The fusion of postmodernism and CLIL through teaching geomythology

Сажетак

This paper explores the integration of postmodernism and Content and Language Integrated Learning (CLIL) in the context of geology education, specifically through the teaching of geomythology. The influence of postmodern ideas on education has been substantial, challenging traditional notions of knowledge and authority. In language teaching, postmodernism and CLIL converge by prioritizing cultural understanding and interdisciplinary knowledge. This study demonstrates how CLIL can effectively incorporate geological content with language acquisition, fostering a nuanced understanding of both through myth narratives. Additionally, by applying postmodern tenets, this approach challenges traditional scientific narratives, promoting critical thinking and cultural diversity. The practical application of geomythology in the geology classroom is examined and the paper presents the results of a qualitative study of students’ perceptions of the use of geomythology, with the aim of assessing the aspects of motivation and improved communication and debate skills. The results of our study clearly indicate an overall positive attitude towards activities of interdisciplinary nature and show an increase in student participation and motivation in communicative activities.