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Rev. innova educ. (2024). Vol. 6 Núm. 1 págs. 50-70
Revista Innova Educación
www.revistainnovaeducacion.com
ISSN: 2664-1496 ISSN-L: 2664-1488
Editada por: Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú
REVIEW ARTICLE
Designing a hybrid pedagogical intervention to support language and intercultural learning
Diseño de una intervención pedagógica hibrida en la promoción de un aprendizaje lingüístico e
intercultural
Conceber uma intervenção pedagógica híbrida para apoiar a aprendizagem linguística e intercultural
Karol Cubero1
Universidad Nacional de Costa Rica, Liberia- Guanacaste, Costa Rica
https://orcid.org/0000-0002-7043-4694
Karol.cubero.vasquez@una.ac.cr
DOI: https://doi.org/10.35622/j.rie.2024.01.004
Recibido: 19/10/2023 Aceptado: 04/01/2023 Publicado: 04/02/2024
KEYWORDS
CLIL, intercultural
learning, language class,
PBL, pedagogical
intervention.
ABSTRACT. This review paper addresses the need to infuse intercultural learning in the language
classroom. The body of literature offers evidence of language approaches and methods that can
potentially benefit the foreign/second language classroom by shifting from traditional practice to
more active, participatory, and interculturally infused teaching. Teaching a foreign/second language
comprehensively requires the inclusion of the intercultural component to equip learners with the
ability to interact in increasingly intercultural contexts. Therefore, this paper proposes a model to
design language and intercultural tasks in the language classroom. The methodology applied in
this paper is based on a qualitative approach by reviewing the literature to gather insights to facilitate
an intercultural approach based on a hybrid pedagogy merging Content and Language Integrated
Learning (CLIL) and Project-based Learning (PBL), designing a model to implement an intercultural
language experience centered on learners. Results suggest that language educators can provide
positive learning opportunities for students to develop intercultural competence when planning and
mediating intercultural language tasks in the foreign/second language classroom. Language
learners can amplify their competencies and language skills in more authentic and meaningful ways
when the instruction is infused with intercultural elements. The design described can serve as an
intercultural language model to teach and develop intercultural communicative competence
intended to improve communication across cultures.
PALABRAS CLAVE
AICLE, aprendizaje
intercultural, clase de
idiomas, ABP,
intervención pedagógica.
RESUMEN. Este artículo de revisión aborda la necesidad de infundir el aprendizaje intercultural en
el aula de idiomas. La literatura ofrece enfoques y métodos lingüísticos que pueden beneficiar
potencialmente la enseñanza de lenguas extranjeras al transformar la práctica tradicional por una
enseñanza más activa y participativa e intercultural. La enseñanza integral de una lengua
extranjera/segunda requiere la inclusión del componente intercultural para dotar a los alumnos de
la capacidad de interactuar en contextos cada vez más interculturales. Por ello, este trabajo propone
un modelo para diseñar actividades lingüísticas e interculturales en el aula de idiomas. La
metodología aplicada en este trabajo se basa en un enfoque cualitativo mediante la revisión de la
1
Professor at the National University, Costa Rica.
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Designing a hybrid pedagogical intervention to support language and intercultural learning
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51
literatura para recopilar ideas que faciliten un enfoque intercultural basado en una pedagogía híbrida
que fusiona el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y el Aprendizaje
basado en Proyectos (ABP), a favor de diseñar un modelo para implementar una experiencia
lingüística intercultural centrada en los alumnos. Los resultados sugieren que los educadores de
idiomas pueden proporcionar oportunidades de aprendizaje positivas para que los estudiantes
desarrollen la competencia intercultural al planificar y mediar actividades lingüísticas interculturales
en el aula de lengua extranjera/segunda lengua. Los estudiantes de idiomas pueden ampliar sus
competencias y habilidades lingüísticas de forma más auténtica y significativa cuando la enseñanza
está impregnada de elementos interculturales. El diseño descrito puede servir como modelo
lingüístico-intercultural para enseñar y desarrollar la competencia comunicativa intercultural
destinada a mejorar la comunicación entre culturas.
PALAVRAS-CHAVE
AILC, aprendizagem
intercultural, aula de
idiomas, ABP,
intervenção pedagógica.
