About this paper

Appears in:
Pages: 3718-3725
Publication year: 2010
ISBN: 978-84-614-2439-9
ISSN: 2340-1095

Conference name: 3rd International Conference of Education, Research and Innovation
Dates: 15-17 November, 2010
Location: Madrid, Spain

HOW TO ACT MEANING?: CONTENT AND LANGUAGE INTEGRATED LEARNING AND RELIGIOUS PERFORMATIVE PEDAGOGY - AN INTERDISCIPLINARY APPROACH

A. Deschner, T. Meurer †

Karlsruhe University of Education (GERMANY)
There has been an ongoing discussion on the dichotomies of religion e.g. between ritual and conceptual aspects in rituals studies (Durkheim, Turner). Catherine Bell, however, argues to homologize the mentioned dichotomies in ritual studies. Based on rituals studies we would like to develop an interdisciplinary didactic approach joining together Content and Language Integrated Learning (CLIL) and Performative Religious Pedagogy. On the basis of the CLIL competence model developed by Bonnet, Breidbach and Hallet and the competence model for religious education published by the Comenius Institute. The mentioned CLIL competences focus on four dimensions: conceptual, discursive, methodological and reflexive. With CLIL learners there can also a dichotomy between their mother tongue identity and the identity in the L2 (language two) be observed. L2 fosters a kind of alienation that supports the process of gaining a reflected identity according to the reflexive dimension of the CLIL competence model. Didier Maillat coined the term “mask effect”. Thus the L2 is a mask that protects students with their utterances. However, there is still the moment of alienation in this CLIL environment. Binding together CLIL in Religious Education, where conceptual aspects such as beliefs, symbols, and myths can be located with Performative Pedagogy with its corporeal focus, we would like to show a method for the classroom how to overcome the mentioned dichotomies in ritual studies as well as in the learner´s identity. To implement this performative approach in the CLIL classroom we refer to methods used in Augusto Boal´s “The Theatre of the Oppressed”.
@InProceedings{DESCHNER2010HOW,
author = {Deschner, A. and Meurer †, T.},
title = {HOW TO ACT MEANING?: CONTENT AND LANGUAGE INTEGRATED LEARNING AND RELIGIOUS PERFORMATIVE PEDAGOGY - AN INTERDISCIPLINARY APPROACH},
series = {3rd International Conference of Education, Research and Innovation},
booktitle = {ICERI2010 Proceedings},
isbn = {978-84-614-2439-9},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {15-17 November, 2010},
year = {2010},
pages = {3718-3725}}
TY - CONF
AU - A. Deschner AU - T. Meurer †
TI - HOW TO ACT MEANING?: CONTENT AND LANGUAGE INTEGRATED LEARNING AND RELIGIOUS PERFORMATIVE PEDAGOGY - AN INTERDISCIPLINARY APPROACH
SN - 978-84-614-2439-9/2340-1095
PY - 2010
Y1 - 15-17 November, 2010
CI - Madrid, Spain
JO - 3rd International Conference of Education, Research and Innovation
JA - ICERI2010 Proceedings
SP - 3718
EP - 3725
ER -
A. Deschner, T. Meurer † (2010) HOW TO ACT MEANING?: CONTENT AND LANGUAGE INTEGRATED LEARNING AND RELIGIOUS PERFORMATIVE PEDAGOGY - AN INTERDISCIPLINARY APPROACH, ICERI2010 Proceedings, pp. 3718-3725.
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