Multimodal conversation analysis and CLIL classroom practices

Evnitskaya, Natalia; Jakonen, Teppo

doi:10.1075/lllt.47.12evn

Cited by 12 publications

(2 citation statements)

References 47 publications

(16 reference statements)

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“…Aside from a small group of studies focusing on classroom interaction, (e.g., Evnitskaya & Jakonen, 2017) or visual thinking strategies (Fernandez‐Fontecha et al., 2020) with high school students, multimodal disciplinary literacy development is also underexplored in CLIL contexts, particularly in elementary schools. In contrast, research with ELLs has provided insights into the ways in which learners exercise their authorial agency in orchestrating diverse modes into multimodal ‘ensembles’, that is, configurations that combine two or more modes selected intentionally to communicate a specific message to an intended audience (Kress, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

Coyle

Larios

2023

TESOL Quarterly

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This study explores the ways in which young second language learners in an intact fourth‐grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines. After an instructional period in which attention to literacy was embedded in their science classes, the learners designed and illustrated their own complex machine, filmed a digital video and produced a written explanation. By integrating a systemic functional linguistics‐informed analysis of the linguistic features of the children's written texts with a semiotic analysis of the intermodal relationships in their projects, we offer insights into the interrelation of different modes (linguistic, visual and aural) in facilitating children's meaning‐making in the L2. The results revealed considerable within‐group variability in the learners' written texts and intermodal relations of concurrence and complementarity in their multimodal projects. The role of multimodal tasks in providing all children with effective tools for communicating knowledge is discussed.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

Coyle

Larios

2023

TESOL Quarterly

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“…In order to analyse the data from this programme, our research methodology employs a number of key principles borrowed from conversation analysis (CA). Until recently, CA had predominantly been used by researchers interested in second language acquisition in foreign language classrooms and content and language integrated learning (CLIL) classrooms (Evnitskaya & Jakonen, 2017;Koole & Elbers, 2014, p. 59;A. Llinares, Morton, & Whittaker, 2012, pp.…”

Section: Introductionmentioning

confidence: 99%

Training teachers in maintaining equity in the micro-moments of a mathematical dialogue

Ramis-Conde

Hope

2020

Teaching and Teacher Education

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CLIL in the 21st Century

Dalton‐Puffer

Hüttner

Llinares

2022

JICB

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This article traces the historical phases in the conceptualisation of and research on Content-and-language-Integrated Learning in Europe since the 1990s. Following upon early programmatic statements, the first wave of CLIL research concentrated on language learning outcomes. In a second wave, the focus was on descriptions of practice and studies of participant perspectives. More recently, studies have focused on the unique character of CLIL as an educational approach in its own right, not simply as a context of foreign language teaching. The crucial content-language interface is being addressed in research focusing on language and literacy in content curricula and classroom practices. A new CLIL research focus is the development of pedagogical practice through theory-based interventions. In line with the UN sustainable development goal of Quality Education, we identify equity and team work as future challenges and argue that CLIL could be a catalyst for a more collaborative and multidisciplinary approach in education.

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Multimodal conversation analysis and CLIL classroom practices

Cited by 12 publications

References 47 publications

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

Exploring Children's L2 Disciplinary Literacy Through a Multimodal Science Project in a CLIL Context

Training teachers in maintaining equity in the micro-moments of a mathematical dialogue

CLIL in the 21st Century

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