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INNOVATIVE PRACTICES IN PLURILINGUAL EDUCATION

COMITÉ CIENTÍFICO DE LA EDITORIAL TIRANT HUMANIDADES

Manuel asensi Pérez

Catedrático de Teoría de la Literatura y de la Literatura Comparada Universitat de València

raMón Cotarelo

Catedrático de Ciencia Política y de la Administración de la Facultad de Ciencias Políticas y Sociología de la Universidad Nacional de Educación a Distancia

Mª teresa eChenique elizondo Catedrática de Lengua Española Universitat de València

Juan Manuel Fernández soria

Catedrático de Teoría e Historia de la Educación Universitat de València

Pablo oñate rubalCaba

Catedrático de Ciencia Política y de la Administración Universitat de València

Joan roMero

Catedrático de Geografía Humana Universitat de València

Juan José taMayo

Director de la Cátedra de Teología y Ciencias de las Religiones Universidad Carlos III de Madrid

Procedimiento de selección de originales, ver página web: www.tirant.net/index.php/editorial/procedimiento-de-seleccion-de-originales

INNOVATIVE PRACTICES IN PLURILINGUAL EDUCATION Coordinator

Oksana Polyakova Authors Amelia Arbiol Solaz Miguel Ángel Candel-Mora Ricardo Casañ-Pitarch Lucía de Ros Cócera Ruzana Galstyan-Sargsyan Alfredo Ibáñez Gilabert Yvonne McLucas Beatriz Pastor García Mar Paulo Noguera Oksana Polyakova

tirant humanidades Valencia, 2020

® 2020

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Director de la colección: JUAN MANUEL FERNÁNDEZ SORIA

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Index

1. IMPLEMENTING TRANSVERSAL COMPETENCES IN HIGHER EDUCATION Oksana Polyakova and Ruzana Galstyan-Sargsyan

1. INTRODUCTION...................................................................................... 11 2. LITERATURE REVIEW........................................................................... 14 2.1. Definition of competence. Competency or competence?.................... 14 2.2. Transversal competences......................................................................... 16 2.3. Attaining transversal competences in university ................................ 17

3. METHODOLOGY...................................................................................... 18 4. RESULTS..................................................................................................... 20 4.1. Needs analysis .......................................................................................... 20 4.2. Formative proposal.................................................................................. 21 4.3. Assessment................................................................................................ 23 4.4. Testing and piloting................................................................................. 25

5. DISCUSSION AND CONCLUSIONS .................................................... 27 6. REFERENCES............................................................................................ 29 2. A PROPOSAL OF CLASSIFICATION OF SCHOOL TYPE MODELS FOR GAMIFICATION AND TELECOLLABORATION EXCHANGES BASED ON SCAFFOLDING: TWO CASE STUDIES Alfredo Ibáñez Gilabert

1. INTRODUCTION...................................................................................... 31 2. RELATED WORKS ................................................................................... 32 3. METHODOLOGY...................................................................................... 34 3.1. What is TeCoLa........................................................................................ 35 3.2. Management challenges. Communal management............................ 36 3.3. Lingua franca or tandem? Benefits, weaknesses and opportunities of their implementation.......................................................................... 38 3.4. Dealing with technology.......................................................................... 42

4. RESULTS..................................................................................................... 45 4.1. First case study: telecollaboration between the San Enrique School in Quart de Poblet and “Albertdingk Thjim College” in Utrecht....... 45 4.2. Second case study: procedure of the second project “Spain-Taiwan: two countries united by gamification”.................................................. 58

5. CONCLUSIONS ........................................................................................ 66 6. REFERENCES ........................................................................................... 70

8 Índice 3. ALIGNING ENGLISH-MEDIUM INSTRUCTION TO THE CEFR: LINGUISTIC COMPETENCE OF UNIVERSITY LECTURERS IN SPAIN Oksana Polyakova and Yvonne McLucas

1. INTRODUCTION...................................................................................... 74 2. REVIEWING EMI STUDIES AND LECTURE DISCOURSE............ 75 2.1. Literature review...................................................................................... 77

