A telecollaboration experience in the CLIL classroom to improve the cultural and linguistic competence in higher education

• Copelia Mateo-Guillén ^[1] ; Francisco Pradas-Esteban ^[2]
  1. [1] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
  2. [2] CEIP Virgen de Loreto (Santa Pola)
• Localización: Enseñanza-aprendizaje de la lengua extranjera en educación infantil, primaria y terciaria: la deconstrucción de la cultura extranjera / coord. por María Tabuenca Cuevas, Gabriel Sánchez Sánchez, 2025, ISBN 978-84-19690-91-3, págs. 59-79
• Idioma: inglés
• Enlaces
  • Texto completo
• Resumen

  • The aim of this study is to improve the cultural and linguistic competence of undergraduate students through a telecollaborative project. In this respect, this chapter attempts to identify the students’ prior knowledge of Education for Sustainability and make them familiar with the Agenda 2030 and the Sustainable Development Goals (SDGs) through the design of a CLIL didactic proposal. Based on a quantitative methodological approach, statistical analyses were used through the implementation of pre and post questionnaires to 42 students from the University of Alicante. The results obtained show that students’ prior knowledge of Education for Sustainability is low. On the other hand, after the project was implemented, the students started working withthe SDGs and the 2030 Agenda had been very enriching for them as future primary school teachers. Likewise, most of them agreed that the telecollaborative experience had been beneficial to improve their cultural and linguistic competence. The implementation of this didactic proposal was perceived by students as an innovative way to carry out the lessons.