Beruflich Dokumente
Kultur Dokumente
RELC
Conference
16-18
March
2015
Two key
language-focus
areas in CLIL
research
Leung (2005)
Llinares, Morton &
Whittaker (2012)
Llinares,
Morton
&
WhiMaker
(2012)
The
Roles
of
Language
in
CLIL.
Cambridge:
CUP
Subject
literacies
Genre
Register
ASSESSMENT
Instruc(onal
and
regula(ve
registers
Communica(on
systems
Scaolding
and
interac(on
paGerns
ASSESSMENT
Classroom
interac1on
Language development
Expressing
idea(onal
meanings
(content-
related
knowledge)
Expressing
interpersonal
meanings
(aMtudes,
evalua(on)
Expressing
textual
meanings
(moving
between
spoken
and
wriGen
modes)
CONTENT
PURPOSE
What
is
being
done
with
the
content
(engage
students
interest
in
a
new
topic;
go
over
homework;
apply
knowledge
in
new
context
etc.)
NEGOTIATION OF MEANING
How
the
content
is
being
talked
about
(+/-
interac(ve;
only
one
version
of
the
truth
accepted
or
many
ideas
encouraged)
INTERACTION PATTERNS
Recurring
paGerns
of
talk
(e.g.
IRF
-
teacher
ini(ates,
student
responds,
teacher
follows
up)
SPECIFIC ACTIONS
(ask
dierent
types
of
ques(ons;
get
students
to
elaborate;
recast
or
correct;
evaluate
students
contribu(ons;
amplify
for
whole
class
etc.)
Adapted from Mortimer & Scott, 2003
for the COMENIUS project CLIL across Contexts
CONTENT
What
is
being
done
with
the
content
(engage
students
interest
in
a
new
topic;
go
over
homework;
apply
knowledge
in
new
context
etc.)
COMMUNICATIVE APPROACH
How
the
content
is
being
talked
about
(+/-
interac(ve;
only
one
version
of
the
truth
accepted
or
many
ideas
encouraged)
INTERACTION PATTERNS
Recurring
paGerns
of
talk
(e.g.
IRF
-
teacher
ini(ates,
student
responds,
teacher
follows
up)
SPECIFIC ACTIONS
(ask
dierent
types
of
ques(ons;
get
students
to
elaborate;
recast
or
correct;
evaluate
students
contribu(ons;
amplify
for
whole
class
etc.)
Adapted from Mortimer & Scott, 2003
for the COMENIUS project CLIL across Contexts
I.
CLASSROOM INTERACTION:
FOCUS: REGISTERS
pedagogic discourse is realized primarily in
a first order or regulative register, to do
with the overall pedagogic directions taken,
their goals, pacing and sequencing, and a
second order or instructional register to
do with the content and its specialized
skills at issue.
Christie (2002: 25)
I. Instruc1onal register
T:
S:
T:
I.
Regula1ve
register
q Wider range of language functions (exchange of goods and
services).
q Can incorporate a language focus
S1:
S2:
S1:
S2:
S1:
CONTENT
PURPOSE
What
is
being
done
with
the
content
(engage
students
interest
in
a
new
topic;
go
over
homework;
apply
knowledge
in
new
context
etc.)
How
the
content
is
being
talked
about
(+/-
interac(ve;
only
one
version
of
the
truth
accepted
or
many
ideas
encouraged)
INTERACTION PATTERNS
Recurring
paGerns
of
talk
(e.g.
IRF
-
teacher
ini(ates,
student
responds,
teacher
follows
up)
SPECIFIC ACTIONS
(ask
dierent
types
of
ques(ons;
get
students
to
elaborate;
recast
or
correct;
evaluate
students
contribu(ons;
amplify
for
whole
class
etc.)
Adapted from Mortimer & Scott, 2003
for the COMENIUS project CLIL across Contexts
NON-INTERACTIVE
DIALOGIC
AUTHORITATIVE
Non-interac(ve/Authorita(ve
Interac(ve/Dialogic
CONTENT
PURPOSE
What
is
being
done
with
the
content
(engage
students
interest
in
a
new
topic;
go
over
homework;
apply
knowledge
in
new
context
etc.)
NEGOTIATION OF MEANING
How
the
content
is
being
talked
about
(+/-
interac(ve;
only
one
version
of
the
truth
accepted
or
many
ideas
encouraged)
INTERACTION PATTERNS
Recurring
paGerns
of
talk
(e.g.
IRF
-
teacher
ini(ates,
student
responds,
teacher
follows
up)
SPECIFIC ACTIONS
(ask
dierent
types
of
ques(ons;
get
students
to
elaborate;
recast
or
correct;
evaluate
students
contribu(ons;
amplify
for
whole
class
etc.)
Adapted from Mortimer & Scott, 2003
for the COMENIUS project CLIL across Contexts
Limita1ons?
-It
does
not
encourage
students
to
ini(ate
turns
and
do
other-
repair
(van
Lier,
1988).
-It
doesnt
oer
enough
space
for
students
to
par(cipate
with
longer
turns
and
express
their
own
ideas
(Nikula,
2007).
2.
Teacher
feedback
Feedback includes
questions for reason and
metacognitive questions
(Dalton-Puffer, 2007)
2.Teacher ques(ons
1:
2:
S1:
3:
4:
5:
6:
S:
7:
S1:
8:
S:
9:
S:
10:
S1:
11:
S:
12:
S1:
13:
14:
4. Type of context
1:
T:
ac(on
and
reac(on,
and
they
are
always
under
dierent
bodies
2:
S2:
is
another
cue-
is
there
like
I
put
where
the
e
is
I
put
equal,
or
is
it
3:
energy
4:
T:
you
mean
this
one?
5:
S2:
yeah
6:
T:
yeah
I
think
energy
is
not
correct
7:
S2:
I
put
equal
there
8:
S4:
I
dont
know
what
I
I,
cos
I
rst
had
some,
a
9:
dierent
one
but
then
I
realized
it
I
had
direc(on
but
then
I
10:
gured
that
it
would-
couldnt
it
couldnt
be
the
reac(on
CONCLUSIONS:
What
to
communicate
and
what
for?
(I)
q Be aware of the difference between regulative and
instructional registers.
q Create situations in which students participate in the
regulative register.
q From BICS to CALP (from everyday language to more
academic language).
CONCLUSIONS:
How
to
communicate?
(II)
q Authoritative/non-interactive communication might be adequate
for factual content learning but is poor for other non-factual
approaches to content learning and for language development.
q Dialogic/interactive communication gives the students the
opportunity of expressing their views on a topic and develop
language through learning (Coyle, 2012).
q In order to be able to participate, CLIL students need:
linguistic resources to talk about academic content
linguistic resources to talk about personal experiences
pragmatic resources to interact with other people
interactional resources to control turns
Thank you