3. UNIVERSITY LECTURERS LANGUAGE COMPETENCE .............. 79 4. ALIGNING EMI DISCOURSE TO THE CEFR.................................... 80 4.1. Informing.................................................................................................. 84 4.2. Elaborating............................................................................................... 84 4.3. Evaluating................................................................................................. 84 4.4. Organising discourse............................................................................... 85 4.5. Interacting................................................................................................ 85 4.6. Managing the class................................................................................... 85

5. RESULTS .................................................................................................... 86 6. DISCUSSION ............................................................................................. 87 7. REFERENCES............................................................................................ 88 4. DESARROLLO DE DESTREZAS PROFESIONALES, LENGUA EXTRANJERA Y COMPETENCIA DIGITAL EN ENTORNOS DE APRENDIZAJE VIRTUAL Miguel Ángel Candel-Mora and Ricardo Casañ-Pitarch

1. INTRODUCCIÓN...................................................................................... 92 2. TRABAJOS RELACIONADOS................................................................ 95 3. METODOLOGÍA....................................................................................... 99 4. RESULTADOS ........................................................................................... 102 5. CONCLUSIONES....................................................................................... 104 6. REFERENCIAS.......................................................................................... 106 5. EL DEBATE EN EL AULA: CONTENIDO Y LENGUAJE EN UNA PROPUESTA Beatriz Pastor García

1. INTRODUCCIÓN...................................................................................... 109 2. OBJETIVOS................................................................................................ 111 3. METODOLOGÍA...................................................................................... 111 4. DESARROLLO DEL PROYECTO........................................................... 112 4.1. Presentación y planificación a los estudiantes. Decidir y explicar el formato del debate................................................................................... 112 4.2. Debate 1..................................................................................................... 114 4.3. Debate sobre Gestión empresarial: Authoritarian vs hands-off manager.......................................................................................................... 115

Índice

5. RESULTADOS........................................................................................... 116 6. CONCLUSIONES....................................................................................... 119 7. REFERENCIAS.......................................................................................... 120 6. ESTUDIO DEL CASO: ENSEÑANZA DE LAS COMPETENCIAS SOCIOCULTURALES MEDIANTE EL TURISMO EN EL AULA DE E/LE Lucía de Ros Cócera

1. INTRODUCCIÓN...................................................................................... 123 2. MARCO TEÓRICO.................................................................................... 124 2.1. Enseñanza de las competencias socioculturales mediante el turismo en el aula de E/LE............................................................................. 124 2.2. Aproximación teórica al español para el turismo................................ 128 2.2.1. El concepto de turismo a lo largo de la historia..................... 128 2.2.2. El segundo idioma más hablado del mundo.......................... 130 2.2.3. La importancia del sector turístico y su impacto en la sociedad. 132 2.2.4. La importancia del sector turístico y su impacto en la sociedad.......................................................................................... 132

3. LA ENSEÑANZA / APRENDIZAJE DEL ESPAÑOL DEL TURISMO. 133 3.1. Análisis de necesidades........................................................................... 133 3.2. Diseño curricular..................................................................................... 137 3.3. Materiales.................................................................................................. 139 3.4. Evaluación................................................................................................. 141

4. METODOLOGÍA Y PROCEDIMIENTOS............................................. 143 4.1. 4.2. 4.3. 4.4.

Análisis de necesidades........................................................................... 143 Creación de unidad didáctica E/LE....................................................... 144 Puesta en práctica.................................................................................... 144 Análisis de resultados.............................................................................. 145

5. RESULTADOS............................................................................................ 146 5.1. 5.2. 5.3. 5.4.

