Research Groupforeign Language Education Through Applied Technologies and Intercultural Sensitivity
Affiliated Research areas
- Not available
Scientific Areas
Keywords
Summary
- Intercultural communicative competence in the Foreign Language / Intercultural Classroom Communicative Competency in the Foreign Language Classroom: The fact that languages cannot be separated from their social and cultural contexts of use is widely recognised nowadays. In addition, for the last decade, intercultural language learning has been highlighted as a main objective of language acquisition. In the translation and interpreting classroom, the development of intercultural competence linked to mediation competence is also a key aspect of the training of future professionals. Intercultural communication implies a back-and-forth movement across languages and cultures, a development of an understanding of one¿s own language and culture in relation to a second one. This research includes three perspectives: a theoretical approach through a comprehensive review of the literature in the field of culture in language, translation and interpreting teaching, intercultural communication competence (ICC), and intercultural learning and teaching; the creation of material (especially in online environments); the elaboration of a framework for designing a curriculum for intercultural language learning and cultural mediation.
- LANGUAGES, UBLE KNOWLEDGE AND INTERNATIONAL COMMUNICATION / LANGUAGES, UBIQUITOUS KNOWLEDGE AND INTERNATIONAL COMMUNICATION: This research line focuses on fostering global knowledge acquisition and the enhancement of communicative skills in foreign languages, especially in English as a Lingua Franca or the international language of communication among different cultures, through collaborative ubiquitous learning environments (ULE/COIL). U-learning is supported by the appropriate use of Information and Communication Technologies, (ICTs), Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Open Access Resources (OAR), collaborative and independent learning and the combination of formal and informal learning. This approach enables lifelong learners to generate multimodal knowledge, even through Story-Based Learning (SBL), enabling them to create, debate, develop and enhance their linguistic and communicative skills, not just as university students but as lifelong language learners. Additionally, this research line delves into understanding L2 language learning motivation in relation to several complex factors intrinsic to individuals and their contexts, and of vision as a powerful tool to enhance individuals' life capital.
