scholarly journals La interculturalidad y la enseñanza de lenguas en Colombia: Caso de tres programas de formación docente

2019 ◽  
Vol 37 (73) ◽  
Author(s):  
Deyanira S. Moya Chaves ◽  
Nohora Patricia Moreno García ◽  
Vladimir Núñez Camacho
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Functional Model ◽  
Quantitative Information ◽  
Teacher Education Programs ◽  
Intercultural Communicative Competence ◽  
Undergraduate Programs ◽  
The City

Research on interculturality and initial foreign language (FL) teacher education has focused mainly on the development of intercultural communicative competence (ICC) and few studies address said topic from a critical standpoint that might allow us to think about other ways of teaching and learning (T&L) a language. This article describes a research that sought to understand what intercultural perspective is included in three initial FL teacher education programs in the city of Bogotá, Colombia. The study is framed within a qualitative research logic, with a mixed focus and a multilevel concurrent nested design, which is characterized by the simultaneous gathering and analysis of qualitative and quantitative information. From the study, it is evident that the three undergraduate programs promote a reflexive and functional model, which establishes teacher education objectives, knowledge, and specific strategies, but also challenges to be undertaken.

scholarly journals FOREIGN COMMUNICATIVE COMPETENCE AS A FACTOR OF PERSONAL DEVELOPMENT

2020 ◽  
Vol 5 ◽  
pp. 537
Author(s):  
Liudmyla Serdiuk ◽  
Olena Chykhantsova ◽  
Ingrida Baranauskienė
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Personality Development ◽  
Global Competence ◽  
Intercultural Communicative Competence ◽  
Expert Assessments ◽  
Globalized World

Life in Ukraine has provided people with diversity and possibility in communication with the corresponding increase in intercultural communication. Therefore, foreign language teaching and learning at the universities should not only be instrumental, but it should set a new goal to train students with intercultural communicative competence to meet the needs of our globalized world. The article deals with the role of foreign language communicative competence and the problem of forming foreign language skills in communication that influence on the development of the person in the process of education in higher education institutions. Communicative competence means having ‘a competence to communicate’. The aim of the article is to investigate the level of foreign language communicative competence of the individuals and its impact on personality development. We used such research methods as observation, interview and questionnaire, analysis of the results of communication and teaching of students in a foreign language, the author’s method of determining the level of foreign language mastering, the expert assessments method. The results of our study determined that communicative competence implies the appropriate skills, the formation of which is a prerequisite for learning a foreign language in the educational environment. The results of the experiment allowed us to establish the psychological specificity of the process of mastering a foreign communication. The communicative competence is considered as a factor of personal development in the process of effective mastering of foreign languages. The foreign communicative competence is a recent notion and there is no clear consensus about what it is. Sometimes this term is referred to as global competence, international competence, multicultural competence and so forth. 

scholarly journals Task-based Approach to Develop Intercultural Communicative Competence in College English Education

2019 ◽  
Vol 10 (6) ◽  
pp. 1279
Author(s):  
Lingling Cai ◽  
Junlu Lv
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Education ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
College English ◽  
English Class ◽  
Theoretical Foundations ◽  
And Task

Intercultural communicative competence (ICC) is a hot topic in foreign language teaching and learning. This paper discusses about task-based approach to develop students’ intercultural communicative competence in SUSE English class. In so doing, this paper provides theoretical foundations of concepts about intercultural communicative competence and task-based approach. Meanwhile, this paper describes the feasible tasks used in real class and find it is possible to develop students’ intercultural communicative competence in Chinese educational context.

