The Role of Implicitness in (Inter)Cultural Competence in a University Context
The Role of Implicitness in (Inter)Cultural Competence in a University Context

Summary/Abstract: This study aims to explore the implicit teaching and learning of (inter)cultural competence among Algerian students of the French language. To this end, we involved thirty first-year undergraduate students of French at the University of Adrar (Algeria) in a flipped classroom experiment, which we regard as an innovative pedagogical approach to fostering the implicit development of (inter)cultural competence. Our hybrid methodology unfolded in two stages: remote and in-person. During the remote phase, students watched authentic video clips and completed computerized quizzes on topics related to French culture. During the in-person sessions, we addressed students' misunderstandings at the beginning of each class. Subsequently, we provided them with textual materials that covered the same themes as the video clips they had watched. These textual materials served as a basis for debates initiated after each cultural text reading. At the conclusion of the experiment, we asked the participating students to complete a digital feedback questionnaire to assess their perspectives on the teaching and learning of (inter)cultural competence within the Algerian university context and to gather their evaluations of the flipped classroom experience. Preliminary results from this experiment indicate a notable openness and acceptance among Adrar- based French language students toward the teaching and learning of foreign cultures, particularly French culture.

• Details
• Contents