Does education for intercultural citizenship lead to language learning?

PORTO, MELINA

Language, Culture and Curriculum

Routledge, Taylor & Francis Group

Año: 2018 p. 1 - 18

0790-8318

Revista indizada en(http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rlcc20#.VoFxSLZ97IU):Australian Research Council (ARC) Ranked Journal ListContents Pages in Education Current Abstracts EBSCOhost Education Resources Information Center ( ERIC) ERIH Elsevier BV (Scopus) MLA International Bibliography (Modern Language Association) Index Islamicus Language Teaching Linguistics Abstracts Linguistics and Language Behavior Abstracts ArticleFirst ERIC (Education Resources Information Center) MLA International Bibliography (Modern Language Association) PsycFIRST PsycINFO Studies on Women and Gender Abstracts Thomson Reuters   -  Arts & Humanities Citation Index®   -  Social Sciences Citation Index®SCOPUS®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 (CLIL) 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.