TECHNOLOGIES OF FORMATION OF INTERCULTURAL COMMUNICATIVE COMPETENCE IN EXTRACURRICULAR TIME AT THE MIDDLE STAGE OF FOREIGN LANGUAGE TEACHING

2021 ◽  
Author(s):  
Марьям Магомедбековна Курбанова ◽  
Габибула Муталлипович Рабаданов
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Intercultural Communicative Competence ◽  
School Students ◽  
Middle Stage

Статья посвящена рассмотрению понятия межкультурной коммуникативной компетенции и различных технологий по ее формирования у учеников средней школы. The article is devoted to the consideration of the concept of intercultural communicative competence and various technologies for its formation in secondary school students.

scholarly journals Developing intercultural competence in an academic foreign language classroom

2018 ◽  
pp. 133-154
Author(s):  
Monika Kusiak-Pisowacka
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Foreign Language Teaching ◽  
Special Focus ◽  
Intercultural Communicative Competence ◽  
Communication Course ◽  
Language Classroom ◽  
Students First ◽  
Interesting Area

This paper focuses on the issue of developing intercultural communicative competence (ICC) in a higher education context, with a special focus put on teaching advanced foreign language (FL) students. First, the concept of ICC is discussed on the basis of Byram’s (1997) theory, which is still considered the most comprehensive model for describing the principles of developing and assessing intercultural competence in foreign language teaching. Next, a short overview of studies related to teaching ICC conducted by Polish researchers is presented. This is followed by a description of an Intercultural Communication course designed for university students and conducted by the author of the paper. In this report, the theoretical principles, the main aims of the course along with the techniques applied in teaching and evaluating students are discussed. It is hoped that the paper will be a useful contribution to discussions concerning developing ICC and will stimulate further research in this interesting area of education.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals A Text-Driven, Task-Based Approach to the Design of Materials for Teaching Intercultural Communicative Competence

2019 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
John Harper
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Large Body ◽  
Guangdong Province ◽  
Materials Design ◽  
Teacher Preparedness ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Materials Used

<p>Although a large body of research points to the need of providing English as a Foreign Language (EFL) learners with intercultural communicative competence (ICC), questions remain as to exactly how ICC should be incorporated into the EFL curriculum. These questions arise in part due to issues of already-packed curricula which seem not to leave time for the teaching of ICC and in part due to issues of teacher preparedness. Additionally, questions arise concerning which culture should be taught. Taking into account materials used in the English Language Center (ELC) of Shantou University (Guangdong Province, China), this paper argues that a text-driven, task-based method of materials design allows for the inclusion of ICC across the EFL curriculum. It also argues that such a method lends itself to the teaching of ICC through a consideration of a variety of cultures.</p>

scholarly journals EXPLORING THE INTERCULTURAL COMMUNICATIVE COMPETENCE INTERGRATION IN FOREIGN TEACHING AND LEARNING

2019 ◽  
Vol 199 (06) ◽  
pp. 3-9
Author(s):  
Bùi Thị Hương Giang
Keyword(s):  
Teaching And Learning ◽  
Communicative Competence ◽  
Viet Nam ◽  
Intercultural Communicative Competence

Hơn 30 năm qua, tiếng Anh đã đóng một vai trò quan trọng như là một ngôn ngữ giao tiếp quốc tế ở Việt Nam. Hiện tại, tiếng Anh được dạy chính thức cho người học ở Việt Nam bắt đầu từ lớp ba. Trước đây, việc dạy và học tiếng Anh thường tập trung vào các chức năng và cách sử dụng của tiếng Anh. Thực tế cho thấy mặc dù thành thạo tiếng Anh nhưng hầu hết sinh viên Việt Nam sau khi tốt nghiệp đại học không thể giao tiếp bằng tiếng Anh hiệu quả với đồng nghiệp từ các nền văn hóa khác nhau. Do đó, mục tiêu của nghiên cứu này là phân tích quan điểm của sinh viên chuyên ngành tiếng Anh năm thứ hai và thứ ba về việc phát triển năng lực liên văn hóa trong dạy và học ngoại ngữ tại Khoa Ngoại ngữ, Đại học Thái Nguyên. Các kết quả nghiên cứu cho thấy người học không có đủ thông tin văn hóa và rất hiếm khi hoặc không bao giờ tham gia vào những bàn luận về các giá trị, niềm tin, thái độ và hành vi của những người sống trong các nền văn hóa khác. Rõ ràng, khả năng phát triển năng lực liên văn hóa chưa được khai thác triệt để trong lớp học và dạy ngoại ngữ. Do đó, quá trình dạy và học tiếng Anh cần tập trung mạnh mẽ hơn vào phát triển năng lực liên văn hóa phù hợp với các yêu cầu và mục tiêu giáo dục hiện nay.

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