Bibliografía - competencia intercultural

Este artículo analiza la adquisición de la competencia intercultural por parte de los profesores de español en formación a través de tres metodologías de aprendizaje activo: el aprendizaje basado en problemas, el diseño curricular activo y la toma de decisiones. Los profesores en formación evaluaron a través de una encuesta autoadministrada la adquisición de las cuatro subcompetencias del profesorado de segundas lenguas que integran la competencia intercultural, siguiendo los descriptores propuestos por el Instituto Cervantes en 2012. Aunque las tres tareas analizadas obtuvieron valoraciones positivas para la consecución de los objetivos marcados, el aprendizaje basado en problemas aparece como la que mejor favorece la adquisición de las subcompetencias donde destacan los elementos de mediación, entre otros.

This article analyzes the acquisition of intercultural competence among teachers in training of Spanish as a foreign language through three different active learning methodologies: problem-based learning, active curriculum design, and decision-making. The teachers in training assessed whether they had developed the four sub-competences required of teachers of second languages to become intercultural teachers. To this end, they used a self-conducted survey following the descriptors suggested by the Instituto Cervantes in 2012. The three tasks analyzed were assessed as conducive to achieving the established objectives. Nevertheless, the problem-based learning appears as the one that improves the acquisition of sub-competences the most, among which mediation elements particularly stand out. 

Actualmente vivimos en contextos de movilidad creciente en los que la competencia comunicativa intercultural (CCI) constituye una de las claves para gestionar la diversidad e interactuar adecuadamente en escenarios multiculturales. En este artículo abordamos, en primer lugar, los antecedentes, la conceptualización y las dimensiones de la CCI (cognitiva, procedimental, afectiva y de conciencia crítica). En segundo lugar, analizamos cómo reflejan las dimensiones de esta competencia algunos documentos institucionales de referencia en la enseñanza de lenguas extranjeras tanto en Estados Unidos como en Europa. En tercer lugar, planteamos el estado actual de la investigación, sintetizando algunas contribuciones significativas vinculadas al desarrollo de la CCI en el ámbito de ELE/L2 en las dos últimas décadas. Finalmente, en el apartado de perspectivas futuras, sugerimos algunos temas de especial interés vinculados a la descolonización del currículo y a la enseñanza de ELE/L2 en entornos virtuales y de telecolaboración.

---------------------

Today we live in contexts of increasing mobility in which intercultural communicative competence (ICC) is one of the keys to managing diversity and interacting appropriately in multicultural settings. In this article we address, firstly, the background, conceptualisation and dimensions of ICC (cognitive, procedural, affective and critical awareness). Secondly, we analyse how the dimensions of this competence are included in institutional documents on the teaching of foreign languages in both the United States and Europe. Thirdly, we set out the current state of research, summarising some significant contributions linked to the development of ICC in the field of Spanish as a Foreign or Second Language (ELE/L2) over the last two decades. Finally, in the section on future prospects, we suggest some issues of special interest linked to the decolonisation of the curriculum and the teaching of ELE/L2 in virtual and telecollaborative environments.

Partimos del supuesto epistemológico de que el desarrollo de las competencias interculturales implica un proceso comunicativo dinámico, con una participación y análisis críticos, que se puede dar no solo entre personas con distintas culturas de origen geográfico o nacional —como desde una visión esencialista se postula—, sino que también deben contemplarse otras variables (edad, formación, profesión, género, etc.). Se parte, pues, de una concepción dinámica, heterogénea, volátil y crítica de la cultura, de la identidad y, por ende, de la interculturalidad. Tales conceptos se han convertido en objeto de estudio transversal de diversas disciplinas y corrientes teóricas, fundamentalmente en la denominada interculturalidad renovada, que comparte patrones con la interculturalidad crítica y los Estudios Críticos del Discurso, entre otros. Partiendo de este marco teórico, se establecen posibles criterios para desarrollar materiales y propuestas didácticas que fomenten el desarrollo de las competencias interculturales desde una perspectiva crítica en la enseñanza del español LE/L2.

