This chapter builds on the premise that English language (EL) courses in higher education must be... more This chapter builds on the premise that English language (EL) courses in higher education must be properly designed under a collaborative ubiquitous learning (CUL) ecosystem providing adequate content and experiential learning tasks that correspond with multimodal communication oriented to professional and academic purposes. Firstly, it explores the most recent pedagogical advances of a systematic bibliographical review regarding CUL, multimodality, and EL courses in higher education. The quantitative and qualitative analysis of the academic literature, extracted from the databases Web of Science and Scopus, was based on the most significant scientific studies (103 publications) and the most relevant bibliometric indicators from 1995 to 2022. Secondly, this review offers some pedagogical reflections and innovative research lines regarding multimodal and collaborative ubiquitous learning in EL courses. This pedagogical scaffolding addresses students' needs onsite and offsite so that communicative real-life or professionally based situations are built in a CUL environment.
There is wide acceptance of the relationship between languages for specific purposes (LSP), somet... more There is wide acceptance of the relationship between languages for specific purposes (LSP), sometimes called special languages and terminology. Both are present in the same specialized communication environments and participate of the same specialized knowledge. Yet, the restricted interpretation of terminology that sometimes has been made, considering it just as a set of lexical items, has limited the importance of its study in the field of special languages and in LSP. In this paper, some reflections on the theoretical as well as the practical aspects are presented in order to enhance their relationship. 1. Introducción En el título que he propuesto para esta conferencia aparecen unidas las lenguas para fines específicos y la terminología, pero hemos de convenir, desde un principio, que ambas admiten diversas interpretaciones. Por ello, comenzaré acotando el alcance que pueden tener y el sentido con el que las planteo aquí. Luego veremos las relaciones existentes entre ellas, y la...
Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education
This chapter builds on the premise that English language (EL) courses in higher education must be... more This chapter builds on the premise that English language (EL) courses in higher education must be properly designed under a collaborative ubiquitous learning (CUL) ecosystem providing adequate content and experiential learning tasks that correspond with multimodal communication oriented to professional and academic purposes. Firstly, it explores the most recent pedagogical advances of a systematic bibliographical review regarding CUL, multimodality, and EL courses in higher education. The quantitative and qualitative analysis of the academic literature, extracted from the databases Web of Science and Scopus, was based on the most significant scientific studies (103 publications) and the most relevant bibliometric indicators from 1995 to 2022. Secondly, this review offers some pedagogical reflections and innovative research lines regarding multimodal and collaborative ubiquitous learning in EL courses. This pedagogical scaffolding addresses students' needs onsite and offsite so t...
Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education
Foreign language learning in higher education has gone beyond the mere acquisition of vocabulary ... more Foreign language learning in higher education has gone beyond the mere acquisition of vocabulary and grammar knowledge for communication purposes. It has become apparent that learners need to focus on a deeper knowledge of cultures and how this interacts in intercultural encounters, hence the necessity to develop their intercultural communicative competence. It is also vital to train students to become interculturally intelligent to operate effectively across cultures in their future professions. The authors of this chapter revise key concepts (such as culture, intercultural awareness, or intercultural intelligence), five general models of intercultural intelligence, and four educational approaches to identify the value or intercultural intelligence for future professionals in any English for specific purposes (ESP) area that aims at successful cross-cultural communication (e.g., for translators and interpreters). Finally, they propose a three-stage general model to design ESP cours...
The relationship between language and culture is close, and there can be few topics more central ... more The relationship between language and culture is close, and there can be few topics more central to the teaching of English as a foreign language. What is the role of the teacher in providing information and input about a culture? Which culture(s) should be taught? This paper begins by reviewing the literature on the role of culture in EFL teaching, pointing out the particular problems teachers may have to deal with in a context where English has become a lingua franca, so that there is no longer any particular culture associated with the language in general. RESUMEN: Es indudable la asociación entre lengua y cultura y hay pocos temas tan relacionados como este con la enseñanza del inglés como lengua extranjera. Ante las preguntas: ¿cuál es el papel del profesor como transmisor de información y de contenidos culturales? o ¿qué cultura o culturas deben enseñarse? este artículo intenta dar respuesta revisando, en primer lugar, la bibliografía existente acerca del papel de la cultura e...
