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Looking Into Foreign Languages and Multimodal Creativity as a Tool for Pedagogical Innovation in Higher Education: The JASM Project – Open Window Onto the World

Looking Into Foreign Languages and Multimodal Creativity as a Tool for Pedagogical Innovation in Higher Education: The JASM Project – Open Window Onto the World

Ana Costa Lopes (CI&DEI, Instituto Politécnico de Viseu, Portugal), Cristina Amaro Costa (CI&DEI, CERNAS, Instituto Politécnico de Viseu, Portugal), Emila Coutinho (UICISA-E, Instituto Politécnico de Viseu, Portugal), Isabel Oliveira (CI&SED, Instituto Politécnico de Viseu, Portugal), José Pereira (CI&DEI, Instituto Politécnico de Viseu, Portugal), Romain Gillain (CI&DEI, Instituto Politécnico de Leiria, Portugal), Susana Amante (CI&DEI, Instituto Politécnico de Viseu, Portugal), Susana Fidalgo (CI&DEI, Instituto Politécnico de Viseu, Portugal), Susana Soares da Silva Rocha Relvas (CI&DEI, Instituto Politécnico de Viseu, Portugal), and Véronique Delplancq (CI&DEI, Instituto Politécnico de Viseu, Portugal)
Copyright: © 2023 |Pages: 13
DOI: 10.4018/978-1-6684-6020-7.ch008
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Abstract

The innovation of pedagogical practices is a challenge currently faced by higher education, in which the student is the main actor in the learning process. The aim of this project is to develop collaborative work, using multimodality in communication, adapted to the professional context, as a strategy to foster the learning of foreign languages. The JASM project ([Janela aberta sobre o mundo].Open Window onto the World: Foreign Languages, Multimodal Creativity and Pedagogical Innovation in Higher Education), developed by a multidisciplinary team, rests upon an active learning dynamic based on projects, through the creation of digital narratives focused on the linguistic and cultural diversity of a city in Beira Alta, Viseu. The use of several action-research approaches allowed students of the undergraduate course in media studies at the School of Education in Viseu to develop a multilingual and multicultural awareness, in a creative, collaborative, and interdisciplinary environment.
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Introduction

The learning of foreign languages (FL) in higher education (HE), particularly when the study areas are not focused on languages, depends, among other factors, on students’ motivation to develop communicative and intercultural skills, essential to their entry into the labour market. Although motivation is crucial for effective learning (Oliveira, 2017), it is a challenge, in a short period of time, to motivate students from different cultural and knowledge fields.

Besides this challenge, the teaching of FL in HE needs to renew its practices, both due to the rapid growth of worldwide improvements and to the need to facilitate student integration in society and in the work space, through the increase of motivational patterns and of student success (European Union, 2015; OECD, 2020).

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