RESUMO. Este artigo de análise aborda a necessidade de introduzir a aprendizagem intercultural
na sala de aula de línguas. A literatura oferece abordagens e métodos linguísticos que podem
beneficiar potencialmente o ensino de línguas estrangeiras, transformando a prática tradicional num
ensino mais ativo, participativo e intercultural. Um ensino abrangente de línguas
estrangeiras/segundas exige a inclusão da componente intercultural, a fim de dotar os aprendentes
da capacidade de interagir em contextos cada vez mais interculturais. Assim, este trabalho propõe
um modelo de conceção de atividades linguísticas e interculturais na sala de aula de línguas. A
metodologia aplicada neste trabalho baseia-se numa abordagem qualitativa através da revisão da
literatura para recolher ideias que facilitem uma abordagem intercultural baseada numa pedagogia
híbrida que funde a Aprendizagem Integrada de Línguas e Conteúdos (AILC) e a Aprendizagem
Baseada em Projetos (ABP), a fim de conceber um modelo para a implementação de uma
experiência linguística intercultural centrada no aluno. Os resultados sugerem que os professores
de línguas podem proporcionar oportunidades de aprendizagem positivas para os alunos
desenvolverem a competência intercultural, planeando e mediando atividades linguísticas
interculturais na sala de aula de língua estrangeira/língua segunda. Os aprendentes de línguas
podem alargar as suas competências e aptidões linguísticas de uma forma mais autêntica e
significativa quando o ensino é enriquecido com elementos interculturais. A conceção descrita pode
servir de modelo linguístico-intercultural para o ensino e o desenvolvimento da competência
comunicativa intercultural com o objetivo de melhorar a comunicação intercultural.
1. INTRODUCTION
Constant waves of immigration, technological advances, globalization, and health crises have caused profound
transformations in the way citizens live and interact. Educators and learners are called to assume an open mind
and empathetic attitude towards increasingly intercultural communities (Clouet, 2012; Busse & Krause, 2016).
The classroom is a safe environment to educate language learners in developing effective communicative
practices with others interculturally different. In this regard, educational research and innovation should serve
as a platform to instruct learners in more integral, holistic, and humanistic ways (Byram et al., 2002; Cubero,
2023). In the context of language teaching and learning, educators have the opportunity to merge linguistic and
intercultural objectives to better prepare them for the uncertain future that awaits in which they will certainly
interact, meet, or collaborate with interculturally different people (López-Rocha, 2016).
To do so, practices in language teaching should progressively shift from a monolinguistic objective (preparing
learners to speak a foreign language) to intercultural language objectives (preparing learners to speak the foreign
language from an intercultural perspective (Cubero, 2023).
Many scholars and foreign language educators support the need to instruct and facilitate a language instruction
infused with intercultural knowledge and content to familiarize students with new cultural views and perspectives
aiming at building bridges of socialization and communication while promoting tolerance, understanding and
respect (Byram, 2020; Houghton, 2013; Porto et al., 2018).
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In the English foreign language classroom, educators have experimented and promoted an intercultural language
praxis to better train students for intercultural communication (González & Borham, 2012; Rodríguez, & Gerke,
2022; Lin & Wang, 2018).
A plausible way to achieve these objectives is through pedagogical interventions. The concept of an intervention
is connected to intersection, support, cooperation, guidance, understanding, and clarification framed in a context
of learning opportunities to fix or improve an issue (Rodríguez,1988; Bisquerra, 2003). It is a reliable scientific
tool that can be used to measure the level of effectiveness of intended interculturally infused teaching. Results
from such practice can support the development of new theoretical insights that contribute to the body of
literature and praxis in the field of language learning and teaching. Designing a learning experience with the
objective of developing intercultural communicative competence (ICC) requires thoughtful, conscious,
structured, and well-planned instruction. It is an undeniable reality that the nature of teaching is associated with
many factors and elements interrelated to the teacher’s praxis (e.g., planning, designing, creating, monitoring,
observing, assessing, decision-making), the learning context, educational policies, and the curriculum (Cubero-
Vásquez, 2022).
In this sense, finding room to teach intercultural elements in a language class should begin with a willing and
active educator (Savu, 2014; Cubero-Vasquez, 2021).
To help educators find potential routes to capitalize from intercultural instruction, this paper proposes a model
to implement an intercultural pedagogical intervention.
The fusion between language and culture is not easy. In practice, many questions and challenges emerge, and
the literature in this regard is scarce. Intercultural teaching requires research, the use of active methodologies
and the consideration of various principles to maximize the quality of the learning opportunities students are
exposed to (Byram, 2020; Auger, 2023; Cubero,2023; Casoli-Uvsløkk & Brevik, 2023).
It is critical that language educators participate in a reflective, analytic, and constructive process centering new
teaching strategies and methods to contribute to educational innovation. In the urge to quickly adapt to the
progressive changes in educational contexts, teachers are called to break the cycle of traditional teaching in the
language classroom. In this respect, a combination of methods can be used to outline a hybrid pedagogical
intervention to successfully approach the challenge of mediating intercultural communicative competence. For
instance, CLIL and PBL are identified as influential approaches used in the language classroom with positive
learning outcomes. (Yufrizal, 2021; Sánchez-García & Pavón-Vázquez, 2021; Cubero, 2021).
Merging and considering principles from each of these methods can be used to support the design of a hybrid
educational model to guide and facilitate an intercultural teaching (Cubero, 2021). According to Coyle et al.
(2010), implementing theoretical ideas to change traditional practices requires time, patience, and professional
support. In this sense, implementing or experimenting with a hybrid methodology of teaching principles from
CLIL and PBL suggests a careful planning and design of tasks to promote language students’ progression not
only in language skills but in the critical component of intercultural learning in the context of foreign/second
language learning. Adding to the formula elements from critical pedagogy allows the teacher and the learner to
understand and take advantage of the instrumental use of the target language when using it to seek an active,
participatory, dialogic, autonomous, and constructive learning experience for both the educator and the students.
