Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective
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Título
Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic PerspectiveFecha de publicación
2019Editor
Canadian Center of Science and EducationISSN
1916-4750Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.ccsenet.org/journal/index.php/elt/article/view/0/38081Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
As academic language skills develop, young learners are able to rise to the challenge of increasingly complex
communication in increasingly formal settings (Snow, 2014; Uccelli et al., 2015). Studies suggest that ... [+]
As academic language skills develop, young learners are able to rise to the challenge of increasingly complex
communication in increasingly formal settings (Snow, 2014; Uccelli et al., 2015). Studies suggest that CLIL
contexts may favour the development of academic language skills (Dalton-Puffer, 2007; Nikula, 2007; Marsh,
2008; Pasqual Peña, 2010) to a greater extent than non-CLIL contexts. However, research that attempts to test
this assumption has so far tended to do so from a pragmalinguistic perspective (Lorenzo & Rodríguez, 2014;
Lorenzo, 2017). This paper takes a sociopragmatic approach to exploring the differences between CLIL and
non-CLIL contexts regarding how they facilitate the development of early academic language skills. That is, how
the communicative intentions that underlie CLIL and non-CLIL classroom discourse may help or hinder the
development of such skills. The data were collected by observing classroom discourse in CLIL and EFL
primary-school lessons, in Spanish-based and Catalan-based linguistic models. The method followed was to
apply a taxonomy of the sociopragmatic level of academic language (Henrichs, 2010) to determine the quality of
the conversational style and intersubjective cooperation found in the discourse. The results indicate that CLIL
classroom discourse is characterised by the sort of conversational style that facilitates the development of
academic language skills. However, in terms of intersubjective cooperation the results are somewhat inconclusive.
Based on these results, the study suggests raising awareness of the role of conversational style in classroom
discourse so as to boost the quality of teacher-student interactions in primary-school CLIL contexts and, thus,
contribute to an identified need for continuous improvement of CLIL pedagogies and teacher training (Lorenzo,
2007; de Graaff et al., 2007). [-]
Publicado en
English Language Teaching, v12 n2 2019Entidad financiadora
Ministerio de Economia y Competitividad (Spain) | Universitat Jaume I | Universitat Jaume I.Projectes d’Innovació Educativa de la Unitat de Suport Educatiu
Código del proyecto o subvención
FFI2016-78584-P | P1·1B2015-20 | 3621/18
Derechos de acceso
info:eu-repo/semantics/openAccess
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