Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
CLIL Classroom Interaction Challenges: Translanguaging and Genre as Pedagogic Tools?
Stockholm University, Faculty of Humanities, Department of Language Education.ORCID iD: 0000-0002-9081-0810
2015 (English)In: Current issues in second/foreign language teaching and teacher development: Research and Practice / [ed] Christina Gitsaki, Thomaï Alexiou, Newcastle upon Tyne: Cambridge Scholars Publishing, 2015, 212-227 p.Chapter in book (Refereed)
Abstract [en]

This chapter focuses on teachers’ interaction challenges in the Content and Language Integrated Learning (CLIL) classroom, an area which has not been extensively researched. Six content teachers from three subject areas, mathematics, biology and civics, were interviewed about their experiences of teaching their subject through a foreign/second language. The study was two-pronged, first of all taking interest in dilemmas perceived by the teachers, and, secondly, focusing on practices and strategies developed by the teachers to meet perceived challenges. Informed by second language acquisition, CLIL, and teacher cognition research, an interview guide was created, and interviews were undertaken over a two-year period. The material was coded and analysed in several stages by means of qualitative content analysis. In the analysis, two themes related to teachers’ experiences of CLIL classroom interaction dilemmas emerged: linguistic unpredictability and socio-affective barrier. In the analysis of the strategies that the teachers developed to meet the challenges, two themes emerged: translanguaging and genre. The findings resonate with results from studies of similar kind. The results of the analyses of the interviews, and how these results could inform CLIL teacher education, are presented and discussed in the final sections of the chapter.

Place, publisher, year, edition, pages
Newcastle upon Tyne: Cambridge Scholars Publishing, 2015. 212-227 p.
Keyword [en]
Educational Linguistics, Content and Language Integrated Learning, Genre, Translanguaging
National Category
Specific Languages Didactics
Research subject
Language Education
Identifiers
URN: urn:nbn:se:su:diva-121529ISBN: 978-1-4438-8259-0 (print)OAI: oai:DiVA.org:su-121529DiVA: diva2:859174
Projects
Content and Language Integrated Learning in Swedish Schools
Funder
Swedish Research Council, 2010-5376
Note

Current Issues in Second/Foreign Language Teaching and Teacher Development: Research and Practice represents a collection of selected papers from the 17th World Congress of the International Association of Applied Linguistics (AILA), which was held in August 2014 in Brisbane, Australia.

Available from: 2015-10-06 Created: 2015-10-06 Last updated: 2017-08-16Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Sandberg, Ylva
By organisation
Department of Language Education
Specific LanguagesDidactics

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 979 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf