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Does education for intercultural citizenship lead to language learning?

Does education for intercultural citizenship lead to language learning?

 Porto, Melina.
 Taylor & Francis Group, 2019.
 UK : p. 16-33 ; 26 cm. English ISSN: 07908318
Tiếng AnhLanguage and cultureDành cho người nước ngoàiCEFRLanguage educationGiáo dục đại họcEnglish languageIntercultural citizenship+ 3 từ khóa
Tác giả CN Porto, Melina.
Nhan đề Does education for intercultural citizenship lead to language learning? / Melina Porto.
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 16-33 ; 26 cm.
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 Tiếng Anh-Giảng dạy và học tập
Từ khóa tự do Language and culture
Từ khóa tự do Dành cho người nước ngoài
Từ khóa tự do CEFR
Từ khóa tự do Language education
Từ khóa tự do Giáo dục đại học
Từ khóa tự do Tiếng Anh
Từ khóa tự do English language
Từ khóa tự do Intercultural citizenship
Từ khóa tự do Dictatorship
Từ khóa tự do Pluriliteracies
Từ khóa tự do Giảng dạy
Nguồn trích Language, Culture and Curriculum- Vol.32, No1/2019
MARC
Hiển thị đầy đủ trường & trường con
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100[1 ] |a Porto, Melina.
245[1 0] |a Does education for intercultural citizenship lead to language learning? / |c Melina Porto.
260[ ] |a UK : |b Taylor & Francis Group, |c 2019.
300[ ] |a p. 16-33 ; |c 26 cm.
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.
650[1 7] |a Tiếng Anh |x Giảng dạy và học tập
653[0 ] |a Language and culture
653[0 ] |a Dành cho người nước ngoài
653[0 ] |a CEFR
653[0 ] |a Language education
653[0 ] |a Giáo dục đại học
653[0 ] |a Tiếng Anh
653[0 ] |a English language
653[0 ] |a Intercultural citizenship
653[0 ] |a Dictatorship
653[0 ] |a Pluriliteracies
653[0 ] |a Giảng dạy
773[ ] |t Language, Culture and Curriculum |g Vol.32, No1/2019
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