A cycle model of intercultural learning: educating the global citizen

This article presents a model of intercultural learning that may be used in the planning and imple-mentation of citizenship education in foreign/second/world language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: notic-ing, comparing, reflecting, and interaction. Among the central concepts are critical cultural aware-ness, perspective awareness, local and global contextualization, and decentering. The article further shows how language learning and intercultural learning may be integrated by combining the Cycle model of intercultural learning with task-based language learning and language learning via chunks and keywords.
The argument is illustrated by results from an action research project carried out in Denmark in the school year 2021/2022. Thematically, the project draws inspiration from The UN Global Goal 11: Sustainable cities and communities, and addresses students of English, German, and French in grade 8 (15-year-olds). In this article, the focus is on one of the English classes, but the article con-cludes with reflections on the relevance for all languages.