-----------------------

We start from the epistemological presupposition that the development of intercultural competences involves a dynamic, communicative process involving critical participation and analysis. This may arise among people from different geographical or national cultures (as put forward by essentialism), and also from those of different ages, education, jobs, genders, etc. Thus, we begin from a perspective of culture, identity and, ultimately, interculturality that is dynamic, heterogeneous, volatile and critical. Such concepts are now the focus of study across several disciplines and theoretical perspectives, fundamentally from the so-called renewed interculturality, which shares patterns with Critical Discourse Studies or Critical Interculturality, among others. Starting from this theoretical framework, we propose several possible criteria that foster intercultural competences from a critical perspective in Spanish Language Teaching (SLT).

This article presents the results of a study focused on the management of the speech act of giving advice and its linguistic realizations by Spanish second-language learners and heritage learners enrolled on two advanced courses of Professional Spanish. We analyzed how two groups of students gave advice in three discourse completion tasks with different scenarios. Results indicate that both groups relied on a few basic structures with limited consideration of the proposed contexts, and highlight the need for a pragmalinguistic approach in Spanish for Health Care courses. We then propose a pedagogical approach that emphasizes the role of critical reflection, increases language competence beyond medical terminology, and focuses on an understanding of cultural parameters guiding health care interactions.

-------------------

Este artículo presenta los resultados de un estudio que investiga la realización del acto de habla de aconsejar por parte de hablantes de herencia y aprendientes de segunda lengua inscritos en dos cursos de español profesional de nivel avanzado. Se analizó cómo los estudiantes daban consejos en tres tareas discursivas de diferentes situaciones comunicativas. Los resultados indican que ambos grupos utilizaron un número reducido de estructuras básicas y con una consideración limitada de las características específicas de cada contexto. Estos resultados señalan la necesidad de adoptar un enfoque pragmático para la enseñanza de español para las ciencias de la salud. Para ello, proponemos una aproximación pedagógica que promueve la reflexión crítica, incrementa la competencia lingüística y se centra en la comprensión de los parámetros que guían las interacciones en contextos relacionados con las ciencias de la salud.

Texto completo PDF icon

In today’s globalized world, teaching intercultural competence in educational contexts is of great importance. The potential of foreign language literary texts has been emphasized repeatedly. The present study investigates the value of a content and language integrated learning (CLIL) approach to the teaching of literature in foreign language classrooms for the simultaneous development of intercultural competence and foreign language reading proficiency. An intervention based on integrated intercultural literary pedagogy (IILP) was developed. This longitudinal quasi-experimental study examined the effects of the IILP treatment in a sample of 274 Dutch secondary school students (from seven schools) who were learning Spanish as a foreign language using a switch replication design with two conditions. Three Spanish novels were read in both conditions in two consecutive school years. For the experimental condition, students performed dialogical tasks based on IILP pedagogical principles; for the control condition, the tasks consisted of comprehensive reading questions. Multilevel analysis of the data revealed that the students in the experimental condition significantly improved their intercultural competence when compared with the students in the control condition. For reading proficiency, main effects were found in both conditions. The results demonstrate that a CLIL approach adds considerably to intercultural development; a broad inclusion of literary texts in foreign language teaching environments is therefore recommended.

Pese a que existe un cierto consenso en la didáctica de lenguas extranjeras respecto a la conceptualización de la Competencia Comunicativa Intercultural (CCI), surgen discrepancias en cuanto a cómo medirla, aspecto al que se dedica este artículo. Así, en primer lugar, se revisan diversos marcos teóricos de la CCI para, posteriormente, abordar los obstáculos conceptuales, éticos e instrumentales que supone la evaluación y medición de esta competencia. Partiendo de esta base, se analiza un conjunto de herramientas de medición de la interculturalidad de acuerdo con sus características psicométricas. Dada la ausencia de instrumentos enfocados hacia la enseñanza de lenguas extranjeras y, en concreto, hacia el español como lengua extranjera, se ofrecen los resultados obtenidos mediante una nueva herramienta, la Escala de Recursos Interculturales (ERI): un cuestionario Likert de 5 puntos y 97 ítems administrado a 663 estudiantes de lenguas extranjeras de diez universidades diferentes de Egipto, España, Italia y Reino Unido.

