Does CLIL promote intercultural sensitivity? A case-study in BelgianCLIL and non-CLIL secondary schools.

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2 Citaten (Scopus)
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Samenvatting

Content and Language Integrated Learning (CLIL) refers to the teaching of non-linguistic subjects through an additional language. Culture is considered as one of the corner stones of CLIL pedagogy. There is currently little research that explores the role of culture or intercultural sensitivity in CLIL, however. The present study investigates to what extent two different educational contexts (CLIL and non-CLIL) influence students’ level of intercultural sensitivity, using the Intercultural Sensitivity Scale (Chen & Starosta, 2000). The sample consists of 177 secondary grammar school students from 2 CLIL schools (n = 98) and 2 non-CLIL / regular schools (n = 79). The results show that intercultural sensitivity is not as self-evident as one may expect in a CLIL setting. Some other factors come into play, i.e. gender, language background and school grade.
Originele taal-2English
Pagina's (van-tot)31-57
Aantal pagina's27
TijdschriftJournal of Immersion and Content-Based Language Education
Volume9
Nummer van het tijdschrift1
Vroegere onlinedatum8 jul 2020
DOI's
StatusPublished - 11 mei 2021

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