The Construction of Cosmopolitan Glocalities in Secondary Classrooms through Content and Language Integrated Learning (CLIL) in the Social Sciences

Autor/inn/en	Nijhawan, Subin; Elsner, Daniela; Engartner, Tim
Titel	The Construction of Cosmopolitan Glocalities in Secondary Classrooms through Content and Language Integrated Learning (CLIL) in the Social Sciences
Quelle	In: Global Education Review, 8 (2021) 2-3, S.92-115 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Content and Language Integrated Learning; Social Sciences; 21st Century Skills; Multilingualism; Global Approach; Networks; Cultural Pluralism; Secondary School Students; Simulation; Parliamentary Procedures; Debate; Climate; Sustainability; Local Issues; Class Activities; Likert Scales + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Mehrsprachigkeit; Multilingualismus; Globales Denken; Kulturpluralismus; Sekundarschüler; Simulation program; Simulationsprogramm; Parlamentarische Anfrage; Parlamentsbeschluss; Debating; Streitgespräch; Klima; Nachhaltigkeit; Likert-Skala
Abstract	Our article argues for content and language integrated learning (CLIL) in the social sciences, as part of a new literacy towards 21st century challenges at school. At first, we will show how multilingualism is closely juxtaposed with global discourses in a worldwide network of glocalities. Thereafter, for the conceptual framework of the suggested pedagogy, we explain why cosmopolitanism must constitute an integral part thereof, accompanying the genesis of classroom glocalities. The heart of our competence model for CLIL in the social sciences fosters the promotion of global discourse competence with adolescent students. In short, this learning aim is a hybrid of subject and language learning, incorporating the merits of language didactics as well as "21st century skills". Finally, in the last step, we will present #climonomics, a simulation of a multilingual EU parliamentary debate about climate change and climate action for secondary students. This example intends to demonstrate how multilingualism through CLIL amplifies the magnitude of global discourses during a simulation yet realistic setting. It should provide 'food for thought' for similar initiatives in research and teaching, to encourage the facilitation of cosmopolitan visions in classroom glocalities. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01