Contenido principal del artículo

Karol Cubero
Universidad Nacional de Costa Rica
Costa Rica
Biografía
Núm. 19 (2021), Artículos, Páginas 267-288
DOI: https://doi.org/10.30827/dreh.vi19.21829
Recibido: Jul 22, 2021 Aceptado: Aug 10, 2021 Publicado: Aug 11, 2021
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Resumen

Con el fin de cumplir con los objetivos educativos para avanzar en el contexto del siglo XXI, los educadores e investigadores se han embarcado desde hace tiempo en la tarea de investigar y proponer diferentes métodos, modelos y estrategias de enseñanza para contribuir a mejorar las prácticas de enseñanza y así comprender mejor los factores que entran en juego en la dinámica y proceso de la enseñanza y el aprendizaje, en este caso particular de un idioma. La búsqueda por mejorar la experiencia de aprendizaje por una en la que el alumnado pueda crecer académica y profesionalmente, y, en general, como seres humanos (conscientes, conectados, interesados, atentos y activamente involucrados en su propio crecimiento) es una constante y una preocupación vigente.  Para el caso que aquí se construye, se propone una reflexión teórica en relación con dos enfoques de enseñanza para mejorar la competencia comunicativa intercultural y la progresión lingüística implícita en el aula de idiomas o lenguas extranjeras. Los principios del AICLE y del ABP reúnen las condiciones necesarias para abogar por las mejores prácticas de enseñanza y aprendizaje de la lengua, el rol intercultural y su relevancia en experiencias de aprendizaje.


Se sugiere que al fusionar los principios de aprendizaje AICLE y PBL se puede sostener una estructura y experiencia de aprendizaje para mediar potencialmente la competencia comunicativa intercultural. Los principios teóricos de ambos enfoques deben integrarse en función de las necesidades específicas del contexto de enseñanza, el plan de estudios, la población y el nivel de idioma.

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