{"title":"Second Language Development with an Intercultural Approach: A Pilot Program Applied to Higher Education Students from a Escuela Normal in Atequiza, Mexico","authors":"Frida C. Jaime Franco, C. Paulina Navarro N\u00fa\u00f1ez, R. Jacob S\u00e1nchez N\u00e1jera","volume":166,"journal":"International Journal of Educational and Pedagogical Sciences","pagesStart":901,"pagesEnd":909,"ISSN":"1307-6892","URL":"https:\/\/publications.waset.org\/pdf\/10011483","abstract":"<p>The importance of developing multi-language abilities in our global society is noteworthy. However, the necessity, interest, and consciousness of the significance that the development of another language represents, apart from the mother tongue, is not always the same in all contexts as it is in multicultural communities, especially in rural higher education institutions immersed in small communities. Leading opportunities for digital interaction among learners from Mexico and abroad partners represents scaffolding towards, not only language skills development but also intercultural communicative competences (ICC). This study leads us to consider what should be the best approach to work while applying a program of ICC integrated into the practice of EFL. While analyzing the roots of the language, it is possible to obtain the main objective of learning another language, to communicate with a functional purpose, as well as attaching social practices to the learning process, giving a result of functionality and significance to the target language. Hence, the collateral impact that collaborative learning leads to, aims to contribute to a better global understanding as well as a means of self and other cultural awareness through intercultural communication. While communicating through the target language by online collaboration among students in platforms of long-distance communication, language is used as a tool of interaction to broaden students&rsquo; perspectives reaching a substantial improvement with the help of their differences. This process should consider the application of the target language in the inquiry of sociocultural information, expecting the learners to integrate communicative skills to handle cultural differentiation at the same time they apply the knowledge of their target language in a real scenario of communication, despite being through virtual resources.<\/p>\r\n","references":"[1]\tE. T. Hall, \u201cThe Silent Language,\u201d in Garden City, New York, 1959.\r\n[2]\tM. Byram, \u201cTeaching and Assessing Intercultural Communicative Competence,\u201d in Multilingual Matters, Clevedon, Philadelphia, 1997.\r\n[3]\tS.C. Dunnett, F. Dubin and A. 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