Promoting Intercultural Communicative Competence through CLIL in Greek Primary Education

Abstract

Intercultural Communicative Competence constitutes one of the most burning issues in foreign Language education given the challenges cultural diversity poses to our formerly homogeneous classrooms. This article attempts to explore the intercultural practices of EFL teachers working in primary schools in Greece, as well as the extent to which Content and Language Integrated Learning (CLIL), which is still striving for recognition in the particular context, promotes the development of intercultural knowledge, attitudes and skills. Using the mixed method research model, the present study investigates the importance primary EFL teachers in Greece ascribe to intercultural objectives, the way the cultural dimension is articulated in professional praxis, the potential of a CLIL approach to foster intercultural sensitivity, as well as the perceived gains and challenges CLIL practitioners face in primary education. The analysis of the findings shed light on a number of constraining factors along with the potential of CLIL to circumvent obstacles and promote intercultural dialogue. It is hoped that the implications of the findings will pave the way for future full-scale research that will serve as a basis for the much-needed change in intercultural education and policy in Greece.