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Designing a hybrid pedagogical intervention to support language and intercultural learning
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53
This paper proposes a model to facilitate a pedagogical intervention in the foreign/second language classroom
to develop learners’ ICC while meeting linguistic objectives to effectively equip learners with tools, knowledge,
and strategies needed for students to communicate, collaborate, and interrelate in intercultural contexts in more
efficient ways. This qualitative research addresses questions in order to reflect about how language educators
can design a pedagogical intervention towards the development of ICC in language learners and what steps and
teaching procedures are required to design a model to mediate the intercultural component in the foreign
language class?
2. METHOD
This literature review scrutinized academic and scientific articles addressing how to instruct language learners
in the development of ICC in the classroom. A qualitative document review is a useful approach to theorizing
about issues (Morgan, 2022). This scoping review was conducted according to the Preferred Reporting Items
for Systematic reviews and Meta-Analyses (PRISMA) (Barquero, 2022). Scientific articles, chapters, books, and
peer-reviewed articles about foreign/second language teaching and intercultural communicative competence in
educational settings were reviewed to document the possible steps a language educator interested in teaching
the intercultural component in the language classroom should follow and consider. The databases consulted
were ScienceDirect, Latindex, Google Scholar, Taylor and Francis, Sage, DOAJ, Dialnet, Eric, Oxford academic
and Scopus. Books, original, empirical, research, and review articles were considered in the analysis about
intercultural teaching were included and analyzed to support the proposal. These academic search engines
allowed locating related articles that were coherent with the key words in Spanish and English established to
carry out the process. The data search employed keywords such as “intercultural communicative competence,”
“intercultural competence teaching,” and “CLIL and PBL language approaches and methodologies.” Articles that
were duplicated and were not approaching language didactics and teaching in relation to the intercultural
component in the foreign/second language class were excluded from the analysis since they were not
contributing to support the intercultural model design. Besides, case studies, research not involving students
from educational settings, or papers about instruments validation were also excluded from the analysis. The
detailed screening process is listed in Table 1.
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Table 1
Screening process
Identification
Combined databases search results (ScienceDirect, Latindex, Google Scholar, Taylor and
Francis, Sage, DOAJ, Dialnet, Eric, Oxford academic and Scopus).
Records identified through the different database searching.
Domain: Title/Abstract/Keywords
Approach: Thematic
N= 781
Screening
Domain: Article Title.
Approach: Duplication, gray literature, and editorial letters.
Excluded
N= 486
Eligibility
Domain: abstract reading.
Approach: metadata.
Excluded
N= 119
Domain: abstract and content skim reading.
Approach: excluded articles that do not address educational settings in the
field of EFL.
Excluded
N=78
Domain: Main body/content reading.
Approach: intercultural competence, CLIL and PBL not related to EFL
didactics, assessment, and teaching strategies or without a constructive
approach towards a pedagogical design.
Excluded
N= 66
Included
Papers included for final analysis.
N= 32
Note.
Modified from Moher et al. (2010)
3. RESULTS AND DISCUSSION
A hybrid perspective to a model design for ICC pedagogical intervention
Pedagogical intervention is defined as a proposal of actions and activities aimed at improving, changing, or
impacting a particular situation or instruction to achieve educational goals (Montano & Álvarez, 2023). New
paths to learning and teaching can be experimented by a willing educator to innovate praxis and contribute in
that way to solve educational problems by interconnecting domains from real-life issues, theory, and practice
(Hanks, 2022; Porto et al., 2021).
A pedagogical intervention should be supported by teaching principles and educational theories to build strong
foundations. Therefore, designing a pedagogical intervention requires structure and organization of instructional
and contextualized methodological procedures under a careful selection of objectives, content, strategies,
techniques, and assessment (Black & Wiliam, 2018; Cubero-Vásquez, 2022; Montano & Álvarez, 2023).
It is undeniable the power that teachers have as transformative agents in the classroom and in the life of learners,
a power that can be wisely used by researching, experimenting, and changing mediation practices and didactics
(Toom et al., 2021; Cubero-Vásquez 2022; Reinius et al., 2022). To achieve this goal, a solid theoretical platform
must be embraced to develop students’ skills, competencies, knowledge, desired behaviors, and attitudes.
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Structuring a pedagogical experience provides students with the opportunity to participate in novel tasks that
can potentially impact their learning outcomes in a much broader scope (Dunlosky et al., 2013; Kim et al., 2019;
Cubero,2023; Woods & Copur-Gencturk, 2024).
