Académique Documents
Professionnel Documents
Culture Documents
multicultural settings but also as well as important in contexts where the necessity to
understand cultural backgrounds in the classroom becomes essential. No teacher who is, at
least, sensible to student’s backgrounds has ever regarded their past stories or personal
information with disdain. They are, at some extent, praised for the same reason of that a
culture to grasp their understanding and mediate its differences from of our own.
The education system should then encourage the comprehension of culture inside
the classroom because the belief that teachers are dealing with a monocultural context is no
longer acceptable, for in the colombian context we often see that the variable culture is
The importance of culture inside the classroom has become a potential issue in
recent years. Some approaches on FLT (Foreign Language Teaching), have already
as a must. It is not a surprised that studies like the ones of Lavrenteva, Evgenia
Orland-Barak (2015) seek for understanding the treatment of culture at a national level in
official documents that concern curriculum. Their analysis among other critical findings
suggests that when approaching intercultural competence, at least among the documents
rather than skills”. The study points out how the cultural objectives are viewed and are
condensed into three themes “appreciating cultural diversity, raising cultural awareness and
The need, as already seen, is stated, but how does culture intervene inside the
classroom? Some attempts have been done to bring this issue on the table. And when we
speak about real culture issues,the learning of languages has a say into the matter. CLIL
a more closer relation with the language, adding content to make it more “easier and to
contexts like ELT given that language is an important element to constitute an identity
among a culture.
Although CLIL did not consider culture at first and was rather taken into
consideration slowly, the implementation of culture was in part owed to the basic
Languages (CEFR, 2001) which states how “In an intercultural approach, it is a central
whole personality and sense of identity in response to the enriching experience of otherness
the unique opportunity to bring to the classroom elements that shape culture. Which is the
focus of study that Rodríguez & Puyal (2012) delves into by proposing the usage of literary
texts as a means to foster intercultural competence. According to their article, “The use of
literary texts can promote reflection on cultural differences, develop understanding of the
home culture, and consequently enhance more tolerant and open attitudes towards other
cultures”(p. 4). Furthermore, for these authors the approach that CLIL does on content is
the perfect opportunity for students to be aware of cultural perspectives in the english class.
competence in the classroom is justified, for the same fact that a deeper understanding of
ourselves, as a unique cultural identity, could give us the proper insight to comprehend
others cultures. The english classroom has the potential to succeed in the aforementioned as
it could make use of content that treats with cultural topics. The role that teachers plays
should not be regard only as a cultural referent but as a correlator able to be sensible
towards, not only the english culture but student’s own culture.
REFERENCES
Monica, O. (2015). Cultural Identity Through CLIL. Romanian Journal of English Studies,
https://doi.org/10.1515/rjes-2015-0005
Council of Europe. (2001). the Common European Framework of Reference for Languages
https://doi.org/10.1017/S0267190514000221
http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=84617557&lan
g=es&site=ehost-live
Lavrenteva, E., & Orland-Barak, L. (2015). The treatment of culture in the foreign
http://10.0.4.56/00220272.2015.1056233
https://content.sciendo.com/view/journals/rjes/12/1/article-p34.xml
http://www.ugr.es/~portalin/articulos/PL_numero21/14%20%20Silvina.pdf
REFERENCES