Abstract
ABSTRACT Content and Language Integrated Learning incorporates among its main aims the development of intercultural awareness and understanding. Nowadays, it is imperative to prepare students to become active citizens in globalised societies. The principal objectives of this study are to examine how curricular competences impact content planning and which factors influence the way teachers plan content and competences in order to enhance ‘interculture’ through this approach in Primary Education. An open-question questionnaire was used to analyse the opinions of 59 Primary Education CLIL teachers who were working in private and semi-private schools in Cordoba (Spain) during the 2015/2016 academic year. The results show that several curricular competences influenced the selection of content. Moreover, there were significant differences in competences relating to gender, qualification degree, subject and textbook. Content was also influenced by the same variables except for qualification degree. Outcomes highlight the influence of competences on content planning when teachers aim to promote intercultural knowledge and sensitivity among students. This study also suggests that bilingual teacher training needs reinforcement.
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