Measuring Intercultural Learning through CLIL

• Published in: Journal of new approaches in educational research Vol. 9; no. 1; pp. 43 - 56
• Main Author: Gómez-Parra, M. Elena
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 2020; Universidad de Alicante; NAER - Journal of New Approaches in Education Research; University of Alicante; Springer
• Subjects: 21st century; 21st Century Skills; Administrator Attitudes; Analysis; Aprendizaje intercultural; Bilingual Education; Bilingual Students; Bilingualism; Budgets; Content and Language Integrated Learning; Councils; Course Content; Cultural Awareness; Culture; Curriculum; Educación bilingüe; Educación intercultural; Education; Educational Policy; English (Second Language); Entrevistas; Estudiantes de secundaria; Exchange Programs; Foreign Countries; Foreign language learning; High schools; Intercultural communication; Intercultural education; Intercultural learning; Interdisciplinary Approach; Interviews; Language; Language of Instruction; Learning Activities; Lifelong Learning; Linguistics; Listening; Measurement; Mediation; Multicultural Education; Native Speakers; Original; Pedagogy; Principals; School principals; Second Language Instruction; Second Language Learning; Secondary education; Secondary School Students; Student Attitudes; Students; Study and teaching; Teacher Aides; Teaching; Teaching Methods; Writing; Spain; Intercultural Learning; Intercultural Education; Interviews; Bilingual Education; Secondary School Students
• ISSN: 2254-7339; 2254-7339
• DOI: 10.7821/naer.2020.1.457

CLIL (Content and Language Integrated Learning) —endorsed by the European Commission since 1996— constitutes the official approach to bilingual education in Spain. Intercultural learning (IL) is one of the four defining Cs in CLIL, though the literature has consistently described it as the weakest implementation area. This paper analyses the opinions of 76 Spanish secondary education students about IL through their bilingual curriculum. Their viewpoints clearly suggest that IL comes from two main sources: native assistants; and exchange programmes. These data were contrasted with the views of school principals and bilingual coordinators, who declared that both of these valuable ‘resources for IL are scarce due to administrative difficulties and lack of budget. Our conclusions reveal how improving these areas can lead not only to improved scores but also to a better implementation of the intercultural axis in CLIL, if the goal consists in educating 21 st century citizens.