Análisis de necesidades........................................................................... 146 Creación de unidad didáctica E/LE....................................................... 148 Puesta en práctica de la unidad didáctica............................................. 151 Análisis de resultados.............................................................................. 152

6. CONCLUSIONES....................................................................................... 153 7. BIBLIOGRAFÍA......................................................................................... 155 7. CAP A L’ASSOLIMENT DE LA COMPETÈNCIA COMUNICATIVA EN LES ÀREES D’EDUCACIÓ PRIMÀRIA Amelia Arbiol Solaz and Mar Paulo Noguera

1. INTRODUCCIÓ......................................................................................... 157 2. TREBALLS RELACIONATS.................................................................... 158 2.1. Repercussions de l’Enfocament Comunicatiu en l’ensenyament-aprenentatge de les llengües........................................................................... 158

10 Índice 2.2. La competència comunicativa en el marc legislatiu valencià ............ 161 2.3. Didàctica de la llengua des d’un Enfocament Comunicatiu............... 163 2.4. El model sociocognitiu, pragmalingüístic i didàctic de producció de textos escrits ............................................................................................ 164

3. METODOLOGIA. PROPOSTA DE CREACIÓ D’UNA SEQÜÈNCIA DIDÀCTICA A PARTIR DEL MODEL SOCIOCOGNITIU, PRAGMALINGÜÍSTIC I DIDÀCTIC DE PRODUCCIÓ DE TEXTOS ESCRITS........................................................................................................... 167 3.1. Introducció ............................................................................................... 167 3.2. El procés compositiu................................................................................ 169 3.3. Avaluació................................................................................................... 170

4. RESULTATS................................................................................................ 173 5. CONCLUSIONS......................................................................................... 176 6. REFERÈNCIES............................................................................................ 178

1. Implementing transversal competences in higher education Oksana Polyakova okpolnes@upv.es Ruzana Galstyan-Sargsyan rugalsar@upvnet.upv.es Departamento de Lingüística Aplicada Universitat Politècnica de València

ABSTRACT: Transversal competences are considered to be the general understanding of learning how to apply the information that has been acquired to solve problems of different nature in different environments with regards to the related area of study. With transversal competences, an individual can integrate knowledge and be able to deal with the complexity of formulating options by applying the acquired skills. Moreover, the skills in question are prerequisite in the adaptation to any transformation and change, thus promoting lifelong learning. While this is so, soft skills are also integrated with transversal competences as it allows an individual to have both personal and social skills such as communication, conflict management and teamwork. This study involves the investigation in competence-based university training with a focus on curricular development. To achieve this, this research explores the implementation of transversal competences by tackling learners` motivation for studying certain topics in English and designing activities aimed at fostering the teaching-learning process of above-mentioned competences. For that, a mixed methodology was used, combining such research and monitoring tools as needs analysis, teaching materials design, a rubric and piloting process.

1. INTRODUCTION The institutions of higher learning have been tasked with providing technical competences that can be transferred to any area of knowledge. These skills are at the centre of the success of

Oksana Polyakova and Ruzana Galstyan-Sargsyan

students together with technical and scientific competences. This scenario converts transversal competence, into a key area in many higher education institutions across the world. The introduction of transversal competences is one of the changes introduced by human resource management in many workplaces to ensure that an ideal candidate for the job is picked. Initial and continuous competences training is essential to ensure efficient organizations. Needless to say, there are many benefits attached to the development and integration of transversal competences in the university environment. By looking at the current requirements of the university students and eventual university graduates, there is an utter need for them to cope up with the requirements of the labour market. As a result, there is a demand for universities to enable the students to reach the school-to-work transition (Tsankov 2017) successfully. To make this possible, many transversal competences need to be implemented and expertly executed. With the development and integration of transversal competences in the university environment, students are equipped with self-efficacy standards and they can judge their capacities when it comes to the execution of specific performances. The integration of the latter equips the students with a higher sense of self-efficacy, and they can prepare themselves for their careers (Guerra-Báez 2019). Also, it provides them with personal goal setting and they can easily handle different choices and challenges related to lifelong education. However, this can hardly be attained if the university students are not flexible and can hardly manage themselves when it comes to professional development in situations comparable to their real working conditions. Therefore, students shall be expected to master the concepts of career competences and career adaptability. Through the development and integration of transversal competences in universities, students are equipped with career adaptability standards. They become able to prepare and become ready for the work role and also be in a position to easily cope with the unpredictable adjustments that are brought about by transformation in workplaces and the conditions of different work environments. Having adapted to their careers, university students shall be in a position where they can take advantage of different

