Innovation in Language Learning

Content and Language Integrated Learning (CLIL) generally focuses on language acquisition through content learning. In other words, it is the teaching of content through the medium of language, in which students ‘unknowingly’ learn a foreign language by discussing a topic and researching it in that language. In Higher Education language degrees however, where a clear distinction prevails between language and content modules and staff, I believe that language tutors should aim to teach content – understood as cultural competence – through the teaching of language. Using my experience as a French Teaching Fellow and a doctoral student researching the representation of Islam in France, I look in this paper at ways to disseminate a balanced understanding of the often-misconstrued French concept of laïcité (secularism) through the teaching of French. I have designed a series of activities analysing the rhetorical devices used in a series of texts that have shaped the French representation of Islam over the last two decades. The expected outcome, following these activities, is that students will be able to utilise these rhetorical devices to articulate a balanced and critical appraisal of the concept of laïcité.

Keywords: CLIL, Higher Education, language degree, French, representation of Islam, laïcité;