<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Language and culture are interconnected and teaching a language should also be concerned with offering learners a wide range of opportunities to gain insights into other cultures. Content and language integrated learning (CLIL) approaches have an invaluable contribution to make towards developing learners’ intercultural understanding (ICU), by making the content culturally relevant to the language of instruction. Within this paradigm, this paper presents the findings of an action-based research project seeking to develop ICU among secondary learners of French in England, through the teaching of a series of lessons following a CLIL approach. Stemming from its findings, it is proposed here that a renewed understanding of CLIL be defined, in which CLIL would stand for <bold>Content and Language Intercultural Learning.</bold> Within this framework, the <bold>content</bold> would be conceptualised through the lens of culture, to offer learners opportunities to compare and contrast experiences and viewpoints, to develop their cultural knowledge, as well as their <bold>intercultural skills and attitudes</bold> – by means of exposure, independent exploration and collaborative work. The <bold>language</bold>, still driven by the content, would encompass both the language of learning, and the language required through the learning processes - and would be language that is both accessible and cognitively challenging. <bold>Learning</bold> would occur through cognitively demanding content that is real, relevant and engaging, yet accessible to all.</p></abstract>

Language and culture are interconnected and teaching a language should also be concerned with offering learners a wide range of opportunities to gain insights into other cultures. Content and language integrated learning (CLIL) approaches have an invaluable contribution to make towards developing learners’ intercultural understanding (ICU), by making the content culturally relevant to the language of instruction. Within this paradigm, this paper presents the findings of an action-based research project seeking to develop ICU among secondary learners of French in England, through the teaching of a series of lessons following a CLIL approach. Stemming from its findings, it is proposed here that a renewed understanding of CLIL be defined, in which CLIL would stand for Content and Language Intercultural Learning. Within this framework, the content would be conceptualised through the lens of culture, to offer learners opportunities to compare and contrast experiences and viewpoints, to develop their cultural knowledge, as well as their intercultural skills and attitudes – by means of exposure, independent exploration and collaborative work. The language, still driven by the content, would encompass both the language of learning, and the language required through the learning processes - and would be language that is both accessible and cognitively challenging. Learning would occur through cognitively demanding content that is real, relevant and engaging, yet accessible to all.

Developing Learners’ Intercultural Understanding through a CLIL Approach

e-TEALS

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Developing Learners\u2019 Intercultural Understanding through a CLIL Approach"}

Language and culture are interconnected and teaching a language should also be concerned with offering learners a wide range of opportunities to gain insights...

Developing Learners’ Intercultural Understanding through a CLIL Approach

Publié en ligne: 06 juin 2019

Pages: 77 - 107

DOI: https://doi.org/10.2478/eteals-2018-0014

Mots clés
CLIL, intercultural understanding, modern languages, secondary education, curriculum, England

© 2018 Ruth Koro, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Developing Learners’ Intercultural Understanding through a CLIL Approach

Publié en ligne: 06 juin 2019

Pages: 77 - 107

DOI: https://doi.org/10.2478/eteals-2018-0014

Mots clésCLIL, intercultural understanding, modern languages, secondary education, curriculum, England

© 2018 Ruth Koro, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
CLIL, intercultural understanding, modern languages, secondary education, curriculum, England