Interculturality in CLIL through migrants’ picture book

Abstract

Some recent studies underscore the importance of schools and their role in finding solutions in order to develop respectful attitudes or transmit tolerance and empathy towards different contexts, situations or diverse cultural and social practices (Noguera, 2019). Besides, European legislation establishes multilingualism, literacy or cultural awareness as key and transversal competencies for all educational levels. In this regard, this article makes an attempt to showcase the potential of migrants’ picture books and their linguistic and intercultural prospects in Pre-primary school settings. Firstly, some theoretical and legislative considerations are introduced. Then, this article analyses the linguistic characteristics of each picture book in terms of sounds, lexis and language structures presented in L2. Later, it reflects upon some identification or intercultural comprehension activities in relation with the cognitive thinking skills of the CLIL approach. Finally, a reflection on the contribution of this proposal and this analysis for multilingual educational contexts is presented.