0000000000306631
AUTHOR
Gabriele Kasper
Clarification requests as a method of pursuing understanding in CLIL physics lectures
AbstractUsing multimodal conversation analysis, this article examines how students strive to resolve non-understandings through requests for clarification during teacher-fronted physics lectures ta...
Explaining Hooke’s Law : Definitional Practices in a CLIL Physics Classroom
This article examines how a teacher in a Content-and-Language-Integrated-Learning (CLIL) program engages in various definitional practices during a plenary episode in a physics class taught in English in Finland. The episode focuses on explaining Hooke’s law, which involves defining its key concepts and their relations as instructable matters. Using multimodal conversation analysis, the article shows how the teacher accomplishes definitions and definition-related actions through talk and a range of embodied and material resources. The different configurations of resources are coordinated to elucidate the key concepts, to contextualize them in relation to the larger activity, and to situate …