REMOTE TEACHING OF THE DIMENSIONS OF INTERCULTURAL EDUCATION IN USM UNIVERSITY COURSES

Pestalozzi-EIC

The future pedagogical students, from the Faculty of Letters of the State University of Moldova, continue to capitalize on the benefits of intercultural education for their professional training, but also for the harmonious coexistence in multicultural environments, in general.

Thus, at the courses Research Methodology and Intercultural Didactics, teacher Silvia GUŢU uses the Moodle platform, the Padlet virtual wall, MSN Facebook with third year students, specialty: 0114.10 – French and English. Recently, the topics Principles of intercultural pedagogy and the dynamics of intercultural competence formation and didactic strategies of the written document as a carrier of intercultural values ​​were taught.

Among the individual works carried out by students on the EIC dimension, we mention the didactic projects, starting from the cultural pages of the national textbook of French language / francophone method (primary cycle) and the virtual wall Padlet with saving URL online resources for French language teachers. In the teacher’s view, the successes can be summarized as follows:

  • For each of the three stages of the organized classes, we integrated programs that allowed the achievement of the set objectives: Evocation: activities carried out with the program https://www.mindmeister.com/ and https://wordart.com/; Realization of meaning: PPT course support, posted on the Moodle platform, explanations, comments via MSN Facebook; Reflection: reflective essay, collaborative wiki via Moodle; Extension: teaching a cultural activity / page, product – word file with didactic files / projects.
  • Each student made a didactic project, starting from a cultural page from the national textbook of French language / francophone method (primary cycle), respecting the predetermined model. The activities in the textbook were analyzed, modified, completed so as to respect the principles of intercultural pedagogy and the dynamics of intercultural competence formation.
  • Didactic strategies focused on the formation of (inter-/multi-) cultural competence were presented and analyzed, starting from various written documents: legends, stories, poetic texts, etc.

In conclusion, in the online training process, there were no problems in achieving the classes, given the fact that during the last 5 years the online platforms have been used intensively in hybrid scenarios. Also, the intercultural competence of the students develops equally qualitatively, lacking only the live dialogue.

Silvia GUŢU, Viorica GORAŞ-POSTICĂ

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