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Content and Language Integrated Learning by Interaction

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Rita Kupetz and Carmen Becker

Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and skill development in task-based learning settings, with a strong focus on interaction in different curricular contexts (primary and secondary school and CLIL teacher education at university) and at various levels of proficiency (primary, secondary, tertiary). CLIL by Interaction is understood here both as negotiation of meaning and form as well as discourse to empower CLIL learners to participate in social interaction.
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Preface

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Rita Kupetz and Carmen Becker, Leibniz Universität Hannover, Germany

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...

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