Theoretical Proposal: Exploring the symbiosis of CLIL and PBL to foster an intercultural learning experience in EFL
DOI:
https://doi.org/10.30827/dreh.vi19.21829Keywords:
CLIL; Intercultural communicative competence; language teaching and learning; PBLAbstract
To meet educational goals for moving forward in the context of the 21st century, educators and researchers have long embarked on the quest to explore and structure different teaching methods, models, and strategies to contribute to better teaching practices and to better understand what factors come into play in the inter dynamics of teaching and learning. Pursuing a learning experience efficacy where learners can grow academically, professionally, and as human beings, (aware, connected, interested, mindful, and actively involved) is a constant and permanent quest in educational settings. For the case built here, two teaching approaches are explored to enhance intercultural communicative competence and the implicit language progression in the foreign or second language classroom. CLIL (Content and Language Integrated Learning) and PBL (Project Based Learning) principles have the conditions to advocate for language enhancement, interculture, and real-life meaningfulness in the learning experience.
It is suggested that by merging CLIL and PBL learning principles a learning structure for potentially mediating intercultural communicative competence can be sustained. The theoretical principles from both approaches are to be integrated according to the specific teaching context needs, curriculum, population, and language level to be met.
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