CLIL and SLA
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María del Pilar García Mayo
Abstract
The Interaction Hypothesis is one of the explanations for second language acquisition (SLA) (Hatch 1978; Long 1983). Numerous studies have shown that interaction facilitates SLA because learners have the opportunity to negotiate language input, receive feedback and modify their output (Long 1996; Pica 2013). However, there is little experimental research on interaction from this perspective in Content and Language Integrated Learning (CLIL) settings. The main goal of this chapter is to provide an overview of the main constructs of the interactionist framework and to see how they have been researched in studies that analyze the interlanguage of CLIL learners regarding their negotiation routines, attention to form and corrective feedback episodes.
Abstract
The Interaction Hypothesis is one of the explanations for second language acquisition (SLA) (Hatch 1978; Long 1983). Numerous studies have shown that interaction facilitates SLA because learners have the opportunity to negotiate language input, receive feedback and modify their output (Long 1996; Pica 2013). However, there is little experimental research on interaction from this perspective in Content and Language Integrated Learning (CLIL) settings. The main goal of this chapter is to provide an overview of the main constructs of the interactionist framework and to see how they have been researched in studies that analyze the interlanguage of CLIL learners regarding their negotiation routines, attention to form and corrective feedback episodes.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
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Introduction
- Content and Language Integrated Learning (CLIL) 1
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Part I. Second Language Acquisition (SLA) perspectives
- Introduction to part I 19
- CLIL and SLA 33
- Motivation, second language learning and CLIL 51
- Investigating pragmatics in CLIL through students’ requests 67
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Part II. Systemic Functional Linguistics (SFL) perspectives
- Introduction to part II 91
- Genre and appraisal in CLIL history texts 105
- Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
- Multi-semiotic resources providing maximal input in teaching science through English 145
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Part III. Discourse analysis perspectives
- Introduction to part III 167
- Classroom interactional competence in content and language integrated learning 183
- Multimodal conversation analysis and CLIL classroom practices 201
- Assessment for learning in CLIL classroom discourse 221
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Part IV. Sociolinguistic perspectives
- Introduction to part IV 239
- “I always speak English in my classes” 251
- CLIL teachers’ professionalization 269
- A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
-
Afterword
- Emerging themes, future research directions 307
- Subject index 313
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
-
Introduction
- Content and Language Integrated Learning (CLIL) 1
-
Part I. Second Language Acquisition (SLA) perspectives
- Introduction to part I 19
- CLIL and SLA 33
- Motivation, second language learning and CLIL 51
- Investigating pragmatics in CLIL through students’ requests 67
-
Part II. Systemic Functional Linguistics (SFL) perspectives
- Introduction to part II 91
- Genre and appraisal in CLIL history texts 105
- Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
- Multi-semiotic resources providing maximal input in teaching science through English 145
-
Part III. Discourse analysis perspectives
- Introduction to part III 167
- Classroom interactional competence in content and language integrated learning 183
- Multimodal conversation analysis and CLIL classroom practices 201
- Assessment for learning in CLIL classroom discourse 221
-
Part IV. Sociolinguistic perspectives
- Introduction to part IV 239
- “I always speak English in my classes” 251
- CLIL teachers’ professionalization 269
- A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
-
Afterword
- Emerging themes, future research directions 307
- Subject index 313