Implementing transversal competences in higher education

opportunities that present themselves and also deal with setbacks and barriers effectively and efficiently. In the event of reemployment into a different job sector, the student can offer quality skills (Tsankov 2017). The integration of transversal competences helps the students develop not only career adaptability but also career competences. Regarding the development and integration of transversal competences, it is the priority objective to provide university students with the kind of education that equips them with skills to become competent entrepreneurs managers. The integration of the purpose gives university students the ability to use their skills and knowledge innovatively, actively, creatively, accurately and independently when handling tasks and problems in their professional careers in both the local and international contexts (Tsankov, 2017). Rather than providing pure knowledge, transversal competences go beyond the primary university education. Furthermore, with transversal competences comes assessment from an educational perspective. There is the implementation of development based and competence-based assessment. The latter is entirely based on knowledge, motivation, personal characteristics and skills. It means that the standards of competences are put under tests with authentic assessments that are related to competences that are suitable for judging them. Another case related to the integration of transversal competences is the business course case. It is based on the notion that the process of learning by university students is not entirely directed by summative assessment. This is because the summative assessment has a limited effect on the student’s learning process. Conversely, formative assessment is employed with the objective of influencing the learning behaviour of the students to a far wider extent (Guilland, Terzieva, Nieminen 2017). As might be expected, the application of formative assessment in transversal competences does not attach credits or marks despite the importance of attaching scores. Additionally, there is a strong bond established between transversal competences and soft skills. Both concepts are related since they both focus on the development of professional skills on the career of the student after graduating from the university and securing a job opportunity. Acquiring of soft skills by university students

Oksana Polyakova and Ruzana Galstyan-Sargsyan

is essential because university education is more than a simple training to prepare students for the job market. Because professional development is related to personal development, university students need to develop life skills and be able to commit themselves to personal development. To develop and implement soft skills, there is a need for the university curriculum to provide practical application such as experimental activities which interact and relate with each other. Furthermore, the integration of soft skills in universities should incorporate fieldwork within the local communities and the families that are situated close to the university environment (Guilland et al. 2017). Execution of the latter is beneficial to the students learning process since they get an opportunity to acquire both technical and disciplinary skills. As a result, students get to acquire a solid sense of identity and commitment to teamwork. The study research questions will generally tackle transversal competences progress and application: (RQ1) Is it possible to design a personalised English for specific purposes training course that supports transversal competences` development? (RQ2) Can we test and pilot it in different university environments? Any useful recommendations? (RQ3) How can this study help us become better lecturers? (RQ4) Was it possible to encourage transversal competences` implementation, positive changes and transitions through our study?

2. LITERATURE REVIEW 2.1. Definition of competence. Competency or competence? In order to ensure coherence in related theoretical foundations of the current study, the researchers have to highlight the conscious choice of the key terminology used (Teodorescu 2006). As a matter of fact, the overall investigation perspective might be directly affected by the right word choice. So, is it all about competency or competence? On one hand, competency idea has been first established back in 1973 (McClelland 1973) as a point of reference for human performance and nowadays we mainly address this concept as a critical part of the labour environment. A professional individual should be able to do

Implementing transversal competences in higher education

the task at hand (Liu et al. 2014), ensuring people can perform their duties at full capacity. Essentially, this approach, used in the United States, tends to emphasise the importance of effective professional behaviours of top job performers (Klemp 1977, Reven and Sephenson 2001, Boyatzis 2008). From this perspective, competency is achieved through training and development. This feature deals with the observation of behaviour and assessment of such personal traits as excellent interpersonal skills that allow a high-quality performance of professionals. It is the ability to perform a job according to the expected standard (Walsh et al. 2017). On the other hand, a competence is mostly “the ability to do something well” (Cambridge Dictionary online). The core function of any competence consists of an effective combination of both cognitive and non-cognitive aspects of a capacity. Thus, the precise terminology of the competence idea in education devises “the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development” (Recommendation on the Establishment of the European Qualifications Framework for Lifelong Learning 2008). Although the initial screening of both concepts shows a clear differentiation between job-focused competency and ability-based competence, Lester (2013, 2014) identifies two approaches to competence according to professional standards: 1) competency (internal, individual, attribute-based): combines technocratic, instructional design and behavioural factors; 2) competence (external, social, activity-based): is predominantly task-based and role-based. Moreover, for the purpose of the present study, we will use the term “competence” to refer to the ability, capacity or capability of a learner to achieve proficiency level required for performing certain academic and professional tasks. This definition adds more relevance to the inclusion of transversal competences in non-language degrees and ensures that the graduates can deliver the expected outcomes in the job market.

