"To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others."
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According to Coyle et al (2010), one of the characteristics of an effective CLIL class is the acquisition of a deepening intercultural awareness. One of the key differences between CLIL and FI is that CLIL provides “a meaningful context and the use of the foreign language as a tool to explore and construct meaning” (Harrop, 2012: 66). This gives students the opportunity to use the vehicular language to take part in meaningful interactions and even to use this knowledge gained outside of the classroom as well.
But how exactly can intercultural learning be fostered in the CLIL classroom? Sudhoff (2010) suggests three main ways to enable and facilitate intercultural learning in such a context:
1. CLIL curriculum designers, authors of textbooks and materials, teacher trainers and teachers and learners should develop an increased awareness of the potential that a CLIL context provides in developing intercultural skills.
2. Learning materials should be analysed by extracting similarities, differences and the author’s perspective.
3. Regarding teaching methodologies, student-centered paradigms which foster task and project work, authenticity and real world orientation should be favoured, as they provide ample opportunities for intercultural learning in CLIL contexts.
Such learning opportunities offer ideal practice for similar real life situations in the target language country, allowing students to dip their toes into the intercultural environment without even leaving their home country.
"To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others."
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Student Videos
1 — Could you tell us a little about your experience in an EMI classroom?
2 — What do you think you’ve gotten out of EMI that you wouldn’t get in a typical FI classroom?
3 — How does knowing languages relate to how you see yourself in your future professional carrier? Has your experience in an EMI classroom prepared you for this in some way?