-------------------

Although there is a certain consensus in Foreign Language Teaching concerning the concept of Intercultural Communicative Competence (ICC), there are differing views regarding its measurement, which forms the basis of this article. Firstly, various theoretical frameworks of the ICC are reviewed followed by an analysis of the conceptual, ethical and methodological obstacles regarding the evaluation and measurement of this competence. At this stage, a set of tools to measure interculturality is analyzed according to their psychometric characteristics. Due to the absence of research instruments focused on the teaching of foreign languages and, specifically, of Spanish as a Foreign Language, the results obtained through the use of a new tool, the Escala de Recursos Interculturales (ERI), are offered consisting of a five-point Likert scale with 97 items administered to 663 foreign languages students from ten different universities, located in Egypt, Spain, Italy and the United Kingdom.

Research on ‘heritage/community language education’ (HCLE) has a relatively recent trajectory, but it has generated a large number of scholarly publications, particularly in relation to Spanish in the United States (U.S.) where the growth of Spanish heritage language learners (HLL) has been exponential. However, to date, limited research attention has been given to the intersection between heritage language learning and the development of intercultural communicative competence (ICC). This may be attributed to the assumption that, on a daily basis, such learners are required to move and effectively operate between languages and cultures and, therefore, already possess adequate levels of ICC. With the development of ICC, now considered an integral component in language education, the time appears ripe to examine its implications within HCLE. This paper articulates the key similarities and differences in the trajectories of ICC research in relation to university level heritage learners of Spanish in three distinct geographical contexts: Australia, Europe, and the United States.

---------------

La investigación sobre el “español como lengua de herencia o lengua comunitaria” (ELHC) tiene una trayectoria relativamente reciente, pero ha generado ya múltiples publicaciones, particularmente en el contexto estadounidense, donde el número de estudiantes de español como lengua de herencia (ELH) ha crecido exponencialmente. Sin embargo, hasta la fecha, la investigación centrada en la intersección entre el aprendizaje del ELH y el desarrollo de la competencia comunicativa intercultural (CCI) es limitada. Esto puede atribuirse a la convicción de que estos estudiantes deben atravesar diariamente el umbral entre idiomas y culturas y que, por lo tanto, ya poseen niveles adecuados de CCI. Con el desarrollo de la CCI, considerada actualmente un componente integral en la instrucción de idiomas, es oportuno examinar sus implicaciones dentro del ELHC. En este artículo se desarrollan las diferencias y semejanzas clave en las trayectorias de investigación de la CCI en relación con los estudiantes de ELH de nivel universitario en tres contextos geográficos distintos: Australia, Europa y los Estados Unidos.

The need for foreign language teachers to acquire Intercultural Communicative Competence (ICC) arises both from recent changes to their role and from the current context of increased globalisation and society’s enhanced awareness of interculturality. Faced with such transformations, foreign language classrooms require a specific and systematic integration of the intercultural dimension. However, teacher development programmes rarely include content related to the acquisition of ICC either by teachers or learners. This paper aims to fill that gap by offering guidelines for the development of training courses for L2 teachers of Spanish and contribute to enhance their professional profile. The proposal, which considers both teaching competences and generic professional skills, is designed to be applied to diverse target groups or contexts and in different formats. To illustrate our proposal, one of the recommended aspects has been selected and a practical task designed.

