Cultural literacy and sustainable development through English: a look from CLIL in pharmacy

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Language Learning in Higher Education Pub Date : 2022-10-01 DOI:10.1515/cercles-2022-2065

M. Woźniak

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引用次数: 1

Abstract

Abstract This paper considers the cultural aspects of Content and Language Integrated Learning (CLIL) in Higher Education and its contribution towards cultural literacy and sustainable development in health sciences. It reports on a study conducted within a pharmacy degree programme at a Spanish university which seeks to examine the study plan and CLIL activities and explore pharmacy lecturers’ insights into the cultural impact of the integration of English in their content subjects. As one of the main components of the conceptual framework of CLIL, culture by default is an integral part in any activity in a foreign language and thus has the potential to foster intercultural competence and cultural literacy. This literacy, in turn, is essential for the attainment of the United Nations’ 2030 Agenda and each of the 17 Sustainable Development Goals (SDGs). Although science subject lecturers may have reservations about the contribution of English towards cultural literacy and tend to treat culture as merely transmitting knowledge about other cultures, they recognise its significance regarding the pursuit of SDGs. CLIL activities and support from English teachers clearly internationalised the contents of their subjects, which abound with opportunities for the development of cultural literacy and sustainability awareness. Further collaboration and joint actions between content and language specialists can help to exploit them more fully in class and reinforce the role of languages and language teachers at university.

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从英语看文化素养与可持续发展——从CLIL在药学中的启示

摘要本文探讨了高等教育内容与语言综合学习（CLIL）的文化方面及其对健康科学文化素养和可持续发展的贡献。它报告了在西班牙一所大学的药学学位课程中进行的一项研究，该研究旨在审查学习计划和CLIL活动，并探讨药学讲师对将英语融入其内容科目的文化影响的见解。作为CLIL概念框架的主要组成部分之一，文化在默认情况下是任何外语活动的组成部分，因此有可能培养跨文化能力和文化素养。反过来，这种识字能力对实现联合国2030年议程和17个可持续发展目标（SDG）至关重要。尽管科学学科的讲师可能对英语对文化素养的贡献持保留态度，并倾向于将文化视为仅仅传递关于其他文化的知识，但他们认识到它对追求可持续发展目标的重要性。CLIL活动和英语教师的支持显然使他们的科目内容国际化，这为培养文化素养和可持续发展意识提供了大量机会。内容和语言专家之间的进一步合作和联合行动有助于在课堂上更充分地利用它们，并加强大学语言和语言教师的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.