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Dimensiones de la competencia comunicativa intercultural (CCI) y sus implicaciones para la práctica educativa

  • Autores: Susan V. Sanhueza Henríquez, Fraño Ivo Paukner Nogués, Víctor San Martín Ramírez, Miguel Friz Carrillo
  • Localización: Folios: revista de la Facultad de Humanidades, ISSN 0123-4870, ISSN-e 2462-8417, Nº. 36, 2012, págs. 131-151
  • Idioma: español
  • DOI: 10.17227/01234870.36folios131.151
  • Títulos paralelos:
    • Dimensions of Intercultural Communicative Competence (ICC) and its implications for educational practice
  • Enlaces
  • Resumen
    • español

      La competencia comunicativa intercultural se entiende como las habilidades que emplean los individuos culturalmente diferentes para favorecer un grado de comunicación suficientemente eficaz, estableciendo comportamientos apropiados y efectivos en determinado contexto social y cultural. Desde esta perspectiva,el trabajo tiene como objetivos: (a) analizar el concepto de la comunicación intercultural describiendo susdimensiones: cognitiva, comportamental y afectiva; (b) proporcionar elementos de reflexión para el desarrollode la competencia comunicativa intercultural en las prácticas educativas. En el ámbito educativo, se esperaque profesores y alumnos desarrollen de la mejor manera posible la interacción, anticipen malentendidoscausados por las diferencias en valores, significados y creencias entre los actores involucrados, y puedanhacer frente tanto a demandas afectivas como cognitivas en la interacción.

    • English

      Intercultural Communicative Competence is defined as skills used by culturally different individuals to promote an efficient communication level, by establishing effective and appropriate behaviour within a social and cultural context. From this perspective, this paper aims to: (a) analyse the intercultural communication concept by describing its dimensions � cognitive, behavioural, and affective; (b) provide some points for reflection for the development of intercultural communicative competence in educational practices. In the educational environment, it is expected that teachers and students develop the best interaction possible, foreseeing mis understandings caused by contrary values, meanings and beliefs among involved players; therefore they can manage both affective and cognitive demands

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