Content and Language Integrated Learning by Interaction
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author(s)/editor(s)
- About the book
- This eBook can be cited
- Contents
- Preface
- Acknowledgements
- References
- Language education policy and CLIL principles
- 1. CLIL and education policy
- 2. A counterbalanced approach to CLIL in a global education framework
- 3. Teaching principles seen in the context of a multiliteracies pedagogy
- References
- Peer-to-peer scaffolding in a primary school science class
- 1. CLIL in science at primary level
- 2. Socio-cultural theory
- 2.1 The Zone of Proximal Development
- 2.2 Scaffolding
- 2.3 Peer-scaffolding
- 3. The dinosaur project
- 3.1 The research question
- 3.2 The participants, teacher, and materials
- 3.3 The task of the Dinosaur Project
- 3.4 Data collection and analysis
- 3.5 Quantity of Scaffolding Categories
- 3.6 Feedback
- Positive Feedback
- Expressing Agreement
- Expressing Disagreement
- Expressing Attentiveness
- Wrong Correction
- 3.7 Recruitment
- Recruiting interest to receive help
- Recruiting for reassurance
- Recruiting for finding something to do
- 3.8 Managing
- Managing because being asked
- Managing without being asked
- 4. Conclusion
- References
- Empowering the prospective CLIL teacher through the analysis of classroom interaction
- 1. Introduction
- 1.1 Principles of Conversation Analysis
- 1.2 Action research in teacher education
- 2. Sample analyses of student activities in varying CLIL scenarios
- 2.1 Purpose, data and transcription conventions
- 2.2 Biology in English: Observing and describing
- 2.3 Geography in English: Explaining
- Extract (2) Coastal features: Erosion
- 2.4 History in English: Transforming information from a text into a table
- Extract (3) Famine: Crop destroyed
- 2.5 Discussion: CLIL approach used in the analyzed CLIL scenarios
- 3. Interaction (analysis) in teacher education
- 3.1 Course design
- 3.2 Research questions, research partners, research instruments
- 3.3 Discussion of the main findings
- 3.4 Summary
- 4. Conclusion
- References
- Appendix
- Interactive and collaborative supports for CLIL: Towards a formal model based on digital literacy
- 1. Introduction
- 2. CLIL in a world of digital literacy, multiliteracies, multimodality and multilingualism
- 3. What is the role of information technology in language teaching?
- 3.1 LearnWeb2.0: Interactive and collaborative support for CLIL
- 3.2 Different levels of design
- 3.3 A learning scenario
- 3.4 Learn Web2.0 Design Model
- 4. Conclusions
- References
- CLIL: Approaching content through communicative interaction
- 1. Introduction
- 2. Language use and communicative interaction in CLIL
- 3. Communication in the classroom
- 3.1 Language use in the CLIL-context
- 3.2 Activities in textbooks for CLIL
- 4. Task-based Learning and CLIL
- 5. Using interactive CLIL tasks: A small-scale study
- 5.1 Applying the 4Cs model to CLIL task design
- Communication
- Content
- Cognition
- Culture
- 5.2 CLIL tasks: An example
- 5.3 Using interactive CLIL tasks: Results
- 5.4 Reflecting on the results
- 6. Conclusion
- References
- Series Index
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Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism by teaching various school subjects in an additional European language. The methodology, the procedures and the educational strategies used, however, vary considerably (Dalton-Puffer, 2011: 9), and so do the results (Ruiz de Zarobe et al., 2011). Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and learning skill development, probably in a taskbased learning setting, with a strong focus on interaction (Coyle, 2011: 68) in different curricular contexts and at various levels of proficiency. CLIL by Interaction is understood both as negotiation of meaning and form and as discourse with a CLIL learner to empower him or her to participate in social discourse (Bonnet, 2013: 189).
