Classroom interactional competence in content and language integrated learning
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Cristina Escobar Urmeneta
Abstract
This chapter problematizes the Classroom Interactional Competence (CIC) of learners and teachers working in Content and Language Integrated Learning (CLIL) contexts. Through Multimodal Conversation Analysis (CA), we consider how CIC is enacted in dialogues which focus on both subject content and English. Our analysis reveals that (a) teachers’ deployment of multimodal resources ensures comprehension and self-selection; (b) teachers’ questions and evaluative feedback may play a major role in guiding the students; (c) the scarcity of teacher elicitations aimed at more elaborated learner responses may limit the development of academic discourse; and (d) groupwork may become a privileged environment for students to deploy and develop L2 interactional resources.
Abstract
This chapter problematizes the Classroom Interactional Competence (CIC) of learners and teachers working in Content and Language Integrated Learning (CLIL) contexts. Through Multimodal Conversation Analysis (CA), we consider how CIC is enacted in dialogues which focus on both subject content and English. Our analysis reveals that (a) teachers’ deployment of multimodal resources ensures comprehension and self-selection; (b) teachers’ questions and evaluative feedback may play a major role in guiding the students; (c) the scarcity of teacher elicitations aimed at more elaborated learner responses may limit the development of academic discourse; and (d) groupwork may become a privileged environment for students to deploy and develop L2 interactional resources.
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
