CLIL practices in higher education: Exploring translanguaging phenomena in the content classroom
View/ Open
Metadata
Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8015
comunitat-uji-handle3:10234/146108
comunitat-uji-handle4:
INVESTIGACIONMetadata
Title
CLIL practices in higher education: Exploring translanguaging phenomena in the content classroomAuthor (s)
Date
2021-07-15Publisher
Universitat Politècnica de CatalunyaISBN
9788498809435Bibliographic citation
Bellés Calvera, L. CLIL practices in higher education: exploring translanguaging phenomena in the content classroom. A: AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). "Multilingual academic and professional communication in a networked world. Proceedings of AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). Vilanova i la Geltrú (Barcelona), 7-9 July 2021". Vilanova i la Geltrú: Universitat Politècnica de Catalunya, 2021, ISBN 9788498809435Type
info:eu-repo/semantics/conferenceObjectPublisher version
https://upcommons.upc.edu/handle/2117/348528Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
The internationalisation process of higher education institutions has prompted the
implementation of the Content and Language Integrated Learning (CLIL) approach,
where instruction occurs in a language other than ... [+]
The internationalisation process of higher education institutions has prompted the
implementation of the Content and Language Integrated Learning (CLIL) approach,
where instruction occurs in a language other than students’ mother tongue (Coyle,
Hood & Marsh, 2010). Previous research on CLIL focused on learners’ outcomes as a
final product (Lahuerta, 2020). Nonetheless, current research delves into the learning
process itself (Nikula & Moore, 2016). The aim of this study is to examine
translanguaging functions in CLIL seminars delivered in History and Nursing degrees at
a Spanish university. These practices have been audio-recorded and transcribed for the
purpose of this study. As for the participants, there bilingual and multilingual strategies
are expected in the learning environment. Results have been interpreted qualitatively
to describe participants’ discourse in detail. The analysis of this corpus shows some
similarities and differences in terms of interaction and production. Teacher-student
interaction and student-student interaction is determined by participants’ command of
the target language. These findings may be useful for scholars and educators
concerned with the design of effective CLIL programmes in higher education. [-]
Description
Ponencia presentada en: 19th Asociación Europea de Lenguas para Fines Específicos Conference and 2nd Trans-Atlantic and Pacific Project Conference (AELFE-TAPP 2021).Vilanova i la Geltrú (Barcelona), 7-9 July 2021
Is part of
Libro de actas: Proceedings of 19th Asociación Europea de Lenguas para Fines Específicos Conference and 2nd Trans-Atlantic and Pacific Project Conference (AELFE-TAPP 2021)Rights
info:eu-repo/semantics/openAccess