<?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>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962023000200005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategia para la competencia sociocultural en la carrera Licenciatura en Educación, Lenguas Extranjeras]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégia para a competência sociocultural no Bacharelato em Educação, Línguas Estrangeiras]]></article-title>
<article-title xml:lang="en"><![CDATA[Strategy for the Sociocultural Competence in the Foreign Languages Major]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Remedio]]></surname>
<given-names><![CDATA[Geovel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borrero Ochoa]]></surname>
<given-names><![CDATA[Vilma Violeta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Suárez]]></surname>
<given-names><![CDATA[Sonia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Las Tunas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962023000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962023000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962023000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La competencia sociocultural es una temática factible debido a su importancia en el desarrollo de la competencia comunicativa. La investigación se caracterizó por tener un enfoque profesional pedagógico. El objetivo de este artículo consistió en determinar las causas por las que los docentes en formación inicial de Lenguas Extranjeras presentan un insuficiente desarrollo en la competencia sociocultural en inglés que limita el desempeño de su profesión, así como el establecimiento de la solución desde una estrategia. En este estudio se tuvieron en cuenta, fundamentalmente, las categorías competencia sociocultural y competencia didáctico-sociocultural. Los métodos de investigación empleados fueron los siguientes: observación participante, entrevistas, encuestas, prueba pedagógica y estudio de los productos de la actividad. Estos métodos se corresponden con la metodología investigación-acción participativa propia del paradigma cualitativo. Como resultado fundamental de la investigación se determinaron las causas que originaron las dificultades de los docentes en formación inicial relacionadas con la temática que se investiga y las acciones correspondientes a la estrategia, cuyo basamento teórico fundamental es la competencia didáctico-sociocultural. Asimismo, se concluye la veracidad de la carencia teórica previamente establecida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A competência sociocultural é um tema viável devido à sua importância no desenvolvimento da competência comunicativa. A investigação foi caracterizada por uma abordagem pedagógica profissional. O objectivo deste artigo era determinar as razões pelas quais os professores em formação inicial de línguas estrangeiras apresentam um desenvolvimento insuficiente da competência sociocultural em inglês que limita o desempenho da sua profissão, bem como o estabelecimento da solução a partir de uma estratégia. Neste estudo, foram tidas em conta as categorias de competência sociocultural e competência didáctico-sociocultural. Foram utilizados os seguintes métodos de investigação: observação dos participantes, entrevistas, pesquisa, testes pedagógicos e estudo dos produtos da actividade. Estes métodos correspondem à metodologia de investigação da acção participativa do paradigma qualitativo. Como resultado fundamental da investigação, foram determinadas as causas que originaram as dificuldades dos professores na formação inicial relacionada com o tema em investigação e as acções correspondentes à estratégia de intervenção, cuja base teórica fundamental é a competência didáctico-socio-cultural. Do mesmo modo, conclui-se a veracidade da deficiência teórica anteriormente estabelecida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Sociocultural competence is a feasible topic due to its importance in the development of communicative competence. The research was characterized by having a professional pedagogical approach. The objective of this article was to determine the reasons why teachers in initial training of Foreign Languages present insufficient development in sociocultural competence in English that limits the performance of their profession, as well as the establishment of the solution from a strategy. In this study, the categories sociocultural competence and didactic-sociocultural competence were taken into account. The research methods used were the following: participant observation, interviews, surveys, pedagogical test and study of the products of the activity. These methods correspond to the participatory action-research methodology typical of the qualitative paradigm. As a fundamental result of the investigation, the causes that originated the difficulties of teachers in initial training related to the subject under investigation and the actions corresponding to the strategy were determined, whose fundamental theoretical foundation is the didactic-sociocultural competence. Likewise, the veracity of the previously established theoretical deficiency is concluded.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencia sociocultural]]></kwd>
<kwd lng="es"><![CDATA[competencia didáctico-sociocultural]]></kwd>
<kwd lng="es"><![CDATA[estrategia]]></kwd>
<kwd lng="es"><![CDATA[lenguas extranjeras]]></kwd>
<kwd lng="pt"><![CDATA[competência sociocultural]]></kwd>
<kwd lng="pt"><![CDATA[competência didáctico-socio-cultural]]></kwd>
<kwd lng="pt"><![CDATA[estratégia de intervenção]]></kwd>
<kwd lng="pt"><![CDATA[línguas estrangeiras]]></kwd>
<kwd lng="en"><![CDATA[sociocultural competence]]></kwd>
<kwd lng="en"><![CDATA[didactic-sociocultural competence]]></kwd>
<kwd lng="en"><![CDATA[strategy]]></kwd>
<kwd lng="en"><![CDATA[foreign languages]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arteaga]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Martí's thought in Philosophy of Education]]></source>
<year>2021</year>
<publisher-name><![CDATA[Editorial Tecnocientífica Americana]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[de la Paz Gálvez]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Bosch Izquierdo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Godoy Becerra]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La competencia sociocultural del profesor en formación inicial de lenguas extranjeras]]></article-title>
<source><![CDATA[Revista Varela]]></source>
<year>2012</year>
<volume>12</volume>
<numero>31</numero>
<issue>31</issue>
<page-range>52-67</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferrales]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Tejeda]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Arteaga]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["LiusanLext Project" para desarrollar la competencia cultural y artística en lenguas extranjeras inglés con segunda lengua]]></article-title>
<source><![CDATA[Didasc@lia: Didáctica y Educación]]></source>
<year>2021</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>259-73</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gardy]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Create to communicate: art activities for the EFL Classroom]]></source>
<year>2019</year>
<publisher-loc><![CDATA[USA. ]]></publisher-loc>
<publisher-name><![CDATA[U.S. Department of State Office of English Language Programs]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Borrero]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Velázquez]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Principales tendencias sobre la competencia sociocultural en la carrera lenguas extranjeras inglés con segunda lengua]]></article-title>
<source><![CDATA[Opuntia Brava]]></source>
<year>2019</year>
<volume>11</volume>
<numero>Número especial 2</numero>
<issue>Número especial 2</issue>
<page-range>33-44</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hymes]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA["Competence and performance in linguistic theory". Acquisition of languages: Models and methods]]></source>
<year>2001</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Margiotta]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
</person-group>
<source><![CDATA[Developing intercultural competences through art, META Methodological Report]]></source>
<year>2018</year>
<publisher-name><![CDATA[Edited by Fondazione Nazionale Carlo Collodi]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Medina]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Tejeda]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Practicum and research tasks for foreign language trainee teachers in Cuba.]]></source>
<year>2018</year>
<publisher-loc><![CDATA[La Habana ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Félix Varela]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pennycook]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[The cultural politics of English as an international language]]></source>
<year>2017</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tejeda Cerda]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Niebles Gutiérrez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis de algunos factores socio-culturales en la enseñanza de un idioma extranjero]]></article-title>
<source><![CDATA[Estudios Pedagógicos]]></source>
<year>2016</year>
<volume>XLII</volume>
<page-range>31-9</page-range><publisher-loc><![CDATA[Valdivia, Chile ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Chile]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Velázquez]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Nieves]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Parra]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un aprendizaje autónomo de las Lenguas extranjeras inglés con segunda lengua basada en el uso de las estrategias de aprendizaje]]></article-title>
<source><![CDATA[Opuntia Brava]]></source>
<year>2018</year>
<volume>10</volume>
<numero>Especial 1</numero>
<issue>Especial 1</issue>
<page-range>96-107</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
