CiñELE: a project based on film and ICT to develop intercultural communicative competence of Thai students of Spanish

Authors

DOI:

https://doi.org/10.31637/epsir-2024-304

Keywords:

didactics, film, intercultural communicative competence, Spanish as a foreign language, stereotypes, Thailand, ICTs, university

Abstract

Introduction: The film world represents one of the exponents with the greatest didactic potential for fostering the acquisition of ICC. On the language level, it facilitates learning through countless meaningful situations. Culturally, it enables learners to find a bridge over which to overcome stereotypical assumptions. ICTs, for their part, help different educational stakeholders share a common language aimed at strengthening the teaching-learning process. This compendium of joint strengths constitutes the purpose of CiñELE, a project aimed at reducing the linguistic and socio-cultural barriers associated with learners of Spanish as a foreign language in the Thai context. Methodology: An exploratory study was carried out, starting with an initial questionnaire, followed by the implementation of an ad hoc didactic unit, and concluding with a final questionnaire. Results:  The intervention reveals a positive reception of the didactic materials used, resulting in a significant improvement of the target group's ICC. Discussions:Despite the successful implementation of the project, there is a latent resistance to methodological change from more traditional learners. Conclusions:  Therefore, similar intervention initiatives are needed in the short and medium term.

Downloads

Download data is not yet available.

Author Biographies

Juan Carlos Manzanares Triquet, Universidad de Granada

Juan Carlos Manzanares Triquet holds a degree in Translation and Interpreting from the University of Málaga (2012) and a PhD in Education from the University of Granada (2023). Between 2014 and 2023 he worked as a Spanish teacher in different university institutions in the People's Republic of China. Since the end of 2023 he is part of the Department of Language and Literature Didactics at the University of Granada. His research interests include: the implementation in the classroom of active methodologies such as gamification or ABJ; interculturality in the teaching-learning process of additional languages; or the implementation of ICT resources in the classroom.

Penpisa Srivoranart, Chulalongkorn University

Penpisa Srivoranart, a Thai national, obtained her Bachelor of Arts with a major in Spanish at Chulalongkorn University (Thailand) in 2003, Master in ELE at the University of Alcalá (2005), Master in Advanced Hispanic Studies at the Universitat de València (2009) and PhD in Spanish Language and Literature at the University of Alcalá (2011). He is currently Assistant Professor of the Spanish Section, Department of Western Languages at Chulalongkorn University, Bangkok, Thailand. His research focuses mainly on Spanish as a foreign language, although he has also published on translation, Spanish literature and intercultural communication. In addition, she has translated several works of literature, psychology and philosophy from Spanish.

References

Alejaldre Biel, L. y Álvarez Ramos, E. (2018, 26 de enero). Inclusión de las TIC en el aprendizaje de ELE en Tailandia para fomentar la expresión oral en el aula [ponencia]. V Jornadas ELE en Bangkok, 26 y 27 de enero de 2018, Bangkok, Tailandia.

Amenós Pons, J. (1997). Cine y literatura: paralelismos y diferencias para el aula de E/LE. Frecuencia, 7, 25-31.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Caballero, P. (2019). Perdiendo el este [película]. Warner Bros.

Consejo de Europa. (2001). Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación. Instituto Cervantes; Ministerio de Educación, Cultura y Deporte. https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco/cvc_mer.pdf

Consejo de Europa. (2020). Marco Común Europeo de Referencia para las Lenguas: Aprendizaje, Enseñanza, Evaluación. Volumen complementario. Instituto Cervantes; Ministerio de Educación, Cultura y Deporte. https://goo.su/3DdUb9q

Cordero Balcázar, C. (2021). Experiencias lúdicas en contextos de aprendizaje. En E. Vázquez, y M. L. Sevillano (Coords.), Gamificación en el aula (pp. 23-38). McGraw Hill-UNED.

Costa Villaverde, E. (2006). La pantalla en las aulas: el cine como fin específico en la adquisición de segundas lenguas. Revista de Lenguas para Fines Específicos, 11 y 12, 95-112. https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/156/142

Francos Maldonado, C. (2010). Lecturas interculturales: Una propuesta para el aula de ELE. Foro de profesores de E/LE, 6, 1-10. https://doi.org/10.7203/foroele.0.6590

Gallardo Romero, I. (2022). Luces, cultura, animación: la competencia intercultural en el aula de ELE a través del cine de animación. Universidad de Alcalá.

