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Mª Helena Araújo e Sá & Sílvia Melo Departamento de Didáctica e Tecnologia Educativa Universidade de Aveiro - Portugal

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Romance cross-comprehension and on-line communication in the development of educational competences: a study of future teachers’ perspectives. Mª Helena Araújo e Sá & Sílvia Melo Departamento de Didáctica e Tecnologia Educativa Universidade de Aveiro - Portugal. Research context.

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Romance cross-comprehension and on-line communication in the development of educational competences:a study of future teachers’ perspectives

Mª Helena Araújo e Sá & Sílvia Melo

Departamento de Didáctica e Tecnologia Educativa

Universidade de Aveiro - Portugal

research context
Research context
  • On-line communication

* recent forecasts point out that approximately one billion of the world population will have access to the Internet in 2005

* a great number of users in interpersonal communication is also anticipated

  • Romance cross-comprehension

“As international communication is increasingly intense and complex, and as Europe tends to adopt English as a common tool for linguistic exchanges, it is crucial to promote other means of linguistic integration, in particular through cross-comprehension in various families of languages" (DEGACHE; 2003).

galanet approach
Galanet approach
  • Cross-comprehension between Castilian, French, Italian and Portuguese (through e-mail, chat and foruns of discussion)
  • Collaborative work (in 5 phases)

1- “breaking the ice”

2- “choosing a theme”

3- “brainstorming”

4- “collecting documents and debate”

5-”elaborating and publishing the press dossier”

educational competence
Educational competence
  • Personal and interpersonal dimension

attitudes, values, knowledge about oneself and about the Other

  • Intercultural dimension

the development of intercultural communicative competences, namely the skills of interpretation and interaction

  • Teaching and learning development dimension

a critical educative conscience, a political education perspective and the capacity to foresee educational actions and contexts.

on line romance cross comprehension perceived by portuguese future teachers
On-line romance cross-comprehension perceived by Portuguese future teachers
  • “in the beginning I was a bit scared with the chat dynamics“
  • "chat communication is something new for me (…) and when we are facing something new, we feel curious, we want to experiment it"
  • "when there are barriers (both technical and linguistic), there is discovering and fascination"
personal and interpersonal dimension
Personal and interpersonal dimension
  • key words: "interest", "motivation", "curiosity", "will", "opening" and "trust” (usually associated to languages, cultures and to the Other)

"I have developed my interest and motivation towards RL in part because, surprisingly, I could understand them quite easily." (student N, 24/02)

intercultural dimension development
Intercultural dimension development
  • "language teaching is as much about oneself as about others" (Byram, 1999)
  • this intercultural dimension involves attitudes, knowledge and skills

"By knowing these languages, I become aware of their countries’ cultures and, by communicating with the Other, I \'give\' him a little bit of my own culture; consequently, not only do I transmit it but also do I interiorize it better." (student P, 24/03)

teaching and learning dimension
Teaching and learning dimension
  • Openness to the Other, understanding and accept of otherness (predicted as a future classroom scenario)
  • Perception of the social teacher responsibility in children citizenship education
  • Development of two pointed fundamental teachers\' characteristics: motivation and self-knowledge
on line communication tools opportunity to develop educational competences
On-line communication tools: opportunity to develop educational competences
  • virtual spaces, seen as circumstances of plurilingual needs development and as spaces of interaction and communicative skills improvement, can be usefully used in the development of educational competences
  • growing conscience of belonging to a linguistic and cultural community, with a common background and similar purposes, but with particular and located specificities.
  • deconstruction of linguistic and cultural representations, as far as discovery of stereotypes and the reflection about scholar practices
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