A participatory action-research project: Content and Language Integrated Learning (CLIL) in a rural primary school
Keywords:
CLIL, participatory action-research, intercultural citizenship, primary school, teaching of EnglishAbstract
In this article, we share the results of a participatory action-research (PAR) project whose main objective was to use English as a bridge for intercultural dialogue, and as a complement of the content covered in the school curriculum. The right to a multilingual and intercultural education with equity and quality was promoted through the development of the intercultural citizenship dimension and CLIL (Content and Language Integrated Learning) pedagogy. This pedagogy may be appropriate for addressing aspects that are poorly explored in foreign language teaching curricula. The project was launched in 2021 at a multi-grade rural elementary school located in an indigenous community to address a need raised by families in that community. These children's L1 is Spanish, they have Mapuche culture and language as a curricular course, and English was introduced through this extracurricular experience. Based on the analysis of the data obtained (planning meetings with the school community, interviews with families, participatory workshops, and reflective journals kept by participating teachers), possible criteria were developed to foster training practices related to the promotion of intercultural citizenship. These criteria are broad enough to be adapted to other local realities and promote sustainable practices. This research experience raises new questions about the importance of connecting the teaching of additional languages with the dimension of intercultural citizenship.
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