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Resumen:
El aprendizaje de lenguas extranjeras (LE) ha experimen-
tado un cambio desde el enfoque comunicativo hacia
una pedagogía de las Multi-alfabetizaciones. En una so-
ciedad en constante cambio caracterizada por un con-
texto digital y multicultural, la necesidad de desarrollar
la Competencia Comunicativa Intercultural (CCI) en el
aprendizaje de una LE en todos los niveles educativos a
través de una pedagogía de las Multi-alfabetizaciones se
ha convertido en una prioridad. En este sentido, el apor-
te musical supone un medio ideal para explorar la cultu-
ra en el aula de LE que posibilita la integración de expe-
riencias afectivas desde una perspectiva intercultural. Las
razones para la implementación de recursos musicales
en los planes de estudio de aprendizaje de una LE para
desarrollar la ICC son dos: por un lado, puede servir para
estimular la conciencia de los estudiantes hacia la cultura
de la lengua de estudio; y, por otro lado, puede ser una
forma efectiva de involucrar a los estudiantes en encuen-
tros interculturales desde un punto de vista afectivo. Para
obtener una visión general de aquellos estudios sobre
el desarrollo de la CCI en el aprendizaje de una LE en
todos los niveles educativos a través de un enfoque de
las Multi-alfabetizaciones se ha diseñado un corpus. Los
resultados demuestran que el uso de recursos musicales
para desarrollar dicha competencia es escaso. Por lo tan-
to, este estudio busca promover actividades basadas en
recursos musicales para facilitar el desarrollo de la CCI
en el aprendizaje de una LE a través de una pedagogía
de las Multi-alfabetizaciones.
Palabras claves:
Afecto; Aprendizaje de Lenguas Extranjeras; Competen-
cia Comunicativa Intercultural; Multi-alfabetizaciones;
Música.
Fecha de aceptación: 07 de septiembre de 2023
Abstract:
Foreign Language (FL) learning has undergone a shift
away from the communicative approach and towards a
pedagogy of Multiliteracies. In an ever-changing society
characterized by a digital and multicultural context, the
necessity of developing Intercultural Communicative
Competence (ICC) in FL learning across all levels through
a pedagogy of Multiliteracies has become a priority. In
this regard, musical input is an ideal medium to explore
culture in the FL learning classroom which enables the
integration of affective experiences from an intercultural
perspective. The reasons for the implementation of musi-
cal input into FL learning curricula to develop ICC is two-
fold: on the one hand, it may serve to stimulate students’
awareness towards the target culture; and, on the other
hand, it may be an effective way to engage students in
intercultural encounters from an affective point of view.
A corpus has been designed in order to analyze those
studies on the development of ICC in FL learning across
all levels through a Multiliteracies approach. The findings
demonstrate that the use of musical input to develop ICC
in the FL learning classroom through a pedagogy of Mul-
tiliteracies is scarce. Moreover, this study seeks to pro-
mote musical input-based activities to facilitate the de-
velopment of ICC in the FL learning classroom through a
Multiliteracies pedagogy.
Keywords:
Affect; Intercultural Communicative Competence; Fo-
reign Language Learning; Multiliteracies; Music.
Fecha de recepción: 06 de julio de 2023
Facilitating Intercultural Communicative
Competence through a Multiliteracies
approach: musical input as the missing link
Cómo facilitar la Competencia Intercultural
Comunicativa a través del enfoque de las Multi-
alfabetizaciones: el input musical como el
eslabón perdido
Antonio Fernández García
Universidad de Huelva (Spain)
Contacto:
antoniofergar86@gmail.com