Fostering Intercultural Communicative Competence Through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective
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1 avril 2012
- handle: 10670/1.hvqeo1
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Mots-clés
Authentic literary texts constructivist model dialogical approach inquiry-based approach intercultural communicative competenceSujets proches
EFL (English as a foreign language) ESL (English to speakers of other languages) English language--Text-books for foreign speakers English language--Text-books for foreigners TESL (English to speakers of other languages) English to speakers of other languages ESOL (English to speakers of other languages) English as a foreign language English as a second language Teaching English as a second language TESL (Language study) EFL (Language study) TEFL (Language study) English to speakers of other languages English language--Study and teaching--Foreign students English as a foreign language ESL (Language study) English as a second language ESOL (Language study) Competence, CommunicativeCiter ce document
Luis Fernando Gómez R, « Fostering Intercultural Communicative Competence Through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective », Profile Issues in Teachers' Professional Development, ID : 10670/1.hvqeo1
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Résumé
This article describes an action research experience carried out in an advanced English as a foreign language classroom of the language program at a university in Bogotá, Colombia, in 2010. The study proposes the inclusion of authentic literary texts in the English as a foreign language classroom through the implementation of four constructivist approaches as a means to develop intercultural communicative competence. Data were collected to show how those approaches engaged learners to read authentic literary short stories, to negotiate meaning, and to develop intercultural competence. It demonstrates that integrating language and literature in English as a foreign language not only constitutes a communicative reading practice, but the opportunity to construct cultural knowledge through social interaction.