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La cultura en la enseñanza de E/LE a nativos indígenas de Colombia
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| 42 |
Intercultural Teaching in the EFL Classroom : The Polish Context
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In: International Journal of English Studies; Vol. 21 No. 2 (2021): Open Issue; 1-28 ; International Journal of English Studies; Vol. 21 Núm. 2 (2021): Open Issue; 1-28 ; 1989-6131 ; 1578-7044 (2021)
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La dimensión social del lenguaje como una oportunidad educativa para la promoción del diálogo intercultural en el aula de Educación Superior
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Shaping the teaching and learning of intercultural communication through virtual mobility
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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Using Byram's Five Savoirs to Measure the Development of Intercultural Competence in the COVID-19 Era during an Engineering Sojourn Abroad
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In: Journal of International Engineering Education (2021)
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La dramatización como eje vertebrador en el aula ELE de la Universidad de Lublin
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 43-59 (2021)
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Interprofessional education for students of translation/interpreting and the health professions
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The influence of outside foreign language and culture exposure in EFL classroom collaborative writing task
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Abstract:
[EN] This study examines whether foreign language acquisition can be acquired through sharing information when students participate in knowledge building forums using English as the lingua franca. It also explores whether the students with higher levels of linguistic knowledge and cultural awareness relating to the foreign language share this information with their peers throughout the writing process. The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish. A pre-questionnaire was used to determine the level of exposure to the English language and English culture outside of the classroom. The students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to the English language and culture. A one-way ANOVA was used to determine whether exposure to the English language and culture outside of the classroom would influence pre-test scores, and there is an interaction effect between language and cultural exposure and the pre-test scores (F = 5.17). Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language and cultural exposure and the post-test scores (F = 4.47). The student scores increased at the same rate across the groups. In collaborative writing and knowledge building tasks, students learn about the content from their peers, and the information disperses throughout the group where there is a shared understanding of the content upon completion. However, the linguistic and cultural knowledge the students have prior to participating in these tasks do not get dispersed in the same manner, rather, all groups show an improvement in their foreign language skills, but the knowledge of the foreign language does not equalize across the groups. ; I would like to thank the participating students and faculty of Col·legi Sant Pau Apostle in Tarragona, in particular, Pere Boluda, for his assistance and contribution. ; Manegre, M. (2021). The influence of outside foreign language and culture exposure in EFL classroom collaborative writing task. The EuroCALL Review. 29(1):27-37. https://doi.org/10.4995/eurocall.2021.13194 ; OJS ; 27 ; 37 ; 29 ; 1 ; Álvarez Valencia, J.A. & Fernandez Benevides, A. (2017). Using social networking sites for language learning to develop intercultural competence in language education programs. Journal of International and Intercultural Communication. ISSN: 1751-3057 (Print) 1751-3055 https://doi.org/10.1080/17513057.2018.1503318 ; Álvarez Valencia, J. A. (2016a). Language views on social networking sites for language learning. The case of Busuu. Computer Assisted Language Learning, 29(5), 853-867. https://doi:10.1080/09588221.2015.1069361 ; Álvarez Valencia, J. A. (2016b). Social networking sites for language learning: Examining learning theories in nested semiotic spaces. Signo y Pensamiento, 35(68), 66-84. https://doi:10.11144/Javeriana,syp35-68.snsl ; Banks, J. A., & Banks, C. A. M. (Eds.) (2010). Multicultural education: Issues and perspectives. (7th ed.) Hoboken, NJ: Wiley. ; Benediktsson, A. I., & Ragnarsdottir, H. (2019). Communication and Group Work in the Multicultural Classroom: Immigrant Students' Experiences. European Journal of Educational Research, 8(2). 453-465. https://doi:10.12973/eu-jer.8.2.453 ; Bereiter, C., & Scardamalia, M. (2010). Can Children Really Create Knowledge?. Canadian Journal of Learning and Technology / La revue canadienne de l'apprentissage et de la technologie, 36(1). Canadian Network for Innovation in Education. https://www.learntechlib.org/p/43133/ ; Boesch, B. (2014). The importance of the professor in college classroom climate for immigrant students. College Quarterly. 17(4). ; Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education, 124(1), 49-54. ; Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters. ; Chen-Chung, L., Pin-Ching, W., & Shu-Ju, T., (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 Technologies. ReCALL 28(2), 104- 122. https://doi.org/10.1017/S095834401600001X ; Consell Superior d'Avaluació del Sistema Educatiu (2015). Avaluació del projecte COMconèixer. Barcelona, Departament d'Ensenyament, ; Consell Superior d'Avaluació del Sistema Educatiu, col·lecció Documents 32. http://cdl3.cdl.cat/COMconeixer/docs/Avaluacio_Projecte_COMconeixer.pdf ; Furstenberg, G. (2010). Making Culture the Core of the Language Class: Can It Be Done? The Modern Language Journal, 94(2), 329-332. https://doi.org/10.1111/j.1540-4781.2010.01027.x ; Kimmel, K., & Volet, S. (2010). Significance of content in university students' (meta) cognitions related to group work. A multi-layered, multi-dimensional and cultural approach. Learning and Instruction, 20(6), 449-464. https://doi.org/10.1016/j.learninstruc.2009.05.004 ; Kramer Moeller, A., & Nugent, K. (2014). Building intercultural competence in the language classroom. Faculty Publications: Department of Teaching, Learning and Education. 