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Does education for intercultural citizenship lead to language learning?

Does education for intercultural citizenship lead to language learning?

 Porto, Melina
 2019
 p.16-33 English
Foreign Language EducationLanguage educationGiáo dục đại họcCLILHigher educationIntercultural citizenshipDictatorshipPluriliteracies+ 1 từ khóa
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.
Thuật ngữ chủ đề Foreign Language Education-Higher education
Từ khóa tự do Language education
Từ khóa tự do Giáo dục đại học
Từ khóa tự do CLIL
Từ khóa tự do Higher education
Từ khóa tự do Intercultural citizenship
Từ khóa tự do Dictatorship
Từ khóa tự do Pluriliteracies
Từ khóa tự do Ngôn ngữ
Nguồn trích Language, Culture and Curriculum- Volume 32, No 1/2019
MARC
Hiển thị đầy đủ trường & trường con
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300[1 0] |a p.16-33
520[ ] |a 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.
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653[0 ] |a Higher education
653[0 ] |a Intercultural citizenship
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