Virtual cultural exchange between students from Bio-Bio University and Grand Valley State Univeristy (GVSU)
Article Sidebar
Main Article Content
Abstract
A virtual cultural exchange pilot experience. The program was promoted by the Spanish Program for Foreigners and the Department of Arts and Letters of the University of Bío-Bío. This initiative was developed within the framework of an international cooperation agreement between the Universidad del Bío-Bío (UBB) and Grand Valley State University (GVSU). The objective of this initiative was to generate cultural exchange to promote motivation in learning English as a foreign language. By using thematic analysis (Braun & Clarke, 2006) the data produced with the students was organized and analyzed. The assessment collected from satisfaction surveys answered by students from both institutions indicated that the experience met expectations. It favored cultural exchange between students who positively valued this experience, mainly aspects related to the optimization of opportunities offered by the technology in these difficult times. It is therefore anticipated that this initiative will be repeated and will add more students and teachers.
Article Details
References
Bennett, M. J. (2009). Defining, measuring, and facilitating intercultural learning: a conceptual introduction to the Intercultural Education double supplement. Intercultural Education, 20(sup1), S1-S13. https://doi.org/10.1080/14675980903370763 DOI: https://doi.org/10.1080/14675980903370763
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. y Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7 DOI: https://doi.org/10.37074/jalt.2020.3.1.7
Cushner, K. y Mahon, J. (2009). Intercultural competence in teacher education. In D. K. Deardorff (Ed.), The Sage Handbook of Intercultural Competence (pp. 304-320). Ringgold. DOI: https://doi.org/10.4135/9781071872987.n17
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). La evaluación online en la educación superior en tiempos de la COVID-19. Education in the Knowledge Society (EKS), 21(0). https://doi.org/10.14201/eks.23013 DOI: https://doi.org/10.14201/eks.23013
García, E., Arias, M. B., Harris Murri, N. J. y Serna, C. (2010a). Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 61(1-2), 132-142. https://doi.org/10.1177/0022487109347878
García, E., Arias, M. B., Harris Murri, N. J. y Serna, C. (2010b). Developing Responsive Teachers: A Challenge for a Demographic Reality [Desarrollando profesores responsivos; un desafío para la realidad demográfica]. Journal of Teacher Education, 61(1-2), 132-142. https://doi.org/10.1177/0022487109347878 DOI: https://doi.org/10.1177/0022487109347878
Gilmour, L., Klieve, H. y Li, M. (2018). Culturally and Linguistically Diverse School Environments – Exploring the Unknown [Entornos escolares cultural y lingüísticamente diversos: explorando lo desconocido]. Australian Journal of Teacher Education, 43(2), 172-189. https://doi.org/10.14221/ajte.2018v43n2.10 DOI: https://doi.org/10.14221/ajte.2018v43n2.10
Hernández-Yulcerán, A. (2016). The curriculum in migrant student contexts: The complexities of curriculum development from the perspective of classroom teachers. Estudios Pedagogicos, 42(2), 151-169. https://doi.org/10.4067/S0718-07052016000200009 DOI: https://doi.org/10.4067/S0718-07052016000200009
Miller, J., Kostogriz, A. y Gearon, M. (2009). Culturally and linguistically diverse classrooms: New dilemmas for teachers (New perspectives on language and education) [Aulas cultural y lingüísticamente diversas: nuevos dilemas para los docentes (nuevas perspectivas sobre el lenguaje y la educación)]. Multilingual Matters. DOI: https://doi.org/10.21832/9781847692184
Ministerio de Salud. (2020). Coronavirus en Chile pasa a fase 4 y presidente anuncia cierre de fronteras. Minsal. Retrieved 06/10/2020 from https://www.minsal.cl/coronavirus-en-chile-pasa-a-fase-4-y-presidente-anuncia-cierre-de-fronteras/
Moloney, R. y Saltmarsh, D. (2016). 'Knowing your students' in the culturally and linguistically diverse classroom ['Conociendo a sus alumnos' en el aula cultural y lingüísticamente diversa]. Australian Journal of Teacher Education, 41(4), 79-93. https://doi.org/10.14221/ajte.2016v41n4.5 DOI: https://doi.org/10.14221/ajte.2016v41n4.5
Poblete, M. (2019). Educación intercultural bilingüe en Chile: Definiciones y breve recuento histórico desde la década de 1990 [intercultural bilingual education in Chile: Definitions and brief historical recount since the 1990s]. Biblioteca del congreso nacional de Chile.
Rebori, A. (2003). La globalización, el discurso económico y las diferencias culturales. Theomai, 99, 0. https://www.redalyc.org/articulo.oa?id=12499407
Reina, R. y Roman, V. (2013). Factores que inciden en la realización de experiencias pedagógicas bilingües exitosas: breve revisión. Una Ciencia- Revista de Estudios e Investigaciones, 80-90. http://repository.unac.edu.co/bitstream/handle/11254/673/Factores%20que%20inciden%20en%20la%20realizaci%c3%b3n%20de%20experiencias%20pedag%c3%b3gicas%20biling%c3%bces%20exitosasBreve%20revisi%c3%b3n.pdf?sequence=1&isAllowed=y
Sáez, D., Braga, J., Abuín, M., Guirao, M., Soto, B. y Maroto, N. (2011). Últimas Tendencias En Traducción E Interpretación. Iberoamericana Vervuert
Stern, N. (1991). The determinants of growth. Economic Journal, 101(404), 122-133. https://www.jstor.org/stable/2233847?seq=1#metadata_info_tab_contents DOI: https://doi.org/10.2307/2233847
UNESCO. (2020). COVID-19 Impact on Education. Retrieved 06/10/2020 from https://bit.ly/2yJW4yy
Universidad del Bío-Bío. (2019). Programa de asignatura, Dirección de Escuela, Pedagogía en Inglés