Didática das Línguas - Multilinguismo e Educação para a Cidadania Global | Language Didactics - Multilingualism and Education for Global Citizenship
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- Citizenship and english as a foreign language symbiosis in mainstream schooling: a key to intercultural democratic educationPublication . Leão, Isabel Ponce de; Ceia, Carlos; Matos, Ana GonçalvesIn light of globalisation, amongst other factors, UNESCO urges societies at large to promote a culture of peace and non-violence, global citizenship and appreciation of cultural diversity through inclusive and equitable education. Now due to the pandemic caused by SARS Cov2, this appeal has become more compelling. If children and youngsters have to learn how to mediate and cooperate with people in culturally diverse democratic societies and contribute to a more inclusive, just and peaceful world, this might be possible with the promotion of intercultural democratic education. This goal may also entail that borders between subjects are broken through creative interdisciplinary approaches. In the context of Foreign Language Education, it is argued that innovative educational approaches should consider the guidelines by the Reference Framework of Competences for Democratic Culture (Council of Europe, 2018) and Content and Language Integrated Learning, which can be combined to promote the development of Intercultural Citizenship Education. Based on these theoretical frameworks, this study examines whether two groups of disengaged and low achieving 14-year-old learners in mandatory education in Portugal, during a school year, develop democratic competences, through English as a Foreign Language within a CLIL approach. The CLIL model B3 entails teaching the Citizenship and Development discipline in English and the model B4 inserts citizenship content in the English language classroom through an international project involving Portugal and Turkey. This empirical study relies on quantitative and qualitative methods to analyse the learning process and its progress. Given the investigation findings, the doctoral thesis suggests that these approaches have benefits for low-achieving learners. The interdisciplinary models provide learners with opportunities to become more prepared citizens to interact and mediate in cross-cultural and global contexts, exploring their plurilingual resources. Furthermore, it is argued that Content and Language Integrated Learning can integrate Intercultural Citizenship Education and become Intercultural Citizenship and Language Integrated Learning.