Development of Intercultural Communicative Competence through CLIL
DOI:
https://doi.org/10.58594/rtest.v5i2.165Keywords:
Teaching, English, intercultural communicative competenceAbstract
Current university education aims to develop foreign language skills that will enable students to excel in international contexts while performing their profession. Therefore, over the years, and after in-depth research in the field of teaching foreign languages such as English, various theoretical contributions have emerged to address this major challenge. Each proposal has had different objectives regarding the student's use of the language, adapted, of course, to the needs of the society in question. Some of the first methods considered in the history of foreign language teaching include the "direct method," the "grammar-translation method," the "audio-lingual," the "structural approach," the "total physical response," the "communicative language teaching," and the "task-based" approach, among others. Regardless of the method, it can be noted that language and culture are interrelated concepts, so current higher education aims to integrate intercultural communicative competence through the use of academic texts as a cultural source that allows students to understand and interact with the world.
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