Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom

Portolés, Laura; Safont, Pilar

doi:10.1016/j.system.2018.03.012

Cited by 9 publications

(13 citation statements)

References 19 publications

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“…Of the four modalities described above, results from the classrooms observed in our study reveal that, in terms of the sociopragmatic taxonomy of academic language (Henrichs, 2010), the CLIL-PPEV modality presents the most effective setting for promoting academic language skills in primary contexts. As the PPEV is more multilingual than the PPEC, this finding extends earlier research detailing the benefits of multilingual contexts (Jessner, 2008;Cenoz, 2013;Portolés, 2015;Portolés & Safont, 2018;Safont, 2018;Safont & Portolés, 2015, 2016, and opens up a new research avenue in this area. We must make it clear, however, that the current study is highly explorative and simply constitutes a first step towards how different conversational styles may have an impact on academic language skills.…”

Section: Conclusion and Limitationssupporting

confidence: 81%

“…From this theoretical base, we analyse both CLIL and EFL primary school lessons. Furthermore, in line with a multilingual perspective (Jessner, 2008;Cenoz, 2013;Portolés, 2015;Portolés & Safont, 2018;Safont, 2018;Safont & Portolés, 2015, 2016, we also compare Spanish-based and Catalan-based educational programmes. We pay specific attention to the qualities of the conversational style and intersubjective cooperation.…”

Section: Data Collection and Analysismentioning

confidence: 99%

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Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective

Nightingale¹,

Safont²

2019

ELT

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As academic language skills develop, young learners are able to rise to the challenge of increasingly complex communication in increasingly formal settings (Snow, 2014; Uccelli et al., 2015). Studies suggest that CLIL contexts may favour the development of academic language skills (Dalton-Puffer, 2007; Nikula, 2007; Marsh, 2008; Pasqual Peña, 2010) to a greater extent than non-CLIL contexts. However, research that attempts to test this assumption has so far tended to do so from a pragmalinguistic perspective (Lorenzo & Rodríguez, 2014; Lorenzo, 2017). This paper takes a sociopragmatic approach to exploring the differences between CLIL and non-CLIL contexts regarding how they facilitate the development of early academic language skills. That is, how the communicative intentions that underlie CLIL and non-CLIL classroom discourse may help or hinder the development of such skills. The data were collected by observing classroom discourse in CLIL and EFL primary-school lessons, in Spanish-based and Catalan-based linguistic models. The method followed was to apply a taxonomy of the sociopragmatic level of academic language (Henrichs, 2010) to determine the quality of the conversational style and intersubjective cooperation found in the discourse. The results indicate that CLIL classroom discourse is characterised by the sort of conversational style that facilitates the development of academic language skills. However, in terms of intersubjective cooperation the results are somewhat inconclusive. Based on these results, the study suggests raising awareness of the role of conversational style in classroom discourse so as to boost the quality of teacher-student interactions in primary-school CLIL contexts and, thus, contribute to an identified need for continuous improvement of CLIL pedagogies and teacher training (Lorenzo, 2007; de Graaff et al., 2007).

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Section: Conclusion and Limitationssupporting

confidence: 81%

Section: Data Collection and Analysismentioning

confidence: 99%

Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective

Nightingale¹,

Safont²

2019

ELT

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“…In these cases the focus can be more on the pragmatic and discourse levels. For example, one possibility could be to work with the way requests can be expressed in different languages (see Nightingale and Safont, 2019; Portolés and Safont, 2018; Zhu, 2012). Pedagogical translanguaging at the pragmatic level could work even if the distance between the languages is very large, as in the case of Chinese and English.…”

Section: Pedagogical Translanguaging Practices In Language Classesmentioning

confidence: 99%

Pedagogical Translanguaging and Its Application to Language Classes

Cenoz

Gorter

2022

RELC Journal

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Pedagogical translanguaging refers to the use of different planned strategies based on activating students’ resources from their whole linguistic repertoire . The aim of this article is to examine the theoretical foundations of pedagogical translanguaging and its application in the classroom. The core characteristics of pedagogical translanguaging will be discussed in relation to the languages, students and programmes. Pedagogical translanguaging embraces different practices, but they all share the characteristic of being planned by the teacher with a pedagogical purpose and using resources from the students’ whole linguistic repertoire. In this way it is different from spontaneous translanguaging. Translanguaging practices aim at activating the students’ multilingual and multimodal repertoires so that they can benefit from their own multilingualism. Translanguaging practices can have strong or weak forms depending on the degree of pedagogical intervention that takes place in the process of learning and the use of two or more languages in the same class session. Some strong translanguaging practices use resources from different languages in the same class so as to develop metalinguistic awareness, while other weaker forms are based on the cross-linguistic coordination of activities carried out in different classes. The article will also discuss the challenges that the implementation of pedagogical translanguaging poses for language teachers.

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“…Així doncs, podem afirmar que la instrucció en català promou la consciència pragmàtica en la L3 perquè l'input rebut en la L1 i L2 és més equilibrat i, per tant, adquireixen uns beneficis pragmàtics, com va ocórrer en els participants de l'estudi de Safont (2005). Posteriorment, altres estudis (Portolés & Safont 2018;Safont 2018;Safont & Portolés 2016) en el mateix context han aportat noves dades sobre la influència del programa multilingüe en l'aprenentatge de l'anglés com a llengua addicional. Aquests treballs han confirmat l'efecte positiu dels models lingüístics on la llengua vehicular principal és el català, ja que els estudiants mostren un repertori més extens de funcions pragmàtiques que els aprenents en models d'instrucció en castellà.…”

Section: Adquisició De Llengües Addicionals I Competència Mul-tilingüeunclassified

El multilingüisme a l’escola: tendències educatives i nous reptes

Portolés

2020

Caplletra

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Aquest article tracta sobre les tendències educatives actuals i els nous reptes que l’educació multilingüe planteja. Es presenta la situació lingüística actual a la gran majoria de centres educatius on vàries llengües coexisteixen dins i fora de l’aula. S’expliquen les diferents tendències educatives lligades al foment del multilingüisme, com ara la importància del manteniment de les llengües pròpies de l’alumnat,la incorporació de l’anglés a una edat primerenca i els nous enfocaments metodològics en l’ensenyament de llengües, com són els programes CLIL i EMI. S’exposa un nou paradigma emergent en el camp del multilingüisme, anomenat translanguaging, que adopta per primera vegada un enfocament purament multilingüe i incorpora la recerca avantguardista en adquisició de llengües addicionals i competència multilingüe. Es conclou amb una sèrie de valoracions sobre didàctica multilingüe i futures línies de recerca.

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Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom

Cited by 9 publications

References 19 publications

Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective

Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective

Pedagogical Translanguaging and Its Application to Language Classes

El multilingüisme a l’escola: tendències educatives i nous reptes

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