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Karteikarten von Margarita Vázquez Juárez, aktualisiert vor 7 Tage
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Erstellt von Margarita Vázquez Juárez
vor 7 Tage
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| Frage | Antworten |
| Interculturality | According to the National Council of State Supervisors for Languages (NCSSFL, 2017), Interculturality is the ability to experience another person’s culture, requiring an open-minded, interested, and curious about that person and culture, awareness, and respect for others and their differences, demonstrating an ability to negotiate language meaning and usage based on cultural understanding and responsiveness. ‘relationship between cultures’ and refers to making the best use of each culture, so there will be reciprocity, knowledge, appreciation, understanding, interaction, participation, horizontality, respect, and solidarity with other cultures. Mella, (2021) pointed out that Interculturality seems to be a permanent process of relationships among people, groups, knowledge, values, and different traditions. This process is not only communicative-linguistic; but also implies mutual learning and the encouragement of respectful relationships to the cultural differences of the implied people. |
| Intercultural Education | The specific objectives of intercultural education can be summarized by the fourth educational pillar, as defined by the Commission on Education for the 21st Century. This pillar includes four components: learning to know, learning to do, learning to be, and learning to live with others (UNESCO, 2024). Delgado and Aparicio (2017) pointed out that intercultural education work is complex because intercultural reality knowledge is too extensive, heterogeneous, and changeable, so necessarily this work has to be accompanied by updated strategies, complemented with a necessary and positive attitude, not just transmitting knowledge, but attitudes facing situations, contexts, and problems implied in a person’s life, and, ultimately, must be part of their coexistence processes |
| Intercultural Teaching | Page (2021) mentioned that Intercultural teaching provides space to consider the ways of being and practices that allow us to engage well with our students and permit diversity to enhance the learning experience for all students. intercultural teaching as a culturally sensitive practice, and intercultural teaching as a transformative practice. Intercultural language teaching situates the need to communicate and seek to teach culture in a way that develops intercultural communicative skills and language skills; therefore, there is a teaching of culture approach that seems to see language and culture as intimately linked, recognizing that culture is always present when people use language, as Newton et al. (2010) stated in their ´Intercultural Communicative Language Teaching: Implications for Effective Teaching and Learning´ study. |
| Intercultural Language Learning | Echcharfy (2019) pointed out that the primary goal of intercultural learning pedagogy is to prepare people to be able to face various cultural challenges as they mediate differences effectively; intercultural people should develop and increase intercultural communicative skills by raising their understanding, respecting and tolerating other´s beliefs and cultures as their own, developing the ability to adapt and being flexible as they interact with others to achieve effective communication in such a diverse and heterogeneous word. |
| Communicative Language Competencies | Communicative competence is defined as the capability to use language accurately, and appropriately in different social settings. In other words, communicative competence refers to how effectively one can communicate with someone else (Gray, 2022). |
| Speaking Competencies | Communicative competence is defined as the capability to use language accurately, and appropriately in different social settings. In other words, communicative competence refers to how effectively one can communicate with someone else (Gray, 2022). According to Wayan (2023), failure to build good communication skills will happen when people do not want to understand other’s opinions, thoughts, ideas, and feelings. |
| Speaking Skill: Vocabulary | The dominance of vocabulary is the primary piece in the success of mastering a foreign language because words are essential components of language learning; if there is no dominance of lexicon, individuals may struggle with communication, including listening, speaking, reading, and writing; mastery of vocabulary plays a crucial role in oral and written communication and is the fundamental piece in the success of mastering a foreign language, in consequence, lexicon is one of the four elements of speaking skills, and to develop our speaking skills, we must first learn the appropriate words (Laufer and Nation, 1999). |
| Speaking Vocabulary Learning Strategies | Scholars have identified a number of vocabulary learning strategies such as repetition strategies, memorization strategies, keyword methods, association strategies, dictionary use, inferencing strategies, word lists, and semantic grid strategies. The memorization strategy is another form of retaining and learning vocabulary, and the spaced repetition technique is a memory technique that helps learners understand and remember information, it is a powerful technique for efficient memorization that uses a repeated review of contents, vocabulary, and grammar to improve retention of long-term |
| Intercultural Competencies | According to Leeds-Hurwitz (Ibid), Intercultural competence is defined as the ability a person has and the ones this person should acquire to act in a flexible, adequate, and efficient way towards people from other cultures and as the ability to behave properly in imminent, particular intercultural situations. The Instituto Superior de Alta Formación y Especialización Empresarial (CFAPE, 2015) defined intercultural competence as the ability to behave appropriately in intercultural situations, the fruitful and cognitive capacity to maintain and establish intercultural relationships, the ability to act versatile when faced with actions, attitudes, and expectations of people from other cultures, the ability to develop auto-identity while mediating among cultures, the ability to manage intercultural problems as the consequences of differences among cultures, the capacity to build our own identity during the mediation process among cultures and the ability to help people to stabilize themselves. |
| Spanish Language Teaching and Learning Materials | The teaching materials might have a relevant impact on learning, motivation, and the students’ responsibility, plus their professional development and satisfaction; the topics of the materials should be based on experiences and realities related to the appropriate themes for the desired learners to ensure their involvement; materials should encourage interaction by providing adequate activities that promote active learning and developing learners` communicative skills, in addition, materials should also have content which provides linguistic and cultural information as Kumar (Ibid) established as principal points. |
| Digital Flashcards | Flashcards are an effective way to reinforce knowledge and improve retention; online flashcard platforms have revolutionized the form people study. Designing and organizing materials has become comfortable and more efficient with digital flashcards; users can now access flashcards anytime, and anywhere (Scholarly. Blog, 2023). |
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