Diseño de una intervención pedagógica hibrida en la promoción de un aprendizaje lingüístico e intercultural
DOI:
https://doi.org/10.35622/j.rie.2024.01.004Palabras clave:
AICLE, aprendizaje intercultural, clase de idiomas, ABP, intervención pedagógicaResumen
Este artículo de revisión aborda la necesidad de infundir el aprendizaje intercultural en el aula de idiomas. La literatura ofrece enfoques y métodos lingüísticos que pueden beneficiar potencialmente la enseñanza de lenguas extranjeras al transformar la práctica tradicional por una enseñanza más activa y participativa e intercultural. La enseñanza integral de una lengua extranjera/segunda requiere la inclusión del componente intercultural para dotar a los alumnos de la capacidad de interactuar en contextos cada vez más interculturales. Por ello, este trabajo propone un modelo para diseñar actividades lingüísticas e interculturales en el aula de idiomas. La metodología aplicada en este trabajo se basa en un enfoque cualitativo mediante la revisión de la literatura para recopilar ideas que faciliten un enfoque intercultural basado en una pedagogía híbrida que fusiona el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y el Aprendizaje basado en Proyectos (ABP), a favor de diseñar un modelo para implementar una experiencia lingüística intercultural centrada en los alumnos. Los resultados sugieren que los educadores de idiomas pueden proporcionar oportunidades de aprendizaje positivas para que los estudiantes desarrollen la competencia intercultural al planificar y mediar actividades lingüísticas interculturales en el aula de lengua extranjera/segunda lengua. Los estudiantes de idiomas pueden ampliar sus competencias y habilidades lingüísticas de forma más auténtica y significativa cuando la enseñanza está impregnada de elementos interculturales. El diseño descrito puede servir como modelo lingüístico-intercultural para enseñar y desarrollar la competencia comunicativa intercultural destinada a mejorar la comunicación entre culturas
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