This chapter builds on the premise that English language (EL) courses in higher education must be... more This chapter builds on the premise that English language (EL) courses in higher education must be properly designed under a collaborative ubiquitous learning (CUL) ecosystem providing adequate content and experiential learning tasks that correspond with multimodal communication oriented to professional and academic purposes. Firstly, it explores the most recent pedagogical advances of a systematic bibliographical review regarding CUL, multimodality, and EL courses in higher education. The quantitative and qualitative analysis of the academic literature, extracted from the databases Web of Science and Scopus, was based on the most significant scientific studies (103 publications) and the most relevant bibliometric indicators from 1995 to 2022. Secondly, this review offers some pedagogical reflections and innovative research lines regarding multimodal and collaborative ubiquitous learning in EL courses. This pedagogical scaffolding addresses students' needs onsite and offsite so that communicative real-life or professionally based situations are built in a CUL environment.
There is wide acceptance of the relationship between languages for specific purposes (LSP), somet... more There is wide acceptance of the relationship between languages for specific purposes (LSP), sometimes called special languages and terminology. Both are present in the same specialized communication environments and participate of the same specialized knowledge. Yet, the restricted interpretation of terminology that sometimes has been made, considering it just as a set of lexical items, has limited the importance of its study in the field of special languages and in LSP. In this paper, some reflections on the theoretical as well as the practical aspects are presented in order to enhance their relationship. 1. Introducción En el título que he propuesto para esta conferencia aparecen unidas las lenguas para fines específicos y la terminología, pero hemos de convenir, desde un principio, que ambas admiten diversas interpretaciones. Por ello, comenzaré acotando el alcance que pueden tener y el sentido con el que las planteo aquí. Luego veremos las relaciones existentes entre ellas, y la...
Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education
This chapter builds on the premise that English language (EL) courses in higher education must be... more This chapter builds on the premise that English language (EL) courses in higher education must be properly designed under a collaborative ubiquitous learning (CUL) ecosystem providing adequate content and experiential learning tasks that correspond with multimodal communication oriented to professional and academic purposes. Firstly, it explores the most recent pedagogical advances of a systematic bibliographical review regarding CUL, multimodality, and EL courses in higher education. The quantitative and qualitative analysis of the academic literature, extracted from the databases Web of Science and Scopus, was based on the most significant scientific studies (103 publications) and the most relevant bibliometric indicators from 1995 to 2022. Secondly, this review offers some pedagogical reflections and innovative research lines regarding multimodal and collaborative ubiquitous learning in EL courses. This pedagogical scaffolding addresses students' needs onsite and offsite so t...
Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education
Foreign language learning in higher education has gone beyond the mere acquisition of vocabulary ... more Foreign language learning in higher education has gone beyond the mere acquisition of vocabulary and grammar knowledge for communication purposes. It has become apparent that learners need to focus on a deeper knowledge of cultures and how this interacts in intercultural encounters, hence the necessity to develop their intercultural communicative competence. It is also vital to train students to become interculturally intelligent to operate effectively across cultures in their future professions. The authors of this chapter revise key concepts (such as culture, intercultural awareness, or intercultural intelligence), five general models of intercultural intelligence, and four educational approaches to identify the value or intercultural intelligence for future professionals in any English for specific purposes (ESP) area that aims at successful cross-cultural communication (e.g., for translators and interpreters). Finally, they propose a three-stage general model to design ESP cours...
The relationship between language and culture is close, and there can be few topics more central ... more The relationship between language and culture is close, and there can be few topics more central to the teaching of English as a foreign language. What is the role of the teacher in providing information and input about a culture? Which culture(s) should be taught? This paper begins by reviewing the literature on the role of culture in EFL teaching, pointing out the particular problems teachers may have to deal with in a context where English has become a lingua franca, so that there is no longer any particular culture associated with the language in general. RESUMEN: Es indudable la asociación entre lengua y cultura y hay pocos temas tan relacionados como este con la enseñanza del inglés como lengua extranjera. Ante las preguntas: ¿cuál es el papel del profesor como transmisor de información y de contenidos culturales? o ¿qué cultura o culturas deben enseñarse? este artículo intenta dar respuesta revisando, en primer lugar, la bibliografía existente acerca del papel de la cultura e...
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