New ways to foster critical intercultural communicative competence

• Autores: Claudia Quevedo Webb, César Hoyos Álvarez, María Jesús Barros García
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 15, 2025 (Ejemplar dedicado a: An overview of Spanish as a foreign language: teaching and transfer as an additional language), págs. 183-197
• Idioma: inglés
• DOI: 10.30827/portalin.viXV.33552
• Títulos paralelos:
  • virtual reality
• Enlaces
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• Resumen

  • This paper addresses the results obtained from the use of new technologies in the development of the critical intercultural communicative competence of learners of Spanish as an additional language. Specifically, we will focus on the impact of implementing lesson plans that incorporate activities with virtual reality (VR). VR has been defined as a technological tool that provides experiences similar to real life through a virtual immersion context with visual and auditory components (Smart et al., 2007; Schott and Marshall, 2018). Research has shown that this illusion of being in a physical place has cognitive benefits that affect motivation and reduce anxiety levels (Mills, 2021; Trasher, 2022). However, few studies have addressed the use of VR in language teaching and learning from a critical pedagogy perspective. The conclusions of this paper will be based on the results of a study conducted in the spring of 2024 at an institution of higher education in the United States, with Spanish learners at the intermediate level (B1, according to the Common European Framework of Reference) participating.

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