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Content and Language Integrated Learning by Interaction

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Edited By 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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Empowering the prospective CLIL teacher through the analysis of classroom interaction

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Maxi Kupetz, Potsdam University, Germany and Rita Kupetz, Leibniz Universität Hannover, Germany

1. Introduction

“Constructionist approaches to education are important because they can help educators understand and change the highly enabling and constraining outcomes that educational processes have” (Wortham, Jackson, 2008: 107). One path in educational constructionism deals with the interactional construction of learning, where institutional learning is constructed in both student – teacher, and student – student interaction, and where content learning is inseparably intertwined with the collaborative accomplishment of classroom activities (Wortham, Jackson, 2008: 110f). The role of language production was stressed in the framework of the Output Hypothesis (Swain, 1993; 2005), which claims that second language learning is fostered when students are actively engaged in the process of language usage. Swain points out the role of collaborative classroom tasks as providing opportunities for the students to “notice gaps in their linguistic knowledge as they try to express their intended meaning leading them to search for solutions” (2001: 60). Long’s Interaction Hypothesis (1981) does not only account for the role of input and the modifications made to achieve comprehension and acquisition but also focuses on the negotiation of meaning through interaction, which is essential for any language development (Shrum, Glisan, 2005: 19).

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