A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making

Meyer, Oliver; Coyle, Do; Halbach, Ana; Schuck, Kevin; Ting, Teresa

doi:10.1080/07908318.2014.1000924

Cited by 193 publications

(162 citation statements)

References 16 publications

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“…The shifting sands of the learning agenda, from knowledge transmission to meaning-making whilst using more than one language, are increasingly being brought under the microscope. Moreover, it can be argued that whilst the 4Cs Framework guides the what of CLIL it does not provide the how (of integration) (see for example Llinares et al 2010;Meyer et al, 2015). The following questions are raised:…”

Section: A Paradigm Shift For Integrated Learningmentioning

confidence: 99%

“…Fundamental questions such as these require a paradigm shift-one where interconnectedness is at the core and where there is a shared understanding of integrated learning. The Graz Group (2014), a team of CLIL researchers funded by the European Centre for Modern Languages (Council of Europe), 1 is currently tasked with reframing integrated approaches through a new dynamic model (Meyer et al, 2015). This brings together two crucial processes: learner progression in knowledge construction and meaning-making; while language using and development make these happen.…”

Section: A Paradigm Shift For Integrated Learningmentioning

confidence: 99%

“…(Meyer et al, 2015) This approach challenges the dominate language learning model based on grammatical chronology and instead takes an alternative pathway for identifying the kind of language which learners will need in their CLIL context. However, this does not mean that grammar has no role to play, but that grammar is no longer the filter through which language is selected for learning.…”

Section: An Evolving Pluriliteracies Approachmentioning

confidence: 99%

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Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning

Coyle¹

2015

LACLIL

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The expansion of Content and Language Integrated Learning (CLIL) on a global scale has brought to the fore challenges of how alternative, more holistic approaches to learning might transform classrooms into language-rich transcultural environments. Integrated approaches can offer learners opportunities to engage in meaning-making and language progression through cognitively challenging and culturally-embedded sequenced activities, as reflected in the 4Cs Framework (Content, Cognition, Communication, and Culture). These emphasise classroom language as well as learners' needs to access the variety of language that helps them learn an additional language effectively-as represented in the Language Triptych. However, it is well documented that complex contextual variables make it difficult to realise CLIL's potential. Recent research by the Graz Group into how to better integrate the 4Cs' components has led to development of the Pluriliteracies Framework, in which conceptualization and communication come together and learners are encouraged to language (or articulate) their learning in their own words. This demands new ways of conceptualizing, planning, and sequencing activities that support learners in accessing new knowledge whilst developing existing and new language skills must be shared and understood by teachers. The Pluriliteracies model is evolving, and there is a clear need for further work.Key words: language-driven CLIL; didactic transposition; lesson plans; language skills; language teacher education. ResumenLa expansión de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en una escala global ha traído delanteros los desafíos de como los enfoques alternativos y más integrales podrían transformar las aulas en entornos transculturales ricos en lenguaje. Los enfoques integrados pueden ofrecer los alumnos oportunidades para participar en la creación de la significancia y la progresión de la lengua por medio de actividades secuenciadas cognitivamente desafiantes y culturalmente empotrados, como se refleja en el Marco de los 4C (Contenido, Cognición, Comunicación y Cultura). Estos enfatizan lenguaje del aula, así como las necesidades de los alumnos para acceder a la variedad de lenguaje que les ayuda a aprender un idioma adicional con eficacia, como se representa en el Tríptico de Lenguaje. Sin embargo, está bien documentado que las variables contextuales complejas hacen difícil realizar el potencial de AICLE. Investigaciones recientes realizadas por el Grupo de Graz en la manera de integrar mejor los componentes de las 4Cs ha llevado al desarrollo del Marco de Pluriliteracidades, en el que la conceptualización y la comunicación se unen y se anima a los alumnos a lenguar (o articular) su aprendizaje en sus propias palabras. Esto exige nuevas formas de actividades de conceptualización, planificación, y secuenciación que soportan los alumnos en el acceso a nuevos conocimientos mientras que desarrollan existentes y nuevas habilidades lingüís-ticas deben ser compartidos y comprendidos por l...

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Section: A Paradigm Shift For Integrated Learningmentioning

confidence: 99%

Section: A Paradigm Shift For Integrated Learningmentioning

confidence: 99%

Section: An Evolving Pluriliteracies Approachmentioning

confidence: 99%

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Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning

Coyle¹

2015

LACLIL

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“…Llinares and Morton address the issue of field-specific language and knowledge when examining the impact of different activity types and their exchange structures on language use. All the above authors also express the need to make CLIL teachers more aware of the fundamental role of language in all subject learning and knowledge construction (see also Meyer et al 2015). This does not mean adding a completely new dimension to teachers' skill repertoire.…”

Section: The Centrality Of Interactionmentioning

confidence: 99%

Emerging themes, future research directions

Nikula¹

2017

Language Learning &Amp; Language Teaching

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“…CLIL, which has been researched from different perspectives (Juan-Garua, Salazar-Noguera 2015; Meyer et al 2015), is also a source of increasing research activity in higher education (Coleman 2006;Dafouz, Núñez 2009;Jexenflicker, Dalton-Puffer 2010;Izumi et al 2012;Fortanet-Gómez 2013;Aguilar, Muñoz 2014;Fürstenberg, Kletzenbauer 2015;Jiménez Muñoz 2015). As the studies show, instructors have integrated content and language to various degrees and with mixed results at the tertiary level; language-supportive methodologies especially are widely varied (Arnó-Macià, Mancho-Barés 2015).…”

Section: Review Of Literaturementioning

confidence: 99%

English-Taught Programs and Scaffolding in CLIL Settings: a Case Study

Carloni

2018

Studi E Ricerche

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This study examines the effectiveness of scaffolding provided in a Content and Language Integrated Learning (CLIL) environment at the University of Urbino in Italy, as perceived by a group of students attending CLIL courses taught in English at the university. Data were gathered through an online post-course questionnaire that learners answered on a voluntary basis. Results show that, overall, students perceived the scaffolding that was provided as rather effective, although some shortcomings emerged.

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A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making

Cited by 193 publications

References 16 publications

Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning

Strengthening integrated learning: Towards a new era for pluriliteracies and intercultural learning

Emerging themes, future research directions

English-Taught Programs and Scaffolding in CLIL Settings: a Case Study

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