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).
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.