Presentation from Day 2 of International seminar 2021 organised by CLIL-HET project.
Title: Are content teachers ready to put CLIL into practice: a case study from a university in Serbia
Presentation by: Natasha Bakic-Miric
Recorded on: 12 March 2021
It is a well-known fact that the nature of CLIL in higher education promotes an approach for learning content through an additional language (mostly English as an international language (EIL)), thus teaching both the subject and the language. Undoubtedly, learning content in another language seems to provide an ideal environment to initiate teaching and learning intercultural communicative competence as content is never culturally neutral. Thus, analyzing, evaluating, observing, comparing and contrasting different cultures become essential elements in the development of intercultural communicative competence in CLIL. Moreover, the ability to mediate between different cultural spaces is a core objective in becoming a competent intercultural communicator. This paper aims to show that CLIL classroom is an ideal environment for promoting the importance of intercultural communicative competence as a crucial skill-set in today’s global workplace where employees are more likely to interact with co-workers and customers from different cultures and need to work productively with people who have been shaped by different worldviews, values, beliefs and experiences.