This study investigates the intercultural development with young learners from Sweden and New Zealand, when using written telecollaboration as a tool. Telecollaboration; is a tool used for online collaboration, it provides for a possibility of connecting students from across the globe and can function as a supplement to traditional teaching. The exchange, took place over a couple of months, connecting two remote and quite unknown corners of the world, from the students’ perspective. Students shared cultural topics with their peers through the course of two emails each, as well as, creating an overall multimodal presentation of their school. The telecollaborative exchange was done in the quest to develop the students social and self-awareness regarding culture through authentic meetings. The data collected is in the form of mind-maps, multi-choice surveys and unstructured observations. Visible themes, found during the project, is unpacked and analysed in accordance with Byram’s (1997) theoretical model of ICC. These themes are also compared with findings of previous research on telecollaboration in educational settings. The results of the study revealed that a development of the young learners’ intercultural understanding was partially achieved. Furthermore, implications met, was the limitation of time as well as the range of technology available.

The Swedish regulatory documents for the school subject of English demand the presence of cultural representation/phenomena in the communicated material to the students but is vague about what the actual content should be. This leaves a lot of room for personal interpretation and selection of material for the teachers. The objective of this study was to explore how teachers interpret the sought after concept of culture, as well as how they choose to implement it in their lesson-plans. A qualitative study with five grade 7-9 teachers was made, with semi-structured interviews that were analyzed using thematic analysis. Results show that all the teachers found the instructions vague regarding what type of culture was to be included in the teaching. They perceived the vagueness as both a stressor and as a liberating factor, which is in accordance with previous research. The type of culture that was implemented in the teachers’ classrooms seemed to center around so called ‘little c culture’ or ‘social science context culture’ with the goal of achieving ‘intercultural communicative competence’.

No description available.

[ES] El estudio presentado en esta tesis gira en torno a la implementación de proyectos de telecolaboración para la adquisición de la competencia pragmática y la competencia comunicativa intercultural (CCI) de estudiantes hispanohablantes. En particular, el objetivo es demostrar cómo estas competencias están inextricablemente relacionadas, y una no puede ser adquirida sin la otra. Por esta razón, los participantes del estudio aquí presentado fueron estudiantes de ingeniería aeroespacial, ya que es probable que participen en diálogos interculturales en sus futuras vidas profesionales. La falta de estas dos competencias podría resultar en malentendidos culturales que a su vez podrían afectar su carrera profesional. Para fomentar la competencia pragmática y la CCI de los participantes, se coordinaron tres proyectos telecolaborativos de seis semanas cada uno. El primero fue con hablantes del inglés como primera lengua (L1) o hablantes expertos de la Universidad de Bath (Reino Unido), el segundo con hablantes del inglés como L1 o hablantes expertos de la Universidad de Hawái (EE. UU.), y el tercero con hablantes del inglés como L1 de la Universidad de Morgan State (EE. UU.). Para probar la validez de la implementación de estos tres proyectos se estableció un grupo de control que no participó en ningún encuentro telecolaborativo. Los participantes de los tres intercambios interculturales participaron tanto en sesiones síncronas como asíncronas. En las primeras, los estudiantes realizaron una serie de juegos de rol centrados en el acto de habla de las disculpas, desarrolladas a través de Zoom. Por otra parte, las segundas consistieron en dos debates culturales llevados a cabo en la red social MeWe. Los estudiantes del grupo de control realizaron los juegos de rol con sus compañeros y compañeras de clase en un entorno tradicional, cara a cara, pero no participaron en ningún debate cultural. Los datos se recogieron a través de estas tareas, por medio de pre- y post-test sobre las disculpas, un cuestionario de final de proyecto, y una presentación final que prepararon los tres grupos experimentales. Se adoptó un enfoque de métodos mixtos. Los resultados demuestran que los tres grupos de estudiantes que participaron en los proyectos de telecolaboración excedieron a aquellos del grupo de control en cuanto a la adquisición de disculpas. A pesar de que los resultados pragmáticos no fueron estadísticamente significativos, los estadísticos descriptivos revelaron que los tres grupos mejoraron de pre- a post-test. En particular, el primer grupo obtuvo mejores resultados que los demás. Además, se identificaron ejemplos de desarrollo de la CCI. Los resultados también demuestran que existe una relación empírica entre los logros obtenidos en cuanto a competencia pragmática y CCI, demostrando así la fuerte unión existente entre estas dos competencias. / [CA] L'estudi presentat en aquesta tesi gira al voltant de l'aplicació de projectes telecol·laboratius i l'adquisició de la competència pragmàtica i la competència comunicativa intercultural (CCI) d'estudiants hispanoparlants. En concret, l'objectiu és demostrar com aquestes dues competències estan inextricablement relacionades, i una no pot ser adquirida sense l'altra. Per aquesta raó, els participants de l'estudi presentat ací eren estudiants d'enginyeria aeroespacial, ja que és probable que participen en diàlegs culturals en les seues futures vides professionals. La manca