The Cultural aspects for Vocabulary Building in a CLIL classroom
Keywords:
Culture,, CLIL,, Intercultural understanding,, Cultural sensitivity,, Vocabulary Building,, Observation,, InclusionAbstract
The aim of this article is both to explore the integrated nature of culture in content and language integrated learning (CLIL) classes and to provide a more in-depth understanding of including cultural into the learners understanding of content and language- related vocabulary. Cultural awareness is the key in the CLIL approach, which forms the basis of intercultural understanding and in the enhancing of deep learning. For learners to understand the content and language provided, profound analysis of the new information is needed along with drawing connections with the already known information that shall be further boosted with cultural sensitivity. This article shall tap on the importance of culture, moving into a brief description of the position of CLIL in the Indian context and finally diving into the aspect of culture observed in the vocabulary building of the vocational and skill development classes, wherein the approach of CLIL was tested. The article shall conclude with sharing the steps taken to include cultural sensitivity in the classes for vocabulary building. This study is a part of the research study worked upon to test the scope of CLIL in Vocational and Skill Education in the State of Assam (India).
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References
Books:
Coyle, D., Hood, P, & Marsh, D, CLIL- content and language integrated learning. United Kingdom, Cambridge University Press, 2010.
Dale, L., & Tanner, R, CLIL activities: A resource for subject and language teachers. United Kingdom, Cambridge University Press, 2012.
Articles:
(Print)
Fernández-Fontecha, A, “Motivation and gender effect in receptive vocabulary learning: An exploratory analysis in CLIL primary education”, Latin American Journal of Content and Language Integrated Learning, 7(2), 27-49, 2014.
Lal, C.A., & George, A, “Content and language integrated learning (CLIL): Conceptual framework and viability in the Indian context”, The Journal of English Language Teaching (India), 59(2), 32-41, 2017.
Mehitso, P, “Criteria for producing CLIL learning materials”, Encuentro, 21, 15-33, 2012.
Moghadam, N. Z., & Fatemipour, H, “The effect of CLIL on vocabulary development by Iranian secondary school EFL learners”, Science Direct, 98, 2004-2009, 2014.
