‘Do you know Actimel?’ The adaptive nature of dialogic teacher-led discussions in the CLIL science classroom: a case study

Urmeneta, Cristina Escobar; Evnitskaya, Natalia

doi:10.1080/09571736.2014.889507

Cited by 45 publications

(4 citation statements)

References 17 publications

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“…The way it is used in the classroom among peers, and between a teacher and a learner encourages us to reflect on the meaning of learning. Following Walsh's development, CIC have been studied widely from different perspectives in different settings (Can Daşkın, 2015;Escobar Urmeneta, 2013;Escobar Urmeneta & Evnitskaya, 2014;Sert, 2011;Sert, 2015). Escobar Urmeneta (2013) aimed to improve teachers' professional development in a Spanish context, using multimodal CA and content analysis.…”

Section: Classroom Interactional Competencementioning

confidence: 99%

Multimodality as an Interactional Resource for Classroom Interactional Competence (CIC)

Park¹

2017

Eurasian Journal of Applied Linguistics

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This paper of action research discusses the emergent progress of multimodality in the classroom interaction. Despite the pivotal role of multimodality in interaction in the foreign language classroom, little attention has been paid to how embodied behaviours are used as a resource by students in relation to Classroom Interactional Competence (CIC). The study, therefore, aims to assess how multimodality influences learning from learner's perspectives. The data for this study is based on the video-recording of an English grammar lesson for adult learners. Drawing on a Conversation Analysis (CA) approach to look into the interactional unfolding of multimodal behaviours, this study uncovered the potential impact of multimodality on interaction in a foreign language classroom. The findings have significant implications for research on CIC and language teacher education.

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Section: Classroom Interactional Competencementioning

confidence: 99%

Multimodality as an Interactional Resource for Classroom Interactional Competence (CIC)

Park¹

2017

Eurasian Journal of Applied Linguistics

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“…There are also case studies and action research that focus on CLIL (Canet, 2009; Corredera & Ruiz, 2010; Escobar & Evnitskaya, 2014; Espinet & Valdés, 2013), as well as studies which compare CLIL and EFL practices (Jiménez & Agustín, 2017; Tragant et al, 2016). These studies mostly show that CLIL can provide a more meaningful learning experience as well as deeper vocabulary knowledge.…”

Section: Settingmentioning

confidence: 99%

“…También existen estudios de caso y de investigación-acción centrados en este enfoque didáctico (Canet, 2009; Corredera & Ruiz, 2010; Escobar & Evnitskaya, 2014; Espinet & Valdés, 2013), así como estudios en los que se comparan prácticas de AICLE y de enseñanza de inglés como lengua extranjera (Jiménez & Agustín, 2017; Tragant et al, 2016). La mayoría de estos estudios confirman que el AICLE puede brindar una experiencia de aprendizaje más significativa además de un conocimiento más profundo del vocabulario.…”

Section: Contextounclassified

Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado)

Serra

Feijóo

2022

Journal for the Study of Education and Development: Infancia y

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The use of the students' first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers' uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter.

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“…In subject-specific semantic networks of, teachers usually construct and create linguistic bridges between everyday scientific vocabularies (e.g. (Escobar & Evnitskaya, 2014;Tolbert, 2011)). Gibbons (2002) rightly stated, "Explicit teaching is related to real-life use, so that language understanding is developed in the context of actual language use" (p. 109).…”

Section: Physics Teachers' Viewpoints Of Language In Student's Learning Physics Processmentioning

confidence: 99%

Teachers Perceptions of Language Fostering in the Context of Physics Teaching in Vietnam

Diep¹,

Trà²

2021

International Journal of Education and Practice

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‘Do you know Actimel?’ The adaptive nature of dialogic teacher-led discussions in the CLIL science classroom: a case study

Cited by 45 publications

References 17 publications

Multimodality as an Interactional Resource for Classroom Interactional Competence (CIC)

Multimodality as an Interactional Resource for Classroom Interactional Competence (CIC)

Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado)

Teachers Perceptions of Language Fostering in the Context of Physics Teaching in Vietnam

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