The Potential of CLIL for Intercultural Development: A Case Study of Andalusian Bilingual Schools

Autor/in	Mendez Garcia, Maria del Carmen
Titel	The Potential of CLIL for Intercultural Development: A Case Study of Andalusian Bilingual Schools
Quelle	In: Language and Intercultural Communication, 12 (2012) 3, S.196-213 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2012.667417
Schlagwörter	Intercultural Communication; Student Attitudes; Bilingual Education Programs; Cultural Awareness; Monolingualism; Secondary School Teachers; Elementary School Teachers; Elementary School Students; Secondary School Students; Communicative Competence (Languages); Bilingualism; Case Studies; Educational Policy; Teaching Methods; Second Language Learning; Second Language Instruction; Program Effectiveness; Interviews; Spain (Andalusia) + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Schülerverhalten; Cultural identity; Kulturelle Identität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Bilingualismus; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Interviewing; Interviewtechnik
Abstract	The most outstanding overhaul in educational policies in Spanish monolingual communities has been the widespread implementation of Content and Language Integrated Learning (CLIL) programmes. This article delves into the supposedly indissoluble relationship between CLIL and intercultural communicative competence. Using as a basis a case study on CLIL primary and secondary school teachers' and students' perceptions, this study questions whether bilingual programmes in Andalusia provide learners with the necessary competences to cope efficiently with otherness. Findings show that CLIL presents an apparent potential for the development of crucial intercultural attitudes, the vital development of critical cultural awareness, and, finally, action-taking as a sophisticated outcome of both assessments. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10