--------------------

La necesidad de la adquisición de la Competencia Comunicativa Intercultural (CCI) se deriva tanto de cambios en el papel del profesor como de la creciente globalización y conciencia intercultural en la sociedad. Ante estas transformaciones, el aula de lengua extranjera exige un tratamiento decidido y sistemático de la dimensión intercultural. Sin embargo, los programas de formación de profesores no suelen incluir contenidos relacionados con la adquisición de CCI por parte de aprendientes y enseñantes. Esta contribución se propone compensar este vacío ofreciendo pautas para el diseño de cursos de formación de profesores de ELE y de este modo ayudar a completar su perfil profesional. La propuesta presentada considera tanto las competencias docentes como las habilidades profesionales generales y está pensada para ser dirigida a distintos grupos meta y aplicada en diversos formatos y contextos. Para ilustrar esta propuesta se ha escogido uno de los aspectos recomendados y se ha diseñado una actividad práctica.

Texto completo PDF icon

Si tenemos en cuenta que la movilidad transnacional y los contactos interpersonales se han incrementado exponencialmente en las últimas décadas, no resulta extraño que de manera paralela haya crecido el interés por la investigación sobre interculturalidad en el ámbito de la enseñanza de lenguas. Una de las principales motivaciones que ha conducido a desarrollar este tipo de investigación tiene que ver con la necesidad cada vez más acuciante de adquirir competencia intercultural, tanto en entornos personales, como en los profesionales y educativos. A ello se añade la creciente exigencia en las sociedades digitalizadas de comunicarse de forma eficaz e interculturalmente adecuada, también en entornos virtuales.

Texto completo

Microaggressions are subtle offensive mechanisms that can be intentional or unintentional (Pierce, 1970). For the past 50 years, researchers have documented their damaging effects on peoples’ mental and physical health. In this report, we focus on microaggressions in the Spanish classroom and with Latino/Latinx/Hispanic students, including their damaging effects within the context of changing demographics in the United States, how they impact our language classrooms, and how they can be mitigated through language curricula that promote intercultural citizenship. Also, we share strategies and suggestions to counter microaggressions in the language classroom, grounded in the assumption that to support socially just learning environments, educators must create a healthy atmosphere where all students feel safe, respected, and validated, and are held to high academic and civic standards. We believe that language teachers are uniquely positioned to create learning environments that model intercultural perspectives and foster the necessary openness to analyze and understand different perspectives as students advance their intercultural competence.

Texto completo

Due to competing demands of university students, short-term study abroad trips are on the rise. The present study is the only study that has explored a trip of less than one week and the ways in which L2 participants have developed their intercultural competence daily. This study was small in scale, since only two second language (L2) learners of Spanish studied abroad. In addition, this study used Merriam’s (1998) case study framework to illuminate the case of two L2 learners and their short-term fiveday study abroad experience. Analyses of surveys and Deardorff’s (2012) Intercultural Competence (IC) self-reflection, coupled with field notes, revealed that participants’ daily fluctuations of up to 18.7% did occur, thus demonstrating IC’s dynamicity (Deardorff, 2012). Not only is a short-term study abroad of less than one week practical for university students, but this study also suggested that a non-traditional short-term study abroad can be a valuable tool to an L2 learner’s IC development.

Teaching second-language (L2) culture is problematic due to the possibility of creating stereotypes and overgeneralizations about the target culture. Several researchers have proposed raising an awareness of first-language culture (C1) at the same time they raise that of the second language (C2), to promote a “relative” view of the C2. The objective is for learners to recognize themselves and others as “socially constructed”. We propose learning culture through activities based on surveys completed by native speakers (NS) that can lead learners to a deeper understanding of L2 cultural perspectives and practices. To illustrate this approach, target culture data (e.g., folk medicines used or the kinds of housing students live in) were obtained via a questionnaire completed by 154 native-speaker university students in Spain, Peru, Mexico and Argentina. These data were used to create activities asking L2 Spanish learners to (1) compare their own answers to those of the NS, (2) seek an understanding of why the NS responded that way, (3) react in a similar situation in the target culture and language, using NS perspectives and practices, and (4) do research with heritage speakers in their community. In this way, they can develop an “emic” or “insider's perspective” on L2 cultural views, practices, and values.

