To what extent is a CLIL approach useful in teaching intercultural understanding in MFL?
This thesis investigates the importance learners and teachers of Modern Languages in England attach to the development of intercultural understanding, and the extent to which this is incorporated in everyday practice in the context of secondary education. In particular, the research explores whether a Content and Language Integrated Learning (CLIL) approach is an effective means to develop learnersâ intercultural understanding. This is important because the curriculum for languages in England gives little importance to the development of intercultural competence through integrative models, at odds with many other countries. The research followed an action research approach within a pragmatic paradigm, through a mixed-method approach, using qualitative and quantitative instruments including questionnaires, interviews, lesson observations logs as well as an intervention programme of 15 lessons. 94 students of French in Year 8, across four different schools, and 19 teachers, participated, including myself. Two of the four classes were involved in the intervention programme. Qualitative and quantitative data analysis was undertaken to identify emerging themes and issues. The main conclusions of the thesis are
Koro, Ruth
To what extent is a CLIL approach useful in teaching intercultural understanding in MFL?. This thesis investigates the importance learners and teachers of Modern Languages in England attach to the development of intercultural understanding, and the extent to which this is incorporated in everyday practice in the context of secondary education. In particular, the research explores whether a Content and Language Integrated Learning (CLIL) approach is an effective means to develop learnersâ intercultural understanding. This is important because the curriculum for languages in England gives little importance to the development of intercultural competence through integrative models, at odds with many other countries. The research followed an action research approach within a pragmatic paradigm, through a mixed-method approach, using qualitative and quantitative instruments including questionnaires, interviews, lesson observations logs as well as an intervention programme of 15 lessons. 94 students of French in Year 8, across four different schools, and 19 teachers, participated, including myself. Two of the four classes were involved in the intervention programme. Qualitative and quantitative data analysis was undertaken to identify emerging themes and issues. The main conclusions of the thesis are
extent clil useful teach intercultural mfl investigates importance learner teacher modern languages england attach development intercultural extent incorporate everyday_practice context secondary_education particular explore_whether content language integrated learning clil effective_mean develop learner intercultural understanding important curriculum language england give_little importance development intercultural competence integrative model odds many_country follow action within pragmatic paradigm mixed_method use qualitative_quantitative instrument include questionnaire_interview lesson observation log well intervention programme lesson student french year across_four different school_teacher participate include class involve intervention programme qualitative_quantitative data analysis_undertaken identify emerge theme issue main_conclusion