Learners’ Perception About and Development of Inter/multi-cultural Awareness Through Content and Language Integrated Learning (CLIL) of English Fiction in Bangladesh

Abstract

To teach literature in a second or foreign language classroom, different models are used worldwide—such as the Cultural Model, Language Model, and Personal Growth Model. Among these, the Cultural Model is commonly used in Bangladesh. However, it is usually taught through lecture-based methods, leaving little room for students to respond or show their cultural awareness. The Cultural Model connects with the "culture" aspect of the 4Cs framework (content, cognition, communication, and culture) in the Content and Language Integrated Learning (CLIL) approach. Applying CLIL in fiction teaching can create opportunities for active communication, cultural awareness, and appreciation of cultural diversity. This study used the 4Cs framework of CLIL and applied a mixed-method approach, collecting both quantitative data accrued through a questionnaire survey responded by 40 learners and qualitative data collected through interviews with 10 participants from undergraduate fiction classes, and secondary sources. The findings show that using CLIL in teaching fiction improved cultural awareness and communication among students. A task-based approach helped learners engage in classroom activities, which allowed them to practice awareness, tolerance, and acceptance of cultural diversity. Results indicate a clear improvement in students’ intercultural knowledge and their ability to respond empathetically and positively to cultural differences.