A carregar...
Publicação
A promoção da Competência Comunicativa Intercultural na Aula de Língua Estrangeira através do Digital Storytelling
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.79 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A presente investigação-ação focou-se no potencial pedagógico do Digital Storytelling (DS)
como ferramenta promotora da Competência Comunicativa Intercultural (CCI) nas aulas de
Língua Estrangeira (LE). Tal como estudos indicam, os professores de LE têm falhado em
aplicar aspetos culturais e interculturais e ainda dependem muito dos métodos tradicionais
de ensino que, por norma, refletem o multiculturalismo descurando nuances culturais e a
reflexão crítica (Baker, 2022; Matos & Melo-Pfeifer, 2020). Para além do referido, poucos
docentes usam as tecnologias digitais para o benefício da pedagogia do ensino de línguas
(OECD, 2024). Aquando da crescente diversidade e globalização, integrar a CCI e as
literacias digitais no ensino de línguas é imperativo para preparar e equipar os alunos com
competências para o século XXI. O projeto de investigação foi desenvolvido num colégio
privado em Lisboa durante o ano letivo 2023/2024 e teve como metodologia empregue a
investigação-ação com métodos qualitativos e quantitativos através de dados obtidos de 97
alunos de quatros turmas de Inglês e de Espanhol. Os dados foram recolhidos através de
questionários, duas versões da Autobiografia de Encontros Interculturais (AEI), observação
direta, o diário de ensino da professora, fichas de trabalho, narrativas, storyboards, áudios,
Digital Stories, rúbricas de avaliação e auto e heteroavaliação dos projetos e dos alunos. Os
resultados sugerem que os alunos efetivamente desenvolveram a CCI através do DS,
permitindo que demonstrassem empatia para com diferentes perspetivas culturais. Os
estudantes expressaram diversas emoções e desenvolveram competências relacionadas com
abertura, empatia, conscientização cultural, tomada de perspetiva, colaboração, reflexão e
literacia digital, as quais os métodos tradicionais de ensino raramente permitem. No entanto,
os alunos revelaram limitações em completar os projetos a tempo e em seguir e aplicar
direitos de autor e créditos. Recomenda-se, para futuras investigações, aprimorar e adaptar
as ferramentas de avaliação da CCI, integrar continuamente o DS no ensino de LE,
desenvolver o projeto com alunos cujo nível de proficiência seja mais elevado, atribuir mais
tempo ao desenvolvimento dos projetos para reduzir o stress dos discentes, criar versões
mais curtas das AEI e na língua nativa dos alunos, enfatizar conceitos chaves como direitos
de autor e promover intercâmbios interculturais em formato digital e local, a fim de estimular
experiências autênticas.
The present research focuses on the pedagogical potential of a Digital Storytelling (DS) project in promoting Intercultural Communicative Competence (ICC) within language teaching framework. As studies indicate, language teachers have failed to apply cultural and intercultural aspects and remain reliant on traditional teaching methods that often only reflect multiculturalism overlooking cultural nuances and reflection (Baker, 2022; Matos & MeloPfeifer, 2020). In addition, few examples use digital technologies to benefit language teaching pedagogy (OECD, 2024). In an increasingly diverse and globalized world, integrating ICC and digital literacies into language learning is imperative to prepare and equip learners with skills for the 21st century. The research project was developed in a private school in Lisbon during the 2023/2024 academic year. The methodology employed was action research, entailing qualitative and quantitative data collection from 96 learners across four English and Spanish student groups. Data was collected through questionnaires, the two versions of the Autobiography of Intercultural Encounters (AIE), direct observation, a teaching journal, student worksheets, narratives, storyboards, audios, Digital Stories, assessment rubrics and student self and peer assessment. Findings suggest that students effectively developed ICC through DS and empathised with different cultural perspectives. Students expressed emotions and developed skills in openness, empathy, cultural awareness, perspective-taking, collaboration, reflection, and digital literacy, which traditional methods rarely allow. Despite this, students faced some limitations in completing their projects on time and following and applying copyright guidelines effectively. Recommendations for future directions include refining and adapting evaluation tools for promoting ICC, continuing the integration of DS into language learning curricula to foster lifelong intercultural learning and also with older students, considering more time for project development to reduce student stress, creating shorter and native-language versions of the AIE, emphasizing key concepts like copyright issues, and fostering intercultural exchanges, both digitally and locally, for authentic experiences.
The present research focuses on the pedagogical potential of a Digital Storytelling (DS) project in promoting Intercultural Communicative Competence (ICC) within language teaching framework. As studies indicate, language teachers have failed to apply cultural and intercultural aspects and remain reliant on traditional teaching methods that often only reflect multiculturalism overlooking cultural nuances and reflection (Baker, 2022; Matos & MeloPfeifer, 2020). In addition, few examples use digital technologies to benefit language teaching pedagogy (OECD, 2024). In an increasingly diverse and globalized world, integrating ICC and digital literacies into language learning is imperative to prepare and equip learners with skills for the 21st century. The research project was developed in a private school in Lisbon during the 2023/2024 academic year. The methodology employed was action research, entailing qualitative and quantitative data collection from 96 learners across four English and Spanish student groups. Data was collected through questionnaires, the two versions of the Autobiography of Intercultural Encounters (AIE), direct observation, a teaching journal, student worksheets, narratives, storyboards, audios, Digital Stories, assessment rubrics and student self and peer assessment. Findings suggest that students effectively developed ICC through DS and empathised with different cultural perspectives. Students expressed emotions and developed skills in openness, empathy, cultural awareness, perspective-taking, collaboration, reflection, and digital literacy, which traditional methods rarely allow. Despite this, students faced some limitations in completing their projects on time and following and applying copyright guidelines effectively. Recommendations for future directions include refining and adapting evaluation tools for promoting ICC, continuing the integration of DS into language learning curricula to foster lifelong intercultural learning and also with older students, considering more time for project development to reduce student stress, creating shorter and native-language versions of the AIE, emphasizing key concepts like copyright issues, and fostering intercultural exchanges, both digitally and locally, for authentic experiences.
Descrição
Palavras-chave
Competência Comunicativa Intercultural Digital Storytelling Interculturalidade Línguas estrangeiras Investigação-ação Ensino básico e secundário Ensino de línguas baseado em projetos Intercultural Communicative Competence Digital Storytelling Interculturality Foreign languages Action research Basic and secondary education Project-Based Language Learning