Abstract
This chapter is intended to show how the use of ICT and the application of collaborative learning can enhance language acquisition in bilingual contexts. The authors want to share the conclusions of an international project conducted over three years by two European universities of education. This project focused on reflecting about the interaction between university students and cultural heritage. To do this, students were asked to create an artistic poster of any heritage element from the cities where the two universities are located. Then, they had to upload their creation to a blog and comment on other students’ work, using English as a vehicular language. Among the principal outcomes, the participants were satisfied with learning about cultural issues from a different country and with discovering new things about their own heritage. They also accepted the potential of visual art and cross-curricular work as a powerful tool to learn about culture and to practice their language skills.
| Translated title of the contribution | Espanjan ja Suomen yliopisto-opiskelijoiden kulttuurienvälisen osaamisen kehittäminen taiteen ja tietotekniikan avulla |
|---|---|
| Original language | English |
| Title of host publication | Cross-Cultural Perspectives on Technology-Enhanced Language Learning |
| Editors | Dara Tafazoli , M. Elena Gomez Parra, Cristina A. Huertas-Abril |
| Publisher | IGI Global |
| Chapter | 14 |
| Pages | 237-262 |
| Number of pages | 26 |
| ISBN (Electronic) | 9781522554646 |
| ISBN (Print) | 1522554637, 9781522554639 |
| DOIs | |
| Publication status | Published - 8 Jun 2018 |
| MoEC publication type | A3 Part of a book or another research book |
Keywords
- ICT
- cross-cultural
- Visual Art Education
- CLIL
- cultural heritage
- English language
Field of science
- General education
- Visual arts and design
- Social and economic geography
- Languages