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Durham Research Online
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Teaching Intercultural Citizenship through Intercultural Service Learning in World Language Education

Barili, A. and Byram, M. (2021) 'Teaching Intercultural Citizenship through Intercultural Service Learning in World Language Education.', Foreign language annals., 54 (3). pp. 776-799.

Abstract

Globalization and internationalization have created a need for dialogue among people of different persuasions in our own societies and beyond. Language teachers can meet this challenge through the concepts of intercultural citizenship and intercultural service learning, renewing emphasis on educational and humanistic aims as well as instrumental. Students in an advanced Spanish course volunteered in a school and a legal center, interacting one-on-one with unaccompanied minors and immigrants fleeing Central America. The evaluation focused on the impact on learners’ understanding of the society in which they live, and perceptions of their own language learning during their work as active citizens. Data from students’ academic blogs and diaries were analyzed thematically. They show a heightened awareness of language competence, as students use their knowledge of Spanish in their voluntary work, and increased intercultural competence in students’ reports on their critical evaluation of perspectives and practices in their own culture and those of others.

Item Type:Article
Full text:Publisher-imposed embargo until 11 May 2023.
(AM) Accepted Manuscript
File format - PDF
(495Kb)
Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1111/flan.12526
Publisher statement:This is the peer reviewed version of the following article: Barili, A. & Byram, M. (2021). Teaching Intercultural Citizenship through Intercultural Service Learning in World Language Education. Foreign Language Annals 54(3): 776-799, which has been published in final form at https://doi.org/10.1111/flan.12526. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Date accepted:29 March 2021
Date deposited:05 May 2021
Date of first online publication:11 May 2021
Date first made open access:11 May 2023

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