Measuring Intercultural Learning through CLIL

Autor/in	Gómez-Parra, M. Elena
Titel	Measuring Intercultural Learning through CLIL
Quelle	In: Journal of New Approaches in Educational Research, 9 (2020) 1, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gómez-Parra, M. Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Cultural Awareness; Interdisciplinary Approach; Bilingual Education; Language of Instruction; Course Content; Second Language Learning; Second Language Instruction; 21st Century Skills; Teaching Methods; Secondary School Students; Foreign Countries; Student Attitudes; Administrator Attitudes; Principals; English (Second Language); Budgets; Native Speakers; Teacher Aides; Exchange Programs; Spain + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Kursprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Ausland; Schülerverhalten; Principal; Schulleiter; English as second language; English; Second Language; Englisch als Zweitsprache; Finanzhaushalt; Muttersprachler; Handreichung; Lehrerhilfe; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Spanien
Abstract	CLIL (Content and Language Integrated Learning)--endorsed by the European Commission since 1996--constitutes the official approach to bilingual education in Spain. Intercultural learning (IL) is one of the four defining Cs in CLIL, though the literature has consistently described it as the weakest implementation area. This paper analyses the opinions of 76 Spanish secondary education students about IL through their bilingual curriculum. Their viewpoints clearly suggest that IL comes from two main sources: native assistants; and exchange programmes. These data were contrasted with the views of school principals and bilingual coordinators, who declared that both of these valuable 'resources' for IL are scarce due to administrative difficulties and lack of budget. Our conclusions reveal how improving these areas can lead not only to improved scores but also to a better implementation of the intercultural axis in CLIL, if the goal consists in educating 21st century citizens. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01