The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical Activities

Teaching a foreign language like English involves teaching aspects, not only related to the target language content, but also the introduction of cultural aspects that help to learn the language embedded in a culture. This article is a contribution that shows how to include cultural aspects in the f...

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Detalhes bibliográficos
Autor: Martínez-Lirola, María
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2018
País:Costa Rica
Recursos:Universidad Nacional de Costa Rica
Repositório:Portal de Revistas UNA
Idioma:espanhol
inglês
português
OAI Identifier:oai:www.revistas.una.ac.cr:article/8495
Acesso em linha:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8495
Access Level:Acceso aberto
Palavra-chave:Aprendizaje cooperativo
competencia intercultural
educación superior
proceso de enseñanza-aprendizaje.
Cooperative learning
higher education
intercultural competence
teaching-learning process.
Aprendizagem cooperativa
competência intercultural
educação superior
ensino-aprendizagem.
id CR_edda58cc9fd8a2b8fee7cf43bc3fe2d0
oai_identifier_str oai:www.revistas.una.ac.cr:article/8495
network_acronym_str CR
network_name_str Costa Rica
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dc.title.none.fl_str_mv The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical Activities
La importancia de introducir la competencia intercultural en la educación superior: Propuesta de actividades prácticas
A importância da introdução de competência intercultural no ensino superior: Proposta de atividades práticas
title The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical Activities
spellingShingle The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical Activities
Martínez-Lirola, María
Aprendizaje cooperativo
competencia intercultural
educación superior
proceso de enseñanza-aprendizaje.
Cooperative learning
higher education
intercultural competence
teaching-learning process.
Aprendizagem cooperativa
competência intercultural
educação superior
ensino-aprendizagem.
title_short The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical Activities
title_full The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical Activities
title_fullStr The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical Activities
title_full_unstemmed The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical Activities
title_sort The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical Activities
dc.creator.none.fl_str_mv Martínez-Lirola, María
author Martínez-Lirola, María
author_facet Martínez-Lirola, María
author_role author
dc.subject.none.fl_str_mv Aprendizaje cooperativo
competencia intercultural
educación superior
proceso de enseñanza-aprendizaje.
Cooperative learning
higher education
intercultural competence
teaching-learning process.
Aprendizagem cooperativa
competência intercultural
educação superior
ensino-aprendizagem.
topic Aprendizaje cooperativo
competencia intercultural
educación superior
proceso de enseñanza-aprendizaje.
Cooperative learning
higher education
intercultural competence
teaching-learning process.
Aprendizagem cooperativa
competência intercultural
educação superior
ensino-aprendizagem.
description Teaching a foreign language like English involves teaching aspects, not only related to the target language content, but also the introduction of cultural aspects that help to learn the language embedded in a culture. This article is a contribution that shows how to include cultural aspects in the foreign language classroom in higher education. Different cooperative activities favoring the acquisition of intercultural competence were designed, and a cooperative methodology was chosen to make it easier for students to have an active role and acquire social competences. In addition, a survey was prepared to know the opinion of students on different aspects of intercultural competence. The students participating in the study were enrolled in the English Language V mandatory course, in the third year of the degree in English Studies. The results presented are significant, thanks to the importance students attach to this competence, and to how they appreciate working with it in the proposed activities. It is concluded that it is essential to introduce this competence in the twenty-first century, so that students grow as global citizens and teaching is linked to social demands. 
