“Te das cuenta de que el mundo puede ser tan distinto y similar al mismo tiempo”: Telecolaboración y desarrollo de la competencia intercultural en la educación superior

Abstract

RESUMENEste artículo versa sobre la integración de la telecolaboración, o intercambio intercultural en línea, en contextos de educación superior, para el desarrollo de la competencia intercultural en el aula inglés como lengua extranjera. Se analiza, desde la perspectiva de los estudiantes, un intercambio de telecolaboración en que participantes de España y de Estados Unidos colaboraron en grupos interculturales y plurinacionales para llevar a cabo una serie de tareas cuya complejidad cognitiva iba progresivamente en aumento: creación de un perfil digital, grabación de un vídeo de presentación, interacción multimodal (texto, audio, videoconferencia) para discutir y debatir los diferentes temas propuestos, creación de relatos digitales y realización de una presentación oral. Los datos cualitativos y cuantitativos analizados fueron obtenidos mediante un pre-y un post-cuestionario. La complejidad de llevar a cabo este tipo de proyectos apunta la necesidad de una revisión curricular que permita la "normalización" (Bax, 2000(Bax, , 2003; Chambers y Bax, 2006) de las Tecnologías de la Información y de la Comunicación en el aula para un uso efectivo e integrado de las mismas en las prácticas docentes del siglo XXI. Asimismo, el apoyo institucional en forma de reconocimiento, provisión de recursos e inclusión de este tipo de proyectos como parte integral de las diferentes asignaturas se perfila como el elemento clave para que este tipo de iniciativas alcancen los objetivos propuestos. Palabras clave: telecolaboración, competencia intercultural, educación superior, normalización "You realize that the world can be so different and similar at the same time": Telecollaboration and the development of the intercultural competence in higher education ABSTRACT This paper revolves around the integration of telecollaboration, or online intercultural exchange, in higher education settings for the development of the intercultural competence in the English as a Foreign Language classroom. The perspective of the participants in a telecollaboration exchange from both Spain and the United States is analysed. The students collaborated in plurinational, multicultural groups so as to complete a set of tasks, the cognitive complexity of which was progressively increased: creating a digital profile, recording an introduction video, multimedia interaction (e.g. text, audio, videoconferencing) discussing and debating suggested topics, creating digital stories and planning and delivering an oral presentation. The qualitative and quantitative data analysed were gathered by means of a pre-and a post-questionnaire. The complexity of carrying out these kinds of projects points out the need for a curricular revision which allows for the normalisation (Bax, 2000(Bax, , 2003Chambers & Bax, 2006) of Information and Communications Technologies in the classroom. This in turn would imply an effective and integrated use of those technologies within 21st century teaching practices. Furthermore, institutional support in the form of recognition, provision of...

L1 versus L2 online intercultural exchanges for the development of 21st century competences: The students’ perspective

“…These were embedded in their respective Language for Specific Purposes (LSP) modules. Furthermore, they were designed from a socio‐constructivist approach (Vygotsky, ) with a view towards supporting collaborative inquiry while being authentic, challenging and meaningful (Sevilla‐Pavón & Haba Osca, ). Moreover, they were aimed at encouraging negotiation processes through community members, thus enabling them to co‐construct knowledge through discussion and collaborative work (Romanó, ; Sevilla‐Pavón, ).…”

“…As for the task typology followed, it was O'Dowd and Ware's (), featuring online interactions and discussions of different topics on the project's Google+ Community in order to complete the collaborative tasks; the creation of a digital story; and the delivery of an oral presentation about an innovative product or technology (Sevilla‐Pavón & Haba Osca, ).…”

“…• In the case of OIE aimed at developing linguistic and communicative competences, fostering LSP learning or increasing learner autonomy and motivation, the results seem to indicate that an L1 configuration might be more suitable, as significant differences were appreciated between the two groups of participants. (Ke & Cahyani, 2014;Sevilla-Pav on & Haba Osca, 2016) or between native speakers (NS) (Belz, 2003;Belz & Thorne, 2006;Dooly & Sadler, 2013;Sevilla-Pav on & Haba Osca, 2017), the differences between both kinds of configurations remain widely unexplored, with very rare exceptions. Among those, Ke's (2016) small-scale study aimed to determine how a multilingual OIE influenced participants' identities.…”

“…Twenty‐first century skills include life and career skills; learning and innovation skills; information, media and technology skills (Partnership for 21st Century Skills [P21], ). While most previous studies have focused either on exchanges between non‐native speakers (NNS) (Ke & Cahyani, ; Sevilla‐Pavón & Haba Osca, ) or between native speakers (NS) (Belz, ; Belz & Thorne, ; Dooly & Sadler, ; Sevilla‐Pavón & Haba Osca, ), the differences between both kinds of configurations remain widely unexplored, with very rare exceptions. Among those, Ke's () small‐scale study aimed to determine how a multilingual OIE influenced participants' identities.…”

La internacionalización de la Educación Infantil a través de un proyecto eTwinning entre España y Francia

“…Según la UNESCO (2006), la diversidad cultural permite comprender la cultura propia y reconocer la existencia de muchas otras en un plano de igualdad. De la misma manera, existen numerosos ejemplos de la literatura de la importancia de la movilidad virtual en el desarrollo de la competencia comunicativa intercultural (Byram, 2008;Byram, 2014, Byram y Fleming, 2001Council of Europe, 2015;O´Dowd, 2015;Sevilla-Pavón y Haba-Osca, 2016;Valls, 2011). Por lo tanto, educar en la interculturalidad ha de estar presente en el aula de lengua extranjera.…”