Edited By Magdalena Olpinska-Szkieko and Loretta Bertelle
Communication Systems in the CLIL Classroom
There is a very close relationship between different ways of talking about content and learning opportunities. According to Barnes (2008: 2) “the communication system that a teacher sets up in a lesson shapes the roles that pupils can play, and goes some distance in determining the kinds of learning that they engage in”. The CLIL classroom is a familiar environment for teachers and learners, and the knowledge of the routines enacted within it can allow them to get by with a minimum of explicitness (Dalton-Puffer 2007).
Mortimer and Scott (2003) identify two dimensions along which talk between teachers and learners can be described: interactive / non-interactive and dialogic / authoritative. When talk in interactive, a number of people contribute, and when it its non-interactive only one person intervenes. The dialogic / authoritative dimension refers to whose ideas get talked about in class. If the talk is dialogic, learners are encouraged to contribute their own ideas and points of view on a topic. In authoritative talk, only the teacher’s or the “official” point of view is recognised (Llinares, Morton, Whittaker 2012).
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