Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence

Intercultural competence in foreign language teaching has gained importance recent times. Although current work highlighted the advantages of content and integrated learning (CLIL) for intercultural development, little is known about its potential literature secondary schools. Treating itself as an art form, aim this article to formulate research-based design principles literary pedagogy (IILP) that may foster through arts integration classes. This reports on process evaluating IILP-based pilot lesson materials pre-university education Netherlands. Educational research was applied a method encompasses systematic study designing, developing, educational interventions iterative evaluation with stakeholders. Three iterations formative were conducted, additions tentative following each first two iterations. The resulted set four refined principles. Results also illustrated effectiveness competence. participating students encountered some difficulties relating functionality design, appreciated social relevance reported processing texts dialogic tasks peers target fostered learning.