Theoretical-methodological precisions for the development of discursive-intercultural competence in the Spanish-Literature degree

Abstract

This article establishes theoretical-methodological precisions to develop discursive-intercultural competence (CDI) in the Spanish-Literature degree. Starting from a diagnosis that reveals insufficiencies in its didactic treatment, an integrative conceptual framework is based that allows these competencies to be strengthened and an operational definition with its dimensions is proposed. The mixed methodology identifies difficulties in teachers and students, corroborating the need for specific didactics. As a result, methodological workshops are designed to prepare teachers in the theoretical and practical elements of developing intercultural discourse competence, demonstrating the viability of strategies that articulate textual analysis with intercultural sensitivity for the training of professionals capable of acting as mediators in multicultural contexts.