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Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plans

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dc.citation.titleInternational Conference on Education, Social and Technological Science - EduRe’14. Conference Proceedingses
dc.citation.volumeVol. 1 Nº 2es
dc.creatorPozzo, María Isabel
dc.date.accessioned2021-10-25T13:23:28Z
dc.date.available2021-10-25T13:23:28Z
dc.date.issued2014
dc.description.abstractThis paper proposes the application of the concept of intercultural communicative competence in Spanish speaking teachers teaching sociocultural contents of Spanish as a foreign language (SFL). Specifically, subjects under investigation are Argentine history teachers in charge of a course concerning the history of their country aimed at young foreigners of different nationalities. We organized the course as an intercultural device in a quasi-experimental design comprising prefacto (a personal language biography and intercultural experiences survey), the de facto (planning, selection and / or creation of educational materials for the class and its implementation) and the post-facto (individual written self-assessment of their own performance). The classes taught by rotating teachers provide abundant empirical data for the analysis of this competence in the pre-active, active and post active stages (Jackson, 1991). The situation is particularly interesting as it is about native teachers who teach about their own culture in their native language to students of different socio-linguistic backgrounds interested in the proposal. As part of this major investigation, this paper is devoted to analyzing the lesson plans written by teachers for their classes. From its components (objectives, contents and activities), we searched the main indicators of intercultural communicative competence according to its main theoretical models and the integrated approach of cultures and languages (enfoque integrado de culturas y lenguas –EICLE- in Spanish or Content and Language Integrated Learning-CLIL-). The conclusions point out which aspects have to be promoted in teacher training for the proper development of this competencees
dc.description.filFil: Pozzo, María Isabel. CONICET. Instituto Rosario de Investigaciones en Ciencias de la Educación (IRICE). Universidad Nacional de Rosario. Rosario; Argentinaes
dc.formatapplication/pdf
dc.format.extent21 - 44es
dc.identifier.issn2340-2504es
dc.identifier.urihttp://hdl.handle.net/2133/22432
dc.language.isoenges
dc.publishernternational Academy of Education, Social and Technological Sciences y Universidad Politécnica de Valencia, Españaes
dc.rightsopenAccesses
dc.rights.holderAutoraes
dc.subjectCompetencia comunicativa interculturales
dc.subjectEspañol como lengua extranjeraes
dc.subjectContenido socioculturales
dc.subjectPlan de estudioses
dc.titleIntercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson planses
dc.typeconferenceObject
dc.typedocumento de conferencia
dc.typepublishedVersion
dc.type.collectioncomunicaciones
dc.type.versionpublishedVersiones

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