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Artículo científico

URI permanente para esta colecciónhttp://10.0.96.45:4000/handle/11056/21283

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    Thoretical proposal: exploring the symbiosis of CLIL and PBL to foster an intercultural learning experience in EFL
    (Universidad de Granada, España, 2021-08-11) Cubero Vásquez, Karol Viviana
    To meet educational goals for moving forward in the context of the 21st century, educators and researchers have long embarked on the quest to explore and structure different teaching methods, models, and strategies to contribute to better teaching practices and tobetter understand what factors come into play in the interdynamics of teaching and learning. Pursuingalearning experience efficacy where learners can grow academically, professionally, and as human beings, (aware, connected, interested, mindful, and actively involved)is a constant and permanent quest in educational settings. For the case built here, two teachingapproachesare explored to enhance intercultural communicative competence and the implicit language progression in the foreignor secondlanguage classroom. CLIL (Content and Language Integrated Learning) and PBL (Project Based Learning)principleshave the conditions to advocate for language enhancement, interculture, and real-life meaningfulness in the learning experience.It is suggested that by merging CLIL and PBL learning principles a learning structure for potentially mediating intercultural communicative competence can be sustained. The theoretical principles from both approaches are to be integrated accordingto thespecific teaching context needs, curriculum, population, and language levelto be met.