Oksana Polyakova and Ruzana Galstyan-Sargsyan

2.2. Transversal competences Competence is the ability to perform a particular assignment to its satisfaction. It is therefore essential to have both cognitive and non-cognitive aspects of being able to accomplish a task. The concept of transversal competence takes a holistic approach since there is a link between power and performance as long as power refers to the successful fulfilment of challenges and requirements and capability assumes a different brain ability and refers to the use of various skills in and decide the next step. Such definition is one of the common ones used about the subject (Reverdito and St. John, 2019). There are two types of competences that arise from the definition: general and specific competences. General competences can be applied to all kinds of tasks and are the basis of attaining all other skills while specific competences are only used in the environment in which they are developed. Therefore, transversal competences are essential in institutions of higher learning for the benefit of the students. General or oblique skills are acquired in the learning process as an educational aspect. The position is essential because it helps all the parties involved to benefit from the training offered by a higher institution. One of the core roles of education is the instilling of transversal or general competences that enable future employees to relate well with each other in the workplace. This allows them to handle their future roles well. The use of different methodologies and multi-disciplinary approach is key in learning transversal competence. With the objective of a correct interpretation of the term transversal competence, we underscore that the transversal competence is the ability of a student to use cognitive capacities and applied skills to address daily study and work routines successfully. Based on the current comprehensive literature review, we detect that what transversal competences entail from hard (data and administrative skills) to soft skills (behavioural skills). The way people consider the importance of soft skills vary depending on whether a person owns a job or they do not own a job. Employer and students that own a job are believed to be interested in giving the soft competence a priority while those that do not have a job put more emphasis on the hard competences (Cernușca et al. 2017). A student should have soft skills if he or she intends on achieving on

Implementing transversal competences in higher education

their jobs. To generate organisational excellence, the students have to combine both hard and soft skills. There is also an existing gap in the education sector where students have a different expectation from what the employers are willing to accept. Higher learning education cannot fulfil the desired competence that students want sometimes. There is, however, a change in the education and industry system as both sides look for ways to address the challenge.

2.3. Attaining transversal competences in university The higher education and the way teaching is delivered plays a key role in determining the importance of transversal competence. Both national and international bodies that accredit institutions, integrate with their assessment the competences learned by students in the course of their study in institutions as students and the future as professionals. The institution of higher education should also be recognised to ensure that students get the best from their teachers. As a result, they will offer the best to the employers (Redeker et al. 2011). Hence, it is essential in the evolution of institutions of higher learning from concentrating on the result of centres to competencebased teaching (Halász and Michael 2011, Davies 2017). The value of this process is critical to education because it allows one to redefine the goals of education. It also helps on in paying particular attention to the needs of the learning process. As a teacher, it is essential that one can introduce adaptive strategies in learning and design a dynamic environment that would encourage interaction and corporation. Teaching, therefore, has to be grounded on practice more than theory work that approaches the actual profession to give students real work experience. Moreover, self-learning is critical in the education system because of its freedom in choosing the time to study and which materials to use in the study process (Watts 1991). This is fostered among students in institutions of higher education. It creates the desire to add to one’s level of knowledge, to be able to predict a phenomenon as well as to describe a particular event. In particular, the role of personalised

Oksana Polyakova and Ruzana Galstyan-Sargsyan

task or work-based projects, project work, case studies and problembased projects are some of the training opportunities that can be used to boost the learning process and mix hard and soft skills. For this process to be successful, students must be actively involved in a self-regulated and motivating process. Foreign language training of non-linguistic students in higher education has a strong correlation with their academic success and future employment opportunities. In fact, basic user (A), independent user (B) and the proficient user (C) are the three categories of reference that the Council of Europe has identified as levels of language proficiency. It marked a turning point as the Common European Framework of Reference for Languages (CEFR) and CEFR Companion Volume (Council of Europe 2001, 2018) can be adapted for various contexts and applied in multiple languages. Consequently, the efficiency and coordination between transversal capacities should be aligned with the strategic focus on language curriculum development. Throughout the research process, we will take up the challenge of a greater interconnection of the above-mentioned competences and English for specific purposes (ESP) training design.

