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support for plurilingual and intercultural education. Throughout this work, the potential of the RFCDC in the development of curricula in bilingual settings is explored, taking into consideration the current educational shift from Content and Language Integrated Learning (CLIL) towards Pluriliteracies. Furthermore, the overlapping features of RFCDC and the CEFR-Companion Volume (in which descriptors related to plurilingualism and pluriculturalism are developed) are portrayed as a valuable opportunity to interweave key attitudes, skills, values, and knowledge and critical understanding into daily teaching and learning processes. As a final point, a practical illustration of the potential of dialogic practices for the development of intercultural competences in the bilingual classroom will be provided.
Keywords: Bilingual Education; Dialogue; Intercultural Competences; CLIL; Pluriliteracies
References
Canderlier, M. et al (2010). FREPA - A Framework of Reference for Pluralistic Approaches to Languages and Cultures: Competences and resources. Council of Europe Publishing. https://carap.ecml.at/Portals/11/documents/CARAP-version3-EN- 28062010.pdf
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment (CEFR). Council of Europe Publishing. www.coe.int/lang-cefr
Council of Europe. (2016). Competences for Democratic Culture. Living together as equals in culturally diverse democratic societies. Council of Europe Publishing. https://rm.coe.int/16806ccc07
Council of Europe. (2017). Educating on Intercultural Dialogue – Living together 28