publishDate 2018
dc.date.none.fl_str_mv 2018-01-01
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journal article
artículo
artigo
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10.15359/ree.22-1.3
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dc.language.none.fl_str_mv spa
eng
por
language spa
eng
por
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dc.rights.none.fl_str_mv Derechos de autor 2018 Revista Electrónica Educare
acceso abierto
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidad Nacional, Costa Rica
publisher.none.fl_str_mv Universidad Nacional, Costa Rica
dc.source.none.fl_str_mv Revista Electrónica Educare; Vol. 22 No. 1 (2018): Revista Electrónica Educare (January-April); 1-19
Revista Electrónica Educare; Vol. 22 Núm. 1 (2018): Revista Electrónica Educare (enero-abril); 1-19
Revista Electrónica Educare; v. 22 n. 1 (2018): Revista Electrónica Educare (enero-abril); 1-19
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spelling The importance of Introducing Intercultural Competence in Higher Education: Proposal of Practical ActivitiesLa importancia de introducir la competencia intercultural en la educación superior: Propuesta de actividades prácticasA importância da introdução de competência intercultural no ensino superior: Proposta de atividades práticasMartínez-Lirola, MaríaAprendizaje cooperativocompetencia interculturaleducación superiorproceso de enseñanza-aprendizaje.Cooperative learninghigher educationintercultural competenceteaching-learning process.Aprendizagem cooperativacompetência interculturaleducação superiorensino-aprendizagem.Teaching a foreign language like English involves teaching aspects, not only related to the target language content, but also the introduction of cultural aspects that help to learn the language embedded in a culture. This article is a contribution that shows how to include cultural aspects in the foreign language classroom in higher education. Different cooperative activities favoring the acquisition of intercultural competence were designed, and a cooperative methodology was chosen to make it easier for students to have an active role and acquire social competences. In addition, a survey was prepared to know the opinion of students on different aspects of intercultural competence. The students participating in the study were enrolled in the English Language V mandatory course, in the third year of the degree in English Studies. The results presented are significant, thanks to the importance students attach to this competence, and to how they appreciate working with it in the proposed activities. It is concluded that it is essential to introduce this competence in the twenty-first century, so that students grow as global citizens and teaching is linked to social demands. Enseñar una lengua extranjera como el inglés lleva consigo no solo enseñar contenidos relacionados con la lengua objeto de estudio, sino también introducir aspectos culturales que ayuden a aprender la lengua enmarcada en la cultura. Este artículo es una contribución de cómo introducir aspectos culturales en el aula de lengua extranjera en la educación superior. Se diseñaron distintas actividades cooperativas que favorecían la adquisición de la competencia intercultural, y se optó por una metodología cooperativa para facilitar que el alumnado asumiera un papel activo y adquiriera competencias sociales. Además, se preparó una encuesta con el fin de conocer su opinión sobre distintos aspectos relacionados con la competencia intercultural. El alumnado participante en el estudio cursaba la asignatura obligatoria Lengua Inglesa V en el tercer curso del grado en Estudios Ingleses. Se presentan los resultados por ser significativos, debido a la importancia que el alumnado le concede a esta competencia y a cómo valora positivamente trabajar con ella en las actividades propuestas. Se concluye que es fundamental introducir esta competencia en el siglo XXI, con el fin de que el alumnado crezca como ciudadanía global y la docencia esté unida a las demandas sociales. Ensinar uma língua estrangeira como o Inglês envolve ensinar não apenas aspectos relacionados com o conteúdo da língua, mas também os aspectos culturais que ajudam a aprender a língua enraizada dentro de uma cultura. Este artigo é uma contribuição ao modelo de como introduzir aspectos culturais na aula de língua estrangeira no ensino superior. A proposta foi apresentar diferentes atividades de cooperação que ajudariam na aquisição de competências interculturais, e optou-se por uma metodologia cooperativa para capacitar os alunos a assumir um papel ativo e adquirir habilidades sociais. Além disso, foi preparada uma pesquisa para saber as opiniões sobre diferentes aspectos da competência intercultural. Os estudantes que participaram da pesquisa faziam a disciplina obrigatória de Inglês V no terceiro ano da licenciatura em Estudos Ingleses. Os resultados são apresentados como significativos por causa da importância dada pelos estudantes a esta competência e também como positivos por ser trabalhado com eles nas atividades propostas. Conclui-se que é fundamental introduzir esta competência no século XXI, para que os alunos cresçam em cidadania global e o ensino esteja relacionado com as demandas sociais.Universidad Nacional, Costa Rica2018-01-01info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlapplication/epub+zipapplication/xmlaudio/mpegaudio/mpegaudio/mpeghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/849510.15359/ree.22-1.3Revista Electrónica Educare; Vol. 22 No. 1 (2018): Revista Electrónica Educare (January-April); 1-19Revista Electrónica Educare; Vol. 22 Núm. 1 (2018): Revista Electrónica Educare (enero-abril); 1-19Revista Electrónica Educare; v. 22 n. 1 (2018): Revista Electrónica Educare (enero-abril); 1-191409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaengporhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8495/11752https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8495/11753https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8495/11754https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8495/12552https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8495/11755https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8495/11756https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8495/11757Derechos de autor 2018 Revista Electrónica Educareacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-08-02T23:24:59Zoai:www.revistas.una.ac.cr:article/8495Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-08-02T23:24:59Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse
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