Sustainable Higher Education via Telecollaboration: Improving Plurilingual and Pluricultural Competence
| Autor: | Oksana Polyakova, Ruzana Galstyan-Sargsyan |
|---|---|
| Přispěvatelé: | UCH. Departamento de Humanidades, Producción Científica UCH 2021 |
| Rok vydání: | 2021 |
| Předmět: |
Second language acquisition - Education (Higher)
plurilingual and pluricultural competence Conciencia lingüística Educación - Métodos - Enseñanza universitaria Language awareness collaborative online international learning Group work in education - Education (Higher) cultural awareness Education Instructional systems - Education (Higher) Educación - Trabajo en equipo - Enseñanza universitaria Lengua española - Didáctica - Hablantes extranjeros - Enseñanza universitaria Segunda lengua - Adquisición - Enseñanza universitaria second language acquisition Spanish language - Study and teaching - Foreign speakers - Education (Higher) sustainable education english as a foreign language |
| Zdroj: | Интеграция образования, Vol 25, Iss 4, Pp 544-561 (2021) |
| ISSN: | 1991-9468 2308-1058 |
| DOI: | 10.15507/1991-9468.105.025.202104.544-561 |
| Popis: | Este artículo se encuentra disponible en la página web de la revista en la siguiente URL: https://edumag.mrsu.ru/content/pdf/21-4/01.pdf Introduction. Due to globalisation, the modern workforce is significantly diversified. Therefore, there is a need to modernise and embrace innovation in 21st-century education to prepare international professionals to work in cross-cultural teams via digital platforms. While research in the recent past has primarily focused on the refinement of future expert competences in tertiary education, only a handful of studies have been done to establish how plurilingual and pluricultural competence can be digitally developed at the inter-university level. In this light, this study sought to bridge this gap in the research on the sustainable cooperation model. Materials and Methods. The design for the methodological plan of integrating plurilingualism and pluriculturalism in university teaching was premised on the need to promote networking among students from different universities and countries. Its major stages based on the Collaborative Online International Learning approach included three stages: find a partner, prepare the project and carry out the project. A virtual exchange experiment across two institutions of higher learning in Spain and Finland helped analyse plurilingual and pluricultural competence achievement by means of questionnaires. Results. A special Collaborative Online International Learning approach used to explore plurilingual and pluricultural competence and the effectiveness of online-assisted language interaction, teamwork or intercultural cooperation. The study’s findings confirmed that plurilingual and pluricultural competence among students could also be developed using virtual cooperation, thus supporting cost-effective options of sustainable university training. Discussion and Conclusion. The project had a positive impact on reaching sustainable education goals by highlighting intercultural interaction prospects. Besides, it displays real challenges such as different schedules, grading systems, timing, motivation or virtual interaction among learners and ways of overcoming them. Regardless of the fundamental idea of formative exploration, our study presents some findings that lecturers, language training practitioners and policymakers willing to apply telecollaboration will be deserving of thought. |
| Databáze: | OpenAIRE |
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