Red de Bibliotecas Virtuales de Ciencias Sociales en
América Latina y el Caribe

logo CLACSO

  1. Repositorio institucional de CLACSO
  2. Colección de los Centros Asociados
  3. Colombia
  4. Red Iberoamericana de Pedagogía - REDIPE - Cosecha
Por favor, use este identificador para citar o enlazar este ítem: https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/157817
Registro completo de metadatos
Campo DC Valor Lengua/Idioma
dc.creatorPerlaza Torres, Leidy Dayan-
dc.creatorMacias Molina, Adela-
dc.creatorRomero Martínez, Gonzalo-
dc.date2021-11-01-
dc.date.accessioned2022-03-29T19:38:41Z-
dc.date.available2022-03-29T19:38:41Z-
dc.identifierhttps://revista.redipe.org/index.php/1/article/view/1560-
dc.identifier10.36260/rbr.v10i11.1560-
dc.identifier.urihttp://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/157817-
dc.descriptionThis article focuses on the incidence of learning knowledge technologies and the content learning integrated language approach in the development of intercultural communicative competence (ICC). ICC is considered a relevant competence for the 21st century in the process of teaching and learning foreign languages and the integral development of students. This research arose from the need to complement the development of communicative skills in English students from the UCEVA Language Department of the municipality of Tulua. With the aim of developing intercultural competence in 32 students of English level 2 of Teens and Adults programs. In order to promote the recognition, respect, and acceptance of cultural diversity and the enrichment of cultural identity through interaction, and socialization with others in different situations and contexts. To carry out this quantitative study, with a quasi-experimental design, the “ICC skill to 21st-century” test was applied as a pre-test and post-test to identify and evaluate the level of development of intercultural communicative competence in the participants. Also, the didactic unit “Beyond my thoughts” framed in the use of LKT tools and the CLIL approach was implemented and the descriptive frequency and independent samples techniques of the SPSS v.20 were used to analyze the data obtained. As a result, the statistical analysis showed that there were no significant incidents in the development of intercultural communicative competence, therefore the null hypothesis was accepted. While the descriptive results reflected that the implementation of the didactic unit generated an impact on the development of this 21st-century skill given that intercultural communicative competence involves both the dimensions of people and those experiences that they live. Therefore, its evaluation is not limited to tests but to the analysis and reflection that students make of their process sequentially when facing their reality.  en-US
dc.formatapplication/pdf-
dc.languagespa-
dc.publisherRed Iberoamericana de Pedagogíaes-ES
dc.relationhttps://revista.redipe.org/index.php/1/article/view/1560/1473-
dc.rightshttp://creativecommons.org/licenses/by-nc-sa/4.0es-ES
dc.sourceBoletín Redipe Journal; Vol. 10 No. 11 (2021): Interdisciplinarity, subjectivities, interculturality; 562-577en-US
dc.sourceRevista Boletín Redipe; Vol. 10 Núm. 11 (2021): Interdisciplinaridad, subjetividades, interculturalidad; 562-577es-ES
dc.source2256-1536-
dc.titleLearning and knowledge technologies in the content language integrated learning for the development of intercultural communicative competenceen-US
dc.titleTecnologías del aprendizaje y el conocimiento en el aprendizaje integrado de contenido y lenguas extranjeras para el desarrollo de la competencia comunicativa interculturales-ES
dc.typeinfo:eu-repo/semantics/article-
dc.typeinfo:eu-repo/semantics/publishedVersion-
Aparece en las colecciones: Red Iberoamericana de Pedagogía - REDIPE - Cosecha

Ficheros en este ítem:
No hay ficheros asociados a este ítem.
Mostrar el registro sencillo del ítem


Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.