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Technology-mediated task-based language teaching : a qualitative research synthesis
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Identification et gestion des données personnelles dans les textes ; Identification et gestion des données personnelles dans les textes: modèle sémantique et applications
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In: CiDE.22 : 22éme édition du Colloque International sur le Document Electronique Données Documents Connaissances : Perspectives de recherche et d’enseignement ; https://hal.archives-ouvertes.fr/hal-03506075 ; CiDE.22 : 22éme édition du Colloque International sur le Document Electronique Données Documents Connaissances : Perspectives de recherche et d’enseignement, Dec 2021, Paris, France (2021)
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Data Papers et dissémination des données de la recherche : quelles pratiques en SHS ?
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In: Colloque DHNord2021 : Publier, partager, réutiliser les données de la recherche : les data papers et leurs enjeux ; https://hal.archives-ouvertes.fr/hal-03506077 ; Colloque DHNord2021 : Publier, partager, réutiliser les données de la recherche : les data papers et leurs enjeux, Nov 2021, virtuelle, France (2021)
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La cuestión terminológica en torno a los fenómenos de adquisición y aprendizaje de lenguas extranjeras (LE). Los 'lingüismos' ...
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A Prática de Oralidade no Ensino-aprendizagem de Língua Portuguesa no 3º Ciclo do Ensino Básico e Ensino Secundário na Guiné-Bissau
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Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners
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In: Languages ; Volume 6 ; Issue 3 (2021)
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Re-Thinking Peer Reviewing in the Virtual Context: The Roles of Giving and Receiving Online Feedback in L2 Spanish Classrooms
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In: Languages ; Volume 6 ; Issue 3 (2021)
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Developing multilingual competence and cultural awareness through forms of non-formal learning: a contribution to sustainable employability, active citizenship and social inclusion
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Abstract:
We live in a fast-changing world, where breakthrough technological advances have not just disrupted industries but also changed the way we live, work and learn to a degree humankind has never experienced before. As the modern workplace becomes ever more global and interconnected, proficiency in foreign languages (FL) assumes a fundamental role in international business relations. Simultaneously, being able to navigate culturally diverse environments, i.e., understanding how international stakeholders think, work, and express themselves through their attitudes and behaviours is of paramount importance as well. These challenges also raise pressing questions: How can we prepare learners for a global world in constant evaluation? How can we help them develop 21st-century skills as important as critical thinking, creativity, communication, adaptability, digital literacy and cross-cultural understanding? In May 2018, the Council of the European Union (CEU) adopted a Recommendation on Key Competences for Lifelong Learning, a framework that attempts to establish a common understanding of competences needed in the present moment and the future, by emphasising the inter-relatedness of knowledge, skills, attitudes and values. An important reference tool for education and training stakeholders, this recommendation identifies the following key competences: 1) Literacy competence; 2) Multilingual competence; 3) Mathematical competence and competence in science, technology and engineering; 4) Digital competence; 5) Personal, social and learning to learn competence; 6) Civic competence; 7) Entrepreneurship competence; and 8) Cultural awareness and expression competence. The EU Member States are, thus, encouraged to prepare their citizens for changing labour markets and active citizenship in more diverse, mobile, digital, and global societies, and to develop learning at all stages of life. While teacher-guided approaches will remain an important pedagogical practice, the main approach to teaching key competences is through providing learning environments that facilitate active learning, i.e., student-centred settings where open-ended problems and challenges can be solved through debate, experimentation, exploration, and creativity. This paper aims to narrate a non-formal activity carried out within a Business English Communication course taught at the Higher School of Technology and Management of the University of Aveiro (Portugal), in collaboration with an international group of volunteers from the European Solidarity Corps. This initiative sought to contribute to the development of some of the key competences for lifelong learning, especially multilingual skills and cultural sensitivity and expression, but also digital skills and personal and social skills of the participants. ; published
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Keyword:
21st-century skills; Competences development; FL teaching and learning; Intercultural communication
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URL: http://hdl.handle.net/10773/33277
https://doi.org/10.26417/670hst77c
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Developing multilingual competence and cultural awareness through forms of non-formal learning: a contribution to sustainable employability, active citizenship and social inclusion
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La cuestión terminológica en torno a los fenómenos de adquisición y aprendizaje de lenguas extranjeras (LE). Los ‘lingüismos’
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In: Lingue e Linguaggi; Volume 44(2021); 7-25 (2021)
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Concevoir un dispositif innovant pour professionaliser la formation au référencement web: le projet SEO-ELP
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In: ACFAS ; https://hal.archives-ouvertes.fr/hal-03506079 ; ACFAS, 2020, Sherbrooke, Canada (2020)
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Analysis of Multimodal Communication in EFL at Secondary English Classrooms
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The Flipped Spanish Classroom: Student Engagement, Satisfaction and Autonomy
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In: Electronic Thesis and Dissertation Repository (2020)
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Beyond Metada: the New Challenges in Mining Scientific Papers
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In: the Eighth workshop on Bibliometric-enhanced Information Retrieval (BIR 2019) co-located with the 41st European Conference on Information Retrieval (ECIR 2019) ; https://hal.archives-ouvertes.fr/hal-03506084 ; the Eighth workshop on Bibliometric-enhanced Information Retrieval (BIR 2019) co-located with the 41st European Conference on Information Retrieval (ECIR 2019), Apr 2019, Cologne, Germany (2019)
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Semantically-driven Competitive Intelligence Information Extraction : Linguistic Model and Application
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In: CONTENT ; https://hal.archives-ouvertes.fr/hal-03506081 ; CONTENT, 2019, Venise, Italy (2019)
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Analyse morphosyntaxique de l'arabe par une approche linguisitique
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In: TOTh Conferences – Terminology & Ontology: Theories and applications ; https://hal.archives-ouvertes.fr/hal-03506082 ; TOTh Conferences – Terminology & Ontology: Theories and applications, Jun 2019, Chambéry, France (2019)
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Renaissance par la littérature. Le projet Doxilog pour le français et le russe
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In: Dialogue authentique entre la Russie et le monde francophone ; https://hal.archives-ouvertes.fr/hal-03555010 ; Dialogue authentique entre la Russie et le monde francophone, Apr 2019, Moscou, Russie. pp.16-29 (2019)
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Embedding OER's For The Development of Information Literacy in the Foreign Language Classroom
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In: Books/Book Chapters (2019)
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Rezeptive Mehrsprachigkeit – der mögliche Beitrag der Fremdsprachendidaktik zur Bildung einer gemeinsamen europäischen Öffentlichkeit ...
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Rezeptive Mehrsprachigkeit – der mögliche Beitrag der Fremdsprachendidaktik zur Bildung einer gemeinsamen europäischen Öffentlichkeit
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