International Education: A Complex and Transdisciplinary Possibility
This article aims to reflect upon International Education through the Complexity and Transdiscipinarity viewpoint (MORIN, 2015; NICOLESCU, 2000), articulating subject (student) and object (English language), in the understanding of an intercultural and global perspective of teaching and learning. Th...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | The ESPecialist (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/59228 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/esp/article/view/59228 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Internacional Complexidade Transdisciplinaridade BICS/CALP Currículo duplo International Education Complexity Transdisciplinarity Dual Diploma |
| Sumario: | This article aims to reflect upon International Education through the Complexity and Transdiscipinarity viewpoint (MORIN, 2015; NICOLESCU, 2000), articulating subject (student) and object (English language), in the understanding of an intercultural and global perspective of teaching and learning. Throughout this reflection, two concepts – Basic Interpersonal Communication Skills, BICS, and Cognitive Academic Language Proficiency, CALP (CUMMINS, 1999) – are also considered in the development of the students' linguistic skills. |
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