Examinando por Materia "Comunicación intercultural"

Mostrando 1 - 4 de 4
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    Análisis narrativo de la identidad lingüística y cultural en los relatos migratorios de cinco miembros de la comunidad árabe de la ciudad de Cali
    (Universidad del Valle, 2019) Salha Alsayeb, Amira; Torres Casierra, Liana Mercedes
    La comunidad árabe en Colombia representa el segundo mayor grupo de inmigrante que participan activamente en el desarrollo social, político y económico de nuestro país. Sin embargo, a pesar de todos sus aportes, esta comunidad no ha tenido la atención deseada desde la academia, imposibilitando en gran medida un verdadero contacto intercultural entre Colombia y el mundo árabe siendo mucho más notoria esta falencia en la región del Valle del Cauca. Así pues, mediante un análisis biográfico-narrativo, pretendo dejar las primeras bases descriptivas de los elementos que constituyen y permean las identidades lingüísticas y culturales de cinco miembros de la comunidad árabe en Cali reflejados en sus relatos migratorios como objeto de estudio, identificando aquellos fenómenos lingüísticos que emergen en cada una de sus narrativas dados por el contacto del árabe con el español, siendo ellos hablantes bilingües; así como la descripción de sus experiencias culturales como inmigrantes. El resultado de este trabajo evidencia fenómenos de bilingüismo de estos participantes tales como el préstamo lingüístico y el cambio de código y manifestaciones culturales como resultado de la transculturación y la adaptación.
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    Analyzing the presence of AAVE in a foreign language teaching program through syllabi analysis and faculty’s attitudes
    (Universidad del Valle, 2025) Orobio Viveros, Carolina; Mayora Pernía, Carlos Alberto; Mayora, Carlos
    African American Vernacular English (AAVE) is a culturally and historically rooted variety of English, widely used yet often marginalized in formal education. In English language teaching, especially in non-U.S. contexts, AAVE continues to be underrepresented and misrecognized. This study investigates the presence of and faculty attitudes towards AAVE within the Foreign Language Teaching (FLT) program at Universidad del Valle in Cali, Colombia. Using a qualitative approach, the research draws on three data sources: syllabi analysis, a survey of attitudes and perceptions about AAVE administered to faculty, and in-depth interviews with four professors. Findings reveal that while AAVE does not appear in course syllabi, some instructors introduce it informally. Most faculty view AAVE as a valid English variety, though concerns about institutional expectations and limited pedagogical training persist. These results highlight the tensions between promoting linguistic inclusivity and maintaining traditional curriculum norms, especially in programs preparing future English educators.
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    Implementing Task Based Methodology to Develop Cultural Awareness at a Language Institute in Santiago de Cali.
    (2016-09-09) Manrique Ramírez, Lilibeydy; Cárdenas Ramos, Rosalba
    This research deals with the concept of culture as an inherent part of language and how it can be developed in the language classroom in order to raise awareness of cultural aspects underlying language. The results here presented are the product of a work done with a group of kids at Centro Cultural Colombo Americano in Santiago de Cali during the period September 2007 - May 2008 by one of the graduate candidates from the Universidad del Valle¿s Foreign Languages Program. The purpose of the course was to adapt the core units proposed by the textbook to a series of tasks that would help learners develop both language skills and cultural understanding. Such outcomes are shared in this document for upcoming research.
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    Intercultural communicative competence in a social networking site for language learning
    (Universidad del Valle, 2019-08-21) Fernández Benavides, Alejandro; Alvarez Valencia, José Aldemar
    Based on the intercultural view of language teaching and the tenets of multimodal social semiotics, I analyze the semiotic design of Livemocha and the students¿ voices, perceptions and experiences with this SNSLL. This is a qualitative case study. The data was gathered during a semester through surveys, learning logs, focus groups, observations and screen recordings of the participants¿ activities on Livemocha. The data consisted of the site¿s documental information and the participants¿ voices. The semiotic design of Livemocha was analyzed by following the principles of multimodal social semiotics. And the students¿ commentaries were analyzed through discourse analysis in order to find indicators of Intercultural Communicative Competence (ICC). The results suggest that Livemocha is a SNSLL that has the potential to promote ICC components such as attitudes, knowledge and skills of interpreting and relating and discovery and interaction. Both, the students¿ voices and the semiotic analysis of some learning units indicated that users could experience contact with other cultures through the contents of the site 16 and the possibilities to interact with members of other cultures. The findings of this study report pedagogical implications regarding the need of spaces for intercultural communication, development of critical skills and overcoming the current linguistic imperialism on language teaching practices.