La interculturalidad como macrocompetencia en la enseñanza de lenguas extranjeras: revisión bibliográfica y conceptual.

García, Benamí Barros; Kharnásova, Galina M.

doi:10.30827/digibug.23242

Cited by 4 publications

(1 citation statement)

References 19 publications

(7 reference statements)

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“…However, it is crucial to improve the basis of intercultural competence in foreign language classrooms because students need to be prepared to face and adapt to cultural and linguistic challenges in an increasingly interconnected world. Therefore, Barros et al (2012) argue that there is an urgent need to lay a stronger foundation for the development of intercultural competence in foreign language classrooms. UNESCO (2015) expresses the relevance of culture for learning in the Cultural Policy Declaration, expressing that culture gives human beings the ability to reflect on themselves.…”

Section: Relevance Of Instructors' Intercultural Competence Developmentmentioning

confidence: 99%

Intercultural competence in instructors of English as a Foreign Language

Sabando Moreira,

Franco Catagua,

Villafuerte-Holguin

et al. 2024

Technium Education and Humanities

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This study aims to determine the evolution of the intercultural competence of English language instructors in Manta-Ecuador. It uses the postmodern paradigm and the mixed educational research approach. The participants are 311 instructors working in elementary educational public institutions. The instruments used are open-ended interviews, a survey, and contextualized observation. The results characterize the participants' perceptions of their intercultural competence and contrast with the interviews and teaching practice observations. The findings show high and medium knowledge and intercultural competencies levels. They emphasize the complex, multifaceted nature of intercultural competence and the contribution of training and teaching practice for developing instructors' professional profiles. It concludes that Ecuadorian EFL instructors report a weakness in their intercultural competence, situation that requires pedagogical support.

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Section: Relevance Of Instructors' Intercultural Competence Developmentmentioning

confidence: 99%

Intercultural competence in instructors of English as a Foreign Language

Sabando Moreira,

Franco Catagua,

Villafuerte-Holguin

et al. 2024

Technium Education and Humanities

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Libros de texto y enculturación del español en Costa de Marfil.

Bi-Drombé¹

2021

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La interculturalidad es un concepto al que nos hemos acostumbrado mucho en las últimas décadas, en un mundo globalizado orientado a fomentar el encuentro y contacto de culturas en todos sus rincones. En el ámbito educativo, el enfoque intercultural alienta el respeto a la cultura del otro y, en lo que atañe a la enseñanza-aprendizaje de lenguas extranjeras en particular, supone tener en cuenta las realidades socioculturales del alumnado para hacer más significativo el aprendizaje. En Costa de Marfil, hasta finales de los años 90 del siglo pasado, los libros de texto de Español Lengua Extranjera (en adelante ELE) elaborados y editados en Francia para sus antiguas colonias plantearon el aprendizaje del español como un simple proceso de aculturación del alumno marfileño. En 1998, la colección de manuales Horizontes elaborados por profesionales africanos en la transición hacia el enfoque comunicativo inaugura una era de enculturación del español en una dinámica francamente intercultural. Hoy, ¡Ya estamos! (2018, 2019) y ¡Más allá! (2020), los nuevos libros de texto de ELE de enseñanza media y secundaria confirman esta dinámica. Al aprender una lengua extranjera y su cultura (aculturación) en contexto de no inmersión, el alumno ha de aprender a hablar también de sus propias realidades en esta lengua (enculturación), lo cual implica la incorporación de nuevos conceptos en el léxico de la lengua meta.

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A Virtual Exchange to Boost Students’ Intercultural Communication Skills in English

Alberola Colomar,

Menn

2024

BJELLC

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. How can universities enhance their students’ internationalisation at home? The need to find teaching methodologies that boost students’ intercultural communication skills without travelling abroad has motivated the present study, carried out by two English lecturers from Florida Universitaria in Spain and Jade University of Applied Sciences in Germany. Research was divided into two stages: first, a deep analysis of the intercultural experiences organised in the past at both universities; and second, the implementation of virtual encounters with students from different cultures as tools to promote interculturality at the home university. This paper aims at showing the impact of those exchanges on boosting students’ intercultural communication in English. Two groups of undergraduate students, during their English classes, worked synchronously on topics related to essential aspects of intercultural communication. The main teaching objectives of the Virtual Intercultural Communication (VIC) exchange were to increase participants’ motivation for knowing other cultures, to raise their intercultural awareness, to foster their capacity to change perspectives, and to improve students’ English language skills and their digital abilities. Through the outcomes achieved, students’ self-reported feedback, and lecturers’ observation, it can be concluded that virtual exchanges are effective tools to improve students’ intercultural communication while they meet the English learning objectives.

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La interculturalidad como macrocompetencia en la enseñanza de lenguas extranjeras: revisión bibliográfica y conceptual.

Cited by 4 publications

References 19 publications

Intercultural competence in instructors of English as a Foreign Language

Intercultural competence in instructors of English as a Foreign Language

Libros de texto y enculturación del español en Costa de Marfil.

A Virtual Exchange to Boost Students’ Intercultural Communication Skills in English

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