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Vivre en Aquitaine: pedagogy, audience, design

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Vivre en Aquitaine: pedagogy, audience, design

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dc.contributor.author Beaven, Tita es_ES
dc.date.accessioned 2019-02-25T11:45:43Z
dc.date.available 2019-02-25T11:45:43Z
dc.date.issued 2012-09-29
dc.identifier.uri http://hdl.handle.net/10251/117295
dc.description.abstract [EN] This article provides an overview of the website Vivre en Aquitaine, a website for learners of French that introduces learners to that region of France whilst at the same time developing their language skills, cultural knowledge, and intercultural awareness. Whilst designers of learning resources have to take into account the learners' needs and objectives, the interplay between pedagogy and design are also crucial in developing the resources, and work together in an iterative process. This is illustrated by focussing on one particular section of the website, where the original pedagogical framework was modified by our emerging understanding of how some technical affordances could develop our pedagogy in unforeseen ways, pushing us to engage further with plurilingualism and intercomprehension. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof The EuroCALL Review
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Pedagogy es_ES
dc.subject Audience es_ES
dc.subject Design es_ES
dc.subject Intercomprehension es_ES
dc.subject Plurilingualism es_ES
dc.title Vivre en Aquitaine: pedagogy, audience, design es_ES
dc.type Artículo es_ES
dc.date.updated 2019-02-25T09:02:53Z
dc.identifier.doi 10.4995/eurocall.2012.11375
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Beaven, T. (2012). Vivre en Aquitaine: pedagogy, audience, design. The EuroCALL Review. 20(2):23-32. https://doi.org/10.4995/eurocall.2012.11375 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2012.11375 es_ES
dc.description.upvformatpinicio 23 es_ES
dc.description.upvformatpfin 32 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 20
dc.description.issue 2
dc.identifier.eissn 1695-2618
dc.description.references Alves, S. and Mendes, L. (2006). Awareness and Practice of Plurilingualism and Intercomprehension in Europe. Language and Intercultural Communication, 6(3). es_ES
dc.description.references Beacco, J.C. and Byram, M. (2003). Guide for The Development of Language Education Policies in Europe - From Linguistic Diversity to Plurilingual Education, Strasbourg: Language Policy Division, Council of Europe. es_ES
dc.description.references Byram, M., Gribkova, B. and Starkey, H (2002). Developing the Intercultural Dimension in Language Teaching. A Practical Introduction for Teachers, Strasbourg: Language Policy Division, Council of Europe. es_ES
dc.description.references Collis, B., & Moonen, J. (2001). Flexible Learning in a Digital World: Experiences and Expectations. London: Kogan Page. es_ES
dc.description.references Collis, B. and Moonen, J. (2010). Foreword to Sharpe, R., Beetham, H. and de Freitas, S., Rethinking Learning for the Digital Age. London: Routledge es_ES
dc.description.references Conklin, J (2006). Dialogue Mapping: Building Shared Understanding of Wicked Problems. Sussex: Peter Wiley. es_ES
dc.description.references Council of Europe (2001). Common European Framework of Reference for Languages, http://www.coe.int/t/DG4/Portfolio/documents/Framework_EN. es_ES
dc.description.references Doyé, P. (2005). Intercomprehension. A Guide for the Development of Language Education Policies in Europe: from Linguistic Diversity to Plurilingual Education. Strasbourg: Council of Europe. es_ES
dc.description.references Goodyear, P. and Ellis, R., (2010). Expanding conceptions of study, context and educational design, in Sharpe, R., Beetham, H. and de Freitas, S., Rethinking Learning for the Digital Age. London: Routledge. es_ES


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