A pedagogical intervention intended to improve a particular teaching practice should consider principles from
critical pedagogy to implicate educators in the reflection and examination of practices, values, and notions
associated with their teaching style. In the field of language teaching and learning, valuable principles can be
borrowed from Freire’s framework of critical pedagogy (1958) to create an enriched and democratized language
learning environment. Specially because a second or foreign language teaching is understood to be socially and
culturally framed. Therefore, language learners should embark on an integral learning process pursuing
intercultural and linguistic objectives, moving away from simplistic and monolinguistic instruction. Herrera-
Molina and Portilla-Quintero (2021) pinpoint the need to create more learning opportunities to involve critical
pedagogy as an axis of education that stands for social change. Advances in that path have taken place thanks
to the rising interest in educating a new generation of citizens. In the context of language learning, Crawford-
Lange (1982) highlights core notions from critical pedagogy to implicate learners in meaningful and significant
instructional learning to develop students’ critical thinking through the analysis and reflection of real-life
problems via dialogical methods (Crookes & Ziegler, 2021; Graham, 2021). Using a dialogical style in a learning
environment is a powerful tool that can transform and support the social aim of education, placing educators
and learners as active participants who seek, interact, grow, and learn together within an active learning
community.
The language classroom can replicate that inspiring collaborative learning by pursuing multiple learning
objectives instead of focusing on monolinguistic objectives. The intercultural component presents an exceptional
opportunity in the language classroom to support the achievement of multivariant learning objectives. Educators
have the chance to progressively approach and transform pedagogical practices into alternative, diverse, and
richer ones by putting into practice pedagogical interventions that can be used to teach and measure the ICC
level of acceptance and properness in a particular educational setting.
Studies that take an intercultural integration by using culture-based teaching materials and resources intended
to facilitate students’ intercultural competence development in educational settings seem to be effective in
improving participants intercultural development because they promote, among the broad spectrum of the issue,
reflection, dialogue, self-assessment and exposure to cultural differences and similarities (Rodríguez & Puyal,
2012; Arshavskaya, 2018; Stockwell, 2016; Zhang & Zhou, 2019; Byram 2020; Cubero-Vásquez, 2022;
Rodríguez & Gerke, 2022).
The ICC pedagogical intervention model proposed here merges principles from language approaches such as
CLIL and PBL to favor the appropriateness and the potential benefits in terms of linguistic and intercultural
development under a premise that seeks foreign/second language teaching novelty.
The selection and combination of learning principles from CLIL and PBL offer language educators the opportunity
to teach and facilitate a meaningful learning process towards the development of language learners’ ICC (Cubero-
Vásquez, 2021). Facilitating an intercultural experience in language educational settings requires a theoretical
and practical framework to promote explicit and implicit intercultural and language input. This can be achieved
when intercultural learning is mediated under well-defined objectives that ensure the development of practical
communication skills, language, and cultural awareness (Byram & Fleming, 2009).
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In this sense, a descriptive pedagogical model can be helpful in achieving linguistic and intercultural objectives
in the language classroom, which integrally structures the language learning experience. The envisioned model
views language as a tool to lead students in constructing language and intercultural knowledge within process-
oriented teaching. When analyzing the potentialities and principles of each of the selected language approaches
to mediate ICC, a pattern emerges suggesting that a fusion may be beneficial.
CLIL has been considered a flexible and multifaceted approach that incorporates language learning with content
instruction, proving to be effective in raising students’ proficiency, cognitive engagement, confidence, and
motivation (Coyle et al., 2010; Marsh et al., 2001). CLIL offers a rich learning environment where students are
not only exposed to language and content but also to aspects related to context and culture. Fruitful
communication requires learners to handle the nuances of the communicative act to understand and effectively
interact between one another. In this light, instructing and mediating the intercultural component in the
foreign/second language classroom is a vital task in fostering understanding, empathy, and critical cultural
awareness between culturally different individuals (Porto, 2021; Foss et al., 2020; Feddermann et al., 2021;
Baker, 2011).
From a broader perspective, CLIL can serve as a theoretical platform to mediate intercultural content by
examining, exploring, comparing, and contrasting their own cultural knowledge, beliefs, attitudes, behaviors,
and views with those of others. Learners exposed to this kind of teaching can experience a differentiated learning
process richly infused with intercultural content and dialogue intended to equip learners with the skills needed
to navigate this interconnected world. Additionally, PBL learning principles can be merged to excel the potential
benefits in the foreign/second language classroom. PBL is a comprehensive instructional methodology that
designs and proposes learning opportunities through practical, real-life projects centered on the student
(Thomas, 2000). It is a dynamic methodology grounded on the active exploration of real-world issues, problems,
or challenges from which learners, as main agents of the learning experience, gain knowledge and skills.
Learners involved in project-based tasks use engaging questions, tasks, or problems to work collaboratively and
autonomously while demonstrating higher levels of academic achievement (Bender, 2012; David, 2008; Fried-
Booth, 2002; Pinzón-Castañeda, 2014).