161. Retrieved from: http://digitalcommons.unl.edu/teachlearnfacpub/161 ; Lanteigne, B. (2007). A different culture or just plain rude? English Teaching: Practice and Critique. 6(2), pp. 89-98. ; Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22(2), 212-227. https://doi:10.1017/S095834401000008X ; Li, Y., & Dervin, F. (2018). Interculturality in a Different Light: Modesty Towards Democracy in Education? Intercultural Communication Education, 1(1), 12-26. https://dx.doi.org/10.29140/ice.v1n1.28 ; Manegre, M., Gutiérrez-Colón, M., & Gisbert, M. (2019). Foreign Language Learning in Knowledge Forums: using a knowledge-building forum in an EFL classroom. The EuroCALL Review, 27(1), 3-13. https://doi.org/10.4995/eurocall.2019.11150. ; Melo-Pfeifer, S., & Schmidt, A. (2013). "Dessine-moi tes langues et je te dirai qui tu es": le rapport des enfants lusodescendants au portugais comme Langue-Culture d'Origine en Allemagne. Recherches en didactique des langues et des cultures. Les cahiers de l'Acedle, 10(1). https://doi.org/10.4000/rdlc.1512 ; Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the learning sciences, 1(1), 37-68. https://doi.org/10.1207/s15327809jls0101_3 ; Sert, O., & Balaman, U. (2018). Orientations to negotiated language and task rules in online L2 interaction. ReCALL, 30(3), 355-374. https://doi:10.1017/S0958344017000325 ; Sinicrope, C., Norris, J. & Watanabe, Y. (2007). Understanding and assessing intercultural competence: A summary of theory, research, and practice. (Technical report for the Foreign Language Program Evaluation Project). Retrieved from http://hdl.handle.net/10125/40689
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Keyword:
Collaborative learning; Culture exposure; Intercultural competence; Knowledge building; Knowledge Building forums; Online collaborative learning; Second language acquisition
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URL: http://hdl.handle.net/10251/165370
https://doi.org/10.4995/eurocall.2021.13194
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| 49 |
Addressing Power Imbalance in Telecollaboration to Promote Attitudes of Intercultural Competence
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In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 85-101 (2021) (2021)
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| 50 |
Developing critical cultural awareness in modern languages : a comparative study of higher education in North America and the United Kingdom
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BLLDB
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UB Frankfurt Linguistik
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| 51 |
Greetings from Nanning and Qinzhou!: Student reflections on an Australian university study tour to China as an experience of critical interculturality
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In: Danaher, MJ, (2020). Greetings from Nanning and Qinzhou!: Student reflections on an Australian university study tour to China as an experience of critical interculturality. Mulligan, DL, Danaher, PA (Eds.), Researching within the education margins: Strategies for communicating and articulating voices, p. 179-193 Cham, Switzerland: Palgrave Macmillan http://dx.doi.org/10.1007/978-3-030-48845-1_11 (2020)
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| 52 |
New perspectives in intercultural competence and cultural inclusion of students: a case study of international students in the US
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In: ‘Crossroads of Languages and Cultures in home and at school’ ; https://hal.archives-ouvertes.fr/hal-02489570 ; ‘Crossroads of Languages and Cultures in home and at school’, UNIVERSITY OF CRETE, pp.196-207, 2020, Crossroads of Languages and Cultures in home and at school (2020)
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| 53 |
Préparation à la mobilité et expression des émotions : pour une nouvelle approche de la compétence interculturelle
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-03230247 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2020, 41 (2) (2020)
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E+VE-SFI: developing spoken interaction in a foreign language
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In: Designing and implementing virtual exchange – a collection of case studies ; https://halshs.archives-ouvertes.fr/halshs-03020003 ; Francesca Helm & Ana Beaven. Designing and implementing virtual exchange – a collection of case studies, Researchpublishing.net, https://doi.org/10.14705/rpnet.2020.45.9782490057726, 2020, ⟨10.14705/rpnet.2020.45.1119⟩ ; https://research-publishing.net/manuscript?10.14705/rpnet.2020.45.1119 (2020)
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| 55 |
ВОПРОСУ О ЛИНГВОКОММУНИКАТИВНОЙ ПОДГОТОВКЕ СОТРУДНИКОВ ПОЛИЦИИ ЗА РУБЕЖОМ ... : TO THE QUESTION OF LINGUO-COMMUNICATIVE TRAINING OF POLICE OFFICERS ABROAD ...
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ОБУЧЕНИЕ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ КАК КОМПОНЕНТ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ ЛИЧНОСТИ ... : INTERCULTURAL COMMUNICATION TRAINING AS COMPONENT OF PERSONAL PROFESSIONAL EDUCATION ...
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Социолингвистические параметры коммуникативной компетенции выпускника магистратуры ... : Sociolinguistic Parameters of a Master's Communicative Competence ...
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ИНТЕРКУЛЬТУРНАЯ КОМПЕТЕНЦИЯ В ЯЗЫКОВОМ ОБРАЗОВАНИИ: ИНТЕГРАТИВНЫЙ ПОДХОД ... : INTERCULTURAL COMPETENCE IN LANGUAGE EDUCATION: INTEGRATIVE APPROACH ...
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| 59 |
Demokratie lernen in der Schule. Politische Bildung als Aufgabe für alle Unterrichtsfächer
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In: Münster ; New York : Waxmann 2020, 234 S. - (Salzburger Beiträge zur Lehrer/innen/bildung; 9) (2020)
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Intercultural Communication Competence in upper primary students: International collaboration case studies using Web 2.0 technologies
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In: Theses: Doctorates and Masters (2020)
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