3. METHODOLOGY In the upcoming section, there will be listed a number of research tools and methods aimed at curricular development of an ESP teaching based on transversal competences. Purposely, the starting point for a mixed methodological approach is a survey on students` needs both in terms of language and transversal competences. Then, teaching materials will be designed to be brought into line with a personalised training process where topics that motivate include English B2 objectives as well as competence-based. A specific transversal competences rubric is going to help assess learning outcomes and teaching objectives completion. Finally, a testing and piloting phase necessary for ultimate adjustments will allow find out students` and lecturers` impressions relation. Based on the theoretical background detailed above and using the selected mixed methods, the following research structure (see Fig.1) shows the four-step process:

Implementing transversal competences in higher education

Figure 1. Four-step research process.

1) Needs survey Transformation of labour markets requires new staff members properly managing hard and soft skills. Their ability to effectively articulate views, ideas or instructions is normally based on the operational domain of the ESP skills linked to the B2 – independent user level. Therefore, non-linguistic instruction requires a strong focus on communicative and professional competences embedded in curricular programming and teaching materials of specialised language subjects. An approach selected for detecting students` points of view is a needs analysis that is going to collect learners` background information on English training and future job preferences. 76 engineering degree students of the Universitat Politècnica de València took part in our survey provided us with their opinions and suggestions that will be described later in the Results section. 2) Formative proposal The implementation of students` preferences creates a solid background for a more personalised and motivating training progress. As mentioned before, the linguistic objective focuses on the B2 level (Council of Europe 2001, 2018) and entails a correct mastery of the four skills (oral and written expression, reading and listening comprehension). Objectively, university language training curriculum addresses this level through ESP courses, although a standardised examination, Erasmus stay or final project defence done in English might be a valid alternative. Our study places strong emphasis on the useful vocabulary, a wide range of activities also combines speaking, grammar, reading, paraphrasing and translation tasks. Each task will promote the use and development of transversal competences through a dynamic L2 environment as well as it will encourage reflection on the knowledge and skills acquired. Curricular design guidelines set by Nation and Macalister (2010), Nunan (2004,

Oksana Polyakova and Ruzana Galstyan-Sargsyan

2013) and Ur (2012) help ensure proposal adequacy and adaptation to the course learning objectives and transversal competences. 3) Assessment As mentioned before, a number of higher education institutions have introduced transversal competence measurement (Universita Di Bologna, Coventry University, the University of Cordoba, Alexandru Ioan Cuza University among others). For the current study, the researchers will have to combine two rubrics: a specific rubric for measuring transversal competencies achievement and specialised ESP assessment scale for the B2 level (Polyakova and Galstyan-Sargsyan 2019). For this purpose, we suggest an adapted transversal competences rubric based on the transversal competences development provided by the Transversal competences project (Universitat Politècnica de València). In addition to that, both course lecturers and students will assess the advance in terms of transversal competences and language B2 level achievement according to a standard 5-point Likert scale. 4) Testing and piloting stage Teaching English as a foreign language is part of the transversal competences’ integration program. The program will provide students with skills that will assist them to be competent in the multi-professional environment. Pillars of learning are achieved through the learning of English since it is a pathway for students to acquire traversal knowledge to be used in a different profession. In order to explore ways of involving students into the training process, the researchers will choose a specific course part for teaching in class. The main goal of this stage will be to get real-life feedback and training materials designed for achieving certain transversal competences.

4. RESULTS 4.1. Needs analysis As demonstrated by the competencies required in academic and professional contexts, it is necessary to be a qualified specialist,