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

Autores
Pozzo, María Isabel
Año de publicación
2014
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
This 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 competence
Fil: Fil: Pozzo, María Isabel. CONICET. Instituto Rosario de Investigaciones en Ciencias de la Educación (IRICE). Universidad Nacional de Rosario. Rosario; Argentina
Materia
Competencia comunicativa intercultural
Español como lengua extranjera
Contenido sociocultural
Plan de estudios
Nivel de accesibilidad
acceso abierto
Condiciones de uso
Licencia RepHip
Repositorio
RepHipUNR (UNR)
Institución
Universidad Nacional de Rosario
OAI Identificador
oai:rephip.unr.edu.ar:2133/22432

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spelling Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plansPozzo, María IsabelCompetencia comunicativa interculturalEspañol como lengua extranjeraContenido socioculturalPlan de estudiosThis 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 competenceFil: Fil: Pozzo, María Isabel. CONICET. Instituto Rosario de Investigaciones en Ciencias de la Educación (IRICE). Universidad Nacional de Rosario. Rosario; Argentinanternational Academy of Education, Social and Technological Sciences y Universidad Politécnica de Valencia, España2014info:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfhttp://hdl.handle.net/2133/22432urn:issn: 2340-2504enginfo:eu-repo/semantics/openAccessLicencia RepHipreponame:RepHipUNR (UNR)instname:Universidad Nacional de Rosario2025-09-04T09:44:48Zoai:rephip.unr.edu.ar:2133/22432instacron:UNRInstitucionalhttps://rephip.unr.edu.ar/Universidad públicaNo correspondehttps://rephip.unr.edu.ar/oai/requestrephip@unr.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:15502025-09-04 09:44:48.41RepHipUNR (UNR) - Universidad Nacional de Rosariofalse
dc.title.none.fl_str_mv Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plans
title Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plans
spellingShingle Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plans
Pozzo, María Isabel
Competencia comunicativa intercultural
Español como lengua extranjera
Contenido sociocultural
Plan de estudios
title_short Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plans
title_full Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plans
title_fullStr Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plans
title_full_unstemmed Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plans
title_sort Intercultural communicative competence in teaching sociocultural contents of Spanish as a foreign language. Analysis of history teachers’ lesson plans
dc.creator.none.fl_str_mv Pozzo, María Isabel
author Pozzo, María Isabel
author_facet Pozzo, María Isabel
author_role author
dc.subject.none.fl_str_mv Competencia comunicativa intercultural
Español como lengua extranjera
Contenido sociocultural
Plan de estudios
topic Competencia comunicativa intercultural
Español como lengua extranjera
Contenido sociocultural
Plan de estudios
dc.description.none.fl_txt_mv This 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 competence
Fil: Fil: Pozzo, María Isabel. CONICET. Instituto Rosario de Investigaciones en Ciencias de la Educación (IRICE). Universidad Nacional de Rosario. Rosario; Argentina
description This 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 competence
publishDate 2014
dc.date.none.fl_str_mv 2014
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dc.publisher.none.fl_str_mv nternational Academy of Education, Social and Technological Sciences y Universidad Politécnica de Valencia, España
publisher.none.fl_str_mv nternational Academy of Education, Social and Technological Sciences y Universidad Politécnica de Valencia, España
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