In a PBL language environment, learners actively embark on problem-solving, decision-making, inquiry, and
real product creation while supporting the development and improvement of linguistic skills, confidence,
creativity, and autonomy (Kemaloglu & Sahin, 2022). As learners are motivated to work on projects, language
educators can integrate, mediate, and propose intercultural projects to guide learners in the design, work,
reflection, and creation of intercultural and linguistic classwork related products. Therefore, projects as learning
opportunities can potentially engage students in reflective and creative conversations intended to develop skills
and knowledge about one’s own culture and other foreign cultures. A combined use of these two language
methodologies can potentially serve to delineate a
To provide a more straightforward view, a typology of the identified elements needed to design an intercultural
pedagogical intervention in the context of EFL are presented below (see Table 2).
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Table 2
Typology of a Hybrid Intercultural Pedagogical Intervention
Typology of a Hybrid Intercultural Pedagogical Intervention in the EFL classroom
Criteria
Key findings
Foreign/second language
teaching
It is understood to be socially and culturally framed and therefore mediated
accordingly
Purpose
Fruitful communication and engagement
Intercultural communicative
competence
Leads to foster understanding, empathy, tolerance, and critical cultural
awareness between culturally different individuals (beliefs, attitudes,
behaviors)
Educator
Facilitator – nonbiased – cautious – aware – active
Learners
Autonomous – participant and collaborative agents – active
Approach
Combined – hybrid (CLIL & PBL) - dynamic
Planning
Structured on students’ language needs and context, practical and procedural
Content
Intercultural training- cultural knowledge- real-life issues –
reflective conversations -varied themes
Class environment
Student centered -Friendly – nonthreatening – engaging – reflective –
communicative – democratized
Learning strategies &
activities
Dialogic – constructive – experiential –integrated -practical – novel tasks
(examine, compare, contrast)- critical pedagogy – Critical thinking-
creative/reflective projects
Resources
Varied (printed – digital –online - audiovisual – texts - stories)
Skills to be developed
Language skills – intercultural communicative competence
A classroom environment created to infused intercultural learning should take full advantage of varied authentic
material, digital resources, technology to design intercultural language learning opportunities based on pluralistic
objectives. Developmental and structured ICC model to teach not only the foreign language but intercultural
issues can better prepare learners for intercultural encounters.
In this way, aligning learning principles from both approaches can maximize the opportunities for learners to
enhance cultural knowledge, skills, awareness, understanding, and attitudes in engaging and interactive ways.
Merging principles from both approaches can serve to design a teaching model to facilitate ICC-infused
instruction in the language classroom. An instructional model based on both CLIL and PBL learning principles
points out key principles that can be used to promote an intercultural teaching platform in the language
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58
classroom. The following table suggests the theoretical elements that can be fused and brought to the language
classroom.
Table 3
Hybrid Approach Principles
Learning Principles
Content & Cognition
Language & Culture
Assessment
Learner-centered experience.
Facilitator is a guide/mentor.
Experiential & deep learning
Authentic, active, and
constructive learning via
tasks/projects.
Direct, explicit teaching
Natural language acquisition and
communication
Integrated learning
Goal-oriented
Inquiry sparks curiosity and
ongoing reflection.
Increases motivation, autonomy,
and cooperation
Personal growth.
Students understand, share,
apply, create, and retain.
Foreign language is
promoted through
content.
Content relates to
previous experience.
Content is instructed via a
foreign language.
Content is meaningful.
Content is tangled in the
projects & tasks.
Creative and critical
thinking.
Curiosity, reflection,
autonomy.
Scaffolding.
Thinking skills: higher and
lower.
Problem-solving skills
Learning to learn via
collaborative tasks
Inquiry and research
skills.
Context relates to community.
Real-life purposes.
Context is a source of
knowledge and learning.
21st-century skills and
working life.
Projects & tasks are
community-driven
Language production is
functional.
Communicative input and
tasks are interconnected.
Preparation for linguistic
demands.
Cultural knowledge and
understanding
Intercultural citizenship
Implicit and explicit cultural
exposure
Formative.
Summative.
Holistic.
Group, peer, and
self-assessment.
Note.
Adapted from “Enhancing intercultural communicative competence through a CLIL and PBL hybrid
approach at tertiary education: A Costa Rican approximation” by Cubero-Vásquez (2022).
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Table 3 presents some principles from CLIL and PBL within a language model that can enhance the development
of ICC in authentic and meaningful ways. The synergy of CLIL and PBL principles poses a singular opportunity
to mediate in the language classroom a repertoire of activities intended to teach, learn, and support language,
communication, content, context, cognition, and interculturality where educators act as practical language
mentors. The eclectic nature that brings the fusion of these two methods is particularly important and relies on
novelty and active learning to achieve much more effective linguistic and intercultural language objectives. As
stated by Cubero-Vásquez (2021), “Incorporating these principles can be suitable to structure a workable
approach of varied learning tasks that may result in observable learners’ development in knowledge, skills,
attitudes, language and ICC” (p. 271). Therefore, it is expected that a hybrid model of ICC could guide language
learners to work, study, and learn through intercultural content, varied communicative tasks, and projects
carefully designed as learning opportunities to reflect, understand, and support content learning, cognitive skills,
and second/foreign language development.
