Does Education for Intercultural Citizenship Lead to Language Learning?

Autor/in	Porto, Melina
Titel	Does Education for Intercultural Citizenship Lead to Language Learning?
Quelle	In: Language, Culture and Curriculum, 32 (2019) 1, S.16-33 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2017.1421642
Schlagwörter	Second 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 + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Staatsbürgerschaft; Soziale Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Teaching language; Unterrichtssprache; Spanisch; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Collegestudent; Computerkonferenz; Technisches Wissen; Argentinien; Großbritannien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01