d'aquestes dues competències podria resultar en malentesos culturals que, alhora, podrien afectar les seues carreres professionals. Per a fomentar la competència pragmàtica i la CCI dels participants, es van coordinar tres projectes telecol·laboratius de sis setmanes cadascun. El primer va ser amb parlants d'anglès com a primera llengua o parlants experts de la Universitat de Bath (Regne Unit), el segon amb parlants d'anglès com a L1 o parlants experts de la Universitat de Hawaii (EE.UU.), i el tercer amb parlants d'anglès com a L1 de la Universitat de Morgan State (EE.UU.). Per a testar la validitat de la implementació d'aquests tres projectes, es va establir un grup de control que no va participar en cap encontre telecol·laboratiu. Els participants dels tres intercanvis interculturals van participar tant en sessions síncrones com asíncrones. En les primeres els estudiants van realitzar una sèrie de jocs de rol centrats en l'acte de parla de les disculpes, i es van desenvolupar a Zoom. D'altra banda, les segones consistien en dos debats culturals realitzats a la xarxa social MeWe. Els estudiants del grup de control van realitzar els jocs de rol amb els seus companys i les seues companyes en un entorn tradicional cara a cara, però no van participar en cap discussió cultural. Les dades es van recollir a través d'aquestes tasques, així com pre- i post-test sobre les disculpes, un qüestionari de final de final de projecte, i una presentació final que van preparar els tres grups experimentals. Es va adoptar un enfocament de mètodes mixts. Els resultats demostren que els tres grups d'estudiants que van participar en projectes de telecol·laboració van excedir els del grup de control quant a l'adquisició de disculpes. Encara que els resultats pragmàtics no siguen estadísticament significatius, els estadístics descriptius revelen que els tres grups de control van millorar de pre- a post-test. En concret, el primer grup va obtindre millor resultats que els altres. A més, es van identificar casos de desenvolupament de la CCI. Les troballes també demostren que existeix una relació empírica entre els guanys obtinguts quant a competència pragmàtica i CCI, la qual cosa demostra la forta connexió entre aquestes dues competències. / [EN] The study presented in this dissertation revolves around the application of telecollaboration projects for the acquisition of Spanish-speaking students' pragmatic competence and intercultural communicative competence (ICC). In particular, it aims to demonstrate how these two competences are inextricably interrelated, and one cannot be acquired without the other. For this reason, participants of the study presented here were aerospace engineering students since they are likely to engage in intercultural dialogue in their future professional lives. Lack of these two competencies could result in cultural misunderstandings which could, in turn, affect their professional careers. In order to foster participants' pragmatic competence and ICC, three different six-week telecollaboration projects were coordinated. The first was with first language (L1) or highly proficient English speakers from the University of Bath (UK), the second with L1 or highly proficient speakers from the University of Hawai'i (US), and the third with L1 English speakers from Morgan State University (US). In order to test the validity of the implementation of these three projects, a control group which did not take part in any telecollaborative encounter was set. Participants of the three intercultural exchanges engaged in both synchronous and asynchronous sessions. In the former students carried out a series of role-plays centred on the speech act of apologies, and were held on Zoom. On the other hand, the latter consisted of two cultural discussions conducted on the social network MeWe. Students in the control group carried out the role-plays with their classmates in a traditional face-to-face setting but did not engage in any cultural discussions. Data was gathered through these tasks, as well as pre- and post-test on apologies, a final project questionnaire, and a final presentation carried out by the three experimental groups. A mixed-methods approach was adopted. The results demonstrate that the three groups of students who participated in the telecollaboration projects outperformed those in the control group in terms of apologies acquisition. Although pragmatic results were not statistically significant, the descriptive statistics revealed that the three groups improved from pre- to post-test. In particular, the first group obtained better results than the others. Besides, instances of ICC development were identified. The findings also demonstrate that there is an empirical relationship between the gains obtained in terms of pragmatic competence and ICC, thus showing the strong connection between these two competences. / Di Sarno García, S. (2023). The Acquisition of Pragmatic and Intercultural Communicative Competences through Telecollaboration [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/198860

В работе предпринято исследования российско-китайской межкультурной коммуникации и культурных различий. На основании компонентного анализа теорий лингвистики, социолингвистики, психолингвистики и лингвокультуры, посредством исследования влияния российско-китайской межкультурной коммуникации и культурных различий на преподавание иностранных языков дать общие предложения по повышению уровня преподавания иностранного языка. / The work undertakes research on Russian-Chinese intercultural communication and cultural differences. Based on the component analysis of the theories of linguistics, sociolinguistics, psycholinguistics and linguistic culture, through the study of the influence of Russian-Chinese intercultural communication and cultural differences on the teaching of foreign languages, to give general proposals for improving the level of teaching a foreign language.

