Promoting intercultural competence through literature in CLIL contexts
- 1 Universidad de Salamanca, España
ISSN: 0210-6124
Argitalpen urtea: 2012
Alea: 34
Zenbakia: 2
Orrialdeak: 105-124
Mota: Artikulua
Beste argitalpen batzuk: Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos
Laburpena
Recent approaches to English Language Teaching show that learning a language should not just involve linguistic competence but also include intercultural competence. The linguistic aspect of language learning has been played down in favour of an intercultural competence framework where learners can acquire skills that enable them to explore cultural complexity and enhance cultural understanding. It is widely acknowledged that literary texts may offer learners opportunities to develop critical reading skills that help them understand other cultures, thus acquiring new cultural frames of reference and a transformed world view. The purpose of this paper is to show how to foster students’ intercultural competence by having them read literary texts in English within a clil context. The approach presented here aims at working with literary texts both on a cognitive and an affective level by offering creative and challenging tasks focused on developing intercultural competence inscribed in this contentbased teaching methodology. In order to do so, the present article describes a case study in which a unit entitled “Gender Roles” has been developed for and implemented with students of English. Their responses have been monitored and analysed, evidencing the initial hypothesis of the relevance of literary texts for the enhancement of intercultural awareness.
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