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  • Does education for intercultural citizenship lead to language learning? /
Tác giả CN Porto, Melina
Nhan đề Does education for intercultural citizenship lead to language learning? / Melina Porto
Thông tin xuất bản 2019
Mô tả vật lý p.16-33
Tóm tắt This 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.
Đề mục chủ đề Foreign Language Education--Higher education
Thuật ngữ không kiểm soát Language education
Thuật ngữ không kiểm soát Giáo dục đại học
Thuật ngữ không kiểm soát CLIL
Thuật ngữ không kiểm soát Higher education
Thuật ngữ không kiểm soát Intercultural citizenship
Thuật ngữ không kiểm soát Dictatorship
Thuật ngữ không kiểm soát Pluriliteracies
Thuật ngữ không kiểm soát Ngôn ngữ
Nguồn trích Language, Culture and Curriculum- Volume 32, No 1/2019
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0410 |aeng
044 |aenk
1001 |aPorto, Melina
24510|aDoes education for intercultural citizenship lead to language learning? / |cMelina Porto
260|c2019
30010|ap.16-33
520 |aThis 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.
65000|aForeign Language Education|xHigher education
6530 |aLanguage education
6530 |aGiáo dục đại học
6530 |aCLIL
6530 |aHigher education
6530 |aIntercultural citizenship
6530 |aDictatorship
6530 |aPluriliteracies
6530 |aNgôn ngữ
7730 |tLanguage, Culture and Curriculum|gVolume 32, No 1/2019
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