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AutorPorto, Melina
TitelDoes Education for Intercultural Citizenship Lead to Language Learning?
QuelleIn: Language, Culture and Curriculum, 32 (2019) 1, S.16-33 (18 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0790-8318
DOI10.1080/07908318.2017.1421642
SchlagwörterSecond Language Learning; Second Language Instruction; Citizenship; Social Justice; Civil Rights; Cultural Awareness; Intercultural Communication; Citizen Participation; International Cooperation; Program Descriptions; Foreign Countries; Language Usage; Multilingualism; English (Second Language); Language Attitudes; Language of Instruction; Spanish; Citizenship Education; Code Switching (Language); College Students; Computer Mediated Communication; Technological Literacy; Argentina; United Kingdom
AbstractThis paper reports a bilateral university project designed to promote intercultural citizenship and foreign language development simultaneously. It is concerned with developing active and responsible citizenship through content-language integrated learning within an ordinary foreign language classroom. The need and rationale for broadening the scope of language courses and combining them with intercultural citizenship or human rights education has been explained elsewhere and empirical studies reporting on classroom practice are recently available. These studies have connected both types of education (language and citizenship/human rights) and have demonstrated growth in self and intercultural awareness, in criticality and social justice responsibility, as well as the emergence of a sense of community of international peers during the projects. However, the concern remains as to whether this combination leads to language learning and this article addresses this issue. The article describes one transnational intercultural citizenship project in the foreign language classroom in Argentina and the UK and focuses on the research question: Does an intercultural citizenship project lead to language learning? Findings -- taken from the Argentinean data -- show that students developed procedural knowledge by using the foreign language with a genuine need, engaged in multiliteracies practices and developed their plurilingual competence within a translingual orientation. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/2/05
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