Language alternation and language norm in vocational content and language integrated learning

Abstract

The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are learner-initiated and teacher-impelled [Üstünel, E. and P. Seedhouse. 2005. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15: 302-25]. The data are drawn from ethnography combined with audio and video recordings of learners in a beginner's level workshop and in an English as a foreign language classroom. A close analysis of languages chosen locally is combined with ethnographic knowledge of the broader social context of the alternations, and in both theory and method, the article combines the research fields of sociolinguistics and ethnography. The study demonstrates that LA in vocational CLIL classrooms is orderly, it is related to the evolution of communicative strategies and it is in accordance with and reproduces local language norms. Thus, English-medium education does not by definition mean that English is the only language employed. On the contrary, students play around with language and use different strategies, including the use of another language, to make themselves understood.

Exploring translanguaging in CLIL

“…Two classroom-based studies compare L1 use by teachers and learners in CLIL and EFL classrooms (Gené Gil, Garau, and Salazar Noguera 2012; Kontio and Sylvén 2015). Both studies focus on the question of impetus, Gené Gil, Garau and Salazar Noguera distinguishing between pedagogic and more generally communicative functions (eg.…”

The Use of Video as an Aid for the Construction of CLIL Pre-service Teachers’ Identity1

“…Communities of practise. Kontio & Sylvén (2015) To understand students' oral language use in the sort of language environment that arises when English is the language of instruction. The results of this search for literature review underline the idea that video can be considered as a useful tool to research within CLIL contexts.…”

“…Data collected from videos are analysed in order to improve teacher training (Cinganotto & Cuccurullo, 2015;De Graaff et al, 2007). Likewise, all articles related to video in CLIL describe the use of this tool to observe and analyse CLIL contexts (Coral & Lleixà 2016;Coyle, 2013;De Graaff et al, 2007;Escobar Urmeneta, 2013;Kontio & Sylvén, 2015;Tavares, 2015;Temirova & Westall, 2015;Xanthou, 2011). Coyle (2013) presents a model named LOCIT where teachers observe and analyse teaching practices.…”

The Effects of Code-Mixing on Second Language Development

“…Evidence supporting CM does not support the unqualified use of L1 in the language classroom, but instead gives an idea of when it should and should not be used. It is largely agreed that CM is a useful tool at the beginning stages of language learning, but as learners progress to greater fluency, CM should decrease and eventually even disappear altogether in the classroom Kontio & Sylvén, 2015;. According to , use of L1 in the language classroom is encouraged and even necessary in lower proficiency levels; it is seen as a last resort in intermediate levels, while it is completely discouraged in advanced levels .…”