The curricular contexts are related to the editors’ academic network which is based at the Leibniz Universität Hannover (Germany) and related to schools in this region, where the editors collaborate with Alexander Woltin, a teacher of English and biology, who provides both a linguistic and a content-oriented perspective on CLIL. Peer-to-peer scaffolding is studied in a poster project carried out in a primary school science class by Carmen Becker using interaction analysis. A more linguistic perspective is shown in the research on interaction analysis in teacher education, carried out by Rita Kupetz together with Maxi Kupetz from Potsdam University. The collaboration with Ivana Marenzi from the research centre L3S in Hannover led to a study on CLIL material design in teacher education using the search-and-share capabilities of new technologies. Jana Roos completes this volume by investigating communicative tasks in CLIL learning scenarios at secondary school.
The book employs linguistic approaches such as interaction analysis and educational assumptions such as a constructivist approach to learning, designbased research or a case-based approach to learning, where CLIL scenarios are recorded and studied. The goal in all of these investigations is to recognize linguistic and pedagogic patterns, such as scaffolding, code-switching and repair, and their relevance for specific activities in CLIL interaction. ← 7 | 8 →
One major focus is on how classroom interaction analysis can make a difference in teacher education and ongoing professional development (Escobar Urmeneta, 2013). CLIL teacher education has changed in Germany from sporadic (Blell, Kupetz, 2005) to a more systematic approach covering all three phases of teacher education from university to on-the-job training (Gnutzmann, Rabe, 2013). The approach used at Leibniz Universität Hannover is characterized by its curricular contextualization in foreign language teacher education and a more and more intensified collaboration with teacher students’ second subject methodology, such as teaching history (in English) or teaching geography (in English).
Interaction is also described in the context of designing CLIL material, focusing in particular on communication and collaboration, and how the search-and-share capabilities of new technologies greatly facilitate the development of students’ conceptual understanding and procedural competence.
In sum, the CLIL research presented in this volume sheds light on CLIL from a predominantly linguistic perspective – interaction analysis in collaboration with subject teachers and an educational perspective – covering the concepts of multiliteracies, task-based learning and IT-enhanced learning.
Acknowledgements
Thank you to all the contributors, to René Uckert for the technical support and, last but not least, to our students involved in the research.
References
Blell, Gabriele, Kupetz, Rita (eds) (2005). Bilingualer Sachfachunterricht und Lehrerausbildung für den Bilingualen Unterricht. Forschung und Praxisberichte. Frankfurt am Main: Peter Lang.
Bonnet, Andreas (2013). ‘Unterrichtsprozesse’, in Wolfgang Hallet and Frank G. Königs (eds), pp.187-94.
Breidbach, Stephan, Viebrock, Britta (2012). ‘CLIL in Germany – results from recent research in a contested field of education’, International CLIL Research Journal 1, 4: 5-16.
Coyle, Do (2011). ‘Post-method pedagogies: using a second or other language as a learning tool in CLIL settings’, in Yolanda Ruiz de Zarobe et al. (eds), pp. 49-73.
Dalton-Puffer, Christiane (2011). ‘Foreword’, in Yolanda Ruiz de Zarobe et al. (eds), pp. 9-10. ← 8 | 9 →
Escobar Urmeneta, Cristina (2013). ‘Learning to become a CLIL teacher: teaching, reflection and professional development’, International Journal of Bilingual Education and Bilingualism 16, 3: 334-53.
Details
- Pages
- 119
- Publication Year
- 2014
- ISBN (PDF)
- 9783653047257
- ISBN (MOBI)
- 9783653990416
- ISBN (ePUB)
- 9783653990423
- ISBN (Hardcover)
- 9783631648995
- DOI
- 10.3726/978-3-653-04725-7
- Language
- English
- Publication date
- 2014 (July)
- Keywords
- Mehrsprachigkeit soziale Wechselwirkung Lernumfeld CLIL Teacher Education Lehrerausbildung
- Published
- Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2014. 119 pp., 6 b/w fig., 11 tables, 15 graphs
- Product Safety
- Peter Lang Group AG
