CLIL students’ communicative functions across activities and educational levels

Llinares, Ana; Pastrana, Amanda

doi:10.1016/j.pragma.2013.05.011

Cited by 23 publications

(11 citation statements)

References 13 publications

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“…In Group Work, students did use more appraisal than in WholeeClass interaction, in line with previous research (e.g. Llinares & Pastrana, 2013), but remained considerably below the frequencies reached in Role Play and Interview. We suggest that the more specific and ultimately more guided nature of Role Play and Interview contribute to this, as does the fact that both involve one-on-one speech situations, while Group-Work happens among more, usually four to six, participants.…”

Section: Discussionsupporting

confidence: 91%

“…half of the top group) and teacher-led WholeeClass Discussion brings up the rear with very little observable appraisal going on. Although these findings are in line with previous studies which have shown the positive role of group work sessions for students' use of the interpersonal function and evaluation compared to whole-class discussions (Llinares & Pastrana, 2013), this study shows that there are other tasks that prompt the students to use evaluative language even more than Group Work.…”

Section: Analysis and Findingssupporting

confidence: 91%

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The role of different tasks in CLIL students' use of evaluative language

Llinares

Dalton‐Puffer

2015

System

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Section: Discussionsupporting

confidence: 91%

Section: Analysis and Findingssupporting

confidence: 91%

The role of different tasks in CLIL students' use of evaluative language

Llinares

Dalton‐Puffer

2015

System

Self Cite

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“…El aprendizaje de una lengua extranjera mediante un contenido puede darse en diferentes etapas o niveles educativos (LLINARES;PASTRANA, 2013;MEHISTO, 2012). En este sentido, como refleja la figura 1, los artículos seleccionados se dirigen a una variedad amplia de etapas educativas.…”

Section: 2 Nivel Educativo De Aplicaciónunclassified

“…Conviene comentar en este sentido que todos los textos que se sirven de dicho método son aplicados en España. De este modo, parece evidente que en dicho país el método CLIL se ha convertido en la vía más recurrente en el campo del aprendizaje de lenguas (LLINARES;PASTRANA, 2013;GUILLAMÓN;RENAU, 2015). En particular, puede señalarse que las publicaciones que se basan en esta metodología coinciden en proponer el trabajo de contenidos íntimamente ligados a la cultura como, por ejemplo, deportes típicos (CHIVA; ISIDORI; FAZIO, 2015; SALVADOR; CHIVA; FAZIO, 2016) o juegos tradicionales (ALONSO et al, 2015).…”

Section: Discusión Y Conclusionesunclassified

Aprendizaje De Un Idioma Extranjero a Través De La Educación Física: Una Revisión Sistemática

2017

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Resumen: Esta revisión sistemática tiene por objetivo ofrecer un análisis sobre la investigación en Educación Física como marco para el aprendizaje de un idioma extranjero en contextos de educación formal. El procedimiento de la investigación se circunscribió a los artículos publicados en la base de datos de la Isi Web of Knowledge y de la Scopus. Los artículos se sometieron a una serie de criterios de inclusión y exclusión que aseguraran la relevancia, la calidad y el ajuste temático, siguiendo el método propuesto por Gomes y Caminha (2014). En la investigación se combinaron varios términos de los dos campos de estudio en cuestión: (1) Educación Física y (2) aprendizaje de idiomas. Tras aplicar los criterios de selección, se analizaron las 18 publicaciones resultantes. De la discusión de los resultados se concluye que la Educación Física, como medio para aprender una lengua extranjera, constituye un tema de estudio de plena actualidad y capaz de aportar beneficios a distintos niveles.Resumo: Esta revisão sistemática tem como objetivo fornecer uma análise da pesquisa em Educação Física como marco para a aprendizagem de uma língua estrangeira em contexto de educação formal. O procedimento da pesquisa circunscreveu-se aos artigos publicados na base de dados da Isi Web of Knowledge e da Scopus. Os artigos foram submetidos a uma série de critérios de inclusão e exclusão, que asseguraram a relevância, a qualidade e o ajuste temático, sendo seguido o método proposto por Gomes e Caminha (2014). Na pesquisa, foram combinados vários termos dos dois campos de estudo em questão: (1) educação física e (2) aprendizagem de línguas. Depois de aplicados os critérios de seleção, o artigo analisa as 18 publicações daí resultantes. Da discussão dos resultados conclui-se que a Educação Física, como meio de aprendizagem de uma língua estrangeira, constitui-se um tema de estudo bastante atual e revelador de benefícios aos mais distintos níveis.Abstract: This systematic review aims to provide an analysis of Physical Education research as a framework for learning a foreign language in formal education contexts. Isi Web of Knowledge and Scopus were the two databases employed to conduct the study. The papers gathered were subjected to a series of inclusion and exclusion criteria to ensure their relevance, quality and agreement with the topic according to the method proposed by Gomes and Caminha (2014). The research combined terms from two fields: (1) Physical Education and (2) language learning. Once the selection criteria were applied, the essay analyzes the resulting 18 papers. After the discussion, the results reveal that Physical Education as a means for learning a foreign language has become an issue of relevance which is able to provide advantages at different levels. Palavras chave:Educação Física. Aprendizagem. Língua estrangeira. Revisão.

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“…A functional perspective, specifically a systemic functional linguistic (SFL) one, examines how the context in which the discourse takes place impacts the language system, or the choices that have evolved to serve our needs (Halliday ; ). In this tradition, “language is considered from and for its use, and all the linguistic elements are seen to fulfill functions in communication” (Llinares and Pastrana : 82). The situational context influences the kinds of choices we make from the language system.…”

Section: Background Of the Studymentioning

confidence: 99%

Impact of a functional linguistic approach to teacher development on content area student writing

Huang

Berg

Siegrist

et al. 2016

Int J App Linguistics

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This paper reports on a study of a teacher development project informed by systemic functional linguistics and its impact on student writing in math and science. The study was conducted with 41 teachers from urban and rural schools enrolled in the project at a university in the US. Data, in the form of survey, interview, instructional planning, classroom observation, and student writing at different stages of teacher development, were analyzed to show impact of the teacher development. The findings indicate that teachers need a functional linguistic perspective to improve their pedagogical practice for teaching writing. A functional approach to teacher development makes an impact on not only development of teachers’ knowledge and skills but also students’ writing performance in the areas of math and science.

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CLIL students’ communicative functions across activities and educational levels

Cited by 23 publications

References 13 publications

The role of different tasks in CLIL students' use of evaluative language

The role of different tasks in CLIL students' use of evaluative language

Aprendizaje De Un Idioma Extranjero a Través De La Educación Física: Una Revisión Sistemática

Impact of a functional linguistic approach to teacher development on content area student writing

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