Recent surveys of international business professionals indicate that foreign language abilities and cultural sensitivity are important competitive advantages in today's globalized economy. The current study interviewed 71 practicing global professionals currently working in cross border transactions in diverse fields. Biographic, demographic and second language data were collected, including information on experiences and opinions on the use and importance of foreign language and cultural awareness abilities in the professional world. Research questions include: (1) Who are the global professionals applying L2 abilities at work? (2) How do they apply these abilities? (3) What are the profiles of advanced and non-advanced proficiency users? (4) How important are linguistic abilities and how much of a competitive advantage do they represent? (5) What language strategies and communication strategies are used? (6) What are the most common beliefs on the role of foreign languages and culture awareness in business? (7) How well do intercultural communication models explain the culture views and experiences reported by working professionals? Results indicate that learners with self-reported advanced proficiency regularly apply the four language abilities (listening, reading, speaking and writing) at work, albeit in varying degrees, depending on the level of complexity of the task (phone, email, face-to-face meeting, etc.). For the majority of informants, foreign language and culture abilities are considered important for professional effectiveness. For those who reported advanced foreign language abilities, they also exhibited a greater appreciation for increased exposure to foreign language learning, had received more foreign language instruction, and had more experience working and living abroad. Those advanced in foreign language abilities were also more likely to be non-native speakers of English, have earned a university degree while using an L2, had family or community connections to the target language, have emigrated, or have a spouse with a different L1. The study also ranks and identifies the informants' strategies used to deal with language and culture issues. Participants' anecdotes were analyzed in light of current cultural analysis models applied in International Business Communications. Suggestions are presented for curricula changes to improve foreign language proficiency in professional settings. / text

237f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-17T13:28:54Z No. of bitstreams: 1 tese Adelaide de Oliveira.pdf: 3271000 bytes, checksum: 0867463d23e68b8aa5d8bd0b82df0bd8 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-06-04T17:18:08Z (GMT) No. of bitstreams: 1 tese Adelaide de Oliveira.pdf: 3271000 bytes, checksum: 0867463d23e68b8aa5d8bd0b82df0bd8 (MD5) / Made available in DSpace on 2013-06-04T17:18:08Z (GMT). No. of bitstreams: 1 tese Adelaide de Oliveira.pdf: 3271000 bytes, checksum: 0867463d23e68b8aa5d8bd0b82df0bd8 (MD5) Previous issue date: 2007 / Esta pesquisa teve como objetivo analisar como dois professores não-nativos de língua inglesa de um instituto de línguas e dois de um curso de extensão universitário em Salvador, Bahia lidaram com conteúdo cultural presente nos livros-texto globais adotados pelas instituições de modo a desenvolver a competência comunicativa intercultural dos alunos. O quadro teórico que embasa este trabalho é composto dos modelos de competência comunicativa intercultural, o conceito de cultura no sentido restrito (small culture), os pilares para a educação para o século 21 e os princípios da transdisciplinaridade. As questões que nortearam esta investigação podem ser resumidas em se e como os professores identificam os elementos culturais presentes no livro-texto de modo a desenvolver a competência comunicativa intercultural dos alunos dentro dos princípios da transdisciplinaridade. Uma análise dos livros-texto usados, das aulas observadas, e das respostas dos professores a uma entrevista e a três questionários demonstra que é preciso que haja um tratamento mais sistemático em relação a questões culturais e à aprendizagem intercultural nos currículos para cursos de formação de professores sejam eles de nível universitário ou não. Esta tese também discute as implicações pedagógicas de um ensino de língua inglesa como L2 propondo uma série de princípios pedagógicos e sugerindo algumas atividades para o desenvolvimento da competência comunicativa intercultural que podem ser usados em sala de aula. / Salvador

Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-08-21T13:23:53Z No. of bitstreams: 2 TESE - TATIANY PERTEL SABAINI DALBEN.pdf: 9755637 bytes, checksum: 91dacf87742b594c84690281f352409a (MD5) ficha catalográfica.doc: 240640 bytes, checksum: e252111a859608a785f0f2167f06959a (MD5) / Approved for entry into archive by Setor de Periódicos (per_macedocosta@ufba.br) on 2018-08-21T13:58:02Z (GMT) No. of bitstreams: 2 TESE - TATIANY PERTEL SABAINI DALBEN.pdf: 9755637 bytes, checksum: 91dacf87742b594c84690281f352409a (MD5) ficha catalográfica.doc: 240640 bytes, checksum: e252111a859608a785f0f2167f06959a (MD5) / Made available in DSpace on 2018-08-21T13:58:02Z (GMT). No. of bitstreams: 2 TESE - TATIANY PERTEL SABAINI DALBEN.pdf: 9755637 bytes, checksum: 91dacf87742b594c84690281f352409a (MD5) ficha catalográfica.doc: 240640 bytes, checksum: e252111a859608a785f0f2167f06959a (MD5) / RESUMO Até recentemente, a tradução parece ter sido ignorada no campo da Linguística Aplicada (LA). Nas últimas décadas, porém, começaram a surgir alguns estudos e publicações que enfatizam a necessidade de repensá-la como atividade importante para o processo de ensino/aprendizagem de língua estrangeira (LE) (COOK, 2010). Mesmo assim, poucas pesquisas têm investigado o uso da tradução na formação inicial de professores de LE no Brasil. Dessa forma, este estudo em nível de doutorado tem como principal objetivo verificar e discutir a contribuição da tradução para a formação inicial de professores de língua inglesa (LI) em um curso de graduação em Letras, principalmente com relação ao desenvolvimento da competência linguístico-comunicativa (CLC), da competência comunicativa intercultural (CCI), do processo de conscientização sobre verdades e realidades e da responsabilidade ética do futuro docente. Ao buscar cumprir tal objetivo, esta pesquisa também está i) preenchendo a lacuna existente na literatura das áreas da LA e dos Estudos de Tradução; ii) promovendo discussão em torno da desconstrução de crenças e mitos sobre o uso da tradução em sala de aula de LI; e iii) problematizando a política de ensino com relação ao uso da tradução nesse contexto. Para tanto, esta pesquisa qualitativa, interpretativista, utiliza o método etnográfico para realizar um estudo ocorrido nos dois primeiros semestres do Curso de Letras/Inglês da Universidade Estadual de Santa Cruz (UESC) em Ilhéus, Bahia, em 2014. As descrições das análises exibem os resultados coletados a partir de 4 (quatro) tipos de instrumentos: a) 2 (dois) questionários – 1 (um) para os 31 (trinta e um) professores de LI em formação (PLIF) e 2 (dois) para os 2 (dois) professores formadores (PF); b) 8 (oito) atividades de tradução realizadas pelos PLIF; c) registros etnográficos coletados durante a observação da aplicação de tais atividades em sala de aula; d) 4 (quatro) entrevistas semi-estruturadas – 2 (duas) para os 2 (dois) PF e 2 (duas) para os PLIF. Para o desenvolvimento deste estudo, respaldo-me na perspectiva desconstrutivista (DERRIDA, 1967/1971, 1967/2011; ARROJO, 1986/2002, 1992/2003; OTTONI, 2005), através da qual se pode considerar a tradução uma prática de leitura, de interpretação, um processo produtor e transformador de significados que ocorre a partir de um jogo marcado pela ausência de um centro ou de uma ‘origem’, um movimento de suplementariedade do qual fazem parte aspectos diversos que compõem a escritura (écriture). As análises demonstraram que, através da tradução, os PLIF desenvolveram aspectos da CLC (ALMEIDA FILHO, 1993/2002, 2014), pois adquiriram conhecimento sobre a estrutura da LI e demonstraram saber usá-la para construir seus textos traduzidos. Além disso, os professores em formação desenvolveram habilidades, atitudes e conhecimentos que compõem a CCI (KRAMSCH, 1993; BYRAM, 1989, 1997; BYRAM et al., 2002), como, por exemplo, a elaboração de conhecimentos plurais sobre línguas, culturas e sociedades; a superação de preconceitos