Key Principles for an Integrated Intercultural Literary Pedagogy: an Educational Design Research Project on Arts Integration for Intercultural Competence

Autor/inn/en	Schat, Esther; van der Knaap, Ewout; de Graaff, Rick
Titel	Key Principles for an Integrated Intercultural Literary Pedagogy: an Educational Design Research Project on Arts Integration for Intercultural Competence
Quelle	In: Language Teaching Research, 27 (2023) 2, S.332-358 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schat, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/13621688211045012
Schlagwörter	Multicultural Education; Content and Language Integrated Learning; Teaching Methods; Instructional Design; Intervention; Foreign Countries; Cultural Awareness; Intercultural Communication; Second Language Learning; Second Language Instruction; Secondary School Students; Art Education; Interdisciplinary Approach; Lesson Plans; Formative Evaluation; Literature; Citizenship; Creativity; Schemata (Cognition); Teacher Attitudes; Language Teachers; Instructional Material Evaluation; Student Attitudes; Netherlands + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Sekundarschüler; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lesson planning; Unterrichtsplanung; Literatur; Staatsbürgerschaft; Kreativität; Cognition; Schema; Kognition; Lehrerverhalten; Language teacher; Sprachunterricht; Schülerverhalten; Niederlande
Abstract	Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the Netherlands. Educational design research was applied as a method that encompasses the systematic study of designing, developing, and evaluating educational interventions through an iterative process of evaluation with stakeholders. Three iterations of formative evaluation were conducted, with additions to the tentative design principles following each of the first two iterations. The process resulted in a set of four refined principles. Results also illustrated the effectiveness of IILP-based lesson materials for intercultural competence. Although participating students encountered some difficulties relating to the functionality of the design, the students appreciated its social relevance and reported that the processing of literary texts through dialogic tasks with peers in the target language fostered intercultural language learning. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01