Enhancing Intercultural Communication Competence In Initial Language Teacher Education: A European Proposal
21st-century societies are a clear example of globalization. Travel, migratory flows, and the democratization of communication technologies—including social media—have blurred borders and interwoven cultures across the globe. In this context, the European Union was envisioned as a common project, wh...
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| Formato: | tesis doctoral |
| Estado: | Versión aceptada para publicación |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Universidad de Burgos (UBU) |
| Repositorio: | Repositorio Institucional de la Universidad de Burgos (RIUBU) |
| OAI Identifier: | oai:dnet:riubu_______::758b7a7b906712cbf4f5e40388a6af45 |
| Acesso em linha: | https://hdl.handle.net/10259/11542 |
| Access Level: | acceso embargado |
| Palavra-chave: | European Union Intercultural communication competence Initial language teacher education Critical intercultural pedagogy Social justice Unión Europea Competencia en comunicación intercultural Formación Inicial del profesorado de idiomas Pedagogía crítica intercultural Justicia social Comunicación intercultural Lenguas modernas-Estudio y enseñanza Intercultural communication Languages, Modern-Study and teaching 5701.11 Enseñanza de Lenguas 6301.05 Lengua y Cultura 5801.03 Desarrollo del Programa de Estudios |
| Resumo: | 21st-century societies are a clear example of globalization. Travel, migratory flows, and the democratization of communication technologies—including social media—have blurred borders and interwoven cultures across the globe. In this context, the European Union was envisioned as a common project, where its citizens could benefit from the cultural, professional, educational, and leisure opportunities available to their fellow Europeans. However, despite a shared history, European citizens often feel disconnected from their neighbours and either cannot or do not wish to communicate beyond their own borders. European bodies, such as the Council of Europe and the European Commission, have sought to address this disconnection in recent years, particularly through education and mobility programmes, both physical and virtual. Within this framework, the language classroom is recognized as the ideal space to foster intercultural communication competence among future generations. However, the very concept of “culture” is complex to define, and the imposition of certain cultural norms—without accounting for social or classroom-specific nuances and realities—risks reproducing and perpetuating dynamics of oppression (Freire, 1970a; hooks, 2014). In fact, the lack of training and clear guidelines for language teachers often leads them to replicate the approaches used in their own education, thereby perpetuating such dynamics. This may help explain why, despite the European Union’s efforts, today’s societies—and educational institutions—remain spaces where discrimination and hate crimes continue to rise. For this reason, this thesis focuses on developing an educational proposal to foster intercultural communication competence among trainee language teachers, first at a theoretical level and then through a case study analysis, enabling them to promote this same competence in their future classrooms. The results show that the students who participated in the case study, carried out at the University of Burgos, developed intercultural awareness, critical thinking, and are better prepared to approach the intercultural classroom from an inclusive perspective. |
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