In this sense, it is fundamental to highlight the instrumental value of teaching a foreign language to pursue varied
learning objectives and curricular goals such as the promotion of critical pedagogy, intercultural citizenship,
intercultural awareness, and language competence progression.
In this envisioned model, intercultural and language skills are mediated explicitly and consciously, but also
incidentally through the engagement of language students in varied language activities, projects, performance-
oriented tasks, and content-based activities that can be systematically and progressively introduced in the lesson
planning.
Figure 1
Hybrid Approach to ICC
Note.
This model was produced by Cubero-Vásquez in 2022 illustrating the hybrid approach towards ICC
development. From “Enhancing intercultural communicative competence through a CLIL and PBL hybrid
approach at tertiary education: A Costa Rican approximation” by Cubero-Vásquez (2022).
Hybrid model to ICC: Instructional procedures for a pedagogical intervention
The combination of CLIL and PBL learning principles suggests a dynamic learning environment that supports
learners’ ICC towards the promotion of formative and holistic possibilities for integral learning (Sánchez-Palacios,
2017; Cubero-Vásquez, 2022). Developing an ICC pedagogical proposal should be characterized as a procedural
and systematic process that involves reflective thinking about the various factors that influence a learning
experience of this sort (Porto & Byram, 2018; Vieluf & Göbel, 2019; Cubero, 2021). Consequently, the model
process suggested consists of several stages intended to design an intercultural language learning framework
CLIL /PBL
principles ICC
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Designing a hybrid pedagogical intervention to support language and intercultural learning
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60
in the context of second/foreign language instruction. The suggested instructional steps are thought to provide
aligned instruction to support and sustain students’ ICC development through active learning (Cubero-
Vásquez,2022). Complementing students’ foreign language training along with intercultural content provides
comprehensive and relevant teaching that integrally prepares learners to interact better, communicate, and relate
to others in an increasingly culturally diverse world (Clouet, 2012; Smakova & Paulsrud, 2020).
For that reason, the pedagogical model proposes eight steps to plan the learning experience considering, the
context, learning objectives, language and instructional approach principles, classroom observation, and
assessment throughout the learning process. This model has coined the acronym “
ISUACAFO”
in which each
letter stands for concepts linked to the fundamental phases required to prepare and plan an intercultural
communicative pedagogical instruction in the foreign/ second language classroom (Cubero-Vásquez, 2022).
Figure 2
ISUACAFO: Procedural Steps for ICC Planning
Note.
This instructional model was produced by Cubero-Vásquez in 2022 illustrating the hybrid approach
towards ICC development. From “Enhancing intercultural communicative competence through a CLIL and PBL
hybrid approach at tertiary education: A Costa Rican approximation” by Cubero-Vásquez (2022).
Figure 2 illustrates the procedural steps proposed in the model for intercultural language learning and teaching
planning. The first step explores learners’ needs as a vital step to comprehend pedagogical vision of the
instruction (West, 1994; Leotta & Dolidze, 2022). This first step implicates the examination of the learning context
characteristics and singularities to make decisions in the classroom (Serrano et al., 2011; Lee & Park, 2020).
These decisions should permeate classroom dynamics, the selection of resources and the design of tasks that
can potentially maximize language and intercultural learning exposure in a language classroom. The objectives
are to define how the intercultural content will be presented and what is expected for learners to gain, learn, or
improve Learners’ profiles (e.g., language level, background, interests, ICC needs, language syllabus need to be
considered to delimit the ICC and language scope of the pedagogical proposal. The second stage to set an ICC
instructional experience is related to establishing objectives and goals that would guide the proposal, tasks and
instructional procedures educators will use including the assessment techniques and tools to determine and
Identify the
needs for ICC in
context
Set the targets
and ICC
objectives
Understand the
intercultural
scopes
Adopt a
hybrid/eclectic
approach
(CLIL-PBL)
Create and
design the
learning
experience
Appoint e-
tools,m-learning
and authentic
material
Facilitate and
monitor the ICC
proposal unit
tasks
Observe, assess
and readapt ICC
indicators based
on learners
centeredness
"ISUACAFO" instructional Steps for ICC
pedagogical proposal design
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61
measure the mediation effectiveness and learners’ progression in attaining the planned linguistic and intercultural
goals (Scarino, 2010; Gómez-Parra, 2020; Cubero-Vásquez,2022).
An ICC proposal must be carefully designed, examining, and considering the complexities that surround the
issue of intercultural competence. It is vital to consider and reflect on the challenging questions that may emerge
during the task of planning as to
what
and
how
to mediate the intercultural component in the language classroom
(Cubero, 2022).
A way to deal with these challenges requires the adoption of an eclectic and integral view of ICC and its link to
language learning under the principle of a lifelong learning process.
Consequently, an intercultural pedagogical intervention requires a hybrid methodology enriched by a symbiosis
of theoretical language teaching principles. CLIL and PBL teaching and learning principles offer a wide variety
of learning notions that can serve to effectively achieve language and intercultural objectives to foster ICC
learning (Cubero, 2021).