--------------------------

La enseñanza de cultura en una segunda lengua (L2) puede resultar problemática por la posibilidad de crear estereotipos y generalizaciones excesivas sobre la cultura meta. Varios investigadores han propuesto potenciar la sensibilización hacia la cultura de la primera lengua (C1) al mismo tiempo que se fomenta el interés respecto a la de la segunda lengua (C2), a fin de promover una visión “relativa” de la C2. El objetivo es que los aprendices se reconozcan a sí mismos y reconozcan a otras personas como individuos “socialmente construidos”. Nosotros proponemos aprender cultura mediante actividades basadas en encuestas con hablantes nativos (NS) que puedan facilitar entre los aprendices una comprensión más profunda de las perspectivas y prácticas culturales de la L2. Para ilustrar este enfoque, obtuvimos datos de la cultura meta (p.ej., medicinas tradicionales de uso habitual o tipos de vivienda en que los estudiantes suelen residir) a través de un cuestionario con 154 hablantes nativos que cursan estudios universitarios en España, Perú, México y Argentina. Usamos estos datos para crear actividades en que se pedía a los aprendices de español como L2 que (1) comparasen sus propias respuestas a las ofrecidas por los NS; (2) tratasen de comprender el porqué de las respuestas de los NS; (3) reaccionasen a una situación similar en la cultura y lengua metas, procurando emplear perspectivas y prácticas propias de los NS, y (4) llevasen a cabo una investigación con hablantes de herencia en su comunidad. De este modo, los aprendices pueden desarrollar una perspectiva “émica” (“desde adentro”) sobre puntos de vista, prácticas y valores culturales en la L2.

VV. AA. (2019)

This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the benefits of using moving images and films to develop intercultural awareness and promote multilingualism, and suggest Audiovisual Translation (AVT) activities and projects to enhance language learning. The book will be a valuable continuing professional development resource for language teachers and those involved in curriculum development, as well as bringing the latest research, theory and pedagogical techniques to teacher training courses.

Contenidos
Carmen Herrero and Isabelle Vanderschelden: Introduction

Part I. Film Literacy and Languages

Chapter 1. Kieran Donaghy: Using Film to Teach Languages in a World of Screens

Part II. Multilingualism, Intercultural Awareness and Competence

Chapter 2. Brian Tomlinson: Developing Intercultural Awareness through Reflected Experience of Films and Other Visual Media

Chapter 3. Isabella Seeger: Addressing 'Super-Diversity' in the Language Classroom through Film and Peer-Generated YouTube Content

Chapter 4. Anne-Laure Dubrac : Playing the Part: Media Re-Enactments as Tools for Learning Second Languages

Part III. Audio-visual Translation and Subtitling

Chapter 5. Melissa Cokely and Carmen Muñoz: Vocabulary Acquisition through Captioned Videos and Visual Prompts

Chapter 6. Joan C. Mora and Eva Cerviño-Povedano: The Effects of Bimodal L2 Input on the Processing of Function Words by Spanish EFL Learners: an Eye-Tracking Study

Chapter 7. Anca Daniela Frumuselu: A Friend in Need Is a Film Indeed'. Teaching Colloquial Expressions through Television Series and Subtitling

Chapter 8. Rosa Alonso Pérez: Enhancing Student Motivation through Film Subtitling Projects

Chapter 9. Juan Pedro Rica Peromingo and Ángela Sáenz Herrero: Audiovisual Translation (AVT) Modes as a L2 Learning Pedagogical Tool: Traditional Modes and Linguistic Accessibility

Part IV. Teacher Training and Resources

Chapter 10. Jelena Bobkina and Elena Dominguez: Teaching the Teachers: Double Proposals/Film-based Teaching in Higher Education

Chapter 11. Mark Goodwin: An Analysis of The Success of the 'Cultural Topic' at A Level

Chapter 12. Stavroula Sokoli and Patrick Zabalbeascoa Terrán: Clipflair In Language Learning: Theory and Practice

Afterword. Carmen Herrero: Present and Future Directions for Video, Film and Audiovisual Media in Language Teaching

Revistas