Exploring Content and Language Co-Construction in CLIL with Semantic Waves

Autor/inn/en	Lo, Yuen Yi; Lin, Angel M. Y.; Liu, Yiqi
Titel	Exploring Content and Language Co-Construction in CLIL with Semantic Waves
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 3, S.289-310 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lo, Yuen Yi) ORCID (Lin, Angel M. Y.) ORCID (Liu, Yiqi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1810203
Schlagwörter	Semantics; Content and Language Integrated Learning; Native Language; Second Language Learning; Second Language Instruction; Language of Instruction; Science Instruction; Scientific Concepts; Lesson Plans; Foreign Countries; Academic Language; Profiles; Classroom Communication; Discourse Analysis; Teaching Methods; English (Second Language); Linguistic Theory; Elementary Secondary Education; Mandarin Chinese; Sino Tibetan Languages; Hong Kong + Suchen Sie Ihr Suchwort? Semantik; CLIL; Lernkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Ausland; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Charakterisierung; Profilanalyse; Klassengespräch; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistische Theorie; Hongkong
Abstract	In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is thus important for CLIL teachers to unpack and repack both abstract concepts and academic discourse for the students. 'Semantic waves', which model classroom practices of both unpacking and repacking, is arguably a key to understanding cumulative knowledge-building. Applying the concepts of semantic profiles and semantic waves, this paper analyses the classroom discourse of two CLIL science lessons in Hong Kong. In one lesson, the semantic profile mainly consists of downward shifts. The teacher adopted various useful strategies to unpack science concepts, especially with multimodalities, everyday L2 and students' L1 resources. Yet, there was limited repacking. In contrast, some repacking was observed in another lesson, where the teacher provided explicit instruction on academic language and guided students through academic writing tasks. A semantic wave can thus be observed there. These findings on strategies for unpacking and repacking provide significant insights into knowledge building in CLIL contexts, and may hence illuminate CLIL pedagogical practices. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01