Search results for "subject-specific language"
showing 4 items of 4 documents
Transforming student contributions into subject-specific expression
2021
Drawing on a corpus of pre-service teacher training classroom interactions in an English-medium instruction university in Turkey, we examine teacher follow-up turns that introduce specialized terms, showing how a teacher transforms student’s responses into pedagogically relevant points using academic language. We argue that teacher third-turns following student contributions accomplish several interrelated actions, not only introducing new terminology to these teachers-in-training, but also familiarizing them with ways of thinking specific to their discipline, i.e., these turns model “doing being a teacher.” These teacher actions are used to bridge student contributions to more scientific t…
CLIL: A European Approach to Bilingual Education
2016
Content and language integrated learning (CLIL) is a term used especially in Europe for forms of bilingual education where an additional language, in most cases English, is used as the language of instruction in non‐language school subjects. This chapter outlines the development of CLIL, embedded both in European level policies and in growing awareness of the new orientations to language learning introduced, for example, in language immersion research. Because of its potential to serve as a context for meaningful language use and situated language learning, CLIL has been regarded by EU institutions as an important instrument to foster European citizens’ bi‐ and multilingualism, to be offere…
Teachers’ perceptions on the changing role of language in the curriculum
2017
AbstractThis article is concerned with the role of language(s) in education from the viewpoint of secondary school subject teachers in Finland at the time of transition to a new curriculum. The curriculum highlights the role of language throughout education and makes reference to changes in society that foreground multilingualism. Seven mainstream and CLIL content teachers of different subjects were interviewed and employing qualitative content analysis, the data were scrutinised under four language-related themes: multilingualism, multiliteracy, subject-specific language, and the role of language in knowledge construction. The results indicate teachers as reasonably well aware of subject-s…
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…