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The E-LIVE project (Engaging Languages in Intercultural Virtual Exchange - https://eliveproject.eu/">https://eliveproject.eu/) is a three-year project (2022-2024) funded by Erasmus plus cooperation partnerships in school education (K1222-SCH). The project aims to enhance inclusive intercultural communicative competence development and digital literacies through the integration of virtual exchange projects in language-teacher education institutions and schools. In this presentation, we will share our experiences and outcomes from the first year of the project. To begin with, we will discuss the needs analysis conducted among our partner schools and educational institutions to identify training requirements and gain insight into their specific needs regarding intercultural virtual exchange (Clavel Arroitia et al., 2023). We will then present the pedagogical materials developed to address these needs, covering technological literacy skills, intercultural competences, citizenship, and finally, motivation and engagement –the twin driving forces behind virtual exchange. Furthermore, we will outline the coaching process provided by the E-LIVE team to primary and secondary school teachers during intercultural virtual exchanges (O’Dowd et al., 2019). We will provide details on the participation of teachers (n=16) and students ( n=414) from March to June 2023, highlighting the use of both asynchronous and synchronous activities. Synchronous activities included task-based videoconferencing and virtual world activities using customized E-LIVE task templates. During the presentation, we will specifically focus on teacher preferences for different activity types and, using questionnaire and focus group data, explore the reflections of participants who engaged in exchanges using tandems or the lingua franca exchange format (Kohn & Hoffstaedter, 2017, O’Dowd, 2018). We will discuss the outcomes of these interactions involving international peers i

Mentored online intercultural interaction offers foreign language learners the opportunity to develop different competences, including intercultural, linguistic, and digital competence (O’Dowd, 2021). Such virtual exchange (VE) projects typically involve computer-mediated communication via, for example, Zoom. However, the use of high-immersion virtual reality (VR) for synchronous online collaboration in VE projects has received little attention. This study investigated the effect of VR on students’ levels of presence and engagement, on students’ communication and on students’ views on using VR for intercultural encounters compared to traditional videoconferencing tools. Twenty-seven university students from the Netherlands and Germany utilised VR to carry out intercultural learning tasks using English as a lingua franca during a four-week implementation period. Participants responded to pre- and post-intervention questionnaires, completed reflection journals, audio- or video-recorded their VR meetings and participated in interviews. Results showed that the levels of presence and engagement and preferences of social VR compared to videoconferencing for intercultural encounters depended on students individually. A VR immersion experience and comfortability scale was created based on the data which showed mixed experiences. VR influenced participants’ interactions, topics of conversation and communication strategies when they explored their spaces together. The results showed that students’ attitudes towards VR and their subjective experience of VR seem to play an important role in the VE-VR setting. VR provided a safe space for many participants. Positive attitudes towards communicating in the VR environment are highly correlated with positive attitudes towards meeting students from other countries in VR. Implications for language education are provided.

In het afgelopen decennium is literatuur vanwege de waardevolle bijdrage aan het leerproces van groot belang geworden als hulpmiddel bij het leren van vreemde talen. Door het gebrek aan interesse in lezen bij middelbare scholieren in Nederland vindt de leerkracht het moeilijk om stimulerende activiteiten in de klas te ontwikkelen. Het doel van dit onderzoek is om het lezen van Spaanse literatuur bij middelbare scholieren te motiveren door middel van de CLIL3 pedagogische aanpak, gecombineerd met verschillende motiverende activiteiten die voor dit onderzoek zijn ontwikkeld, genaamd AGAI, Interactieve Autonome Groepsactiviteiten. Het ontwerp van AGAI richt zich op de autonomie van de leerling om hun eigen interculturele onderwerpen van interesse in literatuur te onderzoeken, zowel op sociaal gebied als in samenwerking in de klas met behulp van informatie- en communicatietechnologieën (ICT). Hiervoor is een lessenreeks ontwikkeld voor de 6e klas van het VWO van Berlage Lyceum, gevestigd in Amsterdam. De context van dit onderzoek is ingekaderd binnen de theorieën over de constructie van interculturele literaire competentie. Eerdere werken over het motiverende effect van ICT en enkele soortgelijke onderzoeken over dit onderwerp worden geraadpleegd. De resultaten worden geëvalueerd door middel van enquêtes, interviews en klasobservaties, waaruit de voorkeuren en motivatie van de leerlingen in de gebruikte AGAI- leervormen positief naar voren komen. Eveneens wordt de mogelijkheid om aan soortgelijke projecten te werken in een groter aantal lessen onderzocht, alsmede andere aanbevelingen om interculturele communicatieve competentie aan te moedigen. Dit alles kan bijdragen aan de verbetering van deze methoden om zo het lezen van literatuur in L24 in de klas en daarbuiten te stimuleren en opent de mogelijkheid tot verder onderzoek.

