<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582018000100040</article-id>
<article-id pub-id-type="doi">10.15359/ree.22-1.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La importancia de introducir la competencia intercultural en la educación superior: Propuesta de actividades prácticas]]></article-title>
<article-title xml:lang="en"><![CDATA[The importance of Introducing Intercultural Competence in Higher Education:Proposal of Practical Activities]]></article-title>
<article-title xml:lang="pt"><![CDATA[A importância da introdução de competência intercultural no ensino superior:Proposta de atividades práticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Lirola]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Alicante  ]]></institution>
<addr-line><![CDATA[Alicante ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>40</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582018000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582018000100040&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582018000100040&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Enseñar una lengua extranjera como el inglés lleva consigo no solo enseñar contenidos relacionados con la lengua objeto de estudio, sino también introducir aspectos culturales que ayuden a aprender la lengua enmarcada en la cultura. Este artículo es una contribución de cómo introducir aspectos culturales en el aula de lengua extranjera en la educación superior. Se diseñaron distintas actividades cooperativas que favorecían la adquisición de la competencia intercultural, y se optó por una metodología cooperativa para facilitar que el alumnado asumiera un papel activo y adquiriera competencias sociales. Además, se preparó una encuesta con el fin de conocer su opinión sobre distintos aspectos relacionados con la competencia intercultural. El alumnado participante en el estudio cursaba la asignatura obligatoria Lengua Inglesa V en el tercer curso del grado en Estudios Ingleses. Se presentan los resultados por ser significativos, debido a la importancia que el alumnado le concede a esta competencia y a cómo valora positivamente trabajar con ella en las actividades propuestas. Se concluye que es fundamental introducir esta competencia en el siglo XXI, con el fin de que el alumnado crezca como ciudadanía global y la docencia esté unida a las demandas sociales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching a foreign language like English involves teaching aspects, not only related to the target language content, but also the introduction of cultural aspects that help to learn the language embedded in a culture. This article is a contribution that shows how to include cultural aspects in the foreign language classroom in higher education. Different cooperative activities favoring the acquisition of intercultural competence were designed, and a cooperative methodology was chosen to make it easier for students to have an active role and acquire social competences. In addition, a survey was prepared to know the opinion of students on different aspects of intercultural competence. The students participating in the study were enrolled in the English Language V mandatory course, in the third year of the degree in English Studies. The results presented are significant, thanks to the importance students attach to this competence, and to how they appreciate working with it in the proposed activities. It is concluded that it is essential to introduce this competence in the twenty-first century, so that students grow as global citizens and teaching is linked to social demands.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ensinar uma língua estrangeira como o Inglês envolve ensinar não apenas aspectos relacionados com o conteúdo da língua, mas também os aspectos culturais que ajudam a aprender a língua enraizada dentro de uma cultura. Este artigo é uma contribuição ao modelo de como introduzir aspectos culturais na aula de língua estrangeira no ensino superior. A proposta foi apresentar diferentes atividades de cooperação que ajudariam na aquisição de competências interculturais, e optou-se por uma metodologia cooperativa para capacitar os alunos a assumir um papel ativo e adquirir habilidades sociais. Além disso, foi preparada uma pesquisa para saber as opiniões sobre diferentes aspectos da competência intercultural. Os estudantes que participaram da pesquisa faziam a disciplina obrigatória de Inglês V no terceiro ano da licenciatura em Estudos Ingleses. Os resultados são apresentados como significativos por causa da importância dada pelos estudantes a esta competência e também como positivos por ser trabalhado com eles nas atividades propostas. Conclui-se que é fundamental introduzir esta competência no século XXI, para que os alunos cresçam em cidadania global e o ensino esteja relacionado com as demandas sociais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje cooperativo]]></kwd>
<kwd lng="es"><![CDATA[competencia intercultural]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[proceso de enseñanza-aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Cooperative learning]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[intercultural competence]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning process]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem cooperativa]]></kwd>
<kwd lng="pt"><![CDATA[competência intercultural]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[ensino-aprendizagem]]></kwd>
</kwd-group>
</article-meta>
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