Propuesta didáctica para desarrollar la competencia intercultural en alumnos de un a1 en Jamaica
Fecha
2024-09-18
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Jaén: Universidad de Jaén
Resumen
[ES] La enseñanza del español como lengua extranjera y su respectiva integración de contenidos culturales es
de crucial importancia en el mundo pluricultural en que vivimos. En consecuencia, este estudio analiza la
inclusión del componente cultural en el aula, su interrelación con la competencia comunicativa y la
metodología adecuada para desarrollar la competencia intercultural en ELE. Asimismo, el estudio se alinea
con los saberes y comportamientos socioculturales del Marco Común Europeo de Referencia para las
Lenguas y el Plan Curricular del Instituto Cervantes para el nivel A1 como elementos rectores de la
enseñanza de E/LE.
La propuesta didáctica que se presenta está centrada en un currículo cultural y una unidad didáctica dirigida
a trabajar los nombres y apellidos hispanos, implementando las tres fases de aproximación, profundización
y consolidación. Esta propuesta integra los aspectos socioculturales, aportados por el PCIC, para mejorar la
competencia intercultural de los estudiantes de primer año de los Institutos Superiores Pedagógicos de
Jamaica. El enfoque por tareas permite elaborar estrategias de trabajo para los elementos culturales
particulares de la unidad seleccionada, lo que facilita una comprensión adecuada de la cultura desde un
contexto de aprendizaje inclusivo-intercultural.
[EN] The teaching of Spanish as a foreign language and its respective integration of cultural contents is crucially important in the multicultural world in which we live. Consequently, this study analyses the inclusion of the cultural component in the classroom, its interrelation with communicative competence and the suitable methodology to develop intercultural competence in Spanish as a foreign language. Likewise, the study is aligned with the sociocultural knowledge and behaviors of the Common European Framework of Reference for Languages and the Curricular Plan of the Cervantes Institute for level A1 as guiding elements of Spanish as FL teaching. The didactic proposal that is presented is focused on a cultural curriculum and a didactic unit aimed at working on Hispanic names and surnames, implementing the three phases of approach, deepening and consolidation. This proposal integrates the socio-cultural aspects, contributed by the PCIC, to improve the intercultural competence of first-year students of the Higher Pedagogical Institutes of Jamaica. The task- based approach makes it possible to develop work strategies for the cultural elements of the selected unit, which facilitates a proper understanding of culture from an inclusive-intercultural learning context.
[EN] The teaching of Spanish as a foreign language and its respective integration of cultural contents is crucially important in the multicultural world in which we live. Consequently, this study analyses the inclusion of the cultural component in the classroom, its interrelation with communicative competence and the suitable methodology to develop intercultural competence in Spanish as a foreign language. Likewise, the study is aligned with the sociocultural knowledge and behaviors of the Common European Framework of Reference for Languages and the Curricular Plan of the Cervantes Institute for level A1 as guiding elements of Spanish as FL teaching. The didactic proposal that is presented is focused on a cultural curriculum and a didactic unit aimed at working on Hispanic names and surnames, implementing the three phases of approach, deepening and consolidation. This proposal integrates the socio-cultural aspects, contributed by the PCIC, to improve the intercultural competence of first-year students of the Higher Pedagogical Institutes of Jamaica. The task- based approach makes it possible to develop work strategies for the cultural elements of the selected unit, which facilitates a proper understanding of culture from an inclusive-intercultural learning context.