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Foreign Language Learning in Higher Education: Active Pedagogies and Excellence for Society and the Labour Market
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| 6.64 MB | Adobe PDF | |||
| 1.43 MB | Adobe PDF |
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Current day opportunities to offer students more varied and stimulating activities must not overshadow the objective of contemporary learning in higher education (HE): to prepare high-quality, skilled and competitive professionals for a constantly changing labour market, expected to be, at the same time, responsible citizens within an uncertain global context (CEDEFOP, 2023). Such framework implies that the foreign language (FL) play a fundamental role. From a socio-constructivist perspective and in accordance with the Common European Framework of Reference for Languages (Council of Europe, 2001), each individual is protagonist of his/her own learning process. Interaction is prevalent as are cooperation and integrated tasks adapted to the environment. Project-based pedagogy facilitates access to lasting knowledge, in which learners play both the role of protagonist and researcher. This new approach requires progression in the action-learning process, enhancing students’ responsibility and autonomy. Although the activities carried out by students within FL curricular units (CU) allow them to develop a wide range of competences that go far beyond linguistic competence, FL are often perceived as complementary to so-called core CU (OECD, 2019). It is therefore important to stress that the development of competences traditionally associated with FL learning (linguistic, cultural and intercultural) together with transversal competences (digital and social) is essential for the education of responsible citizens and competitive professionals capable of responding to labour market demands in line with the key competences of the twenty-first century, as mentioned above (plurilingual competence, digital competences for carrying out research, evaluating and organising information, strengthening communicative, collaborative skills, enhancing critical thinking, improving creative digital competences and digital problem-solving ones, enlarging social and learningto-learn competences, citizenship competences, cultural awareness and the skill to express oneself appropriately).
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