PROMOTING THE TEACHING OF INTERCULTURAL COMPETENCE THROUGH CLIL APPROACH IN HIGHER EDUCATION INSTITUTIONS
Keywords:
CLIL, culture, intercultural competence, teaching, higher educationAbstract
The discrepancy between the ever-present relationship of knowledge and culture and lack of willingness to recognize the importance of culture in the educational process, was the reason for creation of CLIL method in the early nineties in Europe. In order to successfully comply with the Bologna Declaration and the trends of which Serbia is a signatory, a crucial step for the Serbian higher education would certainly be the teaching of intercultural competences and the abandonment of mono-cultural conventional approach. The stimulation of natural integration of cultural contexts in which knowledge and communication occur, the intercultural teaching nurtures reflexivity and dialogue thus respecting the openness to all participants in the process of cooperation that in real life exists. Furthermore, numerous studies show that the teaching content of any cultural substance inevitably leads students to the multi-layered cultural spaces, for which they need help and interpretation. CLIL method is seen as a pedagogy that successfully incorporates learners’ active acquisition of linguistic, content and culture level of knowledge.
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