Search results for "Integrated learning"

Exploring translanguaging in CLIL

2016

After reviewing the concepts of Content and Language Integrated Learning (CLIL) and Translanguaging, this article presents an exploratory study of translanguaging in CLIL contexts. Employing illustrative extracts from a collection of CLIL classroom recordings in Austria, Finland and Spain, we argue that both pedagogic and interpersonal motivations can influence language choices. We suggest that the L1 should be appreciated as a potentially valuable tool in bilingual learning situations and that there is a need for increased awareness-raising around this question. peerReviewed

Reforming the national core curriculum for bilingual education in Finland

2016

This article explores the discourses surrounding the act of writing Section 10 Bilingual education in the new Finnish national core curriculum, which will be implemented in 2016. This section will set the parameters for programs that integrate language and content learning, where a minimum of two languages are used for instruction in content subjects. The main research questions discussed in this article are how and why certain discourses are expressed, or left unexpressed, in the final draft version of the curriculum. The data for qualitative analysis consists of participatory observations and minutes of meetings in the working group assembled for writing the draft.

A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels

2020

Physical Education is often selected for applying multilingual initiatives through the use of a content and language integrated learning (CLIL) approach. However, it is still unclear whether the introduction of such an approach might entail losing the essence of physical education and distorting its basic purposes. The aim of this study is to analyze the impact of CLIL on physical education lessons. Given the purpose of this study, a mixed methodological approach based on a sequential exploratory design divided into two different phases is used. We begin with initial qualitative data collection (phase I), consisting of the analysis of interviews with 12 participants (8 teachers and 4 studen…

Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning

2015

This paper is concerned with content and language integrated learning (CLIL), i.e. classrooms where a foreign or second language (L2) is used as the means of instruction and where content and language learning objectives merge. More specifically, it explores the potential of hands-on tasks in CLIL chemistry and physics lessons to serve as sites for using and learning subject-specific language, conceptualised as both special concepts and terminology as well as subject-specific ways of constructing meaning. Using discourse analysis, attention was directed to hands-on tasks as well as pre-task and post-task phases. The findings indicate that despite the evident content orientation in the tasks…

Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context

2017

Abstract This study explores the professional identity of Content and Language Integrated Learning (CLIL) teachers in Finnish primary education. It aims at explaining how CLIL teachers negotiate their pedagogical and relational identity, and how identity agency is exercised in negotiating a more encompassing professional identity. Thematic analysis of thirteen interviews outlines the bi-directional process of identity negotiation between personal and professional resources, and social contexts at work. The results highlight a connection between professional identity and agency, and suggest that identity negotiation is a process of working and sharing with others, but also individually.

Vieraskielisen opetuksen monet tahot ja toimijat

2011

"You've got the color, but you dont't have the shades" : primary education CLIL teachers' identity negotiation within the Finnish context

2018

This dissertation explores how professional identity is experienced by teachers in Content and Language Integrated Learning (CLIL) instruction. In particular, it addresses professional identity in relation to two immediate contexts of teacher activity, i.e. that of the classroom and that of the collegial community. In addition to exploring how these two sides of the professional self give rise to a broader understanding of professional identity, this dissertation also explores aspects of professional agency and the negotiation of emotions in their work. The dissertation is founded on fourteen interviews with Finnish kindergarten and primary education teachers doing CLIL. The data were thema…

CLIL tuli taloon. Koulunäytelmä kuudessa näytöksessä: kehittämishankkeesta koulun toimintakulttuuriksi

2011

Artikkelin kirjoittaja Tuija Rasinen työskentelee tällä hetkellä palvelukehityspäällikkönä Jyväskylän kaupungin innovaatiopalveluissa. Rasinen työskenteli aiemmin luokanopettajana CLIL-opetusta toteuttavassa perusopetuksen koulussa Jyväskylässä ja on tehnyt kasvatustieteenalan väitöskirjan vieraskielisestä perusopetuksesta. Tämä artikkeli käsittelee kyseisen koulun CLIL-opetuksen 20-vuotista kehityskaarta pienimuotoisesta opetuskokeilusta koko koulun toimintakulttuuriksi. Artikkeli on kirjoitettu näytelmän muotoon. nonPeerReviewed

Reconceptualising the Role of Talk in CLIL

2011

This theoretical paper offers a reconceptualisation of talk in CLIL based on sociocultural and dialogic theories of education. Building on these educational theories and the experiences of an on-going CLIL project, this paper presents a pedagogical model for the navigation of the ‘talkscape’ of the CLIL classroom. This model comprises a total of seven talk-types: organisational, social, critical, expert, exploratory, meta and pedagogic. In addition to these talk-types, the paper introduces the notion of a ‘transitional dynamic’. This notion aims to capture the transition from first language to foreign language use in CLIL both within the context of individual courses and across a broader CL…