<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412018000200230</article-id>
<article-id pub-id-type="doi">10.14483/22487085.13102</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Encounters with peripheral individuáis and rural communities for cultural competence development: A case study of learners of Spanish in Colombia]]></article-title>
<article-title xml:lang="es"><![CDATA[Encuentros con individuos periféricos y comunidades rurales para el desarrollo de competencias culturales: Un estudio de caso de estudiantes de español en Colombia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llanes]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Sabana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>230</fpage>
<lpage>247</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412018000200230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412018000200230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412018000200230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Cultural competence (Puren, 2013) has been considered a critical aspect for foreign language (FL) teaching and learning due to the wide range of cultural elements associated with the learning of FLs. Hence, this case study aims to describe and understand how encounters with peripheral individuals and rural communities contribute to developing learners' cultural competence in a Spanish as a foreign language course. The participants were three learners who got involved with peripheral individuals and rural communities as part of a voluntary program included in the syllabi of their course. The current study provides an emic perspective following the research participants' views and was guided by the principles of qualitative research. Data were gathered from a variety of sources: an online questionnaire, semi- structured interviews, classroom observation field notes, and audiotaped social interactions. Content and interpretive analyses were carried out on the data. The findings support the importance of social action and experiential learning for cultural competence development. In addition, the outcomes suggest that the studied encounters not only provided learners with opportunities to enhance knowledge about cultures, but also helped them to encounter otherness and to expand understandings of professional cultures.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La competencia cultural (Puren, 2013) ha sido considerada uno de los aspectos críticos en la enseñanza aprendizaje de lenguas extranjeras, debido a la amplia gama de elementos culturales asociados al aprendizaje de las lenguas. Por lo tanto, este estudio aspira describir y entender cómo los encuentros con individuos periféricos y comunidades rurales contribuyen al desarrollo de la competencia cultural de los estudiantes en una clase de español como lengua extranjera. Los sujetos de investigación fueron tres estudiantes que participaron en el programa de voluntariado incluido el sílabo del curso. El estudio se enmarca dentro de la perspectiva de los participantes y se orienta por los principios de la investigación cualitativa. Los datos se recolectaron a través de varias fuentes: Un cuestionario online, entrevistas semi-estructuradas, diarios de campo de observaciones de clase y grabaciones de interacciones sociales. Se efectuaron análisis interpretativo y de contenido. Los hallazgos resaltan la importancia de la acción social y el aprendizaje experiencial para el desarrollo de la competencia cultural. Además, los resultados sugieren que los encuentros estudiados no solamente ofrecen oportunidades para que los alumnos enriquezcan sus conocimientos culturales; sino que también los ayudan a entrar en contacto con la alteridad y ampliar el entendimiento de culturas ligadas a las profesiones.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[cultural competence]]></kwd>
<kwd lng="en"><![CDATA[experiential learning]]></kwd>
<kwd lng="en"><![CDATA[otherness]]></kwd>
<kwd lng="en"><![CDATA[peripheral individuals]]></kwd>
<kwd lng="en"><![CDATA[Spanish as a foreign language]]></kwd>
<kwd lng="es"><![CDATA[competencia cultural]]></kwd>
<kwd lng="es"><![CDATA[individuos periféricos]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje experiencial y español como lengua extranjera (ELE)]]></kwd>
</kwd-group>
</article-meta>
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