Page 29 - VII Congreso Internacional Sobre Educación Bilingüe

Developing Intercultural Competence in Bilingual Settings through Dialogic Practices
Lola López Navas
Universidad Internacional de Valencia (VIU) mariadolores.lopez.n@campusviu.es
Iris Serrat Roozen
Universidad Internacional de Valencia (VIU) iris.serrat@campusviu.es
Abstract
In this paper, we aim to present a practical example of the use of dialogic dynamics in order to promote deeper learning as well as to involve students in democratic and intercultural practices in bilingual contexts. In 2013, the Council of Europe undertook the challenge of creating a reference framework with the intention of helping member states introduce an education based on competences for democracy and intercultural dialogue. The resulting document, the Reference Framework of Competences for Democratic Culture (RFCDC), was published in 2018. This framework mirrors the structure of the widely known Common European Framework of Reference for Languages (CEFR) by presenting a series of competences and their performance descriptors. The RFCDC also emphasizes the importance of linguistic, communicative and plurilingual skills. The link between these two key frameworks was further stressed when, in February 2022, the European Union published recommendation CM/Rec(2022)1 about the key role of education for the development of responsible societies with committed and informed citizens, citing the frameworks as central to the provision of both conceptual and practical
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