The adoption of Content and Language Integrated Learning (CLIL) in Higher Education teaching has been widespread. This learning strategy has developed the need to learn foreign languages and to communicate with people with different cultural backgrounds. Culture learning should be part of language and content teaching as Higher Education involves language skills, topic comprehension and sociological capabilities. Teachers explore new teaching strategies which imply diverse goals and focus on different cultural backgrounds.
The contributions of this book comment the multicultural awareness of the students involved in learning another language and the facts implied in teaching in a multicultural environment.
Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien, 2009. 178 pp.
Contents: María Luisa Carrió-Pastor: Preface – David Marsh: Introduction: Culture, education & content and language integrated
learning – María Luisa Carrió-Pastor: Cultural diversity in Content and Language Integrated Learning (CLIL) – Inmaculada Fortanet-Gómez/Miguel
F. Ruiz-Garrido: Sharing CLIL in Europe – Ana María Gimeno Sanz: How can CLIL benefit from the integration of information
and communications technologies? – Do Coyle: Promoting cultural diversity through intercultural understanding: a case study
of CLIL teacher professional development at in-service and pre-service levels – Isabell Hodgson/Steven R. Jones: Working across
boundaries with CLIL – Tom Morton: Integrating language and content in secondary CLIL history: the potential of a genre-based
approach – Joseba Ezeiza Ramos: Integrating languages, contents and cultures in the European Space for Higher Education: from
theory to practice.