Abstract
<p style="margin: 0cm 0cm 0pt;"> </p><p style="margin: 0cm 0cm 0pt;"> </p><p style="margin: 0cm 0cm 0pt;"><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-ansi-language: EN-US;" lang="EN-US">In this research, we combine digital competence, in this case the use of a blog and cultural competence in order to practice the writing skills. Through the blog we want to challenge the traditional teaching methods as Vygotsky’ social development theory and we propose a change of roles. Students do not write anymore only for the teacher, but also for their classmates and even for anyone who reads the blog. In addition, not only the teacher gives feedback to them as well as their classmates. Results show that students enjoyed this change of roles and find it interesting and motivating. This research is divided in an introduction from social interaction to Edublogs to understand better what it means. In the method section, we explain the didactic unit and the blog. The results and discussion indicate that students prefer not only working with the blog than with traditional materials, but using the blog to practice the writing skills motivates students to learn. Finally, we show the efficacy of using the blog in the classroom to create a community of learning.</span></p><p style="margin: 0cm 0cm 0pt;"> </p><p style="margin: 0cm 0cm 0pt;"> </p>
Highlights
1.1 Digital and cultural competence When we live in a particular country, we automatically become exposed and accustomed to a range of images and symbols embedded in songs and pictures, places and customs
The didactic unit presented in this research has a total of 34 sessions
To carry out this research, it has not been possible to put the 34 sessions into practice, since currently we do not work in a secondary school and the internship only lasted 2 months and we only had the opportunity to implement this didactic unit when my tutor let me to do it
Summary
1.1 Digital and cultural competence When we live in a particular country, we automatically become exposed and accustomed to a range of images and symbols embedded in songs and pictures, places and customs. These images and symbols include famous people about culture, architectural and landscape features such as the White House in Washington and the white cliffs of Dover. Familiarity with these images helps students to feel more confident and to become more fluent (Tomalin & Stempleski, 1993). Language and culture have an inextricable and interdependent relationship (Ho, 2009). Mitchell and Myles (2004) argue that “language and culture are not separate, but are acquired together, with each providing support for the development of the other”
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