The Franciscan and Royal Preacher Pedro Rodríguez Guillén published in 1736 in Madrid two volumes of sermons preached in the main temples of Lima, as well as in Panama and Madrid. This paper delves into a differentiating factor of his Sacred Oratory, its thematic specialization since it attends both to the nature and circumstances of the sermon, as well as to the social category and the intellectual level of his audience, which reveals the consultation of an encyclopedic and multidisciplinary Library., El franciscano y predicador real Pedro Rodríguez Guillén publica en 1736 en Madrid dos tomos de sermones predicados en los principales templos de Lima, así como en Panamá y Madrid. Este trabajo profundiza en un factor diferencial de su oratoria sagrada como es su especialización temática, por cuanto atiende tanto a la naturaleza y circunstancias del sermón, como a la categoría social y al nivel intelectual de su auditorio, lo cual revela el manejo de una biblioteca enciclopédica y multidisciplinar.

This article evaluates the results of a telecollaborative project in higher education by analysing the perceptions about intercultural communicative competence (ICC) of participants, learners of Spanish as a foreign language (SFL) and trainee teachers from two different universities. A virtual exchange was carried out through video communication using five collaborative tasks during the first semester of the academic year 2020-2021. An action research methodology was followed in this descriptive and inferential correlational study. Evidence was collected through questionnaires to find out and assess whether participants perceived improvements in their ICC after the intervention. Correlation statistics appropriate to the level of measurement of the variables were carried out to determine the degree of relationship and the level of significance between participants’ opinions before and after the telecollaborative experience. The results suggest that after the telecollaboration SFL learners showed favorable opinions about their intercultural competence when interacting with native speakers of the target language and that trainee teachers perceived improvements in their cultural knowledge, intercultural skills and attitudes.

In 1736 and 1737, the Tribunal of the Inquisition carried out autos de fe in Lima in the course of which a number of inmates were ex-ecuted for unorthodox behavior. As a result of these ceremonies, Triun-fos del Santo Oficio Peruano saw the light of day in 1737, thanks to José Bermúdez de la Torre. This paper makes use of a plethora of symbols which reinforce the messages of a moral character it tries to convey. The aim of this study is to analyse them so as to get a better grasp of these ideas whose goal is illustrating the power of the Inquisition and Spanish Monarchy in America., En 1736 y 1737 el Tribunal de la Inquisición realizó en Lima dos autos de fe en los que ajusticiaron a distintos reos por comporta-mientos heterodoxos. Fruto de estas ceremonias nació una relación ti-tulada Triunfos del Santo Oficio Peruano, que vio la luz en 1737 gracias a José Bermúdez de la Torre. Este texto se hace eco de diversos símbolos para reforzar los mensajes de carácter moral que transmite. El objetivo de este trabajo es analizarlos para profundizar en estas ideas, cuya fina-lidad es mostrar el poder de la Inquisición y de la monarquía española en América.

In 1712 the Dutchman Everardus van der Hooght published a unique edition of The Vanity of the World (Salamanca, 1574) by Fray Diego de Estella illustrated with emblems. This work analyses the first part of the treaty in order to find out what arguments were given greater relevance by the protestant preacher; which will in turn help us grasp the reasons that led him to emblemise the golden book of Philip II's preacher; En 1712 el neerlandés Everardus van der Hooght publicó una edición única de lujo de La Vanidad del mundo (Salamanca, 1574) de fray Diego de Estella ilustrada con láminas a modo de emblemas. Este trabajo analiza la primera parte del tratado para conocer cuáles fueron los argumentos a los que el predicador protestante otorgó mayor relevancia, que nos ayudarán a comprender los motivos que le llevaron a emblematizar el libro de oro del predicador de Felipe II.; In 1712 publiceerde de Nederlandse predikant Everardus van der Hooght een unieke, met emblemen geïllustreerde editie van De versmaading der wereltsche ydelheden (Salamanca, 1574) van frater Diego de Estella. Deze studie analyseert het eerste deel van het tractaat om te ontdekken welke argumenten de protestantse predikant het relevantst achtte;dat helpt ons om te begrijpen waarom hij dit bekende werk van de hofprediker van Filips II emblematiseerde.