Selecting and designing hybrid language tasks facilitates ICC integration and allows objective, formative, and
holistic assessment. The following step is to build the learning experience, strategies, techniques, content, tasks,
and assessments that integrate language and intercultural content to attain the targeted objectives Appointing
varied authentic, contextualized material and digital resources with a cultural and language potential provides an
active learning experience and enables language learners’ competency and skills. Language educators must be
cautious in the process of selecting, designing, and adapting authentic materials to support the intentional
language learning process (Cubero-Vásquez,2022).
The pedagogical intervention proposed in this paper needs to be designed based on a great variety of tasks
sustained under a hybrid methodology that compiles well-founded core notions of educational advancement to
incorporate a nontraditional and eclectic idea of teaching when mediating language, knowledge, and content.
The promotion of intercultural content serves as a bridge to reflect, learn, and develop cognitive skills (Soboleva
& Obdalova,2014) and competences starting in educational contexts through the implementation of language
and intercultural tasks carefully planned (language level and difficulty accordance) instructing from simple to
complex tasks that instruct and engage learners in the use and management of the target language, content, and
culture (Cubero-Vásquez,2022). This approach implies preparing, reflecting, and visualizing the learning
experience in relation to the students’ interests, needs, and context. For that reason, a stage for observing and
assessing learners’ reactions and responsiveness to the tasks, activities, and overall exposure is required to
measure the impact and effectiveness of the established goals. This is an imperative stage that leads to reflection
upon the level of engagement and success resulting from the ICC mediation (Cubero,2023). Students involved
in the pedagogical intervention are the ones who report and display the level of satisfaction and impact from the
language experience. Data and reports collected from them is systematized and interpreted to provide feedback
and make decisions (Cubero-Vásquez,2022).
The stages delimit the design of an integral intercultural language experience framed on constructivist and critical
pedagogy based on values, skills, and competencies required today (Topolovčan & Matijević, 2017). In this
context, students’ voices are also heard and taken into consideration to measure the accomplishment of
intercultural and language learning objectives. The intercultural objectives set in the language lessons should
deliberately consider tasks and learning opportunities to connect, reconnect, and rediscover students’ native
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62
culture and other cultures to support the process of adopting intercultural perspectives in their foreign/second
language learning process (Borghetti, 2019; Cubero,2021). The whole process is intended to guide language
learners to become solidary, receptive, active, reflective, understanding, and autonomous when communicating,
interacting, and learning the target language (Cubero-Vásquez,2022).
To exhibit some progress when dealing with ICC development constant, progressive, and sustained exposure
to comprehensible language and cultural input is certainly required. The kind of intercultural input should be
based on authentic material previously assessed to assure it is bias free and suitable to meet the intended
purpose in the activities (Gray, 2000). Hence, the material needs to be carefully chosen in terms of genuineness,
quality, accuracy, and contemporaneity. Themes, resources, and tasks are intended to promote interaction and
student engagement with the language, content, and intercultural dimensions. The intercultural content and
material should be adapted to meet the criteria of language learning, context, authenticity, and interculturally
driven themes regarding target cultures and native culture, respecting its appropriateness for students’ language
level, interest, and context.
In the context of any educational practice, the learning process requires a continual process of evaluation and
assessment. A pedagogical intervention directed to promote ICC should include varied formative assessment
tools and techniques to assess learners’ progression resulting from the combined ICC hybrid methodology.
Alternative assessment techniques, such as self-assessment, reflective journals, peer reviews, interviews, and
portfolios, are appropriate ways to assess intercultural communicative competence (Byram, 2020; Lange &
Paige, 2003) rather than traditional methods, as no single assessment tool can effectively provide a complete
picture of ICC development.
The kind of assessment proposed for the development of an ICC pedagogical intervention should be conducted
eclectically using a variety of instruments such as observation checklists, participants’ e-journal entries,
language, and ICC rubrics, formative task activities, and projects, which can validate, measure, and assess
language students’ progress throughout the intercultural language learning experience.
To exemplify, the process of conducting learning projects as tools not only to mediate the learning process but
to measure language and ICC progression requires constant communication, autonomy, and self-monitoring on
behalf of the students. To achieve these domains certain aspects should be taken into consideration to ensure
the effectiveness of the process. The following criteria are proposed to guide students through the project
process, supporting a platform for foreign/second language skills and intercultural learning (Cubero-Vásquez,
2022).
⎯ The project’s driving question or problem is linked to the students’ context, community, interest, culture,
and real-life situations.
⎯ Project tasks and final products reflect authentic and practical purposes.
⎯ The project process promotes learners’ voices and authentic learning. Students take significant
responsibility and autonomy in deciding how to conduct their projects.
⎯ The project reflects sustained inquiry, making use of resources to actively construct and reflect on
questions, knowledge, culture, and language.
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63
⎯ The project highlights sufficient ideas connected to ICC and cultural identity around native and target
cultures.
⎯ The project is equally constructed since students work collaboratively, benefiting from each participant’s
language and cognitive skills to complete the project tasks.
⎯ Students ask for feedback on their work and ask for support on language needs to revise ideas and
create their products successfully.
⎯ Collaborative and individual learning facilitates language, content, and ICC progression through the
work on project tasks.
⎯ The project shows students’ self-assessment and monitoring of language and intercultural goals.
⎯ Digital tools are used to support content illustration, allowing language engagement, interest, and
interaction.
⎯ Students use proper foreign language skills to present their work, considering content, pronunciation,
grammar mechanics, and oral delivery.
Based on the different assessment tools, language educators can get sufficient data to make decisions regarding
the process, content, units, tasks, projects, resources, number of tasks, and level of difficulty of teaching material.
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64
Table 4
Mapping an ICC pedagogical intervention for an English course (A2)
Week
Topics
ICC insights
Objectives
ICC
1
Globalization
-Costa Rica’s historical
origins.
-Costa Rica’s early
economy.
-Relate the country’s efforts to grow by exploring
its historical origins.
-Identify international commerce remarks and
their role in the global market.
*K
*S
*A
*CA
2
3
Tourism: Costa
Rican beauty
-Concept of beauty and
critical awareness
-Learn about tourism in Costa Rica and its
beautiful venues.
-Understand their own cultural ideology with
respect to beauty.
4
5
Blue zones:
happiness and
tempo
-Chronemics
-Notions of happiness
-Find out about cultural norms and practices of
different blue zones of the world.
-Identify Costa Rican cultural norms and lifestyle
that promote longevity and happiness
6
7
Jobs and diversity
-Cultural diversity
-Stereotypes
-Find out about cultural stereotypes and possible
impact on communication by watching a movie.
-Recognize and respect cultural diversity while
communicating with people from different
cultures.
8
9
Achievement and
success
Individualism and
collectivism
-Compare and analyze individualistic and
collectivistic cultures.
-Learn about famous peoples’ goals and
achievements
10
11
Communication in
the workplace
Communication styles
and culture awareness
-Learn about some key aspects and business
etiquette at the workplace.
-Get familiar with and compare some cultural
values from different countries in business and at
the workplace.
12
13
Intercultural
citizenship
Intercultural citizenship
-Find out about the meaning and implications of
global citizenship.
-Propose ideas to act as agents of change to
make a difference in their community.
Note.
*K: knowledge - *S: skills - *A: attitude - * CA: critical awareness. Retrieved from “Enhancing intercultural
communicative competence through a CLIL and PBL hybrid approach at tertiary education: A Costa Rican
approximation” by Cubero-Vásquez (2022).
4. CONCLUSIONS
Integrating the intercultural component in the language classroom a plausible and advisable aim. Educators
interested in providing foreign/second language learners an integral learning experience should adopt a different
mindset in terms of envisioning, planning, and designing language and intercultural tasks in nontraditional ways
which can be done if a structured teaching is infused with intercultural content, varied resources and tasks are
facilitated in the language classroom.
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65
A pedagogical intervention intended to provide participants with an intercultural language learning experience
needs to be supported by the combination and implementation of a holistic and hybrid approach of principles
to ensure authentic, resourceful, and consistent opportunities to strengthen linguistic competence, intercultural
competence, skills development, and growth. The combined use of CLIL and PBL principles provides a beneficial
theoretical platform to support a pedagogical intervention to ICC enhancement under an organized language
learning instruction that exposes language learners to intercultural and language input. A hybrid methodology
presents a contextual, interactive, and dynamic way to teach learners, leading them to develop competencies
and skills useful to their professional lives. The teaching principles highlighted to support the learning experience
play a fundamental role in reminding educators of factors that are important to consider in their mediation or
teaching style. Intercultural resources infused in the language tasks potentially engages learners in authentic and
real-life discussions that can be sustained through varied tasks and in favor of language skills. The model vision
developed in the ISUACAFO procedural steps for ICC mediation experience proposed under the umbrella of the
hybrid method provides procedural clarity to design and plan a pedagogical intervention in language and
intercultural learning. Strategies and classroom tasks under this hybrid model direct attention to critical issues
that play a part in the potential enhancement of learners’ target language and ICC development. Experimenting
with pedagogical interventions can lead to improve language teaching didactics through innovation and a
combination of existing methodologies that can be adapted according to the language learners’ context, culture,
interests, and needs. There is an explicit call to approach the complexities of foreign language and ICC in the
context of educational settings and teachers play a fundamental role in the way practices are changed.
Conflicto de intereses / Competing interests:
La autora declara que no incurre en conflictos de intereses.
Rol de los autores / Authors Roles:
No aplica.
Fuentes de financiamiento / Funding:
La autora declara que no recibió un fondo específico para esta investigación.
Aspectos éticos / legales; Ethics / legals:
La autora declara no haber incurrido en aspectos antiéticos, ni haber omitido aspectos legales en la realización de la
investigación.
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