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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. (Content and Language Integration in Swedish Schools)ORCID iD: 0000-0002-9081-0810
2015 (English)In: Nordisk Fagdidakisk konferens, NoFa5, 26-29 maj, Helsingfors, Finland, 2015Conference paper, 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
Keyword [en]
disciplinary communication, CLIL, social semiotic theory, community of practice, language alternation
National Category
Research subject
Didactic Science for Teachers and Teaching Professions
URN: urn:nbn:se:su:diva-121774OAI: diva2:861244
Nordisk Fagdidakisk konferens, NoFa5, 26-29 maj, Helsingfors, Finland
Content and Language Integration in Swedish Schools
Swedish Research Council, 2010-5376
Available from: 2015-10-15 Created: 2015-10-15 Last updated: 2016-03-10

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Sandberg, Ylva
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