Reseña de -content and language integrated learning: cultural diversity- de maría luisa carrió-pastor ed. Report as inadecuate




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Ibérica 2012, 24

Author: Guzman Mancho-Barés

Source: http://www.redalyc.org/articulo.oa?id=287024476019


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Ibérica ISSN: 1139-7241 iberica@aelfe.org Asociación Europea de Lenguas para Fines Específicos España Mancho-Barés, Guzman Reseña de -Content and Language Integrated Learning: Cultural Diversity- de María Luisa CarrióPastor (ed). Ibérica, núm.
24, 2012, pp.
293-297 Asociación Europea de Lenguas para Fines Específicos Cádiz, España Available in: http:--www.redalyc.org-articulo.oa?id=287024476019 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative Reseñas-Book Reviews Content and Language Integrated Learning: Cultural Diversity María Luisa Carrió-Pastor (ed). Bern: Peter Lang, 2009.
178 pages.
IBSN: 978-3-03911818-2. Carrió-Pastor’s multi-authored volume is a collection of eight papers on Content and Language Integrated Learning (CLIL), all interweaved with the subtitle of the book: Cultural Diversity.
As the editor mentions in the preface, the book has the general goal of analyzing the cultural aspects of content and language learning; and specifically, the provision of theoretical background and examples in which content, cultures and language learning are implied.
Two are the sections of the book: the first section, entitled “CLIL in context”, gathers four chapters which approach culture from different perspectives; under the title “CLIL in practice”, the second section presents four case-studies belonging to different educational levels in which different forms of culture are embodied in the CLIL classes. In the opening paper, DAvID MArsh specifies the tenets of intercultural communication and evaluates it considering maximalist approaches against minimalist ones.
On the one hand, the author defines intercultural communication as intergroup communication embodying each group’s behavioural models obser...





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