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Communicative mediation and identity for the development of European democratic values in the EFL classroom
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From knowledge building to intercultural development of American mobile students in Spain
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 48, 2020, pags. 17-44 (2020)
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Andalusian university students’ perception of their European identity: international orientation and experiences
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Abstract:
Multicultural European societies increasingly demand internationally oriented citizens, who are willing to actively participate in civic life and able to successfully access the labour market. The European dimension in education supposedly endows youngsters with civic values, multiculturalist attitudes and plurilingual competences which ultimately lead to raising awareness of their Europeanness. Formative years at university, pivotal to students’ individual life course and projects, are a decisive stage in the development of supranational, collective identity formation. Similarly, pan-European study programmes are aimed at inspiring a sense of European citizenship and identity, the most renowned of which within the Higher Education context is Erasmus+. By conducting focus group interviews, this paper probes Andalusian university students’ understanding of their European identity and verifies the causal dynamics between European identity-taking and foreign country sojourns, comparing the perceptions expressed by returnees to those by students who have not had the opportunity to participate in international study programmes (ISP) at higher education yet. Results evidence students’ apparent supranational orientation, general awareness of commonalities across Europe and utilitarian outlooks on the EU, although not a clear discernment of its institutions or a marked European identity. ; This study has been supported by the R + D project‘Musical aptitude, reading fluency and intercultural literacy of European university students” Secretaría de Estado de Investigación, Desarrollo e Innovación ; (FFI2016-75452-R),funded by the Spanish MINISTERIO DE ECONOMÍA, INDUSTRIA Y COMPETITIVIDAD’. ; This study has been supported by the R + D project ‘Musical aptitude, readingfluency and intercultural literacy of European university students” Secretaría de Estado de Investigación, Desarrollo e Innovación ; (FFI2016-75452-R), funded by the Spanish MINISTERIO DE ECONOMÍA, INDUSTRIA Y COMPETITIVIDAD
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Keyword:
58 Pedagogía; European identity; Europeanness; International study programmes; Supranational identity; Supranational orientation
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URL: http://hdl.handle.net/10272/19751
https://doi.org/10.1080/01434632.2019.1682592
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Towards an identification of provisos for the implementation of plurilingualism in higher education
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 47-60 (2018)
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A Case Study on Teachers’ Insights into Their Students’ Language and Cognition Development Through the Andalusian CLIL Programme
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A Case Study on Teachers' Insights into Their Students' Language and Cognition Development through the Andalusian CLIL Programme
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 22, 2014, pags. 23-39 (2014)
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Culture teaching in foreign language education: EFL teachers in Spain as cultural mediators
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 1, 2004, pags. 85-102 (2004)
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