linguísticos e culturais; a abertura para aceitação das diferenças; a ampliação dos conceitos de língua e cultura, dentre outros. Por fim, as análises também indicaram que a prática da tradução favoreceu o processo de conscientização sobre verdades e realidades (FREIRE, 1979, 2002) dos PLIF, os quais, ao fim e ao cabo, se revelaram sujeitos crítico-reflexivos, curiosos e questionadores das verdades absolutas, além de terem desenvolvido a percepção sobre a sua responsabilidade ética (FREIRE, 1996/2013) que deve permear sua prática educativo-crítica. / ABSTRACT Until recently, translation seems to have been ignored in the field of Applied Linguistics (AL). However, in the last decades, it has become a theme of some researches and publications which claim it must be ‘reintroduced’ within the foreign language (FL) teaching classroom (COOK, 2010). All the same, little investigation has yet been done on the implications of its use for undergraduate English language (EL) students pursuing their certification in Brazil. In this line of thought, this PhD research proposes to verify and discuss the contribution of translation as a practice for the professional preparation of pre-service EL teachers in the undergraduate course of Letras, especially concerning the development of the linguistic-communicative competence (LCC), the intercultural communicative competence (ICC), the process of consciousness about truths and realities and ethical responsibility. In pursuit of such an objective, this work also: i) bridges the gap in the literature in the areas of AL and Translation Studies; ii) promotes discussions on the deconstruction of beliefs and myths about the use of translation within the FL classroom; and iii) problematizes teaching politics regarding the use of translation in this context. Therefore, this qualitative, interpretative research used ethnographic methods to carry out a study in the first and second semesters of an undergraduate group of EL students in the State University of Santa Cruz (UESC) in Ilhéus, Bahia, in 2014. Through the analysis, I searched to understand and describe the results collected from 4 (four) types of instruments: a) 2 (two) questionnaires – 1 (one) for the 31 (thirty) students and another for the 2 (two) professors); b) 8 (eight) translation and reflective activities undertaken by the students in the classroom; c) ethnographic notes collected from class observations; d) and 4 (four) semi-structured interviews – 2 (two) for the 2 (two) professors and 2 (two) for the students. As for the interpretation of data and the development of the study, I relied on the deconstructive perspective (DERRIDA, 1967/1971, 1967/2011; ARROJO, 1986/2002, 1992/2003; OTTONI, 2005), which views translation as a reading and interpretative practice, a process of meanings production and transformation, that occurs as a play within language characterized by the absence of a center or origin, a move of supplementarity formed by various aspects that compose the writing (écriture). The results show that through the use of translation in EL classrooms, Letras undergraduate students are able to develop aspects of the LCC (ALMEIDA FILHO, 1993/2002, 2014), once they acquired knowledge about the structure of the EL and demonstrated to know how to use it to communicate through their translated texts. Moreover, the results also indicated that through the practice of translation, these students could develop ICC abilities, attitudes and knowledge (KRAMSCH, 1993; BYRAM, 1989, 1997; BYRAM et al., 2002), such as plural knowledge about languages, cultures and societies; overcoming linguistic and cultural prejudice; improvement of the concepts of language and culture, among others. Finally, the analysis also showed that translation can favor the process of consciousness about truths, realities and practices (FREIRE, 1979, 2002), since the undergraduate EL students became more curious and inquisitive about pre-established and absolute truths. It has promoted a critical-reflexive attitude towards various aspects and contributed to the development of the perception of their ethical responsibility (FREIRE, 1979, 2002, 1996/2013) and, as such, pervade their critical practice in education.

