Conceber uma intervenção pedagógica híbrida para apoiar a aprendizagem linguística e intercultural
DOI:
https://doi.org/10.35622/j.rie.2024.01.004Palavras-chave:
AICLE, aprendizaje intercultural, clase de idiomas, ABP, intervención pedagógicaResumo
Este artigo de análise aborda a necessidade de introduzir a aprendizagem intercultural na sala de aula de línguas. A literatura oferece abordagens e métodos linguísticos que podem beneficiar potencialmente o ensino de línguas estrangeiras, transformando a prática tradicional num ensino mais ativo, participativo e intercultural. Um ensino abrangente de línguas estrangeiras/segundas exige a inclusão da componente intercultural, a fim de dotar os aprendentes da capacidade de interagir em contextos cada vez mais interculturais. Assim, este trabalho propõe um modelo de conceção de atividades linguísticas e interculturais na sala de aula de línguas. A metodologia aplicada neste trabalho baseia-se numa abordagem qualitativa através da revisão da literatura para recolher ideias que facilitem uma abordagem intercultural baseada numa pedagogia híbrida que funde a Aprendizagem Integrada de Línguas e Conteúdos (AILC) e a Aprendizagem Baseada em Projetos (ABP), a fim de conceber um modelo para a implementação de uma experiência linguística intercultural centrada no aluno. Os resultados sugerem que os professores de línguas podem proporcionar oportunidades de aprendizagem positivas para os alunos desenvolverem a competência intercultural, planeando e mediando atividades linguísticas interculturais na sala de aula de língua estrangeira/língua segunda. Os aprendentes de línguas podem alargar as suas competências e aptidões linguísticas de uma forma mais autêntica e significativa quando o ensino é enriquecido com elementos interculturais. A conceção descrita pode servir de modelo linguístico-intercultural para o ensino e o desenvolvimento da competência comunicativa intercultural com o objetivo de melhorar a comunicação intercultural.
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