IMMERSE: Learning Culture in the Language Learning Classroom Through VR
Maria Montroy – Anna Matamala
DOI: 10.18355/XL.2025.18.04.19
Abstract
This article presents the initial phases of the European project IMMERSE, funded by Erasmus+ KA2, which aims to innovate foreign language teaching by incorporating virtual reality (VR) and 3D objects. Focused on the university context and international students, the project proposes to integrate cultural content in language teaching through immersive environments that facilitate intercultural competence. After a theoretical review of the concept of culture and its nexus with language learning, as well as the effects of VR on foreign language learning, we conclude that this technology is a beneficial tool to facilitate authentic and meaningful cultural experiences. The article describes the development of a methodological framework based on teacher consultation, analysis of digital resources, and participatory session design. Based on this framework, structured templates for cultural sessions in VR have been created, adaptable to different CEFR levels, and focusing on five macro-themes: gastronomy, traditional music and dance, landmarks, festivities and traditions, and key personalities.
An example of a session for Catalan as a foreign language class focusing on Gaudí and Dalí is presented, combining visual, textual and interactive elements with assessment activities. This session is used as a starting point to discuss the challenges and opportunities of these new technological developments.
Key words: Virtual reality, foreign language teaching, intercultural competence, cultural heritage, Catalan
Pages: 292-307
Full Text