The symbolic dimension of intercultural competence in foreign language class
Keywords:
intercultural competence, education, foreign languages, symbolic dimensionAbstract
The foreign language class is a social space, which will allow the overlap of the students’ own culture as well as the culture(s) of the language(s) learned. This encounter can happen through intercultural competence and in different dimensions. One of them will correspond to the symbolic dimension, which includes its elements: cultural artifacts, cultural practices, traditions and meanings. Hence, the teacher should not only focus on questions of the host language and culture, but also reveal how these are going to interrelate with the target language and culture. Consequently, students will develop greater openness, curiosity and interest in knowing who the other is. At the same time, they will (re)know themselves in an intercultural dialogue, which will give meaning to their own cultural symbolism and to that of the other culture.
References
Baby-Ramírez, Y. (2015). Las fiestas populares tradicionales, reflejo de la identidad cultural de las comunidades. Revista caribeña de ciencias sociales. https://www.eumed.net/rev/caribe/2015/05/fiestas.html.
Carrillo-López, C. (2021). Dimensiones de la competencia intercultural en el aprendizaje de lenguas extranjeras. Cuestiones Pedagógicas, 2(30), 79-100. https://doi.org/10.12795/CP.2021.i30.v2.05.
Cassirer, E. (2013). Filosofía de las formas simbólicas ii.
Chamseddine, M. y Fernández, A. (2021). Le développement de l’éducation interculturelle par l’enseignement-apprentissage du français langue étrangère (fle) : une analyse de la littérature. Anales de filología francesa, (29), 293-309. https://doi.org/10.6018/analesff.490051.
David, D., Calin, F., Tomuletiu, E. A., y Pop, A. (2011). The concept of cultural and traditional archetype. Procedia – Social and Behavioral Sciences, 15,1493-1496. https://doi.org/10.1016/j.sbspro.2011.03.317.
Donnat, O. (2003) Regards croisés sur les pratiques culturelles. La Documentation française.
Hall, E. T. (1976). Beyond culture. Anchor Books/Doubleday. https://monoskop.org/images/6/60/Hall_Edward_T_Beyond_Culture.pdf.
Hamidou, N. (2014). La dimension interculturelle dans l’enseignement/apprentissage du français en Algérie entre représentations et connaissances culturelles. Multilinguales, 3, 125-138. https://doi.org/10.4000/multilinguales.1631.
Navarro, M. (2018). Les compétences communicative et interculturelle en fle: les ex-pressions idiomatiques, peuvent-elles aider? Anales de Filología Francesa, 26. https://doi.org/10.6018/analesff.26.1.352401.
Paricio-Tato, M. S. (2014). Competencia intercultural en la enseñanza de lenguas extranjeras en Porta Linguarum, 21, 215-226. https://www.ugr.es/~portalin/articulos/PL_numero21/14%20%20Silvina.pdf.
Pedro, F. J. (2018). L’approche interculturelle dans l’enseignement-apprentissage des langues étrangères: analyse des pratiques d’enseignement du français langue étrangère au mozambique. (Doctoral dissertation, Université de Lorraine). https://tel.archives-ouvertes.fr/tel-01992625/document.
Prahaladaiah, D. (2018). Socio-cultural artefact. https://www.researchgate.net/publication/329416663_Socio-cultural_Artefact.
Organización de las Naciones Unidas para la Cultura, las Ciencias y la Educación [unesco]. (2017, 16 de octubre). Diálogo intercultural. https://es.unesco.org/themes/dialogo-intercultural.
Villar García, M. (2014). El valor simbólico de la imagen representada. Legado de arquitectura y diseño, 16, 51-64. http://www.redalyc.org/articulo.oa?id=477947304004.
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Revista Digital Universitaria es editada por la Universidad Nacional Autónoma de México se distribuye bajo una Licencia Creative Commons Atribución-NoComercial 4.0 Internacional. Basada en una obra en http://revista.unam.mx/.