Gunawan, J. (2016). Understanding culture in higher education in Thailand. Educ Health, 29, 160-161. https://doi.org/10.4103/1357-6283.188783

Hernández Sampieri, R., Fernández-Collado, C. y Baptista Lucio, M.P. (1991). Metodología de la investigación. McGraw-Hill.

Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1014

Instituto Cervantes. (2006). Plan curricular del Instituto Cervantes. https://cvc.cervantes.es/ensenanza/biblioteca_ele/plan_curricular/

Jenvdhanaken, B. y Rangponsumrit, N. (2020). Intercultural communication in the Spanish language classroom in Thailand: Differences in Power Distance, Individualism and Expressiveness. Journal of Intercultural Communication, 20(3), 17–30. https://doi.org/10.36923/jicc.v20i3.309

Liu, Y. (2007). East meets West. Taschen.

López García, E. (2020). La competencia comunicativa intercultural en el aula de español LE/L2 con estudiantes universitarios tailandeses [tesis de maestría, Universidad de Lleida]. Repositorio institucional UdL: https://goo.su/r5ia

Manzanares Triquet, J. C. y Huete Medina, E. (2024). Reinventando la clase de Composición y Conversación a través de las emociones y las redes sociales: una experiencia en un contexto universitario de ELE en Tailandia [manuscrito presentado para publicación]. En Comunicar a través del idioma: Pensar y traducir. Peter Lang.

Martín-Gascón, B. (2022). El sentimiento de soledad y de abandono en la La flor de mi secreto, de Almodóvar: una unidad didáctica para la clase de ELE. Fórum Lingüístico, 19(2), 7870-7894. https://dialnet.unirioja.es/servlet/articulo?codigo=8639429

Martínez, J. (2011). Aproximación al concepto de competencia comunicativa intercultural (CCI). Matices en Lenguas Extranjeras, 8, 80-101. https://revistas.unal.edu.co/index.php/male/article/view/54796

Monterrubio Gañán, M. (2023, 11 de marzo). Fomentando el trabajo autónomo: Deberes para ELEgir [ponencia]. VII Jornadas ELE en Bangkok, Bangkok, Tailandia.

Rangponsumrit, N. y Srivoranart, P. (2020). Creación de la conciencia moral y social en la didáctica de ELE. Actas del VIII Congreso de la Asociación Asiática de Hispanistas, 514-523. Shanghai Foreign Language Education Press.

Srivoranart, P., Alejaldre Biel, L. y Sánchez González, D. J. (2022). Enseñar español en Tailandia. En M. C. Méndez Santos, y M. M. Galindo Merino (Eds.). Atlas del ELE. Geolingüística de la enseñanza del español en el mundo. Volumen I. Europa oriental (pp. 1-16). EnClaveELE. https://www.todoele.net/atlas-ele/tailandia

Srivoranart, P. (2011). El proceso de aprendizaje de ELE por parte de alumnos tailandeses: condicionantes lingüísticos y culturales (Tesis doctoral). Universidad de Alcalá, https://ebuah.uah.es/dspace/handle/10017/17041

Sánchez González, D. J. (2017). The Use of Audiovisual Aids (Videos) for Spanish Vocabulary Acquisition of A1 level Thai learners, Vacana Journal of Language & Linguistics, 5(1), 1-17. http://rs.mfu.ac.th/ojs/index.php/vacana/article/view/117

Trujillo Sáez, F. (2018). Activos de aprendizaje. Utopías educativas en construcción. SM.

Downloads

Published

2024-07-04

How to Cite

Manzanares Triquet, J. C., & Srivoranart, P. (2024). CiñELE: a project based on film and ICT to develop intercultural communicative competence of Thai students of Spanish. European Public & Social Innovation Review, 9, 1–16. https://doi.org/10.31637/epsir-2024-304

Issue

Vol. 9 (2024)

Section

INNOVATING IN LANGUAGES, LANGUAGES AND LITERATURE: NEW NARRATIVES

License

Copyright (c) 2024 Juan Carlos Manzanares Triquet; Penpisa Srivoranart (Autor de Correspondencia)

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).