<abstract xmlns="http://www.w3.org/1999/xhtml"><p>In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.</p></abstract>

In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.

CLIL: Conceptual differences in teaching “realia” to philological and non-philological students

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a...

CLIL: Conceptual differences in teaching “realia” to philological and non-philological students

Data publikacji: 26 gru 2019

Zakres stron: 18 - 34

DOI: https://doi.org/10.2478/jolace-2019-0019

Słowa kluczowe
CLIL, cultural studies, hard CLIL, intercultural competence, soft CLIL

© 2019 Jana Javorčíková et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

CLIL: Conceptual differences in teaching “realia” to philological and non-philological students

Data publikacji: 26 gru 2019

Zakres stron: 18 - 34

DOI: https://doi.org/10.2478/jolace-2019-0019

Słowa kluczoweCLIL, cultural studies, hard CLIL, intercultural competence, soft CLIL

© 2019 Jana Javorčíková et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Słowa kluczowe
CLIL, cultural studies, hard CLIL, intercultural competence, soft CLIL