ASPECTS OF RAISING INTERCULTURAL AWARENESS BY MEANS OF MYTHS THROUGH CLIL APPROACH ON GEOLOGICAL STUDIES
Keywords:
intercultural awareness, CLIL method, myth, geology, intercultural speakerAbstract
This paper focuses on the importance of integrating culture within the traditional foreign language classroom where it has been seen as the fifth skill in addition to the conventionally accepted four: listening, reading, speaking and writing. On its part, CLIL method develops integrated potential in which cultural content was set as a mandatory part of the curriculum, and the promotion of intercultural awareness emerges as a crucial educational substance. The CLIL education, in the spirit of the integrated learning theorists, abandons detached and isolated language and science learning, and tends to amalgamate content in the way that students not only learn explicitly but also cross borders through culture journeys into what we call real life. Myth is seen as a narrative where, in addition to linguistic and scientific content, students are making effort to raise intercultural awareness through cultural ways of knowing. From the standpoint of science of communication, this work is an attempt to provide the possibility of using myths in teaching communication skills improving the limited scope of interplay beyond the limited world of geoscientists.
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