Students' perceptions of teaching interculturality through multimodal projects in Higher Education
DOI:
https://doi.org/10.31637/epsir-2025-1583Keywords:
interculturality, multimodality, project work, evaluation, Spanish as a foreign language, Spanish as a native language, higher education, discursive genresAbstract
Introduction: A reflection on the work based on interculturality in language classes is presented based on the evaluation of two didactic sequences in which the final product was the creation of a multimodal text. Methodology: The sequences were applied with higher education students. One of the groups was of Spanish as a mother tongue and the other of Spanish as a foreign language. In both sequences, which followed the project-based learning model, a series of activities were carried out so the students would produce a multimodal final product based on interculturality. Results:From the results of these two evaluations, we try to establish the strengths and weaknesses we found in the fact of evaluating non-linguistic aspects in these texts as well as the fact of applying this evaluation to mother tongue and foreign language classes. Discussions: The results show that native and foreign language learners value the elements of the projects differently. Conclusions: Native language learners place higher value on working with multimodal elements, and foreign language learners place higher value on working with linguistic and intercultural elements.
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