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Hits 1 – 20 of 117

1	A diversidade da língua inglesa: o ponto de partida para o desenvolvimento da competência plurilingue
	Costa, Ana Margarida Rocha Cardoso Nunes da. - 2022
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2	Discutindo estereótipos étnico-raciais em aulas de PLE: a abordagem (ou a falta dela) sobre o racismo no Brasil e a CCI como alternativa possível
	Vieira, Mariana Santos Canuto. - 2022
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3	Intercultural and linguistic competences for engineering ESP classes: A didactic framework proposal through problem-based learning
	Fielden Burns, Laura Victoria; Rico García, María Mercedes. - : Wiley, 2022
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4	Desarrollo de la competencia intercultural en Educación Secundaria a través de programas de intercambio: las cooperativas de enseñanza
	Serrador, Raül. - 2022
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5	Telecolaboración y competencia comunicativa intercultural en la enseñanza-aprendizaje de ELE: un proyecto en educación superior
	Villegas Paredes, Gladys; Canto Gutiérrez, Silvia; Rodríguez Moranta, Inmaculada
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 97-118 (2022)
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6	Unveiling American values using sitcoms
	Larrea Espinar, Angela María; Raigón Rodríguez, Antonio R.
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 37, 2022, pags. 89-104 (2022)
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7	A competência intercultural na formação de professores moçambicanos de língua portuguesa: literatura como instrumento de mediação
	Monteiro, Ana Catarina Mateus. - 2021
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8	Desarrollo y evaluación de la competencia intercultural en la clase de E/LE: diseño de un curso formativo de mejora
	Céspedes Suárez, Carmen Isabel. - : Universidad de Granada, 2021
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9	La dramatización como eje vertebrador en el aula ELE de la Universidad de Lublin ; Drama as a core in teaching Spanish as a foreign language at University of Lublin, Poland
	Nowakowska, Paulina; Villanueva Roa, Juan De Dios. - : Universidad de Granada, 2021
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10	Análisis del componente intercultural en tres manuales para la enseñanza de español a inmigrantes adultos alfabetizados
	Jin Wu, Erlei. - 2021
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11	La cultura en la enseñanza de E/LE a nativos indígenas de Colombia
	Sánchez-Arbeláez, Juan Sebastián. - 2021
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12	La construcción de la competencia intercultural del alumnado y del papel de mediador intercultural del profesorado a través del análisis del manual de ELE Gente hoy 1
	Madrona Fernández, Alberto. - 2021
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13	La dimensión social del lenguaje como una oportunidad educativa para la promoción del diálogo intercultural en el aula de Educación Superior
	Vicente Llavata, Santiago; Carmona Rodríguez, Carmen. - : Editorial Universitat Politècnica de València, 2021
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14	La dramatización como eje vertebrador en el aula ELE de la Universidad de Lublin
	Nowakowska, Paulina; Villanueva Roa, Juan de Dios
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 43-59 (2021)
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15	Interprofessional education for students of translation/interpreting and the health professions
	Showstack, Rachel E.; Nicks, Stephanie; Woods, Nikki Keene. - : Johns Hopkins University Press, 2021
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16	Discutindo Assimetria de Poder no Contexto de Telecolaboração com Vistas a Promover Atitudes Relacionadas à Competência Interlectual
	Massimo Verzella; Vivian Nádia Ribeiro de Moraes Caruzzo; Tamiris Destro Costa
	In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 97-114 (2021) (2021)
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17	Poetry for EFL: Exploring Change in Undergraduate Students’ Perceptions ; Poesía para la clase de inglés: explorando el cambio en la percepción de estudiantes universitarios
	Férez Mora, Pedro Antonio; Coyle, Yvette. - : Universidad de Granada, 2020
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18	Habilidades lingüísticas en prácticas lectoras interculturales ; Linguistic abilities in intercultural reading practices
	Martínez Ezquerro, Aurora. - : Universidad de Granada, 2020
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19	Communicative mediation and identity for the development of European democratic values in the EFL classroom
	Cores Bilbao, Esther. - : Universidad de Huelva, 2020
