By Christiane Dalton-Puffer
The label CLIL stands for study rooms the place a overseas language (English) is used as a medium of guide in content material topics. This publication presents a primary in-depth research of the type of communicative skills that are embodied in such CLIL school rooms. It examines instructor and scholar speak at secondary college point from diversified discourse-analytic angles, bearing in mind the interpersonal pragmatics of lecture room discourse and the way college matters are talked into being in the course of classes. The research exhibits how CLIL school room interplay is strongly formed by way of its institutional context, which in flip stipulations the ways that scholars adventure, use and study the objective language. The study awarded right here means that CLIL programmes require extra specific language studying pursuits with the intention to absolutely make the most their power for furthering the beginners’ appropriation of a international language as a medium of studying.
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Additional info for Discourse in Content and Language Integrated Learning
Chapter 2. The classroom as discourse space F 3 T Catholic, exactly. good....... 2 Triadic Dialogue, Geography, grade 6 I 1 T R F+I 2 3 S T R Rsupp R F+I 4 5 6 7 S2 T S2 T do you know anything about istanbul.... anything about istanbul. 3 Triadic Dialogue, History, grade 11 I R F+I R F+I R F 1 2 3 4 5 6 7 T S1 T S2 T S3 T all right. why were sons preferred?... ahm.. Astrid. that they could provide the future citizens and soldiers okay. ah now two more reasons ((laughs)).. Mario? äh to support the parents when they are..
There are very practical reasons for this, since it is extremely difficult to obtain usable audio data of anything but the main discourse. At the same time, I consider it extremely important to maintain an awareness that this is not all the talk which occurs in the classrooms studied and that a consideration of the parallel discourses would be an important next step towards an overall assessment of the language potential of CLIL classrooms. In particular questions of code switching and code choice cannot be treated seriously on the basis of the main discourse alone and they therefore fall outside the scope of this study.
The interaction pattern thus seems to serve both maxims, seemingly neutralizing the contradiction that exists between them. The widespread presence of IRF teaching cycles in the CLIL data underscores the argument. 4. 1 School lessons: the speech event In the early days of the study of classroom discourse the talk which happens during lessons was quite regularly singled out as being different from ‘normal’ talk, even distinctly ‘odd’. Some characteristics which were seen as indicators that classroom discourse is crucially different from discourse in the ‘real world’ were: 1.
Discourse in Content and Language Integrated Learning by Christiane Dalton-Puffer