Bibliografía - competencia intercultural

Este artículo analiza la adquisición de la competencia intercultural por parte de los profesores de español en formación a través de tres metodologías de aprendizaje activo: el aprendizaje basado en problemas, el diseño curricular activo y la toma de decisiones. Los profesores en formación evaluaron a través de una encuesta autoadministrada la adquisición de las cuatro subcompetencias del profesorado de segundas lenguas que integran la competencia intercultural, siguiendo los descriptores propuestos por el Instituto Cervantes en 2012. Aunque las tres tareas analizadas obtuvieron valoraciones positivas para la consecución de los objetivos marcados, el aprendizaje basado en problemas aparece como la que mejor favorece la adquisición de las subcompetencias donde destacan los elementos de mediación, entre otros.

This article analyzes the acquisition of intercultural competence among teachers in training of Spanish as a foreign language through three different active learning methodologies: problem-based learning, active curriculum design, and decision-making. The teachers in training assessed whether they had developed the four sub-competences required of teachers of second languages to become intercultural teachers. To this end, they used a self-conducted survey following the descriptors suggested by the Instituto Cervantes in 2012. The three tasks analyzed were assessed as conducive to achieving the established objectives. Nevertheless, the problem-based learning appears as the one that improves the acquisition of sub-competences the most, among which mediation elements particularly stand out. 

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Due to competing demands of university students, short-term study abroad trips are on the rise. The present study is the only study that has explored a trip of less than one week and the ways in which L2 participants have developed their intercultural competence daily. This study was small in scale, since only two second language (L2) learners of Spanish studied abroad. In addition, this study used Merriam’s (1998) case study framework to illuminate the case of two L2 learners and their short-term fiveday study abroad experience. Analyses of surveys and Deardorff’s (2012) Intercultural Competence (IC) self-reflection, coupled with field notes, revealed that participants’ daily fluctuations of up to 18.7% did occur, thus demonstrating IC’s dynamicity (Deardorff, 2012). Not only is a short-term study abroad of less than one week practical for university students, but this study also suggested that a non-traditional short-term study abroad can be a valuable tool to an L2 learner’s IC development.