	Abstract: Against the backdrop of rapidly evolving globalised societies in which public attitudes are polarised, and where phenomena such as the revival of nationalism intersect with movements that seek to achieve further internationalisation, the aim of this thesis is to put forward scientifically grounded teaching methodologies that can extend the strictly linguistic nature of adult English as a Foreign Language (EFL) by positively impacting on students' receptivity to the adoption of European democratic values, as well as on the functioning of the overall social dynamics of the classroom. From a conceptual perspective, this work endeavours to present the interrelationship between the socio-cultural perspective of the language teaching-learning process, the development of relational forms of social capital and the self-identification of students with European democratic principles and values. To this effect, and focusing on possible strategies for promoting active European citizenship through higher education, foreign language learning is explored as a means of developing cognitive, relational and communicative competence for individual empowerment. Building on the contributions of disciplines such as sociology and psychology, as well as the latest frameworks adopted at Community level for language and civic education, the importance of enabling learners to become participatory members of a democratic learning community, in which collaborative interaction, intersubjectivity and mutually assisted performance occur through the implementation of Mediated Language Learning Experiences (MeLLE) is equally upheld. The empirical application of mediation as a language activity (CEFR/CV, Council of Europe, 2018a) thus becomes the centrepiece of this contribution, as it underscores the collaborative nature of communication, explicitly asserting the role of the language learner as a social agent. The fundamental focus followed hence lies in the importance of establishing dialogical and reflective communities of practice in the language learning classroom setting which encompass the integration of relevant thematic content and a mediated approach as a critical variable in the development of collaborative activities. On the other hand, despite the considerable interest that European identity building has aroused and the quest undertaken by scholars to specify the predictors of its support, few studies have addressed, from a unitary theoretical framework, the joint analysis of positive identification attitudes among young people in Europe and the values they perceive as typically European. Among the shared community values considered here, the appreciation for linguistic diversity and multilingualism, the respect for otherness and the development of an intercultural mindset are fundamental premises for people to coexist in a world of increasing heterogeneity. Within this landscape, there is space for language identities and foreign language teaching to play an exciting part in education for democracy. Consequently, the other fundamental focus of this work is the process of Europeanisation, understood as the compounding effect of European integration on the of rules, values and identities on the lives of European nationals, which from the sociological angle here adopted inevitably demands attention to issues such as cross-border encounters in a European Union (EU) context, as well as inquiring how EU citizens are perceiving the politically promoted values and EU policies. To this end, we empirically address the plausability of attachment to Europe being derived from or intensified by transnational learning experiences. Finally, after examining the main interlinkages between the pedagogical paradigms of Intercultural Communicative Competence and Intercultural Mediation, their impact on the reconceptualisation of the role of educators is traced, substantiating the necessary conversion of teachers from target language and culture knowledge providers to facilitators of intercultural awareness. In a similar token, the management of pedagogical processes associated with the development of learning strategies as a by-product of a democratic classroom culture is analysed.
	Keyword: 58 Pedagogía; Competencia intercultural; Democratic values; EILE; ELF; European identity; Identidad europea; Inglés -- Estudio y enseñanza -- Estudiantes extranjeros; Intercultural competence; Lengua segunda -- Adquisición; Mediación; Mediation; Valores democráticos
	URL: http://hdl.handle.net/10272/19755
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20	Análisis de los Planes de Prevención de la Radicalización en Europa desde una perspectiva educativa ; Analysis of Plans for the Prevention of Radicalisation in Europe from an educational perspective
	Azqueta Díaz de Alda, Arantxa; Merino-Arribas, Adoración. - : Universidad de Alicante. Instituto Interuniversitario de Desarrollo Social y Paz, 2020
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