ABSTRACT Content and Language Integrated Learning incorporates among its main aims the development of intercultural awareness and understanding. Nowadays, it is imperative to prepare students to become active citizens in globalised societies. The principal objectives of this study are to examine how curricular competences impact content planning and which factors influence the way teachers plan content and competences in order to enhance ‘interculture’ through this approach in Primary Education. An open-question questionnaire was used to analyse the opinions of 59 Primary Education CLIL teachers who were working in private and semi-private schools in Cordoba (Spain) during the 2015/2016 academic year. The results show that several curricular competences influenced the selection of content. Moreover, there were significant differences in competences relating to gender, qualification degree, subject and textbook. Content was also influenced by the same variables except for qualification degree. Outcomes highlight the influence of competences on content planning when teachers aim to promote intercultural knowledge and sensitivity among students. This study also suggests that bilingual teacher training needs reinforcement.

中文翻译：

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通过双语教育的内容和能力促进跨文化：教师在行动

摘要 内容和语言综合学习的主要目标包括发展跨文化意识和理解。如今，培养学生成为全球化社会中积极的公民势在必行。本研究的主要目标是研究课程能力如何影响内容规划以及哪些因素影响教师规划内容和能力的方式，以便通过这种方法在小学教育中加强“跨文化”。2015/2016 学年，在科尔多瓦（西班牙）私立和半私立学校工作的 59 名小学教育 CLIL 教师采用开放式问卷调查。结果表明，几种课程能力影响了内容的选择。而且，在与性别、资格学位、学科和教科书有关的能力方面存在显着差异。除了学历学位外，内容也受相同变量的影响。当教师旨在促进学生的跨文化知识和敏感性时，结果突出了能力对内容规划的影响。这项研究还表明，双语教师培训需要加强。