L'objectif de la recherche-création conçue dans ce document était de développer les contenus d'un cours de Compétence Communicative Interculturelle (CCI) en Espagnol Langue Étrangère (ELE) à travers d’un jeu vidéo sérieux. Pour ce faire, les composantes culturelles à ajouter ont été identifiées en associant les éléments considérés dans les « Référents culturels » du Plan curricular del Instituto Cervantes (PCIC) et les « Caractéristiques distinctives » du Cadre Européen Commun de Référence (CECR). Ainsi, 18 sujets interculturels ont été extraits pour être abordés en classe. En outre, les six attitudes et les sept compétences interculturelles envisagées dans le PCIC ont été prises en compte. Avec ces éléments, un jeu vidéo sérieux appelé Ex Novo a été développé, dans un lieu fantastique appelé Maremagnum, dans lequel se trouvent sept clans, chacun avec des conflits internes qui sont liés aux attitudes et aux compétences interculturelles. Le joueur accomplit des missions qui conduisent chaque clan à célébrer la fête qui le caractérise, et qui se terminent par la persuasion du chef de clan de repenser son système de croyances. Le matériel développé intègre, outre le contenu du cours, un manuel pour l'enseignant et un carnet de bord intergalactique pour l'étudiant, qui permettent d'enregistrer une conversation entre le jeu et le travail en classe. Il est conclu qu'un jeu vidéo sérieux permet de travailler les compétences interculturelles parallèlement aux sujets développés en classe, puisqu'il ouvre un espace de débat, d'analyse et d'empathie. / The purpose of the research-creation conceived in this document was to develop the contents of a course on Intercultural Communicative Competence (ICC) in Spanish as a Foreign Language (SFL) through a serious video game. To achieve this, the cultural components to be added were identified, through the association of the elements considered in the “Cultural Referents” of the Plan curricular del Instituto Cervantes (PCIC) and the “Distinguishing Characteristics” of the Common European Framework of Reference (CEFR). Thus, 18 intercultural topics were extracted to talk about in the classroom. Additionally, the six attitudes and the seven intercultural skills contemplated in the PCIC were taken into account. With these elements, a serious video game called Ex Novo was developed, in a fantasy place called Maremagnum, in which seven clans are found, each with internal conflicts that are related to intercultural attitudes and skills. The player completes the missions that lead each clan to celebrate the festival that characterizes them, ending with the persuasion of the clan leader to rethink their belief systems. Within the material developed, along with the course contents, a manual for the teacher and an intergalactic logbook for the student are integrated, which allow recording a conversation between the game and the classroom work. It is concluded that a serious video game allows intercultural skills to be worked on in parallel to the topics developed in class, since it opens space for debate, analysis and empathy. / La investigación-creación desarrollada en el presente documento tuvo como propósito desarrollar los contenidos de un curso sobre la Competencia Comunicativa Intercultural (CCI) en el ámbito del español como lengua extranjera (ELE), a través de un videojuego serio. Para lograrlo, se identificaron los componentes de la cultura que se debían agregar, por medio de la asociación de los elementos considerados en los “Referentes culturales” del Plan curricular del Instituto Cervantes (PCIC) y las “Características distintivas” del Marco Común Europeo de Referencia (MCER). Así, se extrajeron 18 temas interculturales para hablar dentro del salón de clase. Adicionalmente, se tuvieron en cuenta las seis actitudes y las siete habilidades interculturales contempladas dentro del PCIC. Con estos elementos se desarrolló un videojuego serio llamado Ex Novo, ambientado en un lugar de fantasía llamado Maremágnum, en el cual se encuentran siete clanes, cada uno con unos conflictos internos que se relacionan con las actitudes y habilidades interculturales. El jugador desarrolla las misiones que llevan a que cada clan celebre el festival que los caracteriza, finalizando con la persuasión a la lideresa del clan para replantear sus sistemas de creencias. Dentro del material desarrollado, junto con los contenidos del curso, se integra un manual para el docente y una bitácora intergaláctica para el estudiante, que permiten registrar una conversación entre el juego y el trabajo en el aula. Se concluye que un videojuego serio permite que las habilidades interculturales se trabajen en paralelo a las temáticas desarrolladas en clase, puesto que abren un espacio para el debate, el análisis y la empatía.