Search results for "ta612"

The integration of content and language in students’ task answer production in the bilingual classroom

2016

The notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support student development. This study investigates integration as it takes place in the context of collaborative writing in the classroom. Drawing on conversation analytic methodology, text production is investigated as a social and sequentially evolving phen…

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

If you can defend your own point of view, you're good : Norms of voice construction in student writing on an international Master's programme

2019

Abstract This ethnographically oriented study followed the writing experiences of four students on an international masters programme in Finland. Gathering a range of data, the study set out to examine what counts as good writing on a programme with a very diverse student body in which English is used as a lingua franca. Both teachers and students emphasised the importance of arguing one's ‘own point of view’ in academic writing, and teachers often formed impressions of students on the basis of their texts, drawing attention particularly to their use of metadiscourse markers (e.g., self-mentions, attitude markers and hedges). The present article therefore combines a quantitative analysis of…

Towards understanding nonmanuality : A semiotic treatment of signers’ head movements

2019

This article discusses a certain type of nonmanual action, signers’ head movements, from a semiotic perspective. It presents a typology of head movements and their iconic, indexical and symbolic features based on Peircean and post-Peircean semiotics. The paper argues for the view that (i) indexical strategies are very prominent in head movements, (ii) iconic features are most evident in enacting, while non-enacting description is less common, (iii) symbolic types for tokens are infrequent, although some movements—such as nodding and shaking the head—may become more conventional or schematized, and (iv) different types of head movements involve different proportions of iconicity, indexicalit…

Studying the visual and material dimensions of education and learning

2018

From victims to survivors : The discourse of trauma in self-narratives of sexual violence in Cosmopolitan UK online

2018

Relationship between students' opinions, background factors and learning outcomes: Finnish 9th graders learning English

2017

Twenty-first-century preschool bilingual education: facing advantages and challenges in cross-cultural contexts

2016

Early childhood is a critical period in a child’s intensive social, emotional, linguistic and cognitive development, and preschool serves as the first transitional step from home to the wider socia...

Word derivational knowledge and writing proficiency: How do they link?

2016

Abstract Although word derivational (WD) knowledge, i.e., how new words are formed from existing words with help of derivational affixes, is considered important for learners of second or foreign languages (L2), there is still no clear answer as to what aspects comprise the construct of L2 English word derivational knowledge and how it develops. The present study adds to our knowledge on how the ability to derive English words develops among L2 English learners. More specifically, it sheds light on how word derivational knowledge relates to communicatively defined Common European Framework of Reference (CEFR) language proficiency levels regarding learners' writing skills. In the study, 117 …

Viewing CLIL through the eyes of former pupils : Insights into foreign language and intercultural attitudes

2018

This article examines the long-term effects of CLIL on former pupils’ foreign language and intercultural attitudes. The 24 participants, who received English-medium CLIL for nine years in the 1990s, were interviewed and the data analyzed using thematic analysis. The participants generally felt that CLIL had had a very positive effect on their target language attitudes. However, many considered that CLIL had affected negatively on their attitudes towards other foreign languages. The perceptions regarding the effect of CLIL on intercultural attitudes diverged more. The study elucidates the long-standing impact CLIL can have on individuals’ attitudes yielding insights into future CLIL educatio…