The purpose of this special issue is to bring the theory of intercultural citizenship education to readers' attention and to offer teachers and researchers working with this or similar concepts the opportunity to make their work known in a context of a coherent presentation of theory and practice. In this introduction, we will explain the rationale and the concepts involved in intercultural citizenship education and present the articles in this special issue which arose from our call for papers.
The aim ofthis study was to learnfrom students' frame of refercnce how they experience foreign language classes. Data include learning diaries written during 2005 for more than 35 weeks (March to November). Subjects were 95 Argentine, Caucasian, mostly jemale, middle‐class, Spanish‐speaking College students between 19 and 21 years of age who were enrolled in English Language 11 at the National University of La Plata in Argentina. The results of this study stress 1) the value of systematic learner introspection over time as a vehicle for reflection and autonomy in foreign and second language learning contexts; 2) uncovering learners' thoughts and beliefs in an effort to understand how these affect their engagement with language activities; and 3) using this Information to make instructional decisions and monitor their adequacy and effectiveness.
(2015) 'A curriculum for action in the community and intercultural citizenship in higher education.', Language, culture and curriculum., 28 (3). pp. 226-242. Further information on publisher's website:
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AbstractThe purpose of the project described here is to demonstrate how the introduction of subject matter and principles from citizenship education into foreign language education combines objectives from both in order to give meaning to language education on the one hand and extend citizenship education beyond a focus on the local and the national on the other. In doing so the educational aims of foreign language teaching -as well as its instrumental purposes -can be met and the scope of citizenship education is extended to include intercultural citizenship. The project was located in Higher Education in Argentina, where 76 students were learning English, and in Britain, where 23 students were learning Spanish. It focused on human rights violations during the football World Cup that took place in Argentina in 1978 during a period of military dictatorship and it was carried out in 2013 during a fourth-month period. Data were collected then and comprise documentary data (posters, powerpoints, videos, etc.) and conversational data (online communication between the Argentinian and British students using Skype). This article describes the processes of the project and the ways in which students reacted, particularly the Argentinian students who felt personally involved, and demonstrates how the combination of language and citizenship education, when given the additional viewpoint of an insider and outsider perspective, leads to significant developments in learners' lives: an identification with a transnational group and perspective, and a willingness to become directly and critically involved in action in the community.
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