'Well Let Me Put It Uhm the Other Way around Maybe': Managing Students' Trouble Displays in the CLIL Classroom

Autor/in	Aldrup, Marit
Titel	'Well Let Me Put It Uhm the Other Way around Maybe': Managing Students' Trouble Displays in the CLIL Classroom
Quelle	In: Classroom Discourse, 10 (2019) 1, S.46-70 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aldrup, Marit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2019.1567360
Schlagwörter	Course Content; Second Language Learning; Second Language Instruction; Language of Instruction; Teaching Methods; Discourse Analysis; Video Technology; High School Students; English (Second Language); Geography Instruction; Foreign Countries; Error Correction; Classroom Communication; Grade 10; Germany + Suchen Sie Ihr Suchwort? Kursprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Geography education; Geography lessons; Geografieunterricht; Ausland; Korrektur; Klassengespräch; Deutschland
Abstract	This study is concerned with repair practices that a teacher and students employ to restore intersubjectivity when faced with interactional problems in a Content and Language Integrated Learning (CLIL) classroom. Adopting a conversation analytic (CA) approach, it examines the interactional treatment of students' verbal and embodied trouble displays in a video-recorded, teacher-fronted geography lesson held in English at a German high school. At the same time, it explores to what extent the repair practices employed are fitted to this specific interactional context. The analysis shows that students' verbal trouble displays often result in extensive repair sequences, whereas students' embodied trouble displays are usually met with teacher self-repair in the transition space. In this way, the latter are resolved much earlier and more quickly. The study further reveals practices like reformulation and translation to be especially useful for repairing interactional problems in classrooms in which a foreign language is used as the medium of instruction. The findings may be of interest for prospective as well as practicing teachers in that they provide relevant insights into how interactional trouble can be successfully managed in (CLIL) classroom interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01