Intercultural competence and secondary efl teachers in castelló. A diachronic approach regarding the latest european notion of democratic culture
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/158176
comunitat-uji-handle2:10234/71345
comunitat-uji-handle3:10234/92228
comunitat-uji-handle4:
TFG-TFMEste recurso está restringido
Metadatos
Título
Intercultural competence and secondary efl teachers in castelló. A diachronic approach regarding the latest european notion of democratic cultureAutoría
Tutor/Supervisor; Universidad.Departamento
Martí Arnándiz, Otilia; Universitat Jaume I. Departament d'EducacióFecha de publicación
2017-11-24Editor
Universitat Jaume IResumen
Intercultural Communicative Competence (henceforth, ICC) is of key importance to
train European citizenry for a world which is becoming more and more interconnected
and, hence, more intercultural. Thus, ICC is ... [+]
Intercultural Communicative Competence (henceforth, ICC) is of key importance to
train European citizenry for a world which is becoming more and more interconnected
and, hence, more intercultural. Thus, ICC is paramount to ascertain whether the
teaching of English as a Foreign Language (henceforth, EFL) or, better, as a lingua
franca, can meet secondary students’ needs not only to participate in a globalized
professional market but also, and most importantly, to enjoy an education as whole
human beings living and participating in democratic communities.
Therefore, this master thesis was inspired by Castro et al.’s (2004) contribution, a piece
of research which was, in the authors’ own words, an “investigation amongst Spanish
secondary school EFL teachers focusing on the extent to which teachers support the
new culture-and-language teaching objectives”. Since then, the very same notion of ICC
has evolved and, last year, 2016, the Council of Europe provided a revised and enriched
ICC framework thought and developed around the notion of Democratic Culture.
The aim of this pilot study, then, is twofold. On the one hand, my objective was
partially replicate the original Castro et al.’s (2004) study in Castelló and its province,
an area within the Valencian Community in which the effective teaching of ICC is a
must, inasmuch its economy is highly oriented to both tourism and to exports of goods,
such as ceramic tiles or oranges. On the other hand, I tried to find out whether the
teaching of ICC in the province where I live and plan to find a job as an EFL secondary
teacher has progressed in line with (i) the Spanish educational laws and (ii) according to
the new aims of ICC designed by the Council of Europe, in order to work towards the
construction of the so called Democratic Culture Competence.
Results have shown that the time devoted to ICC among EFL teachers in Castelló has
increased and that some of the objectives guiding their teaching practice are in tune with
the new ICC competence framework of the Council of Europe built around the notion of
Democratic Culture. [-]
Palabras clave / Materias
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching
Descripción
Treball final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi: SAP419. Curs acadèmic 2016-2017
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/restrictedAccess
info:eu-repo/semantics/restrictedAccess