An Emotionally Intelligent, Ecolinguistic Approach to Content and Language Integrated Learning
This article examines the incorporation of concepts derived from ecolinguistics and social-emotional learning (SEL) into the content and language integrated learning (CLIL) methodology when teaching about climate change in the second language classroom. A test of this approach was implemented during...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Institute of English Studies
2024-09-01
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| Series: | Anglica. An International Journal of English Studies |
| Subjects: | |
| Online Access: | https://anglica-journal.com/resources/html/article/details?id=624795 |
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| Summary: | This article examines the incorporation of concepts derived from ecolinguistics and social-emotional learning (SEL) into the content and language integrated learning (CLIL) methodology when teaching about climate change in the second language classroom. A test of this approach was implemented during a teaching practicum with 14- and 15-year-old students in Catalonia to survey their beliefs, attitudes, and knowledge of the topic before and after experiencing content-based lessons on climate change. Findings suggest that such an approach may be effective, if not essential, for fostering communicative competence, subject matter learning, and social-emotional resilience when presenting challenging existential issues in the classroom. |
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| ISSN: | 0860-5734 2957-0905 |