Abstract
The problem that is identified in this paper is the lack of pedagogical and didactic strategies and tools to allow the development and strengthening of Intercultural Communicative Competence in foreign language teaching and learning in the research context. From that perspective, this research aimed to design, implement and evaluate a pedagogical and didactic proposal to promote interculturality and the development of Intercultural Communicative Competence in virtual learning environments in English courses at Pontificia Universidad Javeriana. In order to achieve the main aim, there are included in the conceptual framework five sections: culture, interculturality, Intercultural Communicative Competence (ICC), teaching English as a foreign language and Information and Communication Technologies (ICT). For the pedagogical and didactic design, Byram's (1997) Intercultural Communicative Competence Model is adopted, which considers five Savoirs to measure the development of Intercultural Competence (Savoirs, Savoir- être, Savoir- comprendre, Savoir-apprendre/ faire, Savoirs'engager) each one is linked to a specific component (Awareness, Attitudes, Skills, Knowledge, Proficiency). Taking into consideration the methodological framework, a qualitative study has been conducted based on an interpretative paradigm in which the pedagogical and didactical design of the whole proposal was created; altogether, the proposal has five modules, however, for implementation purposes, just module 1 was implemented. After the piloting process, exploration and analysis of the results were carried out in the light of the categories established for this goal; these findings show a positive assessment of the promotion of interculturality in virtual learning environments, as well as improvements for the success of these types of proposals.
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