides pragmatic competence through real-life situations and tasks. Mediation activities, which are conducted within this study, enabled students to raise their consciousness and curiosity on learning a foreign language and another culture.

This article examines educator participation in training initiatives based on Brazilian federal education legislation (Law 10,639 from 2003) in one city in the state of São Paulo. Law 10,639/03 represents a significant moment in the institutionalization of ethno-racial policies in Brazil over the past 15 years. It makes obligatory the teaching of African and Black Brazilian history and culture in all school subjects, and requires in-depth study of black contributions in the social, economic, and political spheres. The article first contextualizes understandings of race and racism in Brazil, followed by an elaboration of the political and epistemological underpinnings of ethno-racial educational reforms focused on Afro-descendants. The article then analyzes the contradictory processes that emerge from teacher training initiatives where the perspectives of anti-racism, multiculturalism (pluriculturalismo), racial democracy, and miscegenation intermingle and get reconfigured into understandings that have the potential to advance as well as impede critical engagement with racism and racial inequality. Rather than view teacher training initiatives as default decolonization or inevitable co-optation, this article outlines a more complex and contradictory account of state-society collaborations on educational initiatives. The article reveals the practical challenges of decolonization to argue that anti-racist activism in the educational sphere must take seriously the variable and contingent results of such political efforts in order to meet teachers where they are at while also challenging them to go beyond these limitations.

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La methode biographique en didactique des langues et des cultures est nee d’un ensemble de pratiques de recherche / intervention menees par des didacticiens et des sociolinguistes qui s’interessent a la fois a l’etude des – et a l’education au(x) – plurilinguisme(s)/pluriculturalisme(s). C’est sans doute cette double identite de praticiens-chercheurs, qui permet a la methode d’inspirer des projets pedagogiques, de stimuler les liens entre la recherche, l’action et l’intervention et d’alimenter une reflexion epistemologique sur les questions de reflexivite et d’hermeneutique du sujet plurilingue. Pour mettre en œuvre la methode biographique, le praticien-chercheur doit savoir combiner ses savoirs theoriques et ses capacites relationnelles d’ecoute, de decentration et d’empathie. Pour cela, trois outils de co-production de donnees vont creer et cadrer la relation instauree avec les sujets : l’entretien biographique, le texte autobiographique et le dessin reflexif. Suffisamment investi...

The 'new NAFTA' agreement between Canada, Mexico and the United States maintained the system for binational panel judicial review of antidumping and countervailing duty determinations of domestic government agencies. In US-Mexico disputes, this hybrid system brings together Spanish and English-speaking lawyers from the civil and the common law to solve legal disputes applying domestic law. These panels raise issues regarding potential bicultural, bilingual and bijural (mis)understandings in legal reasoning. Do differences in language, legal traditions, and legal cultures limit the effectiveness of inter-systemic dispute resolution? We analyze all of the decisions of NAFTA panels in US-Mexico disputes regarding Mexican antidumping and countervailing duty determinations and the profiles of the corresponding panelists. This case study tests whether one can actually comprehend the 'other'. To what extent can a common law, English-speaking lawyer understand and apply Mexican law, expressed in Spanish and rooted in a distinct legal culture?

Los planes curriculares actuales de enseñanza de lenguas extranjeras reconocen el gran valor comunicativo que tienen los signos no verbales y, por esa razón, consideran necesaria su inclusión en el aula de ELE. Enseñar comunicación no verbal se ha convertido, así, en una tarea fundamental e imprescindible para la adquisición de la competencia comunicativa de una lengua.
Los nuevos contextos de enseñanza-aprendizaje, que apuestan por la inmersión lingüística y por la adquisición de las segundas lenguas en su entorno natural, exigen la búsqueda de fórmulas y de una metodología estable para la asimilación del componente no verbal de las lenguas. Desde la llegada del nuevo siglo, los especialistas en comunicación no verbal han recomendado la integración nivelada de los elementos no verbales, en relación a la función comunicativa que desempeñan y a su equivalente o alternante verbal. No obstante, el auge actual de los programas de Study Abroad hace necesario tener en cuenta otras cuestiones.
En esta comunicación se reflexionará sobre la idoneidad de tratar los signos no verbales a partir del aprendizaje significativo y funcional. Desde esta perspectiva, se pretende potenciar que los aprendientes construyan su propio aprendizaje de forma autónoma mediante la exposición de temas y la presentación de exponentes lingüísticos, relacionando sus conocimientos previos con lo que se quiere aprender. En este enfoque, la función activa del aprendiente es fundamental para la construcción del conocimiento, pues el alumno debe reajustar la información nueva de la lengua meta a su sistema cognitivo. El profesor, por su parte, tiene la función de proporcionar información nueva comprensible y significativa, que sea compatible con los conocimientos que el aprendiente ya posee. Aplicar este sistema a la enseñanza de ELE en situaciones de inmersión favorece, además, la adquisición de las competencias plurilingüe y pluricultural tan necesarias en la sociedad actual.

This major research paper presents the findings of the literature review that explores the effects of teaching rhetoric on L2 writer identity. The study was conducted based on three central questions: how do both advocates and critics of contrastive rhetoric (CR) view the practices of teaching rhetoric to L2 student writers; what impact does teaching rhetoric have on the L2 writer identity; and when teaching rhetoric, could EAP instructors encourage L2 student writers to develop a plurilinguistic identity? Chapter one provides an introduction to the research study, which includes the research questions, methodology and an outline of the study. Chapter two discusses the debate over contrastive rhetoric, a pedagogical solution that Kaplan (1966) presented in his seminal paper, “Cultural Thought Patterns in Inter-Cultural Education” (1966) as a pedagogical solution to the problems encountered in the L2 writing instruction and research in 1960s. Chapter three discusses how prevailing assimilative nature of teaching rhetoric in North American, Asian or any other EAP, ESL or EFL contexts may help L2 student writers develop a monolingual or monocultural identity. Chapter four discusses the possibilities of implementing polyliterate practices such as code switching, code meshing and translanguaging as alternative practices to help students develop plurilingual/pluricultural identities. Chapter four also discusses how such polyliterate practices would benefit the L2 student writers. Finally, chapter five concludes the discussion while further suggesting pedagogical/research implications and acknowledging certain limitations of this study.

As global dining culture turns increasingly homogeneous, there is a parallel interest in reconnecting with locality. Two global food movements codify this return to the local: the Slow Food and New Nordic Cuisine movements, both European in origin. I explore the characteristically modernist global-local ambivalence in the work of Virgilio Martinez, Peru's most highly awarded chef, whose project of bringing together a culturally rooted Peruvian cuisine appears closely aligned to the New Nordic Cuisine movement. Drawing on a decolonial framework, I argue that Martinez's desire to connect with Peru's ancestral cultural roots, not uncommon amongst upper-class Peruvian chefs, is hindered by an epistemic divide dating back to colonial times. Further vestiges of colonial history are also present in Martinez's taxonomic search for new ingredients and the visual focus of his aesthetic, both reminiscent of the Spanish botanical expeditions of the late 18th century. Martinez's latest project, Mil Centro, a restaurant and research centre located in an Inca archaeological site, offers new possibilities. The participatory involvement of neighbouring Quechua-speaking communities could signal new openings.