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Intercultural communicative competence and virtual encounters through telecollaboration: an empirical study ...
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МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ КАК ОСНОВА ДЛЯ ИЗУЧЕНИЯ ИНОСТРАННЫХ ЯЗЫКОВ ... : INTERCULTURAL COMMUNICATION AS A BASIS FOR STUDYING FOREIGN LANGUAGES ...
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О.В. Кисель. - : Иностранные языки в контексте межкультурной коммуникации, 2021
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THE IMPORTANCE OF COMMUNICATIVE COMPETENCE IN TEACHING PROCESS ...
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THE IMPORTANCE OF COMMUNICATIVE COMPETENCE IN TEACHING PROCESS ...
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МЕЖКУЛЬТУРНОЕ ОБРАЗОВАНИЕ КАК ЧАСТЬ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ ... : INTERCULTURAL EDUCATION AS A PART OF FOREIGN LANGUAGE TEACHING ...
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Online or onsite? Comparison of the relative merit of delivery format of Aboriginal cultural-awareness-training to undergraduate chiropractic students
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In: Research outputs 2014 to 2021 (2021)
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BADGE: Global competence for sustainable internationalisation in engineering education
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Effects of Cognitive Knowledge and Intercultural Behavioral Skills on Cultural Stereotypes and Intercultural Affect: A Case of Elementary Students’ Perspective on Islam
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In: International Journal of Environmental Research and Public Health; Volume 18; Issue 24; Pages: 13102 (2021)
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Plurilingual and Intercultural Education in the Republic of Croatia
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Cultural appropriation – (k)ein Thema für die Fremdsprachendidaktik?
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Intercultural communicative competence and virtual encounters through telecollaboration: an empirical study
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Student Reflections on Study Abroad: A Collective Case Study Exploring the Experiences of Pre-Service Teachers During an International Student Teaching Program
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In: FIU Electronic Theses and Dissertations (2021)
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Intercultural competence in teacher preparation programs in the United States and Canada: A meta-synthesis study
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In: University of South Florida M3 Center Publishing (2021)
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Desarrollo y evaluación de la competencia intercultural en la clase de E/LE: diseño de un curso formativo de mejora
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La dramatización como eje vertebrador en el aula ELE de la Universidad de Lublin ; Drama as a core in teaching Spanish as a foreign language at University of Lublin, Poland
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Intercultural education and competences at school. Results of a exploratory study in Italy ; Educación y competencias interculturales en la escuela: resultados de un estudio exploratorio en Italia
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Abstract:
The present time of globalization, interdependence and multicultural societies has brought about both opportunities and crisis that concern all fields involved with social welfare, especially education (Portera, 2020, 2006). Within the school environment, there is a growing need for intercultural education and competences at the cognitive, emotional and relational levels, which will endow teachers and students with the abilities to operate in linguistically and culturally complex contexts (UNESCO, 2015; Portera, 2013; Deardorff, 2009). However, the concepts of ‘Intercultural Education’ and ‘Intercultural Competences’ are often misunderstood and require more precise definition. The authors review the scientific literature on the aforementioned concepts and then report the results of a study carried out by the Centre for Intercultural Study at the University of Verona (Italy) which examines how teachers who work in different types of schools define and apply the concept of ‘intercultural competences’ in their praxis. The study uses a qualitative research methodology that includes a process of ‘triangulation’. Specifically, a series of semi-structured interviews, focus groups and participant observations were conducted in order to explore teachers’ intercultural competences, especially through the analysis of critical incidents. After discussing the results, the authors outline impplications for teacher education and school praxis in intercultural perspective. ; La época actual de la globalización, la interdependencia y las sociedades multiculturales ha traído consigo oportunidades y crisis que afectan a todos los ámbitos relacionados con el bienestar social, especialmente la educación (Portera, 2020, 2006). En el entorno escolar, por lo tanto, existe una creciente necesidad de educación y competencias interculturales a nivel cognitivo, emocional y relacional, que doten a profesores y estudiantes de la capacidad de operar en contextos lingüística y culturalmente complejos (UNESCO, 2015; Portera, 2013; Deardorff, 2009). Sin embargo, los conceptos de ‘educación intercultural’ y ‘competencias interculturales’ a menudo se malinterpretan y requieren una definición más precisa. Los autores, a partir de un trabajo de revisión de la literatura científica sobre los conceptos antes mencionados, presentan los resultados de un estudio realizado por el Centro de Estudios Interculturales de la Universidad de Verona (Italia) se centró en cómo los profesores que trabajan en diferentes tipos de escuelas definen y aplican el concepto de ‘competencias interculturales’ en la práctica. El estudio se basa en una metodología de investigación cualitativa que implica un proceso de ‘triangulación’. En concreto, se realizaron una serie de entrevistas semiestructuradas, grupos focales y observaciones de los participantes con el fin de explorar las competencias interculturales de los docentes, especialmente a través del análisis de incidentes críticos. Después de discutir los resultados, los autores esbozan impulsos para la formación docente y la praxis escolar en una perspectiva intercultural.
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Keyword:
Competencias Interculturales; Diversidad; Diversity; Educación intercultural; Inclusión; Inclusion; Intercultural competence; Intercultural Education
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URL: http://hdl.handle.net/10481/71993
https://doi.org/10.30827/profesorado.v25i3.21527
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| 37 |
Developing Intercultural Communicative Competence in the EFL Classroom: A Didactic Proposal Using the Picturebook My Two Blankets
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Análisis del componente intercultural en tres manuales para la enseñanza de español a inmigrantes adultos alfabetizados
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The content and structure of intercultural competence of future translators ; Сутність і структура міжкультурної компетентності майбутніх перекладачів
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In: Image of the modern pedagogue; No. 2(197) (2021): Management of change in education; 42-46 ; Wizerunek współczesnego pedagoga; Nr 2(197) (2021): Управління змінами в освіті; 42-46 ; Імідж сучасного педагога; № 2(197) (2021): Управління змінами в освіті; 42-46 ; 2522-9729 ; 10.33272/2522-9729-2021-2(197) (2021)
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Improving Academic English Proficiency of Chinese International Students
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In: The Organizational Improvement Plan at Western University (2021)
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