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CLIL and SLA

Insights from an interactionist perspective
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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.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Content and Language Integrated Learning (CLIL) 1
  5. Part I. Second Language Acquisition (SLA) perspectives
  6. Introduction to part I 19
  7. CLIL and SLA 33
  8. Motivation, second language learning and CLIL 51
  9. Investigating pragmatics in CLIL through students’ requests 67
  10. Part II. Systemic Functional Linguistics (SFL) perspectives
  11. Introduction to part II 91
  12. Genre and appraisal in CLIL history texts 105
  13. Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
  14. Multi-semiotic resources providing maximal input in teaching science through English 145
  15. Part III. Discourse analysis perspectives
  16. Introduction to part III 167
  17. Classroom interactional competence in content and language integrated learning 183
  18. Multimodal conversation analysis and CLIL classroom practices 201
  19. Assessment for learning in CLIL classroom discourse 221
  20. Part IV. Sociolinguistic perspectives
  21. Introduction to part IV 239
  22. “I always speak English in my classes” 251
  23. CLIL teachers’ professionalization 269
  24. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
  25. Afterword
  26. Emerging themes, future research directions 307
  27. Subject index 313
Applied Linguistics Perspectives on CLIL
This chapter is in the book Applied Linguistics Perspectives on CLIL
https://doi.org/10.1075/lllt.47.03gra

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Content and Language Integrated Learning (CLIL) 1
  5. Part I. Second Language Acquisition (SLA) perspectives
  6. Introduction to part I 19
  7. CLIL and SLA 33
  8. Motivation, second language learning and CLIL 51
  9. Investigating pragmatics in CLIL through students’ requests 67
  10. Part II. Systemic Functional Linguistics (SFL) perspectives
  11. Introduction to part II 91
  12. Genre and appraisal in CLIL history texts 105
  13. Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
  14. Multi-semiotic resources providing maximal input in teaching science through English 145
  15. Part III. Discourse analysis perspectives
  16. Introduction to part III 167
  17. Classroom interactional competence in content and language integrated learning 183
  18. Multimodal conversation analysis and CLIL classroom practices 201
  19. Assessment for learning in CLIL classroom discourse 221
  20. Part IV. Sociolinguistic perspectives
  21. Introduction to part IV 239
  22. “I always speak English in my classes” 251
  23. CLIL teachers’ professionalization 269
  24. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
  25. Afterword
  26. Emerging themes, future research directions 307
  27. Subject index 313
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