Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms

Autor/in	Guzmán-Alcón, Irene
Titel	Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms
Quelle	In: English Language Teaching, 12 (2019) 2, S.88-99 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Elementary School Students; Communicative Competence (Languages); Second Language Learning; Second Language Instruction; Language of Instruction; Spanish; Mathematics Instruction; Teaching Methods; Error Correction; Feedback (Response); Teacher Student Relationship; Action Research; Comparative Analysis; Task Analysis; Peer Relationship; Classroom Communication; Cooperative Learning; Foreign Countries; Bilingual Education; English; United Kingdom (England) + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Spanisch; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Teacher student relationships; Lehrer-Schüler-Beziehung; Projektforschung; Aufgabenanalyse; Peer-Beziehungen; Klassengespräch; Kooperatives Lernen; Ausland; Bilingual teaching; Bilingualer Unterricht; English language; Englisch
Abstract	It is widely accepted that the learning of a new language, among other advantages, promotes respect and interest of the students towards other cultures and languages. The question is how learning languages can be promoted in educational settings. The aim of the present study is to explore the principles of communicative language teaching in primary-education CLIL and FL classrooms. More specifically, in this paper we address to what extent collaborative work, attention to language and content and corrective feedback are observed during teacher-student and peer interaction in these educational settings. Following an action research approach, ten Spanish and ten Math sessions were observed and recorded. Furthermore, whole group interaction and peer interaction were analysed in relation to the participants' attention to language and content. Results from the study show that communicative language teaching is the approach followed in CLIL and FL sessions, tasks being the organizing units. However, differences are observed in relation to attention to language and use of correction strategies. Our findings suggest the need to use strategies to draw attention to language and content in CLIL settings, and the importance of using a more even range of correction strategies both in CLIL and FL classrooms. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01