CLIL og bæredygtighed i sprogfagene: En Cyklus-Task-Chunks tilgang

Abstract

This article presents a Cycle-Task-Chunks approach to the integration of intercultural and language learning in English, German and French education. The approach can be considered a CLIL-oriented approach, as it shows how students can be scaffolded to be able to communicate, reflect and relate critically to culture, society, and the world. It is based on a synergy between the Cycle model for intercultural learning (Risager & Svarstad, 2020) and a scaffolding of the students' language development based on task- and chunk-oriented communicative language teaching. It has been developed in connection with a large action research project in Denmark in the 2021/2022 school year, where the main question was how teaching in language subjects can contribute to teaching the major global social demands, as expressed, for example, in the UN's Sustainable Development Goals. The lecturer team developed six teaching plans for 8th and 9th grade based on a Cyclus-Task-Chunks approach, which the participating teachers tested and developed in an action learning spiral in the form of workshops, didactic conversations and focus group interviews. The students' voices were also included in the form of final focus group interviews. The project's findings show that it is possible to work with complex topics such as sustainability issues and to communicate about these issues in English, German and French. In this article, the focus is on findings from English and German teaching.