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English as an affordance in the multimodal CLIL classroom: Teachers' perceptions, values and practices
Stockholm University, Faculty of Humanities, Department of Language Education.ORCID iD: 0000-0002-9081-0810
2015 (English)In: NoFa5: Book of abstracts, 2015, 32- p.Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Disciplinary communication in the Content-and-Language Integrated Learning (CLIL) upper secondary school classrooms investigated in this study proceeds with more or less clarity and ease, depending on subject/subject content, community of practice and timing. These are some of the tentative results of the on-going PhD study in which Swedish content-and-language teachers in three school subject disciplines were interviewed about their views and experiences of teaching their content-and-language lessons through the medium of English. In the mixed-method research design, the semi-structured 1:1 interviews with teachers were complemented with focus group interviews with students and observations of lessons. The material is currently being analyzed through qualitative content analysis, where the themes from the teacher interview guide have been employed as initial keys.

Place, publisher, year, edition, pages
2015. 32- p.
Keyword [en]
disciplinary communication, CLIL, social semiotic theory, community of practice, language alternation
National Category
Didactics
Research subject
Didactic Science for Teachers and Teaching Professions
Identifiers
URN: urn:nbn:se:su:diva-121774OAI: oai:DiVA.org:su-121774DiVA: diva2:861244
Conference
Nordisk ämnesdidaktisk konferens, NoFa5, Helsinki, Finland, May 27-29, 2015
Projects
Content and Language Integration in Swedish Schools
Funder
Swedish Research Council, 2010-5376
Available from: 2015-10-15 Created: 2015-10-15 Last updated: 2016-11-25Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Language
  • de-DE
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  • nn-NO
  • nn-NB
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  • Other locale
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Output format
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  • asciidoc
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