What do pupils learn from bilingual interventions of civic education in foreign language classes

The impact of bilingual interventions of civic education about the French presidential election 2022 on pupils’ political dispositions and intercultural competence

Bibliographic Data

ID20505908
AuthorsTobias Waldvogel (0000-0002-0268-2135, Department of Political Science, Albert-Ludwigs-University, Freiburg, Germany, corresponding author)
Year2024
Volume27
Issue3
Pages346-359
Publication date2024-03-15
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Bilingual Education and Bilingualism (JOURNAL)
Journal identifiersISSN: 1367-0050 • E-ISSN: 1747-7522
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13670050.2023.2173518
OpenAlexW4319304533
LanguageEN
References cited27

What do pupils learn from bilingual interventions of civic education? This paper addresses this question by analyzing survey responses of 301 pupils who participated in a bilingual role-play about a televised debate on the 2022 French presidential election in French foreign language classes. The study shows, first, that the intervention significantly strenghtened the specific interest in the election campaign. Second, both internal efficacy and subjective knowledge increased, as did, third, pupils' actual knowledge about the election. Fourth, it appears that the pupils were able to sharpen their understanding of French political culture. However, it should also be noted that all other constructs that can be attributed to intercultural learning did not experience any changes as a result of participation in the intervention. This is also true for participants’ general interest in politics, basal and advanced participation intentions, and external efficacy. I identify subjective knowledge about the French presidential election, internal efficacy, advanced participation intentions, and pupils’ cultural self-reflexivity as key drivers for strengthening intercultural understanding about the French political culture. Our paper concludes by discussing the limitations of the study and its implications for empirical research and practice in bilingual civic education

Empirical research · Foreign language · Pedagogy · Political science · Politics · Presidential election · Presidential system · Psychological intervention · Reflexivity · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · International Student and Expatriate Challenges · Law · Psychology · Social Psychology

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